SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: Term 1  To capture student interest and find out what they know about XXXXX TOPIC: Earth and Space Science – The Noongar Seasons

Week 4 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about
XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
ON (Year 1 &
2 only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Endeavour Skills
Earth and Space Nature and Questioning and Outcome 2 – Introduction:
Science Development of Predicting Children are
Observable Science Pose and respond to connected with and  Students are to first do a mini-test on all about
changes occur in Science involves questions, and make contribute to their
the sky and observing, asking predictions about world.
the different seasons and what occurs during
landscape questions about, and familiar objects and Outcome 4 – those seasons. One year in 40 seconds YouTube –
(ACSSU019) describing changes events (ACSIS024) Children are
in, objects and confident and  Students are to watch two time-lapse videos of https://www.youtube.com/watch?v=lmIFXIXQQ_E
events involved learners sky and landscape changing.
(ACSHE021)
 First video is about the difference of the One Year in 2 minutes YouTube –
landscape throughout the seasons and the https://www.youtube.com/watch?v=KkY3JGDqMT8
second one goes more into the months of the
year. ‘What did you see happening?’
 After the videos, the whole class will
brainstorm answers and ideas on what the ‘What was changing?’
students have observed. This will help them for
the next part of the lesson. ‘Why were these changes happening?’

‘How do you think this video was

Body: made?’
 Students will be painting and drawing their own
version of the observable changes in the
landscape and sky. Water-proof paints
 Using an A4 piece of paper and water-proof
paint, students are to paint the sky and trees, or
 plants based on the 4 seasons. Paint brushes and aprons
 Images of each season will be placed on each
group’s table to build up on their ideas. Pieces of A4 plain white paper

Conclusion: Pictures of each seasons and their

 At the end, three students will come up to the landscapes
front of the classroom to discuss their paintings.
 They will be talking about what they painted
and why they did it.
 The rest of the students will then decide
whether to agree with the paintings or disagree. ‘Can you tell everyone what you have
painted?’
LEARNER DIVERSITY
Enabling – Allow the students to watch the time-lapse video ‘What colours did you use? Why?’
again or provide an example or a painting of the seasonal
landscape. ‘Why did you add these flowers/plants?’
Extension – Give the more advanced students the opportunity to
draw or paint animals that would be suitable for those seasonal ‘Which season is your favourite?’
landscapes.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Watch and observe the changes of each season through time-
lapse videos
 Illustrate the different observable changes of landscapes and
the sky using paintings

ASSESSMENT (DIAGNOSTIC)
 Mini-Test: The Seasons
This test is a small test for the students to complete before
beginning the topic. The questions will be based on the
students’ prior knowledge:
o The names of the seasons
o Which months occur in each season
o What changes occur in the seasons

*This will be done at the beginning of the lesson as it

allows me to see which students know more about seasons
than others.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: Term 1  To provide hands on, shared experiences of XXXXX TOPIC: Earth and Space Science – The Noongar Seasons

Week 4 Formative assessment
To support students to investigate and explore ideas about XXXXX

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
Earth and Space Nature and Questioning and Outcome 2 – Introduction:
Science Development of Science Predicting Children are
Timer to use outside
Observable Science involves Pose and respond to connected with and  Students will play a new version of ‘iSpy’ that requires them to
changes occur in observing, asking questions, and make contribute to their be outside to play. ‘What can you see in the
the sky and questions about, and predictions about world.
landscape describing changes in, familiar objects and Outcome 4 –  Students will need to describe the location and characteristics
sky?’
(ACSSU019) objects and events events (ACSIS024) Children are of what they are guessing (e.g. ‘I spy…something that is tall
(ACSHE021) confident and and, on the ground,)
involved learners ‘What can you see that is
LESSON OBJECTIVES  One student will have a turn being the ‘iSpyer’ and whoever
As a result of this lesson, students will be able to: gets the correct answer will replace that student. on the ground?’
 Observe the different Indigenous seasons using a storyboard and  Encourage the students to broaden the objects and landscape:
different plants/flowers o Something in the sky
 Reflect on their experience using their drawn storyboard and o Something that was made by humans
classroom discussion
o Something that grows

