You are on page 1of 19

SUBJECT: Science TERM 2

Unit Title: Up, down and all Time Allocation: 10 Year Level:1 Teachers: Denielija
around weeks Carman, Jemma Manwaring
and Dawni Rossiter

Context of the Unit / Unit Overview UNIT TITLE: Up, down and all around
Essential Question: How do the natural, made and managed features of the environment undergo change?

Deep Understanding: Through outdoor observations and photographic records, students investigate the daily, weekly
and seasonal changes in their local environment.
Look out your window and you will see a constantly changing world. The Sun rises and sets and the sky reflects many
different hues over a day. The landscape, everything we know about the environment began by observing it.
SCIENCE LEVEL DESCRIPTOR
In Year 1, students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events
and phenomena with observable effects. They observe changes that can be large or small and happen quickly or slowly. They explore
the properties of familiar objects and phenomena, identifying similarities and differences. Students begin to value counting as a
means of comparing observations, and are introduced to ways of organising their observations.
BLUE= Understanding (What students need to KNOW) RED = Skills (What students need to DO)
SCIENCE UNDERSTANDING - Earth and Space Sciences SCIENCE INQUIRY SKILLS
Observable changes occur in the sky and landscape (ACSU019) Questioning and predicting
ELABORATION Respond to and pose questions, and make predictions about
familiar objects and events (ACSIS024)
exploring the local environment to identify and describe natural, Planning and conducting
managed and constructed features Participate in different types of guided investigations to explore
recording short and longer term patterns of events that occur on and answer questions, such as manipulating materials, testing
Earth and in the sky, such as the appearance of the moon and ideas, and accessing information sources (ACSIS025)
stars at night, the weather and the seasons Use informal measurements in the collection and recording of
observations, with the assistance of digital technologies as
appropriate (ACSIS026)
SCIENCE AS A HUMAN ENDEAVOUR Processing and analysing data and information
Nature and development of science Use a range of methods to sort information, including drawings
Science involves asking questions about, and describing changes and provided tables (ACSIS027)
in, objects and events (ACSHE021) Through discussion, compare observations with predictions
People use science in their daily lives, including when caring for (ACSIS212)
their environment and living things (ACSHE022) Evaluating
Compare observations with those of others (ACSIS213)
Communicating
Represent and communicate observations and ideas in a variety of
ways such as oral and written language, drawing and role play
(ACSIS029)
YEAR 1 ACHIEVEMENT STANDARD
By the end of Year 1 students describe objects and events that they encounter in their everyday lives, and the effects of
interacting with materials and objects. They describe changes to things in their local environment. They share their observations
with others.

BLUE= Understanding (What students need to KNOW)


RED = Skills (What students need to DO)
Science Understanding (What students need to KNOW) Science Inquiry Skills (What students need to DO)
What features of the sky and land change over time? Identify features of the landscape and sky
What is natural or made? Describe features of the landscape and sky
What happens to a garden over time? Discuss how features of the landscape and sky change over different
timescales
What has changed?
Compare observations with predictions
How is the night sky different? Identify natural and made features of the garden
What changes do we notice in each season? Identify changes to our school
What has changed around our school over time? List changes they have seen
How did our garden change? Create a poster to represent a season
How does human activity affect our landscape? Identify similarities and differences between seasons
Identify regular and predictable changes in the sky and landscape over the
course of a year
Identify changes that occur over time
Compare observations and predictions
Present observations to the class
Identify whether everyday items in the garden are natural or made
Work in teams to discuss and sort items into categories
Record predictions of what the garden will look like in a month
Identify and describe features of the landscape and sky
Discuss features that change over time
Record predictions

Class Profile
1B has 20 students; nine male students and eleven female students. Kirsty has Autism and requires frequent reminders to put her hand up and
wait to be asked to speak. She often speaks and makes noises impulsively. She has poor fine-motor control so she seeks assistance with writing
activities. Kirsty enjoys books with great excitement and engagement.
Dacia has a severe speech-language impairment and is very difficult to understand. She has a very low Oral Language score so her receptive
language is also of at a very low level. She benefits from 1:1 reading experiences. Dacia often copies the example that the teacher has provided.
Thomas and Ellyna show great defiance, particularly during carpet times. However, they often share insightful ideas and contributions to class
discussions.
Aquelle wears glasses but does not need to sit near the teacher.
Liam and Tobey work below the expected level in English and are particularly reluctant to join in during writing activities. They benefit from
one-on-one support during these activities.
Rachel presents with a range of strengths in English, though, in other areas like phonics and segmenting sounds she seeks support from
CT/ESO and if these adults are not available, she often copies from friends. She also benefits from fiddle toys and is prone to sucking her
thumb/hair twirling. Rachel accesses support for speech and at times, she is difficult to understand.
Tommy behaviour management program has been Magic 123 this is encouraging Tommy to better manage his emotional reactions in the
classroom.
His application during writing tasks varies, though he is capable. Many other students in the class are working at below the expected level but
are not diagnosed.

