SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: Term 2 Weeks 1-10 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science – Earth and Space Science

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 the Earth’s Resources and what resources we use in our everyday lives

 To elicit students’ questions / prior knowledge about resources and what we use every day, and the differences between resources
 Diagnostic assessment used: in this lesson you will find out what the students already know about the Earth’s resources and resources we use in our everyday lives. This will allow you to take account
of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as a Science
Understan Human Inquiry
ding Endeavour Skills
Introduction: What are
Students will be DIAGNOSTIC 1. On the smartboard there will be three pictures – the Earth, a rainforest these three Smartboard
able to: For diagnostic and a man in a car images? with three
assessments, the 2. The teacher will ask the students questions relating to the lesson and pictures –
Write examples teacher needs to thereby introducing the lesson topic. What is the Earth, a
of resources we gain prior 3. The teacher will record students’ answers on the board relationship rainforest and
use in our knowledge of 4. Through the students’ responses the teacher will explain the term between these a man in a car
everyday lives what the students “resource” three images?
already know 5. The teacher will then introduce two questions for the students to think Whiteboard &
Identify and about the Earth’s about. The questions are: What are the whiteboard
describe the resources and the What resources do we use in our everyday lives? differences markers
resources in the differences What do you think natural resources are? between these
mystery boxes between man- 6. Students will write their ideas and responses to the questions on the images? Butcher’s
through made and natural graffiti wall paper and
Week 1
ACSSU ACSHE0 ACSI illustrations and resources. 7. The teacher will then go through some of the students’ answers and see What do you markers –
Lesson 032 34 S037 who agrees with who think we will graffiti wall
their sense of
1 touch The strategies the 8. The teacher will then teach the terms natural resources and man-made be learning
teacher will use resources through the students’ answers on the graffiti wall about in Role badges;
Differentiate will help with the Lesson Steps: Activity One today’s Poster of team
between natural diagnostic 1. Students will be split into five groups lesson? skills
and man-made assessment of 2. The teacher will assign team roles to the students in each group. These
resources. students. roles include the MANAGER and the SPEAKER Five boxes
Strategies include 3. Go through the team skills for this activity as a class. containing: soil
asking questions 4. The Managers of each group then collect the materials for each activity, & rocks, water,
and observing including one mystery box for the Group and an activity workbook for plants, stuffed
and listening to each member in their group. What are the animal and
each student’s 5. The teacher will then explain the activity. team skills? nothing (air)
responses; 6. Students will take turns to place their hands in the small hole in the top
collecting work of the box and feel what is inside. 1. What does Mystery box
samples such as 7. Students are to answer the first two questions in their activity workbook the object feel activity
from the graffiti while / immediately after feeling inside the box. like? workbooks
wall and 8. Once everyone in the group has had a turn, the groups will rotate. 2. Draw what
workbooks; and 9. After the groups have been through all five boxes, the lids will come off, you think the Pencil and
photographic and the groups will rotate through the boxes again and answer the last 3 object is? erasers
evidence of the questions 3. What is the
hula-hoop activity. 10. After all students have had a turn at each mystery box and have seen object? Hat and
The teacher will inside each mystery box, the teacher will facilitate a class discussion 4. Is the object sunscreen
record students’ about the activity and what they learned. a natural
observations and Activity Two: resource or Whistle
anecdotal 1. The teacher will explain the next activity: man-made
records and the  Students are to go outside and each find a natural resource and a resource? 2 hula hoops
student findings man-made resource. 5. How do you of different
using a checklist  Students are then to place their objects inside hula hoops (one hoop know? colours
to keep a record for natural and one for man-made resources).
of the student  Students are to explain their reasons for placing each item in the hula Which iPad for photo
progress hoop. resources in
throughout this 2. When they go outside, the teacher will show the students the boundaries the box were Science wall
topic. and explain that they need to stay within the boundaries. natural containing a
3. After returning with their natural resources and lacing them in the hula resources? “question”
hoops, students will sit around the hula hoops and as a class go through Why? section and
all the objects and make sure they are placed in the correct hula hoop. “what did I
Conclusion: Which learn” section.
1. The manager from each group will collect Post-it’s for their table. Each resources
student must grab two Post-it notes of different colours. were man- Post-it notes of
2. On one Post-it note the students will write down what they have learned made? Why? two different
and on the other they will write their own question about natural colours
resources If the man-
3. When the students have finished, they will place their question Post-it made resource
note on the “question” wall at the back of the class and place the other was real (e.g.
Post-it on “what did I learn” wall. a real cat) is it
Safety/Ethics: natural or still
 Stick with a buddy man-made?
Why?
 Do not destroy nature; do not pull leaves and / or flowers off plants,
instead only pick them up off the ground.
 Walk do not run
 Respond to the whistle / bell to come in
 Sun Safety
Enabling: PowerPoint: Have visual cues for students with hearing
impairments; students will be placed into mixed ability groups so that
students get peer support and guidance