ASSESSMENT (FORMATIVE) Body:

 There are 6 Noongar seasonal sensory tables filled with plants
Anecdotal Notes: and rocks along with a story board.
Write down observation notes from each group that are based  In groups of 4 or 5, students are to go to each table and observe
on the learning objective: what is on the table. They can do this by:
o Observe the different Indigenous seasons using a storyboard and o Looking Sensory tables with
different plants/flowers o Feeling
o Reflect on their experience using their drawn storyboard and different coloured and
o Smelling
classroom discussion types of flowers and
o Touching
These notes will be based on each student and will be used to plants
 While observing, students are to fill in their storyboard of each
help plan out the next lessons ahead. season by either drawing or writing down what they saw.
 Each group will have at least 5 minutes to explore and observe Sign of each season
at each table.
 The students will be reminded to keep their storyboards and A3 storyboard
make sure they are filled as they will need them later on.
‘What can you see on this
Conclusion: table?’
 Each group will reflect on what they have saw and observe
with the whole class based on the season they had finished last
o ‘This group here with the season Bunuru. What did ‘What does this season
your group see or saw on the table?’ tell you?
 One student or two from each group will answer and reflect on
their experience.
 Encourage them to answer more broaden questions:
o What colours can you see?
o What sizes are the plants and rocks?
o What did you notice when moving to different tables? ‘What did your group see
 Remind the students again to make sure they keep their or saw on the table?’
storyboards as they will need them for the next lessons.
‘What season matches
LEARNER DIVERSITY with that month?’
Enabling – Provide an example storyboard piece for them to show how it
 should be drawn up.

Extension – Students are to then create their storyboards using an iPad

(technology integration)

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: Term  To support students to develop explanations for experiences and make TOPIC: Earth and Space Science – The Noongar Seasons
1 Week 5 Formative assessment
representations of developing conceptual understandings

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
Earth and Nature and Planning and Outcome 2 – Introduction:
Space Science Development of Conducting Children are
6 A3 piece of paper with
Observable Science Participate in guided connected with and  Students will be playing a warmup game ‘What season am I?’ the seasons name
changes occur in Science involves investigations to contribute to their Indigenous version. displayed across the
the sky and observing, asking explore and answer world.
landscape questions about, and questions (ACSIS025) Outcome 4 –  The 6 season names will be displayed across the whole
classroom
(ACSSU019) describing changes in, Children are classroom.
objects and events confident and
(ACSHE021) involved learners
 The teacher will call out a description of a season for the
students to listen. Descriptions of the
LESSON OBJECTIVES
 Using their memory, the students will walk to a season that they seasons
As a result of this lesson, students will be able to:
believe matches the description. Each time they get it correct ‘What season am I?’
 Recall their knowledge on the Noongar seasons
they get a point.
 Create and explain their experience on the Noongar seasons using
play dough  The students who get all the seasons correct will win a prize at ‘Why do you think it is
 Construct scientific terms and meanings based on the topic the end. that season?’
through a word wall.
Body:
ASSESSMENT (FORMATIVE)  Students will be explaining what they have learnt about one
Noongar season using play dough. Coloured playdough
Lesson Criteria Checklist:
 Using different coloured playdough, they are to create what they amongst the tables
This checklist will be based on the lesson objectives. The remembered and explored during the sensory table rotations ‘What do you remember
teacher will be focusing on each student’s experience on the
Noongar seasons and also their participation during the word (plants, animals, weather). from the last lesson?’
wall. This will inform the teacher what preparations need to  The students will have the opportunity to come up and present
be made. The objectives are: what they remember and experienced using their play doughs – ‘What did you find during
o Recall their knowledge on the Noongar seasons sharing and comparing ideas with one another.
the sensory tables?’
o Create and explain their experience on the Noongar seasons  After these presentations, the whole class will begin creating a
using play dough word wall on the terms of the seasons. This will be for both
western seasons and indigenous seasons. Word Wall area placed
o Construct scientific terms and meanings based on the topic
through a word wall.  The students, plus some help from the teacher, are to think and and set up
share their words with the class to put on the wall. Poster cards plus marker
 The teacher will write a word on a piece of coloured card and
volunteer a student to come and place it on the word wall. ‘What are some words
you can think of?’
Conclusion:
 Students are to complete an exit ticket before they finish the
lesson. ‘What words do you think
 They are to write their names on the top of the ticket and circle relate to our topic?’
how they felt afterwards. This includes:
o Confused
o Full of questions
o I’ve got it Teacher Start ‘Monster
 The students also have the opportunity to write one fact they March Out’ exit ticket for
know about the Noongar seasons. each student
 These tickets will be collected by the teacher to use as
progression of the topic.