INCLUSIVE CURRICULUM: Class Considerations


STUDENTS: INTERVENTIONS

1. Kirsty Dobbins REDUCTION IN AMOUNT OF WORK


Questions to answer Expectations about Simplified notes given
Provide communication aids for Dacia to use quality
Support to complete
written tasks
Homework Expectations about Time expected for working
achievement level Adequate time to complete tasks with
frequent support offered.
LEVEL OF ASSSISTANCE
Simplified notes given Double spacing or bold Extra scaffolding for tasks
print Provide support to Kirsty throughout
completion of set tasks
Minimum copying from board Highlighted notes Substitution of tasks
Hands on activities Visual aides Modified tasks/exams/ tests
Allow for brain breaks and times to move Provide visual aids to Provide support and regular breaks as
around throughout all activities. follow and complete necessary.
Provide manipulatives and small group work instructions
when possible.
More than usual time spent with student High level of teacher Use of technologies for support
input
More than usual checking for Repeating questions Adjusting demonstrations to cater for needs
comprehension Repeat questions when of student
Provide communication board for Dacia to encouraging Kirsty to Demonstrate tasks up close 1:1 with Kirsty
demonstrate her understanding put hand up during
carpet time
Simplifying instructions/ paraphrasing Peer assistance Fatigue allowance: breaks in work
Short, direct instructions Provide breaks/movement/alternate place to
work/encouragement if Kirsty appears to
become heightened.
Adapting goals and expectations ESO support Use of visual reminders, cues
Allocated ESO time to Daily timetable planner
be used to support Visuals to wait while others are speaking, hand
Kirsty to complete signals to wait while others are speaking.
tasks 1:1
Organisation of equipment Volunteer Support Use of laptop rather than handwritten
Avoid colour green, stand up desk close to Remind volunteers to
Kirstys desk, option of sitting closer to the keep instructions short.
board if becoming restless
Exam omitted Alternate criteria Alternate mode of presentation
Provision of a reader Provision of a scribe Other
LEARNING ENVIRONMENT
Specific seating to enhance focus, Separate setting to do Removal of distracting material from setting
concentration exams/tests
weighted pillow, hug chair inside of hula
hoop (Kirstys space where no one touches
her)
RESOURCES
Different textbooks Different workbooks Other agencies/providers
SP- Heather
Autism Queensland
2. Dacia REDUCTION OF AMOUNT OF WORK
Ongheen Questions to answer Expectations about Simplified notes given
Repeat questions 1:1 with Dacia again when quality
she has her hands up. Acknowledge
contribution even if not
related. Remind topic.

Homework Expectations about Time expected for working


achievement level Provide extra time to complete set tasks
LEVEL OF ASSISTANCE
Simplified notes given Double spacing or bold Extra scaffolding for tasks
print Provide support to Dacia throughout
completion of set tasks
Minimum copying from board Highlighted notes Substitution of tasks
Hands on activities Visual aides Modified tasks/exams/ tests
Provide visual aides for Provide modified tasks during writing (focus on
time of completion, letter reversals, support to write sentences)
breakdown of tasks. including 1:1 or 1:2 for completion of tasks.
More than usual time spent with student High level of teacher Use of technologies for support
Clarify expectations with Dacia. Scaffold at input
beginning 1:1 Paraphrase for Dacia,
Written tasks, during carpet time, Dacia especially when using
removed for 1:1 OL/Reading tasks due to complex sentences.
difficulty with receptive language. Paraphrase into simple
sentences.
More than usual checking for Repeating questions Adjusting demonstrations to cater for needs
comprehension Repeat questions as of student
Repeat instructions to Dacia and have Dacia necessary; allow extra Demonstrate 1:1 to ensure her understanding
repeat back to CT/ESO time for response
Simplifying instructions/ paraphrasing Peer assistance Fatigue allowance: breaks in work
Provide clear, concise instructions
Adapting goals and expectations ESO support Use of visual reminders, cues
See IEP Mel T to work with Refer to visual reminders and use nonverbal
Dacia cues throughout learning experiences
Organisation of equipment Volunteer Support Use of laptop rather than handwritten
Exam omitted Alternate criteria Alternate mode of presentation
Provision of a reader Provision of a scribe Other
LEARNING ENVIRONMENT
Specific seating to enhance focus, Separate setting to do Removal of distracting material from setting
concentration exams/tests
Sit at front at all times to enhance
concentration and what instruction is heard
RESOURCES
Different textbooks Different workbooks Other agencies/providers

