SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: T2  To capture student interest and find out what they know about Dreamtime stories. TOPIC

WK1 To elicit students’ questions/ prior knowledge about what students already know.
Diagnostic assessment used- in this lesson you will find out what the students already know about History: Water Cycle
dream time stories relating to water. 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 Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Earth’s resources are used Science involves Pose and respond to
1, 2 & 4. o Introduce the Story ‘Wunambi the Water Snake’ and ask Wunambi the Water Snake by:
in a variety of observing, asking questions, and make
ways (ACSSU032) questions about, and predictions students questions about what the book may be about (give May L. O’Brien
describing changes in, about familiar objects
objects and and events (ACSIS037) students time to answer). Q: Has anyone seen or heard of
events (ACSHE034)
o Ask questions (Q) the story ‘Wunambi the water
LESSON OBJECTIVES o Start reading the book and stop at different pages to ask students snake’?
what has happened in the story already, who are the main Q: By looking at the cover page,
As a result of this lesson, students will be able to:
characters, what may happen next. what do you think this story
 Verbally explain how the water ways were formed using a
maybe about? or, predict what
Dreamtime story, Wunambi the water snake by May L. O’Brien.
o When story is finished, teacher will activate discussions about may happen?
 State the importance of the sustainability of water.
 the story and relate it to how the rivers were made.
o Teacher will then dismiss students to their desks to create their
own illustration of the story ‘Wunambi the water snake’. Blank A4 paper, lead pencils,
ASSESSMENT (DIAGNOSTIC) o During illustration time, there will be meditation music in the coloured pencils, texters.
Where children able to verbally indicate how Wunambi background to try and keep the classroom calm. https://www.youtube.com/watch?v=77ZozI0rw7w
created the rivers to educator or peers?
o Students will be asked to come sit back on the mat with their
pictures (some students may not have finished, so let them know Q: What is your illustration?
they will finish it off at another time, so they don’t rush their Q: Why is that your favourite part
illustrations). of the story?
- Get students to Think-Pair-Share:
o Students share their illustrations and tell each other
what they have drawn.
- Come back as a whole class. (students will share if they
 want to).

LEARNER DIVERSITY
Spencer will need assistance with keeping on task. He will sit with
Adam and Jess so he can try and keep focused. He will also be
observed by the EA to make sure he’s keeping on task and specify
what needs to be done.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: T2  To provide hands on, shared experiences of creating a mini diorama of the water TOPIC
WK2 
cycle.
To support students to investigate and explore ideas about the characteristics on how Art- Water Cycle
the water cycle works.
Formative assessment:

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 Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Different materials can be Science involves Participate in guided
combined for a particular observing, asking investigations to
3&4 o There will be a review of the water cycle and how it works. Q: who remembers the water
purpose (ACSSU031) questions about, and explore and answer Teacher will ask students questions to activate prior knowledge. cycle and what it does?
describing changes in, questions (ACSIS038)
objects and o Teacher will let student know they will design and create a Q: Can anyone tell me the
events (ACSHE034) names of the cycle and what it
diorama of the water cycle.
does?
LESSON OBJECTIVES o There will be pictures to show students what a diorama looks Q: why is the water cycle
As a result of this lesson, students will be able to: like. important?
 Identify the characteristics of the water cycle and how it o Students will be divided into groups prepared by teacher.
works. o Students will discuss in groups what their diorama may look like Pictures of Dioramas examples.
 Have discussions with their peers to explore different and what materials they could use.
materials to create a group diorama of the water cycle. o Students will be dismissed to tables.
 Use multiple materials to create their group dioramas. o There will be a table will all materials so students can come and
get what they need to create their dioramas. Multiple materials such as
ASSESSMENT (FORMATIVE) o Students will rely on each other to independently create the plastic, wool, coloured paper,
Photos: water cycle using the different types of materials. carboard, pipes etc.
- Where students able to make accurate diagraphs of the o Teacher and or EA will observe and engage in conversation
 water cycle within their diorama using different materials. about their dioramas and see what they are
Observation:
- See if students were able to work in a group setting. LEARNER DIVERSITY
- Where they able to independently create a diorama using Sam, Hannah and Justin will draw their water cycle on an A3 page. They
multiple materials. will be encouraged to use small materials such as pipe cleaners, cotton
wool, paint etc to create their piece of work.

A3 paper, paints, pencils,

crayons and other materials.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: T2  To support students to develop explanations for experiences and make TOPIC
Wk3 Formative assessment
representations of developing conceptual understandings
Art- Water Cycle
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 Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
Different materials can be Science involves Participate in guided
combined for a particular observing, asking
4&5 o Get students to stand around the table and wait for teacher’s
investigations to
purpose (ACSSU031) questions about, and
explore and answer
presentation.
describing changes o Teacher will have all materials ready for experiment using
in, objects and questions (ACSIS038)
events (ACSHE034) home ware objects and explain throughout for children’s
understandings.
o Teacher will explicitly do a step by step process on what is
happening.
o 1st place big transparent bowl on table.
o 2nd pour hot water into big bowl (teacher will be the ONLY
person to handle hot water) Transparent bowls (large &
o rd
3 small bowl into centre of big bowel. small), clingwrap, rubber
o 4th place clingwrap over the top with rubber band. band, hot water (kettle),
 o During the steps, the teacher will ask questions about the table.
experiment and get students to elaborate their answers.
Q: what do you think I am creating?
o During the last step, students will have to wait to see what
Q: does anyone know what the hot
the experiment will do. Students’ will find a spot in the water is going to do?
classroom and work on activity sheet that will feature their Q: what is going to happen to the
predictions on what will happen with the experiment small bowl as it doesn’t have any
(students can find a friend to sit with to discuss their water in there?
Q: Do you think cling wrap will help
answers). this experiment? Why?
o Students will come back together as whole class around the
table to see what happened with the experiment. Activity sheet, pencils, coloured
o Teacher will show all students and explain why the pencils
experiment has changed, talking about how it formed
condensation, precipitation, collection (transpiration) and
evaporation.

