FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3/ 4-9 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Earth & Space Science
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
All students will be required to Students using resource 3 thinking Competence
provide responses to specific will be dealing with time
question and to also write a brief and relating it to the
description of their creation. topic
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
Students use recycled materials during activity 1
Prompt students to consider the effects of the sun on the earth
(solar energy)
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

111 (ACSS (ACSH 1. Students Diagnostic 1. Students are directed to a shared document where How do we Resource 1
Engage U048) E050) will list 1 KWL (shared they will individually answer two questions; know the earth Layout of
lesson thing they document) to i. What do you know about day? rotates on its presentation
know about determine ii. What do you know about night? axis? slides
day, about students’ prior
2. Presentation
night and knowledge. i. Discuss the differences between night and
Why do some Resource 2
one thing Assessed via places get Sun cycle
day
they want to simple checklist. more light/heat work sheet
ii. Prompt students with “how and why”
know. questions (why do you think its colder at than other
2. Students Check list of night time than it is at day time?) places? Resource 3
draw at whether or not iii. Scaffold students understanding of earths Extension sun
least 1 task students drew at rotation on its axis by representing the How does day cycle work
relevant to least 1 relevant concept using concrete materials. and night sheet
each box task for each Resource .1 effect you?
for event of the iv. Shine a light on one side of a ball and have
a mirror on the other side reflecting that
Resource 2. cycle. This
light back onto the ball
3. Students could help v. Question students about what’s happening
explain at determine an and reinforce the fact that the items are
least 1 area where substituted for the Sun, Earth and Moon.
effect of students
their device understanding is Students rotate through the activities in two even groups
3. Activity 1
(how it lacking.
STEM – Save the Town
helps in the
i. Students are tasked with creating devices
hypothetical Informal notes that would assist people that live in a town
situation). on students’ where it is always sunny
pictures and ii. Prompt students with questions to relate
explanation on the task to the real world
OneNote to (would we still have sunsets?) (how would
determine it change your lifestyle?) (How does sun
students light effect our school/homes?)
understanding iii. Students photograph their creation and
about the effects write a short description of it un their
of day time. science folder on OneDrive
4. Activity 2
i. Sun cycle Resource 2
ii. Students are required to draw pictures of
what they do in their daily life at sunset,
sunrise, day time and night time
iii. EXTENSION: alternative Resource 3 with
time included in the cycle
5. Conclusion
i. Students reopen shared document and
answer remaining two questions
ii. What did you learn about the topic?
iii. What do you want to know?

HEALTH & SAFETY

Teacher is stationed at Activity 1 to supervise the use of
crafting materials such as scissors and hot glue