If this lesson goes on for too long, it will continue into the next lesson. Also
allow more time if there are students who are still grappling with the
differences between natural resources and man-made resources. Students
will participate in compiling worksheets where they sort the different types of
resources that come from animals or plants from those made by humans.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of the Earth’s resources and what they are used for
 To support students to investigate and explore ideas about what objects are made of and the importance of the object and then explore where the resources come from
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as a Science
Underst Human Inquiry
anding Endeavour Skills
Introduction:
Students will be FORMATIVE 1. Using the previous lesson’s graffiti wall of resources that we use Previous lesson
able to: every day, the teacher will have images of these resources Are these graffiti paper
Observation 2. The whiteboard will be split into two columns and as a class will work resources
Distinguish Observation of to separate the images of natural resources from man-made natural and
between natural students who resources man-made? Whiteboard and
resources and actively participate 3. Students will explain what a natural resource and a man-made markers
human-made in the lesson resource is
resources against the lesson 4. The teacher will go through these terms in more depth, especially
objectives. human-made resources and how they are made
Identify the Recording 5. Introduce posters of these terms and post them on the science wall
resources observations in Lesson Steps: Posters of terms
(natural or anecdotal notes. Activity One:
human-made 1. The teacher will explain purpose of the lesson and demonstrate the
resources), that first activity, especially labelling
are used to Work Samples 2. Students are to explore what is in the classroom and find objects that
make the The teacher will are made out of natural resources and those made of human-made Map activity
objects in the collect students’ resources sheet
ACSIS0 classroom and activity sheets and 3. Students are to draw a map of the classroom showing where you can Pencils and
Week 3 37 in the school view students’ work find these materials erasers
ACSS ACSHE0 and assess them 4. Students are to label the objects and state whether they made out of
Lesson U032 34
3 ACSIS0 List and select against the lesson natural resources or human resources e.g. a wooden chair and desk
38 objects in the objectives and is made of natural resources, and whiteboard is a human-made
school record notes in a resource.
environment checklist Activity Two:
made from 5. The teacher will then explain the next activity and demonstrate the
natural Checklist use of the activity sheet
resources and Assessing students’ 6. As a class, they will explore the school’s indoor and outdoor areas
human-made learning and and find objects that made out of natural resources and human-made Clipboard
resources achievement of the resources
objectives and 7. Walking around the school, students are to write a list of objects they School object
recording notes in a find and decide what are they made from and how are they used in list activity sheet
form of a checklist their school Are these
8. Students will choose four objects from their list, two from each a objects made
natural resource and a human-made resource and fill in the activity out of natural Natural or
sheet resources or human-made
9. The activity sheet requires them to: out of human- resource activity
 Draw an image of the object made sheet
 State whether it is a natural or a human-made resource resources?
 What the object is used for?
 What the object is made out of?
 10. Students will stick these activity sheets in their science book
Extension activity:
1. Students look at old magazines and cut out pictures of objects,
including objects that are made from the earth’s resources and those
made by humans
2. Students are to sort the pictures into the columns on the activity
sheet (made from earth’s resources or made by humans) and paste
them into place
Conclusion:
1. Gathering at the mat, the teacher will ask a set of questions relating
Are these
back to the lesson objectives
objects made Sorting activity
2. There will be two signs on the wall: “natural resources” and “human-
out of natural sheet
made resources”. The students will walk to the sign on the wall which
resource or
is the answer to the question.
human-made
3. When the students have arrived at their answer the teacher will ask
resources?
the students to explain their answer
Safety/Ethics: - desk
- chair “Human-made
 Stick with a buddy - computer resource” and
 Do not destroy nature. Do not pull leaves and / or flowers off plants, - whiteboard “Natural
instead only pick them up off the ground. - paper resource” signs
 Walk, do not run - newspaper
 Respond to whistle / bell to come in - whiteboard
Enabling: - water
For weaker students, pair them up with stronger students who will be fountain
patient and understanding and will be able to assist the weaker students
through the exercises. Allow the weaker students to take copies of the
posters with them into the outdoor areas when looking for resources.