RESOURCES
WEBSITES/ INTERACTIVES BOOKS:
Light and dark My Place in Space, by Robin Hirst, Sally Hirst, Roland Harvey and
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/light_dark_fs.shtml Joe Levine
Helping plants grow well (talks about light, heat and water from the sky) Bilby Moon by Margaret Spurling
http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml Seasons
Night Monkey Day Monkey
Study Ladder Window by Jeannie Baker
eBooks Animated Stories/ Video
SCOOTLE Harry and Toto Dark and Light
Day Sky, Night sky http://www.youtube.com/watch?v=hXcrOpHDr-U&feature=related
http://www.scootle.edu.au/ec/viewing/L20/index.html Factual and narrative texts
Casting Shadows (Light and Shadows)
Factual:
http://www.scootle.edu.au/ec/viewing/L1126/index.html
Matching Shadows (Light and Shadows) Narrative:
http://www.scootle.edu.au/ec/viewing/L1127/index.html
Light and Shadows WORKSHEETS:
http://www.scootle.edu.au/ec/viewing/L756/index.html Week 1: Looking for Changes predicting how things will change
Light and Shadows Assessment
Week 3: Natural and Made Worksheet
http://www.scootle.edu.au/ec/viewing/L9838/index.html
Week 4: What changed at night? Resource Sheet 2
YOUTUBE
Week 6: Garden Observations Worksheet
http://www.youtube.com/watch?v=LTXtSGf1VdY
Week 7: The Changing Seasons Worksheet sorting pictures
http://www.youtube.com/watch?v=VS9qBeInJ0U
CLICKVIEW

WOODLANDS JUNIOR
Why do we have night and day?
Day Length
http://www.woodlands-junior.kent.sch.uk/time/index.html
Useful websites
Engineering Interact
An interactive science and engineering website for 9-11 year olds.
Contains a number of interactive modules, split into three sections:
learning, testing and engineering applications
Scholastic.com
An interactive game where students identify and match sounds.
Interactive sound ruler
An interactive ruler that compares the decibel level for everyday sounds.

ASSESSMENT TASKS OUTLINE Skills demonstrated in Assessment


Science Journals Formative Processing and analysing data and information
Use a range of methods to sort information, including drawings and provided tables
Journal Entries for lessons: Students to record
(ACSIS027)
observations and predictions in Science journals (scrapbook)
Through discussion, compare observations with predictions (ACSIS212)
Evaluating
Compare observations with those of others (ACSIS213)
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral
and written language, drawing and role play (ACSIS029)
Worksheets Formative Questioning and predicting
Respond to and pose questions, and make predictions about familiar objects and
Weeks 1, 3, 4, 6 & 7
events (ACSIS024)
Planning and conducting
Participate in different types of guided investigations to explore and answer
questions, such as manipulating materials, testing ideas, and accessing information
sources (ACSIS025)
Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
Processing and analysing data and information
Use a range of methods to sort information, including drawings and provided tables
(ACSIS027)
Through discussion, compare observations with predictions (ACSIS212)
Group Work Skills Formative Questioning and predicting
A checklist of skills demonstrated during group time Respond to and pose questions, and make predictions about familiar objects and
events (ACSIS024)
Planning and conducting
Participate in different types of guided investigations to explore and answer
questions, such as manipulating materials, testing ideas, and accessing information
sources (ACSIS025)
Use informal measurements in the collection and recording of observations, with the
assistance of digital technologies as appropriate (ACSIS026)
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral
and written language, drawing and role play (ACSIS029)
Flow Chart to show the Seasons Processing and analysing data and information
Students create posters depicting a season of the year. Use a range of methods to sort information, including drawings and provided tables
(ACSIS027)
As a group children create a flow chart showing where the
Through discussion, compare observations with predictions (ACSIS212)
seasons fall in the year. Questioning and predicting
Respond to and pose questions, and make predictions about familiar objects and
events (ACSIS024)
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral
and written language, drawing and role play (ACSIS029)
Natural or Made picture sort Processing and analysing data and information
Use a range of methods to sort information, including drawings and provided tables
(ACSIS027)
Children sort the pictures to show an understanding of the Through discussion, compare observations with predictions (ACSIS212)
difference between natural and made objects in our Questioning and predicting
Respond to and pose questions, and make predictions about familiar objects and
environment
events (ACSIS024)
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral
and written language, drawing and role play (ACSIS029)
Change Spies worksheet Processing and analysing data and information
Students choose an object in the school grounds and draw Use a range of methods to sort information, including drawings and provided tables
(ACSIS027)
the changes that have occurred to it over time resource
Through discussion, compare observations with predictions (ACSIS212)
sheet 3 Questioning and predicting
Respond to and pose questions, and make predictions about familiar objects and
events (ACSIS024)
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral
and written language, drawing and role play (ACSIS029)
UNIT PLAN: LEARNING EXPERIENCES & TEACHING STRATEGIES

