FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2/ YEAR LEVEL: Two LEARNING AREA/TOPIC: Science/ Earth and Space
Weeks 1,2,3 Sciences

Notes about device access in the classroom:

All students have their own iPad with all of the mentioned apps installed and updated.
The teacher also has an iPad with all the apps installed, as well as a laptop. Both devices are able to be connected to a projector and speakers in the
classroom.

AUSTRALIAN CURRICULUM
General Capabilities:

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

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and Cultures
WEEK/ West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Australian OBJECTIVE (what & how) EXPERIENCES and other
Curriculum (Introduction, Body and Conclusion)
LINKS

Week 1/ Earth and 1. Define natural Students will Introduction (10 minutes) YouTube Video-
Lesson space resources as submit all of their 1. Pose the following questions to students and Natural Resources
1 sciences something that can responses to See- ask them to list any answers they think they for Kids | Teach your
(first Saw, including know on the template on See-saw, allow them kids and students
be found in nature
lesson in Earth’s their information
to work in pairs for a few minutes. (Questions
about Earths Natural
sequenc and used for the sheet. Resources
resources are
e) survival of humans are already written into the notes template, with https://www.youtub
used in a
variety of ways on the See-Saw Objective 1 and 2 a link to the video). e.com/watch?v=ds
(ACSSU032) notes document will be assessed a. What are natural resources? Tgyb_ITtk
template. by checking b. Can you name at least three natural 9-minute video will
 identifying 2. Name at least three student responses resources? be used as an
the Earth’s on the note c. Natural resources can be broken into introduction to
natural resources,
resources template provided natural resources,
recording them on two categories or groups, what are they?
including and submitted on students will be
the See-Saw notes See-Saw as well d. Are there any other interesting facts you given questions prior
water, soil
and document template. as through can remember? to watching to
minerals, 3. Recognise that observations ensure they are
made during the Body (35 minutes) engaged in the video
and natural resources
class. 1. Ask students to think about the answers to the and it serves a
describing are vital for human
how they same questions while they listen to the video to purpose.
survival by listing at
are used in Objective 3 will be see if they can build on their answers. Play
least two things that assessed through
the school video on projector and have link available to
would happen if we informal Individual iPads
students so that they can watch the video again
didn’t have the observations Projector with
on their own devices if necessary.
resource anymore, during the class, speakers, YouTube
in addition to the a. What are natural resources? video.
in small groups on
Explain b. Can you name at least three natural
an information
Everything resources? Class weebly
sheet. Presentation website- all
c. Natural resources can be broken into
created in groups. two categories or groups, what are they? instructions will be
d. Are there any other interesting facts you found on this
website.
can remember?
2. Students do a think, pair, share, recording their See-saw app- all
own and their partners answers on the See-Saw work will be
 notes activity. Ask students to put any new submitted to the
answers with a * in front of them so that prior see-saw app and
knowledge and built on knowledge can be templates can be
found on there to
distinguished.
scaffold student
3. Split class into four groups and give each group work.
a natural resource to research (air, plants,
animals, timber/wood). Create a short Explain everything
presentation on Explain Everything using app- a simple to use
pictures, text and/or speech with information app that allows
about the resource. students to use,
pictures, speech and
a. What is it used for in the school?
text to present
b. What is it used for in the environment? videos.
c. What would happen if we didn’t have this
resource?
4. Save the presentation and upload link to See-
Saw, ensuring names of all group members are
on the presentation

(Class website will have links to appropriate websites to

find information)
Conclusion (10 minutes)
1. Each group presents a couple of points from
their information sheet.
2. Class discussion to recap main objectives
a. Who can tell me what a natural resource
is?
b. What is an example of a natural
resource?
c. What would happen if we didn’t have
natural resources?