LEARNER DIVERSITY
Enabling – Students’ storyboard can be used to help assist the students when
creating their play doughs.

Extension – Give an opportunity for the students to come up with more specific
terminology for the word wall.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: Term  To challenge and extend students’ understandings in a new context or make TOPIC: Earth and Space Science – The Noongar Seasons
1 Week 5 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Earth and Nature and Processing and Analysing Outcome 2 – Introduction:
Space Science Development of Data and Information Children are
Observable Science Use a range of methods to connected with and  Students are to brainstorm their experiences on the Summer Whiteboard and
changes occur in Science involves sort information, including contribute to their holiday whiteboard markers
the sky and observing, asking drawings and provided world.
landscape questions about, tables through discussion, Outcome 4 –  Students are to remember what they did during the holiday
(ACSSU019) and describing compare observation with Children are before school began and share it with the class.
changes in, objects predictions (ACSIS027) confident and
and events involved learners
 While brainstorming, the teacher will ask questions that are
(ACSHE021) more related to the seasons:
o Was it hot or cold during the holiday? ‘What can you tell me
o What were you or your family wearing? about your summer
o When you went outside, what did it look like? holiday?’
 Once this is completed, the teacher will talk about the next
season which is Autumn.
 This will lead to the next part of the lesson, but before that, the ‘Can you think of any
whole class will begin guessing what happens in Autumn.
ideas as to what happens
 Students are to think of ideas and possibly previous experience
on the season, and this will be written down on a mini
in Autumn?’
whiteboard to reflect on.
Body: ‘What do you remember
 As a class, the students will be taking a field trip around the that happens in Autumn?’
school and observing the Autumn season using their senses.
 Using their clipboards and their 5 senses worksheets, students
are to write down what they can see, feel, hear, smell and taste.
 The taste part will be them tasting vegetable soup which
Clipboards
consists of the most common vegetables in Autumn.
 Students are to welcome to use descriptive words to describe
Five Senses Field
their sense and the season. Worksheet by Twinkl
 Once all the students are happy with what they have completed Timer
 on the sheet, they will come back to the classroom. Vegetable soup (made
 This is where the teacher will write on the whiteboard, next to the night before) heated
the summer brainstorm, what they have seen, felt, heard, tasted up
and smelt.
‘What can you see right
Conclusion:
 Students are to look at the two seasons and compare what they now?’
have found.
 They are to discuss the differences between the two seasons ‘How does this weather
which will then lead to the teacher asking why that is. feel to you?’
 The teacher will then explain why we have seasonal changes
and how each season is different from one another. ‘Does this remind you of
 To end the lesson, the class will look back at what they Autumn? Why?’
predicted Autumn would with mini-whiteboard and comparing
to the actual results.

LEARNER DIVERSITY ‘What can you see that is

Enabling – provide some Autumn season posters along the field trip to help different between the
the students with creating observations. two?’
Extension – when observing the season using their sense, allow the students to
have a go at explaining why this happens. ‘Why do you think this
happens during Autumn?’

‘Is our prediction correct?

If so why?’