Focus Questions Teaching / Learning


Sequence of learning experiences & teaching strategies Resources
Modifications
What features of Lesson 1: I Spy ADJUSTMENTS: Camera
the sky and land 1. Go outside and play a game of I Spy to look at things on the Table
change over time? land and in the sky. Take photos of some of those things. worksheet
EXTENSION: Set up a inquiry
2. Play I Spy asking students to describe the location and
Students should: table under the
Identify and describe characteristics of what they are guessing, eg I spy
sky display
features of the something that is round and in the sky Encourage students
landscape and sky
to identify something that is in the sky, something that
Discuss features that
change over time grows, something that we made as people, something far
Record predictions away.
Engage - Week One

3. Take photos of what can be seen, including each thing


chosen.
4. Return to the classroom and ask students to recall the
things that they saw. Show the photos taken as a reminder.
5. Ask students to predict whether things in each photo will
look the same in two weeks. Ask questions such as:
What might still be in the photo?
What might have moved?
What might look different? Why? Why not?
Collect some leaves from the ground for science table.
6. Have students record their predictions in a table.
Choose 3 objects discussed and draw what they will look
like in 2 weeks.
7. Ask students to predict what things will change if we
wait longer than 2 weeks, like 1 month or 1 year.
Focus Questions Teaching / Learning
Sequence of learning experiences & teaching strategies Resources
Modifications
What features of Lesson 2: I Spy ADJUSTMENTS: Moon and sun
the sky and land 1. Review week one lesson and discuss what is round in our templates
change over time? Book about the
Engage - Week One

sky.
EXTENSION: moon and sun
2. Watch scootle clip about day and night
Students should:
Identify and describe 3. Discuss the axis of our planet Earth and how we have day http://www.scootle.e
features of the and night. du.au/ec/viewing/L2
landscape and sky 0/index.html
4. Ask I wonder question regarding night and day in
Discuss features that
change over time different countries
Record predictions 5. Students are make moons or sun for science display
Focus Questions Teaching / Learning
Sequence of learning experiences & teaching strategies Resources
Modifications
What is natural or Lesson 2: Garden Grooming ADJUSTMENTS: Hoops
made? Review previous lesson briefly, focussing on what things in the Objects and photos
What happens to a sky and landscape might change over time. for sorting
garden over time? 1. Introduce the terms natural and made. EXTENSION: Class garden
2. Students are to work in teams to sort a variety of objects Window Jeanie Baker
Students should: and pictures that they agree are natural or made. Explain Sorting sheet
Identify whether to student that they will need to provide reasons why they natural and made
everyday items in the think natural or made.
garden are natural or
3. Use hoops on the floor and label model how to place one of
made
Work in teams to the items in the appropriate circle of the Venn diagram and
discuss and sort items provide a reason for your decision. Explain the use of the
Explore Week Two

into categories Not sure hoop.


Record predictions of 4. Explain to the class that we are going to set up an
what the garden will
investigation by observing over time what might change in a
look like in a month
garden that is not looked after. Discuss what not looking
after might mean.
5. After deciding where objects fit in the Venn diagram,
discuss with the students what changes might happen to
each of the items in the garden. Ask questions such as:
Do you think it will change? How? Why?
What things do you think will stay the same? How?
Why?
What things do you think might change? How? Why?
6. Have students record what they think the garden will look
like after a month. Organise a schedule to create a class
photo diary of the garden.
7. Share and discuss Window by Jeanie Baker
What has changed? Lesson 3 Daily Changes and Night Visions What Changed at
How is the night sky 1. Have students complete the What Changed At Night sheet night sheet
Photos from I Spy
different? before the lesson begins. This is a home activity to be
Night Monkey Day
shared in class. Monkey
Students Should: 2. Review the photos taken in Lesson 1. Have students discuss Oil pastels and art
Identify any changes they notice. Were their predictions correct? paper
changes that Refer back to recording in books.
occur over 3. Read Story Night Monkey Day Monkey. Discuss
time differences.
Explore Week Three

Compare 4. Have students refer to What Changed at Night sheet and


observations discuss differences. Discuss what things are only visible at
and predictions night and what things are easier to see at night, stars and
Present moon.
observations 5. Students create a night/day oil pastels picture showing the
to the class differences between night and day skies.