In the next couple of lessons, the students will explore in more depth a
few resources we use such as water and its cycle, plants, and electricity,
where they come from, how they are formed, who uses them, what are
they used for and how we can save them?

The students will also explore a life without natural resources and what
will happen to the Earth without them and also research alternative and
renewable Energy.

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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as a Science
Understan Human Inquiry
ding Endeavour Skills
Introduction: What https://www.yout
Students will FORMATIVE 1. The teacher will show a clip from the movie “the Lorax”. happened in ube.com/watch?
be able to: 2. As a class, brainstorm what happened in the clip; describe what the this clip? v=val8eEuZ4W
Observation world looks like at the end of the clip What natural U&t=304s
Brainstorm Observing students’ 3. Teacher will ask questions relating what they have learned from resource was 4 minutes 40
and identify in responses, ideas previous lessons and linking these learnings to the purpose of destroyed? seconds of the
the movie clips and thoughts. today’s lesson to help the students with the brainstorm What happens video
the natural Observing students’ 4. The teacher will also show the intro to the “Wall-e” movie and if there are no
resources that class participation brainstorm what they saw trees? https://www.yout
have run out and how they 5. The teacher will ask questions to generate ideas and thoughts What ube.com/watch?
record their 6. From the two brainstorms, the students will compare and find happened to v=nLx_7wEmw
Draw and thoughts and ideas similarities between these two movie clips the land? ms&t=71s
describe a life on butcher’s paper. 7. The teacher will ask the students to think about what life is like What
without natural Observing students’ without natural resources? happened to Butchers paper
resources by participation in the 8. Students will be split into groups of 4 or 6 and receive butcher’s the animals? and markers
working in a group activities paper How can you
small group 9. Students are to draw and describe what they think the world will look save this Whiteboard and
Work Samples like without natural resources natural markers
Draw and Collecting each 10. Students are to work together to design and imagine a world where resource?
explain their group’s brainstorm many of the natural resources have run out by using the movie clips How can we
ACSIS of the world without
Week 5 chosen natural as inspiration stop this from Butchers paper
037 natural resources.
ACSSU ACSHE0 resource, what Lesson Steps: happening? and markers
Lesson 032 34 life would be Collecting their 1. Students are to listen to the teacher’s instruction, where the teacher
5 ACSIS storyboard posters
like without explains the task they need to complete What
038 of their natural
their natural 2. Students will be given a natural resource category to focus on for this happened in
resource and resource this clip?
activity:
ways to Where is
prevent the Checklist/Rubric  Animals everyone?
natural Using a rubric  Trees Why aren’t
resource checklist on  Land humans living Box with paper
running out, students  Water there? with natural
through the storyboards, to Can you see resources
understand where  Plants
use of a any natural written on it
storyboard the student is at and 3. Students will receive an object representing the resource to stimulate resources?
poster if they understand ideas and thoughts What can we
the concept 4. Students will receive a storyboard that is already set up and are to do to fix this?
Marking the poster draw each stage and explain each stage
and group work and 5. Students will be given a question for each stage of the storyboard to
collecting anecdotal
provide guidance for the storyboard. The questions include:
notes on students
achievement in a  Describe the natural resource
checklist  Where does it come from? Storyboard
 What is this natural resource used for? activity sheet A3
Exit Slip
 To see what the  Who uses this natural resource?
student  What is life like without this natural resource?
understands from
 What are solutions we can use to make sure we do not run
the lesson, what
they need work on out of this natural resource?
6. Students with the same natural resource can be grouped together to
help them discuss ideas for their storyboard
7. Once the students have completed their own storyboard poster,
students will be placed into small groups where they will share and
discuss their storyboards