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Brainstorm and predict what could happen during the Autumn
season
 Use their 5 senses to explore the season of Autumn and compare
their results to the Summer season
 Compare and reflect on their prediction of Autumn to their actual
findings
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
The Five Senses Field Trip Worksheet:
The teacher is to collect the worksheets that the students are to
complete at the end of the lesson. This will be marked. Each
student must fill out all the sensory boxes as to what they have
found and observed during the field trip of the school. This will
indicate to the teacher whether the students are participating and
using their science skills to find new information, and also
compare their information to their predictions.
The writing needs to be legible for the teacher to read and
understand their findings.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)
TERM / WEEKS: Term 1  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC: Earth and Space Science – The Noongar Seasons
Week 6 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
Earth and Space Nature and Communicating Outcome 2 – Introduction:
Science Development of Science Represent and Children are
Observable Science involves communicate connected with and  The teacher will be reading a story to the students for the ‘Walking With the
changes occur in observing, asking observations and contribute to their
the sky and questions about, and ideas in a variety world.
final lesson. Seasons in Kakadu’ by
landscape describing changes in, of ways Outcome 4 –  Before reading the book, the teacher will discuss to the Diane Lucas
(ACSSU019) objects and events (ACSIS042) Children are
(ACSHE021) confident and students what dreamtime stories are and why they are
involved learners important for Indigenous people to have and also share.
LESSON OBJECTIVES  The book is called ‘Walking With the Seasons in Kakadu’
As a result of this lesson, students will be able to: and it is all about children walking through Northern
 Recognise what a dreamtime story is and why Indigenous people Australia and experiencing the different seasons and their
use these to tell a story
characteristics. ‘What were some things
 Create and design a dreamtime story that is based on the
Nyoongar seasons using drawings and paintings  While reading the book, the students are to listen to the you saw in this book?’
 Reflect on their experience and knowledge through their science story and create this idea of how the story is illustrated.
workbooks  After the reading, the teacher reflects on the story with the ‘Did you see the different
ASSESSMENT (SUMMATIVE – Science Understanding) students by asking questions which will help them for the seasons? How?’
Student Peer-Assessment: next part of the lesson.
Students are to reflect their learning experience and what they ‘Why do you think it is
have learnt through their science workbook. They are to write: important for students to
o What they have felt or how they felt during the lessons Body:
learn about these
o Their favourite part or lesson of this topic  With a partner, students are to create a dreamtime story
seasons?’
o Their least favourite part or lesson of this topic about the seasons of the Noongar people.
o One thing you have learnt about the seasons  The story that are creating are about the six Noongar
They are to then get a partner and read each other’s seasons and their characteristics similar to the book that
reflections. They will be provided a checklist which they will was read but based on an Australian animal’s perspective
 Students are to draw or paint any pictures they would use A4 pieces of paper for
need to tick off during the reflection. The checklist are the
as their background. This can also include any flowers or each desk group
questions that the students need to answer. This will be done
before presenting to the class. animals.
 Students are also to use the classroom word wall to help Crayons, texters and
them create their story while using the correct language. waterproof paints
 Both partners will present the story to the whole class.
While they are presenting, the teacher is recording them for Paintbrushes and aprons
the students and teacher to reflect on plus for the parents to
watch as well. Teacher’s iPads

Conclusion: ‘What are some things

 In their science workbook, students are to write about their you are going to say in the
experience on the two different seasons. story?’
 They will write down how they felt during the lessons and
what they now know about the different seasons. ‘How are you going to
 They can also write down their favourite parts of the topic show me the different
as well as their least favourite. seasons?’
 The students will then grab a partner and quietly read each
other’s reflections. ‘Are there going to be
 After that, the teacher will then ask five students to come animals in your story?’
up to the front and read out their reflection to the whole
 class.
 Once that is completed, the teacher will ask the students to
do they still have any questions about this topic or are they Science Workbooks
feeling confident about seasons.
Extra pencils
LEARNER DIVERSITY
Enabling – allow the students to read the book again by themselves so that they
‘What did you like or not
are able to get an idea and structure on their stories. like during these lessons?’

Extension – students can write the story based on their experience or create a ‘Are you able to identify
story that predicts what would happen if they were there.
the different seasons?’

‘How did this topic change

your thinking?’