Focus Questions Teaching / Learning


Sequence of learning experiences & teaching strategies Resources
Modifications
Lesson 4: Seasonal Traits ADJUSTMENTS: Season books
1. Review previous lesson briefly. Poster paper
2. Refer back to the change of season that occurred when we magazines
began the month of March. EXTENSION:
3. Read Seasons book. Discuss changes that occur with the
weather when the seasons change.
4. Brainstorm words that match the seasons. Wet, dry, cold,
hot, warm, cool
5. Organise students into teams and challenge them to create a
poster that shows a particular season.
6. Place the posters in the correct order depending on the
season that is being depicted. Introduce the notion of a flow
chart.
Explore Week Four

7. As a class review, what normally happens during each season.


Ask questions such as:
What are people wearing in your season? Why?
What does the sky look like during each season?
What happens to trees during the year?
What stays the same during the year? What
changes?
8. Discuss seasonal changes in other parts of Australia or the
world.
Focus Questions Teaching /
Sequence of learning experiences & teaching strategies Learning Resources
Modifications
What has changed Lesson 5: Changes at our school ADJUSTMENTS: Photos of our
around our school 1. Show students photographs of some of the changes that are visible to our school school and some
over time? grounds.
Explain Week Five

changes to the
2. Discuss changes that students have seen mural on Prep wall 2012
3. Have students make a change to our school If you could change one thing at our EXTENSION: landscape/envir
Students should:
school what would it be. Allow students to be the designers and plan a change to the onment
Identify changes
environment that they would like to see. Draw this in their book.
to our school
List changes they
have seen
Teaching / Learning
Focus Questions Sequence of learning experiences & teaching strategies Resources
Modifications
How did our garden Lesson 6: Its Only Natural ADJUSTMENTS: Series of photos of how the
garden has changed over time
change? 1. Revise previous lesson. Table worksheet
How does human 2. Discuss the garden that was left untouched. Students
activity affect our predict what changes they think might have occurred EXTENSION:
landscape? 3. Look at the garden that was untouched and ask questions
such as:
Students should: What is similar about your prediction and the garden?
Compare What is different? Why do you think that it?
observations with What else do you notice?
predictions
Elaborate Week Six

4. Observe the photo of the garden when it was first started.


Identify natural and
made features of
Ask students to compare it with the garden now and identify
the garden what has changed and what has not.
5. Introduce students to a set of photos. Have students work
in teams to order the photos from oldest to newest and
discuss notable changes.
6. As a class agree on the order of the photos. Ask questions
such as:
What clues do we have about which photos are first
and which are last?
What things have changed in the garden? How?
What things are the same?
7. Complete the table below as a class.
Item Natural or made? How did it change?
grass natural It grew longer.
Large stone natural It stayed the same.
Teaching / Learning
Focus Questions Sequence of learning experiences & teaching strategies Resources
Modifications
How have features Lesson 7: Time Spy ADJUSTMENTS: Resource Sheet 3
changed? 1. Review previous lessons and photos taken throughout the Seasons sorting sheet
unit.
Students should: 2. Have students name some ways that things might change over EXTENSION:
Elaborate Week Seven

Identify features time. Ask questions such as:


of the landscape What things outside might change their position
and sky
today?
Describe features
of the landscape
What things will change how they look next season?
and sky What things have not changed for a very long time?
Discuss how 3. Introduce change spies resource sheet 3 and allow time for
features of the the students to complete the sheet.
landscape and sky 4. Students to complete sorting sheet to show understanding of
change over
the Seasons
different
timescales

How have features Lesson 8: Time Spy ADJUSTMENTS: Resource Sheet 3


changed? 5. Review previous lessons and photos taken throughout the Seasons sorting sheet
unit. Moon observation
Elaborate Week Eight

Students should: 6. Have students name some ways that things might change over EXTENSION: sheet
Identify features time.
of the landscape 7. How did the moon change over time? GettoKnowtheMoon
and sky
Ask questions such as: ObservationJournal.pdf
Describe features
of the landscape
Did the moon change the position last night to the
and sky night before?
Discuss how Will the moon be different tomorrow night?
features of the
landscape and sky
change over
different
timescales