Week 2/ Earth and 1. Identify at least three All objectives will Introduction (10 minutes) Google Forms-
Lesson space places in the school be assessed 1. Revision Quiz from previous lesson using allows quizzes to be
2 sciences that water is used, using the Collage Google Forms (link on class website). This quiz setup for students
uploaded to See- will be all multiple choice so that students can and data to be
saw. The key collected as well as
Earth’s take pictures as criteria being access their results immediately after allowing students to
resources are evidence. marked is as completing it. get feedback
used in a follows; a. What is a natural resource? immediately.
variety of ways  Has b. What are three examples of natural
(ACSSU032) 2. Identify at least three demonstra Class Weebly
resources? website- all
places water is used at ted at least
 identifying c. Which of the options is a renewable instructions will be
home or outside of a three
the Earth’s resource? found on this
school environment, places
resources d. Which of the following is a non- website.
including present them as text in water is renewable resource?
water, soil a collage. used in the Pic Collage app-
and school Body (35 minutes) simple to use
minerals, 3. Create a collage using  Has 1. Go on a class walk around the school and collage app.
and images and text demonstra identify places where water is being used.
describing See-saw app- all
demonstrating at least ted an Students take iPads with them and take pictures
how they work will be
six different ways that understan of any examples they find. Examples include: submitted to the
are used in
the school water is used in the ding of at e. Watering the garden see-saw app and
real world. least three f. Drink fountains templates can be
places that g. Staff room or art room to do dishes found on there to
water is h. Fish tank scaffold student
i. Toilets work.
used
outside of 2. Using pic collage, add the photos from the walk
the school. to a new collage, add text to describe where
water could be used at home or outside of
The objectives will school.
also be assessed 3. Upload collage to See-Saw.
through informal
observations Conclusion (10 minutes)
during the class 1. Class discussion
(including the a. Where is water used around the school?
walk).
b. When you go home, can you find other
reasons or places we use water?
c. If you have some time you might like to
have a think about what would happen if
we didn’t have water anymore, which is
what we’ll be focussing on in our next
lesson.
Week 3/ Earth and 1. Create a poster, using Objective 1 will Introduction (10 minutes) Projector- project
Lesson space the Canva app be assessed 1. Show a few of the collages from previous lesson collages from
3 sciences informing people of at using the and discuss with students what water is used for previous week.
following criteria: in the world. Collages will be projected on
least one way they can
Earth’s  Poster board. Discuss some of the main places water
conserve water.
resources are created
2. Identify at least three was used in the school.
used in a  Includes at
variety of ways ways that water can 2. Last week I told you what we would be learning
least one about today, can anyone remember? Did
(ACSSU032) be conserved in a
reason why anyone come up with any ideas?
class brainstorm.
 identifying water needs
3. Identify at least three
actions at to be Body (35 minutes) Popplet- allows
consequences that
school conserved. 1. Brainstorm as a class what would happen if we brainstorms to be
would occur if we no made in a neat,
such as
longer had access to  Identifies at no longer had water. Record brainstorm on
turning off Popplet, projecting on board for students to see. organised and
water in a class least one
dripping colourful manner.
way to 2. Brainstorm with students ways to conserve
taps, that brainstorm.
conserve water. Record brainstorm on Popplet, projecting
can
water. on board for students to see. This brainstorm Canva- this app is
conserve
resources  Has at least will then be shared to all students for future great for making
 considerin one reference. professional looking
g what 3. Using Canva, create a poster giving other document for a
supporting
might students or staff tips about saving water range of purposes
picture. and is easy to use.
happen to (students will choose one of the ideas from the
humans if  Looks
aesthetically class brainstorm) and educate them on why it is See-saw app- all
there were
a change pleasing important to save water (this may include adding work will be
in a some information from the first part of the submitted to the
familiar Objectives 2 and brainstorm). see-saw app and
available 3 will be observed templates can be
resource, by asking Conclusion (10 minutes) found on there to
such as students to scaffold student
water contribute to the 1. Students need to submit poster to See-saw app work.
class brainstorm. and complete the exit ticket activity Naming at
At the end of the least three consequences of not having access
lesson students to water and three ways to conserve water. This
will be required to
activity will have the questions in a notes
write at least 3
reasons why template. The exit ticket activity will ensure
water needs to be
conserved
 (consequences if students have understood the objectives of the
water runs out lesson.
etc.) and 3 ways
to conserve water
into the notes
section of the
See-saw app as
an exit ticket.

** Please note: All student work will be submitted to See-saw. At the end of the unit students will be able to collate all of their work samples into a presentation
portfolio that can be shared with parents. **