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PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: One LEARNING AREA/TOPIC: Physical Sciences – Look! Listen!

EYLF 1. Responsiveness 2. Learning 3. Intentional 4. Learning 5. Assessment 6. Cultural 7. Continuity of 8. Holistic
PRACTICES to children through play teaching environments for learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures



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













WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS
4 2, 5 3 1, 4, Science Inquiry Skills Identify which Summative – Introduction: Introduction: ‘Shadows’
5 – Questioning and source of light Science Inquiry • Educator presents the ‘Shadows’ What is PowerPoint
Predicting: Pose and produces the best Skills: PowerPoint to students. needed to
respond to quality shadow. • Educator asks students what light make a Lab report
questions, and make What is being shadow? template
sources can produce shadows.
predictions about Complete a report assessed? (A3)
familiar objects and based on the Students’ ability Educator writes students’ What light
events (ACSIS024) investigation to identify which responses on the whiteboard. sources could ‘#1 Science
conducted. source of light • Educator explains to students be used to Investigation
Science Inquiry Skills produces the best that they will be conducting a make a Rule’ poster
– Communicating: shadow and their student-led investigation to test shadow?
Represent and ability to Laminated
which light source produces the
communicate complete a report What is our ‘Light
observations and based on the best quality shadow. number one Sources’
ideas in a variety of investigation • Educator explains to students science rule group picture
ways (ACSIS029) conducted. that three light sources will be that we need cards à sun,
tested à the sun, a torch, and a to remember torch and
How is it being lamp. when lamp
assessed? conducting an
• Educator reviews the process of
Through investigation? Torches (x3)
students’ work report writing by displaying the
samples. ‘Lab Report’ template on the Body: Desk lamps
whiteboard and going through Which light (x3)
How is it being each section à experiment title, source do you
recorded? scientists’ names, hypothesis think will ‘Lab Reports’
Checklists. (prediction – what students think produce the (x1 per
best quality student)
might happen) (complete
shadow?
sentence) and findings (complete iPads (1x per
sentence and include photo). Which light group)
Note: This report is a simplified source do you
version suited to the year group. think will
Students have had previous produce the
worst quality
report-writing experiences using
shadow?
a similar template.

• Educator demonstrates how to
complete the lab report (using Conclusion:
the sample displayed on the Which light
whiteboard): source
produced the
o Experiment: Shadows
best quality
o Scientists: Miss Pasquale shadow?
o Hypothesis: The ____ will
produce the best shadow
(don’t fill in blank)
o Findings: The ____
produced the best shadow
(don’t fill in blank)
• Educator explains that students
can choose one object to make
the shadow, emphasising that it
must be the same object in order
to conduct a fair test. Educator
points to ‘#1 Science
Investigation Rule’ poster.
Educator explains that this object
will be the controlled variable.
• Educator explains and defines the
other two variables in the
investigation à independent
(light source) and dependent
(shadow).
• Educator splits students into
groups of four by giving them a
picture of a light source. Students
need to find peers with the same
picture as them à sun, torch and
lamp.

Body:
• Students work in their groups to
test the different light sources in
order to find out which produces
the best quality shadow. Note:
All students will start inside and
will then go outside to test the
sun at the same time, supervised
by the teacher.
• Students place the chosen object
under the first light source.
• Students take a picture of the
shadow using the iPads.
• Students repeat this process with
the remaining light sources.
• Students return to the classroom
after finishing the investigation.
• Students analyse the
photographs and decide which
light source produced the best
quality shadow.
• Educator prints off photos of the
best quality shadow taken by
each student, whilst students
begin completing their report.
• Students work to complete their
lab report (can communicate
with group members but must
complete own report), attaching
the photo printed by the teacher
in the findings section of their
report.

Conclusion:
• Educator invites students to
gather on the mat, sitting with
their group members.
• One student from each group
(nominated to be the speaker)
comes to the front of the room
and presents their findings,
explaining which light source
produced the best quality
shadow.


Learner Diversity:
• Extending:
o Encourage students to present their findings using a graphic organiser of their choice (graph, table etc.)
o Encourage students to add sections to their report, such as a list of equipment and a method.
• Enabling:
o Students with hearing impairments must use their hearing aids and the educator should repeat instructions where necessary.
o Students with vision impairments may need to wear sunglasses when testing the sun outside in order to reduce glare.
o Students may need to be reminded what a hypothesis is and be helped to make a prediction.

Health and Safety Considerations:


• Ensure students are supervised when outside.
• Remind students to be careful when handling the torch and lamp as they may be hot.
• Ensure students are supervised when using the lamps and torches.
• Ensure electrical sockets and cords are in good working order.

Assessment:

Child Objective 1 – Identify which source of light produces Objective 2 – Complete a report based on the
the best quality shadow investigation conducted
Ben
Holly
Jack
Kayla

Key:
√ = Objective achieved
∆ = Objective partly achieved
• = Objective not achieved

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