LEARNER DIVERSITY
Set up stronger students with others who may find it difficult to express
answers and or have difficulty doing worksheet.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Observe how the water cycle works up close.
 Identify the characteristics of the water cycle and how the elements
work.


ASSESSMENT (FORMATIVE)
Activity Sheet
- Students will complete experiment sheet by labelling,
drawing and writing their explanations.
- Have cut and paste activity showing experiment.
Anecdotal notes/Scribing
- For those students who will verbally answer the
experiments instead of writing.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: T2  To challenge and extend students’ understandings in a new context or make TOPIC
connections to additional concepts through a student planned investigation
 
WK5 To use investigative/ inquiry skills
Summative assessment of science inquiry skills English- Water Cycle
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 Understanding Science as a Human Science Inquiry OUTCOMES
Endeavour Skills
A push or a pull affects People use science in Participate in guided
Review unit activities and ask key questions. Q: what is the water cycle?
how an object moves or their daily lives, investigations to explore 2, 4, 5 o
including when caring and answer o Students will create a water wheel that they will get to take And how does it work?
changes questions (ACSIS038)
shape (ACSSU033) for
home. Q: How does condensation,
their environment and Use informal precipitation, collection
living measurements to collect o Students will choose a variable to investigate and complete
things (ACSHE035) and record observations, (transpiration) and
using digital investigations in cooperative teams. evaporation form?
technologies as
appropriate (ACSIS039)
o Students may use iPads, Books to elaborate their ideas.
o Students have the freedom to document their progress by iPads, literature, paper,
Represent and
communicate taking pictures and videos of themselves and experiments. lead/coloured pencils,
observations and ideas in
a variety of o Teacher will print photos and students will form written or scissors, pins, paper plates.
ways (ACSIS042)
typed text to elaborate on their piece of work which will then
be displayed on classroom wall.

LEARNER DIVERSITY
Teacher assistance will assist Connor and April to complete task.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Develop the skills of observing and recording observations on
how water works.
 Identify the characteristics of the water cycle and how it’s
operates.

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

Photo stories
- Students own photography along with their written or
typed text.
- This can be displayed on allocated classroom wall.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)
TERM / WEEKS: T2  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC
WK5 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning Maths: Water Cycle
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 Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Students will sit on mat and make a circle.
Earth’s resources are used Use informal measurements
to collect and record 2 o Rain Gauge
in a variety of observations, using digital
ways (ACSSU032) technologies as
o Teacher will place a large sized rain gauge in the centre to
appropriate (ACSIS039)
Q: I wonder what this object
have students wondering what the object is. is?
LESSON OBJECTIVES o Teacher will ask questions about the object to students to Q: Does anyone know what it
As a result of this lesson, students will be able to: see who knows what it is and what it’s used for. is or would like to have a
o Ask students to think-pair-share ideas on what the guess on what it is?
 Observe the different water levels using rain gauges that
capture rainwater. object maybe and what it’s used for.
 Compare measurements of rainwater and explain which o Get students to share back thoughts and ideas as a
object held the most water. whole class giving them time to answer.
o When questioning is finished, teacher will let students
Cups, syringe, measuring
ASSESSMENT (SUMMATIVE – Science Understanding) know that there are different objects that is water filled
Checklist: with water. cups, water bottle, flutes.
Where students able to create a timeline showing the comparisons o students will be separated into groups of four and one
of the water levels in their groups rain gauges experiment.
student will collect equipment.
o They will create water gauges for the group, label it with
their names, place measurements along the side to
Gauges, tape, rulers,
indicate measurement.
pencils, activity sheet.
o Students will observe the objects of water and make
predictions on which object may hold the most and less
water when it enters the rain gauge.
o students in their group will compare measurements to
other groups and create a tally or chart to see who had the
most water.
o Students will them place measurements on a timeline and
explain why the certain object held less or more.

LEARNER DIVERSITY
Partner Lily with Grace and Adam and Ben to do water gauge
experiment.
Cut and Paste Activity

Students
Formative &
Summative
assessment
Maths- Water
Cycle

Activity Sheet

Objectives
Checklist

Formative &
Summative
 Reference:

Early Years Learning Framework for Australia. (2009). Belong, Being, Becoming. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-

02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

O’Brien, ML. (2005). Wunambi The Water Snake.

OBlock, Tina.(n.d.). Lessons for little ones: Water Cycle, Rain Cycle Science Experiments and Craftivity

https://lessons4littleones.com/2015/04/15/water-cycle-rain-cycle-science-experiments/

Primary Connections. (2020). Retrieved from https://primaryconnections.org.au/

School Curriculum Standards Authority. (2014). Science v8.1: Year 2 Syllabus. Retrieved from

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8

Soothing Relaxation. (2017). Relaxing Piano Music: Sleep Music, Water Sounds, Relaxing Music, Meditation Music. Retrieved from

https://www.youtube.com/watch?v=77ZozI0rw7w