FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 Week YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science

1

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

AUSTRALIAN CURRICULUM
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 1, 4 3, Science Create a season The educator Introduction: What seasons ABC
1, 3 4 Earth and Space Sciences tree using natural will take a - The educator will sing a song to did you see in Book of
Lesso Observable changes materials. photograph of gather the students onto the mat. the book? Seasons.
n1 occur in the sky and their season tree - The educator will read the
landscape (ACSU019). Display features of and it will What
students the story “ABC Book
all four seasons include a rubric happened to
Communicating (summer, autumn, at the bottom. of Seasons”. the sky?
Represent and winter and spring) The rubric will - The educator asks the students
communicate in the season tree. have the two the key questions. What
observations and ideas in objectives and - The educator explains to happens to
a variety of ways the educator students what they will be the plants and
(ACSIS029). either ticks trees when
demonstrated or
working creating. Each student receives the seasons
towards. the design brief. change?
- The educator reads through the
The educator With your Colouring
design brief with the students.
will take season tree, pencils
anecdotal notes - The educator encourages the you can be as Paper &
of observations students to be creative and use creative as cardboard
to determine their imagination. you would Sticks/
where the - The educator asks key questions. like. twine
students are in - The educator asks the students String
their learning. to bring out their materials What are the Pebbles
four seasons? Glue/
collected in previous lessons and
The educator What sticky
will use the from home. happens in tape
students KWL those Cotton
Lesson Body:
charts as a guide seasons? wool buds
- The students are encouraged to
for future Leaves
planning. create their own season tree What do we Scissors
using natural materials. wear in
- The educator asks the students summer? Do
key questions. we wear the
- The educator invites the students same clothes
or different in
if they would like to first draw
winter?
their season tree as a draft.
- The educator also reminds the What
students their season tree must happens to
include all four seasons and the leaves in
features of each season. autumn?
Conclusion:
- The educator will gather the
students by singing a seasons
song.
- The educator will ask students
that would like to share what What seasons
they have created so far. have you
- The educator will remind the included so
students that they will have far?
more time to work on their
season tree, it is a process. What features
of each
- The educator will ask the
season can KWL
students to fill in a KWL chart you see? chart
using words or drawings.

Health and safety considerations:

- The classroom is clean and tidy.
- Sufficient space for each student
to work safely.
- Materials are spread across each
table.
- The lighting is adequate for the
students to be working in.
- Close supervision when
handling scissors.
- Adequate ventilation.
Learner diversity:
- Enabler: Students are
encouraged to create a draft of
their season tree before creating
it.
- Open ended.
- Opportunity to explore the
seasons in a variety of ways.
- Seasons book as a resource to
assist students with recognising
aspects of the seasons.
- Extender: Students add more
than one feature for each season
on their season tree.
- Open ended therefore can
explore the seasons in depth to
their ability.
Assessment:

Rubric underneath work sample.

Objective Demonstrated Working towards Additional comment

Create a season tree using
natural materials.
Display features of all four
seasons (summer, autumn,
winter and spring) in the
season tree.

KWL Chart: