SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame

 CONCEPT MAP Concept: Science- Winter Weather Term: 3 Weeks: 1-5

English The Arts

- Children’s literature has been used in two of the lessons - A few “pieces of art” have been incorporated as
to help introduce the topic and get the students activities into this forward planning document: the
thinking. students draw an image of a Winter’s day, they create a
- A variety of writing activities have also been included cloud using craft materials, they create a poster and they
that could be integrated into an English lesson, for also perform a role-play.
examples, the weather reposts that are created could - In addition, another activity could be that the students
cross over to learning in English about how to write create a painting based off of their original drawing about
those types of reports. how they view a Winter’s day, incorporating new things
- An additional activity that could be included into an they have learned (e.g. the different types of clouds).
English lesson, is students writing a story about a - There is a form of Art incorporated into each of the
Winter’s day, making sure they incorporate all the lessons of this FPD, ranging from a simple drawing to a
different describing words they have learned in Science. poster displaying the different levels of cloud formations
- Students are practicing writing in each lesson. in the sky.

Geography
- Geography is included into this forward planning
document through the establishment of different types
of weather (specifically winter weather) and the
terminology that goes alongside it.
- More specifically the geography is: the different types of
clouds and their features.
- However, the curriculum link under Geography that
connects to this Science link also includes other aspects
of weather and weather in different places in the world
(e.g. When it is winter here, it is summer in the US).
- Therefore, this FPD can then be followed on by learning
about how the seasons of the world vary depending on
location.
 TERM/WEEKS: Term 3, Weeks 1-5 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science
FORWARD PLANNING DOCUMENT

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

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

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about XXXXX
• 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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavour Skills

Week 1 (ACSSU019) (ACSHE021) (ACSIS024) At the end of this lesson DIAGNOSTIC Introduction: - What do think this - “Big Fella Rain” by
Lesson 1 students will be able to… - The KWL chart: at the 1. On the mat: Introduce the book “Big Fella Rain” and ask students to book is going to Beryl Webber
(ACSIS025)
start of the lesson, it predict what they think the book is going to be about. be about? Why - Activity sheets
(ACSIS213) 1. Recall observable will establish what the 2. Read the book (point out different observations to do with the do you think that? - Design brief (one
features of winter students already weather whilst going through the book). copy)
weather. know and guide 3. Let students guess what the lesson is going to be about with relation - Thinking about
2. Create a drawing further planning to the book. the book, what
demonstrating their based on what they 4. Create a KWL chart on the board about Winter Weather (to help their you think we are
knowledge of winter want to know. thinking: Imagine you are standing outside on a winters day… Close going to be
weather. - The activity sheet your eyes and think about a winters day…). learning about
(work sample): Lesson Content: today?
Demonstrates each 1. Explain the activity that the students will be completing:
individual child’s 1. Using your memory and what it looks like outside, I would
understanding of like you to create a picture of what it looks like in winter.
winter weather 2. Underneath your drawing, you need to sentences
through annotation (number of sentences to be differentiated depending on
and note-taking. ability) describing your picture. - What are you
2. At their desks: Students will then complete the activity at their desks, including in your
while the teacher walks around monitoring and questioning the picture? What
students. sorts of things do
Conclusion: you wear in
1. On the mat: Introduce the Winter Weather Word-wall ad explain that winter? How will
throughout the coming lessons they will be adding to it. you describe your
2. Add to the word-wall as students share what the drew along with drawing?
their descriptions.
3. Ask for anymore words that could be added to the word-wall.
4. Introduce and briefly explain the Raincoat design brief the students
will be working towards completing; and that in the next lesson they
will get the opportunity to start exploring and brainstorming material
ideas for their raincoats.
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavour Skills

(ACSSU019) (ACSHE021) (ACSIS024)

Week 2 At the end of this lesson
Lesson 2 (ACSIS025) students will be able to…
(ACSIS213) 1. Describe characteristics
of winter weather using
at least 2 meteorological
terms correctly (i.e. rainy,
cloudy, windy, cold,
thunder & lightning).
2. Accurately name and
describe at least 2 key
features of selected
cloud formations.
3. Use their senses to
observe weather
changes in the outdoor
environment.
4. Work effectively in
collaborative learning
teams to participate in
guided investigations
exploring winter weather.
FORMATIVE Introduction: - “Big Fella Rain” by
- Checklist: Each 1. Ask students if they remember what the story “Big Fella Rain” was Beryl Webber
station will have a about. - Investigation sheet
checklist that will 2. Re-read the story, making sure the students pay close attention to - What did the sky - Jars of water
determine whether or the changes in the sky. After reading, ask students what they saw as look like? How - Food colouring
not the student has the story went along. did it change - Shaving cream
achieved that specific 3. Establish the learning outcomes/objectives for the lesson. throughout the - Blue card
objective (a master 4. Create a Y-Chart based on the book and what the students know and story? - Cotton wool
copy will be held by remember about winter weather. - What does winter - Cloud pictures
the teacher as they Lesson Content: weather Feel/ - PVA glue
monitor the whole 1. Explain that this lesson will consist of 4 rotations and explain the Sound/Look like? - Weather report
class). stop/transition signal (Teacher sing: Rain rain go away, Student reply cards
sing: Come again another day). - Pencils
2. Explain each rotation briefly: - What does the - Recycled materials
1. At this station we will be investigators and we will be foam and dye [plastic bags,
doing an experiment about a raincloud. look like? bubble wrap, paper
2. This station will be about exploring different clouds and - How are the bags, newspaper,
making your very own cloud. clouds different? etc.)
3. At station 3 you will be weather reporters and fill in an - Can you describe
activity sheet about what the weather is like today. what it looks like **For this lesson,
4. At the last station you will be testing out some different outside? there will need to be
materials that you might decide to use when making your - How can we test at least one other
raincoat. which materials teacher/EA and/or
(Remind the students of the safety precautions and that they must behave will keep the parent helpers at
sensibly and listen to the other teachers/parents otherwise they might have
to miss out) water out? each station**
Conclusion:
1. Each group shares something that they discovered at one of the
stations (at least one thing form each station).
2. Review the lesson outcomes and ask the students if their was
anything else they learned from the lesson.
3. Review the word-wall and ask students if their are any new words
that they could add.
4. To help the students self-reflect, ask students to do the “Thumbs-up/
Thumbs-down” about how they feel they went during the lesson (take
note of any sideways and down thumbs).
5. As a class, thank the other teachers/EAs/parents that helped during
the lesson.
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavour Skills

Week 3 (ACSSU019) (ACSHE021) (ACSIS024) At the end of this lesson FORMATIVE Introduction: - Work samples
Lesson 3 students will be able to… - Anecdotal notes: 1. Display a work sample of each type of cloud made in the previous - Levelled clouds
(ACSIS025)
These will be made lesson (Strata, Cirrus, Cumulus, Cumulonimbus). image (simplified to
(ACSIS213) 1. Create a labelled by the teacher as 2. Question students about what they notice about each of the different - How are they the four main
diagram of the cloud they monitor and clouds, write these words around the clouds. similar/different? clouds).
levels. question the students 3. Students will do a think-pair-share about what they think clouds are - A3 paper
2. Name and identify two while they are made out of.
features of each cloud. working, taking note 4. Explain that clouds are made out of little droplets of water (or water
of their answers, as droplets) that are taken into the sky because of the sun.
well as any out of the Lesson Content:
ordinary behaviour. 1. Display an image on the board that demonstrates the different levels - What do you
- The activity sheet of the clouds. notice about the
(work sample): The 2. Ask the students why they think the clouds are at all these different clouds?
teacher will mark and levels (answer: the more water it has inside of it, the heavier it - Why are they all
provide feedback on becomes, which means it will be lower in the sky). on different
these, making notes 3. Explain to the students that they will each be creating a diagram like levels?
of what is said to the one on the board on A3 paper to show the different levels of the
each student. clouds. Underneath each of the cloud names, they will need to write - Which cloud is
two features of that cloud. the highest?
4. Monitor and question the students as they work. What does that
Conclusion: mean?
1. On the mat: Students will discuss in pairs if they have seen the
clouds before and what happened. They will then share with the rest
of the class.
2. Each student will then think of their favourite cloud and one reason
why and share with everyone.
3. As a class, add to the word-wall.
 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/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavour Skills

