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FORWARD PLANNING DOCUMENT
TERM/WEEKS: 3/Weeks1-5 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science

Science– Earth
– Ea & Space Sciences
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about water
 To elicit students’ questions/ prior knowledge about water
 Diagnostic assessment used- in this lesson you will find out what the students already know about water. This will allow you to take account of students’ existing ideas when planning learning
experiences
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
1/1 & 2 (ACSS (ACSH Brainstorm about Water DIAGNOSTIC >Students watch Narrated story – Tidalik >Where does Tidalik – Narrated
U032) E034) water come from? story
>students create an A3 >Collection and >As a class, students discuss water
picture collage about display of student >Use questions in the next column >What are the >https://www.youtub
water using magazines. collages and written different ways we e.com/watch?v=0y3
text as anecdotal >Write student responses on the board. Words will be used to create use water? Ta5xcKV4
>students write 2 records ‘Water Word Wall’
sentences about water >Where is our
>Focus questions – >Explain to students that they will be working individually to create a water stored
>students identify words What do students Water Picture Collage using A3 paper. The collages will be
associated with water know about water displayed in the classroom. >how does water
get to our house?
>Explain to students that they will be writing a couple of sentences in
the raindrop which is in the middle of their A3 page about what they
know about water.
>Students share their work with a partner and discuss why they
have chosen those pictures for their collage.
(Assist Mark and Ben with cutting and gluing. Assist Kate with
composing her sentences. Lisa and Jeremy can create a picture
collage sequence - showing how water gets to our houses.)
>As a class discuss the pictures used

>Complete the K column of the KWL
TERM/WEEKS: 3/Weeks1-5 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science – Earth & Space Sciences
thinking Competence
5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of the Water Cycle
 To support students to investigate and explore ideas about the Water Cycle
 Formative assessment
Science Science as Science Inquiry
Understand a Human Skills
ing Endeavour
2/1 (ACSSU (ACSIS038) > Students create a FORMATIVE > As a class, students revise the words on the Water Wall >In what way is Gonoodle
032) “Cloud in a Cup’ this experiment https://www.youtube
experiment >Collection of record >Using focus questions introduce the topic of the lesson – ‘Rain’ the same as a .com/watch?v=KM-
sheet real rain cloud? 59ljA4Bs
>Students make and >As a class, students fill out K and W column of KWL (What do you
record their >Anecdotal notes – know about rain? What do you what to know about rain?) >plastic cups
observations using an where students able >shaving foam
observational drawing to conduct the >Watch Gonoodle Video on the Water Cycle >food colouring
experiment and >record sheet
>Students describe formulate a clear >Demonstrate the ‘Cloud in a Cup’ experiment – Safety precaution – >jugs of water
why the experiment is statement stating why students are told not to eat food colouring or shaving cream or put
like a real rain cloud the experiment is like either near their eyes. Alert teacher immediately for help.
a real rain cloud.
>Students complete the experiment in pairs
>Students individually complete their record sheet
>As a class discuss findings – focus questions
>Why does it rain?

>Why does the rain fall from the cloud?
>Complete L column of KWL (What have you learned?)
Closing questions –
>Why is rain important?
>Where does all of the rain go?
>How does water get to our school?
2/2 (ACSIS0 (ACSIS039) >Students create a >Anecdotal notes – Students read ‘The Water Princess’ by Susan Verde >How do you >iPads
32) map of an area of the Were students able to Students will go on a Water Walk to try to find sources of water. think water gets to >A3 paper for map
school and label create a map of an the school? >record sheet per
where different area of the school and Introduce focus question - group
sources of water are label sources of water
found ie -sprinklers, accurately? >How do you think water gets to the school?
taps, drinking >How is the way we get water different to the way Gie Gie gets
fountains, toilets, >Were students able water?
classroom, water to identify and record
tanks leaking taps and label As a class fill out K and W column of KWL– What do you know
their location on the about how water gets to our school? What do you want to know
>Students identify and map accurately? about how water gets to our school?
record any leaking
taps >As a class (in groups of 4 of mixed abilities) students go for a
Water Walk around the school. Students are allocated roles
>Using iPads group manager takes pictures of where sources of

water can be found around the school
>As a class discuss the sources of water found around the school.
(group speaker presents groups findings.)
>Explain to students that as individuals they will be drawing a map of

the school and labelling the water sources they found – leaking taps
are to be marked in red
>Students share their work with their group and discuss how water
22 gets to the different sources around the school.
Have a school map template ready for Mark, Ben and Kate.
Lisa and Jeremy help each group create a PicCollage of the photos
they have taken.
thinking Competence
5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
33/1 (ACSSU (ACSIS0 >Students create a flow FORMATIVE >Explain to students that water has a long journey to get to our taps >What is a YouTube Video
032) 42) chart poster to explain the From catchments, to treatment, to pipes, to our taps. catchment?
process involved in Rubric- https://www.youtube
getting water to our taps >Review the term catchment from previous Explore lesson where >Why is our water .com/watch?feature
Do posters show students observed the flow of water across a landscape. treated before it =player_embedded
creativity and effort? >Discuss water treatment. travels to our &v=pGEHkR4Uw78
>Students watch video- ‘From catchment to tap.’ taps?
Did students’ A3 poster paper
drawings accurately >Students individually create ‘Water’s Journey’ sequenced poster
depict the sequence showing water’s journey from catchment to our tap.
of water from
catchment to tap? > Students write a sentence underneath each drawing explaining
each step in the process.
Did students’
explanation match the >In pairs students take turns explaining water’s journey from the
process in the water catchment to our taps, using their posters to guide discussion.
3/ journey sequence?
>Revisit key questions from previous lesson.
>Complete L column of KWL – How does water get to our school?
>Students are encouraged to draw the stages of water from To book

catchment to tap. Printed resource sheet is available for Mark and https://www.waterco
Ben to cut and stick the same sequence. rporation.com.au/ho
me/education/schoo
Students take part in an incursion delivered by Water Corporation l-talks-and-
discussing water from catchment to tap – view resource column to excursions/school-
book talks/water-supply
thinking Competence
5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
4/1 (ACSSU >Write appropriate SUMMATIVE- >Review activity ‘What goes down your drain?’ What conditions >Science record
032) questions for an Science Inquiry Skills effect water sheet
investigation. >Brainstorm other factors which can affect water quality quality? >Investigation
planner
>Work in teams to plan >Work in teams to >Make a list of student contributions – add new words to the Water >Labels for group
and set up an create an Wall roles
investigation of the investigation question >Introduce scientific terminology – ie; the term ‘variable’ as things
conditions that affect that can be changed, measured or kept the same in an investigation.
water quality >Observe and record
the results of their >Explain the focus of the team investigation is to determine what
>Observe and record the investigations affect one of these things (variable) has on water quality.
results of their
investigations >Record observations >Demonstrate how to develop questions for an investigation and
in a suitable way explain how to use investigation planner.
>Make evidence- >Students choose a variable to investigate and complete an

based conclusions investigation planner in cooperative teams.
>Managers collect team equipment and teams set up investigations.
>Students record observations over 5 days in their Science journal.

>After 5 days, students review their investigation, record findings
and make conclusions based on the evidence they have created.
>Students with different abilities are grouped together.

>Mark and Ben are assisted with recording observations.
thinking Competence
5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about water and represent what they know about water
 Summative assessment of science understanding
5 (ACSSU >Students create a play SUMMATIVE- >Explain to students that they will be creating a short play on one What new things Props - sun, rain
032) on their understanding of Science area of ‘Water’ they have learned about. have you learned clouds, taps, pipes
one area covered in the Understanding about water? (created in Art
water unit. >Areas are allocated to students by the teacher - class)
The water cycle
>Rubric From Catchment to Tap
Students accurately >Explain to students they will be working in groups of 5, one student
demonstrate the is the narrator.
stages of the water
cycle. >The role of the narrator is to introduce the play to the audience and
tell the story of the play as it is being performed.
Students accurately
describe the flow of >Explain to students they need to use words from the Word in the
water from the narration of their play.
catchment to the tap
>Explain to students they can look through their science journal and
Students work work around the classroom to help and inspire them.
effectively in their
group >Explain to students they will have 15 minutes to prepare their play.
>Students can then move outside to perform their plays.
>Exit ticket
>Collection of work >Class discussion –
samples and science >What new things have you learned about water?
journals >What are some of the things you will think about the next time you
turn on your tap?

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FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3/Weeks1-5 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science

5E’s- ENGAGE (1-2 lessons)

>As a class discuss the pictures used

5E’s- EXPLORE (2-3 lessons)

>Students individually complete their record sheet

>As a class discuss findings – focus questions

>Why does it rain?

>Complete L column of KWL (What have you learned?)

>Using iPads group manager takes pictures of where sources of

>Explain to students that as individuals they will be drawing a map of

5E’s- EXPLAIN (1 lesson)

>Students are encouraged to draw the stages of water from To book

5E’s- ELABORATE (1-2 lessons)

>Make evidence- >Students choose a variable to investigate and complete an

>Managers collect team equipment and teams set up investigations.

>Students record observations over 5 days in their Science journal.

>Students with different abilities are grouped together.

5E’s- EVALUATE (1 lesson)

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