Conclusion:
1. Students will come to the mat and share something that they have
learned from their peer’s storyboard Exit slip stating:
2. Students will be given an exit slip at the end of the day where they I learned…
will need to state what they have learned, what they found interesting What I found
and a question they might have. interesting is…
3. Students return the exit slips into the teacher’s letter box What I still do
not understand
Safety/Ethics: is….
 Do not damage the objects on your table
 Take turns with the objects
 Be respectful of others
 Share the coloured pencils and utensils
What did you
Enabling: Students with a low learning ability will receive an easy learn from
resource to focus on (such as water and animals) and students who need your group
an extension will receive a harder resource to focus on (such as earth discussion?
and plants)

Extension: Students who finish early can give extra interesting facts
about their resource

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 SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LINKS OBJECTIVE (include learner diversity)
Science Science as a Science
Underst Human Inquiry
anding Endeavour Skills
Introduction:
Students will be SUMMATIVE- 1. Teacher will ask the students a discussion question about Does each
able to: Science Inquiry whether natural resources need each other to survive natural resource
2. Students will think-pair-share with their peer next to them need other
Write a prediction Skills natural Whiteboard and
3. Students will share their thoughts and opinions
of what a plant resources to markers
needs to enable it Rating 4. Teacher will ask questions about what plants need to enable survive?
to grow and Scale/Rubric them to grow and survive What do animals
survive Each student’s 5. As a class, read the children’s literature book “Plant the Tiny need to survive? Children’s
investigation and Seed” by Christie Matheson What do plants literature ‘Plant
Record their activity sheet will be 6. The students will act out the book with the teacher need to survive? the Tiny Seed’
observations on marked and 7. The class will discuss the book and the teacher will ask questions by Christie
their ‘seedling assessed against a Matheson
to generate discussion
grow’ app on the rubric that states What does a
iPad the key items the 8. The students will then test the book to see if it is true by plant need to https://www.yout
students need to performing a ‘growing seeds investigation’ grow? ube.com/watch?
ACSI
Draw a picture of achieve for the task What are plants v=ueIdW9Ql8Uc
S037 Lesson Steps:
the observations used for?
of their 3 plants Work Sample 1. The teacher will provide instructions for the investigation and
ACSI
every week for Collecting students’ demonstrate the investigation sheet
S038
three weeks work and gluing this 2. Students will investigate whether plants need natural resources to Smartboard
into the science survive like humans do and find out what makes plants grow and
Week 6 ACSS ACSHE0 ACSI
State and write a journal that records Investigation
Lesson 6 U032 34 S039 survive
conclusion on the students’ activity sheet
what they found progress and their 3. In groups of 3, the students will grow three plants per cup in three
ACSI separate cups
from the work completed in Table to draw
S040
investigation and class 4. Each plant will be grown differently and will be supplied with observations for
if their prediction natural resources each week
ACSI
was right or Observation  Plant 1 – water and light
S042
wrong Observing students’ For each group
 Plant 2 – water and no light
participation in the 3 Plastic cups
Work with their investigation and  Plant 3 – light and no water Cotton balls
peers in a group their teamwork with 5. The teacher will go through the investigation sheet with the 9 seeds
cooperatively and peers students and guide them when they are answering each section What are we Pipet
collaboratively by giving them sentence starters investigating? Labels
6. After this, the students will prepare for the investigation and place What is a iPad – with
hypothesis? “seedling grow”
the plants in the cup
What will your app
7. The teacher will set the team roles for each group hypothesis be?
8. Students will receive 3 plastic cups, 9 seeds (3 seeds in each What will you
cup), cotton balls and labels change?
9. Students will set their cups up in the classroom to start the What will you
experiment keep the same?
10. Students will use ‘Seedling Grow’ app on the iPads to record their Draw what you
predict will
 plants’ growth, take pictures of their plants every morning before happen?
the school-day starts to create a time-lapse What are your
11. For the next 3 weeks during each science lesson (once a week) observations so
far?
students will draw what their plant looks like in a table
12. In the final week, students in each group will use the time-lapse
of each of their plants and their picture table to write a short
conclusion of their investigation Predictions:
The plant will
Conclusion: grow in light with
1. To finish off the lesson, students will play heads down, thumbs water.
up, thumbs down. The plant will
2. The teacher will state predictions that could be used at the start grow in light
without water.
of the investigation and students who believe in this prediction will
The plant will
have thumbs up and vice versa. grow in no light
with water.
Safety/Ethics: The plant will
 Do not damage the materials on your table grow without
 Be careful when carrying materials light and water.
 Take turns with preparing the cups
 Be respectful of others
 Share pencils and utensils
 No running in the classroom
 Ensure students are using iPads correctly