Week 4 (ACSSU019) (ACSHE021) (ACSIS024) At the end of this lesson
Lesson 4 students will be able to…
(ACSIS025)
(ACSIS213) 1. Reflect on what they
learned so far about
winter weather.
2. Create a research/
investigation question
with a partner.
3. Research 3-5 facts that
answer their question.
4. Produce a poster with
findings about the
question with a partner.
SUMMATIVE- Science Introduction: - What is - Cloud pillow
Inquiry Skills 1. Sitting in a circle, reflect as a class what the students have learned, something that - Note-taking sheet
- Note-taking sheet: going around the circle so that each students has a turn (cloud pillow we haven’t - A3 paper
These will be marked is passed around, the person who has the pillow is the only one who learned about
and annotated to is allowed to speak, as well as the teacher). that you want o
provide feedback to 2. On the whiteboard, brainstorm things the students would like to learn know more
the students and more about with regards to winter weather and clouds (questions/ about?
teacher of the inquiry phrases/words).
skills. 3. Show the students the different information books that they can use - How do we use
- The Poster: These to help them find out more about the topic. the books to
will be marked using Lesson Content: helps answer our
a rubric and 1. Explain the task to be completed: questions?
comments will be 1. In pairs (predetermined), you will decide on a question
provided to each pair. that you would like to try to answer.
2. You will research using the books provided or iPads, and
find 3-5 things that answer the question.
3. Using this information, with your partner you will create a
poster to share your findings.
(Students are to be reminded about how to work with a partner, i.e. listen to
each other, take turns searching and writing, make sure everyone has a go,
etc.. Also re-establish rules regarding iPads)
2. On the mat, put each of the pairs together and have them establish
a question. Once a pair has a question, they will check it with you
and if it is an appropriate question they may get to work, otherwise
help them to come up with a better question.
3. As the students work, ensure that each student is contributing and
that they are finding appropriate information.
Conclusion:
1. Sit in a circle again, partners next to each other with their posters, as - Why did you
each pair shares their question and one thing they discovered. choose that
2. Once again, review the word-wall and ask if anything can be added, question?
also ask if anything should be taken off this time.
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavour Skills

Week 5 (ACSSU019) (ACSHE021) (ACSIS024) At the end of this lesson
Lesson 5 students will be able to…
(ACSIS025)
(ACSIS213) 1. Write a weather report
using information they
have learned about
winter weather.
2. Role-play their report to
the class.
3. Reflect on what they
learned and what they
are still not sure about.
SUMMATIVE- Science Introduction: - What happened - Weather report
Understanding 1. Watch a simple weather report video. in this weather video
- The Report and 2. Discuss as a class some of the things the students noticed (write report? What did - Weather report
Video recording of these on the board). they talk about? cards
presentation: This will 3. Ask students if they remember the weather report they did in the Why are weather - iPad (for recording
be marked using a stations lesson, and discuss how they completed that report. reports students)
rubric and comments Lesson Content: important? - Two Stars and a
that will be given to 1. Explain the task: Wish cards
each pair. 1. With same partner your with in the previous lesson, you - Are there always
have a look outside the window and imagine that it is a clouds on a
winters day, remembering that there are lots of different winters day? If
ways it can look. there aren’t any
2. You will then write a short weather report together. clouds, what
3. Each pair will then present their weather report to the rest might it feel like
of the class (there are costumes for you to use, but each outside?
group needs to wait for their turn to choose some, you
will only wear it while you are reporting).
2. Before starting the role-plays, the students must revise with the
teacher the way to be a good audience (listening, not talking).
3. After each report, each pair will be asked one question from a
student in the audience which the pair must attempt to answer (with
assistance from the teacher if necessary).
4. Students will each be given a ‘Two Stars and a Wish’ reflection card
that they will fill out with regards to this unit of work.
Conclusion:
1. Allow students to share a star or a wish with the rest of the class.
2. Display the KWL chart that was made in the very first lesson and - Who can tell me
review what was known and what they wanted to learn. something that
3. Ask students if anything changed from what they learned, if the we learned
questions were answered and then anything else that they learned. about?