Enabling:
Group students into their relative levels of ability so that stronger
students can assist one another while weaker students can get extra
dedicated attention from the teacher. The teacher should pay extra
attention to guide the weaker students through the investigation and
give them ideas along the way.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about the Earth’s Resources and represent what they know about the Earth’s resources, how we use them and how we can take
actions to be more sustainable
 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 a Science
Understan Human Inquiry
ding Endeavour Skills
Introduction:
Students will be SUMMATIVE- 1. Students will separate into their investigation groups and take a iPads with the
able to: Science picture of their plants growing on their app ‘seedling grow’
2. Students will draw what they see into their observation table, one app
Brainstorm Understanding
week from when they first planted the seed
resources that are Observation
used in the school Observation/ 3. Students will gather on a mat for a start to the new task What were the table sheet
on a daily basis Listening 4. The teacher will ask students to think back to when they were resources you Pencils and
Observing students’ exploring the school and its resources and to brainstorm as a saw when we erasers
Individually create participation in the class the resources that the school uses around the school walked around
a pamphlet on a activities and 5. The resources listed can be natural or man-made the school? Whiteboard and
resource used in keeping a record in 6. The teacher asks the students if there is a way to make our markers
the school on a anecdotal notes.
school more environmentally friendly / green
daily basis and a Listening to Are there ways
solution to make students’ responses 7. Students think-pair-share this concept to make our
the school more and ideas during 8. Teacher writes ideas on the board to help with the students’ next school more
environmentally the class brainstorm task. green?
friendly and see who
remembers or does Lesson Steps:
ACSIS Find a way to not remember
Week 7 1. The teacher will explain to the students that they will need to
ACSSU ACSHE0 038 make their school
Lesson 032 34
create a pamphlet on a resource we use in our school on a daily
7 ‘greener’ relating Green School basis, and how these resources can be conserved so we can
to the chosen Pamphlet Pamphlet draft
make a more sustainable school
resource Work activity sheet
Sample/Project 2. Also, on the pamphlet students are to design a ‘green’ school
Choose three Students show their where they focus on the same resource (natural or man-made), Pencil and
pamphlets they understanding of and help the school make improvements with this resource so the erasers
found interesting the resource and its school is more environmentally friendly
and explain why importance to the 3. The Pamphlet must include information on: Coloured paper
they have chosen Earth and provide
 What is the resource?
them ways to prevent the Coloured pens
resource from  Where the resource comes from? and pencils
running out or being  What it is used for?
destroyed  How it is used in the school? Task sheet with
4. The green school design must include: information on it
Rubric
 Something to get rid of
Assessing students’
pamphlets against a  Something to improve
rubric for the final  Something new to implement
grade of the topic 5. The pamphlet must be creative and colourful and sell the idea to
and seeing where their peers and their teacher
all the students are 6. Students will draft their pamphlet and create their actual pamphlet
in their knowledge on colour paper
and understanding Who gave this
of Earth and Space Conclusion: student a star?
science relating 1. The pamphlets will be displayed all over the classroom and the Why did you
back to the students will wander around looking at other students’ pamphlets give them a 3 star stickers
achievement star? per student
standards in the 2. Each student will be given three star stickers and the students will What did you
curriculum place one sticker on the three pamphlets they liked the most like about it?
3. Students will stand with their own pamphlet and ask the other
3 stars peer students to share why they chose that pamphlet
assessment
Students assess This lesson might take 2 lessons to complete the pamphlets and the
other students’ evaluation.
pamphlets. This can
help in the teacher’s Safety/Ethics:
final evaluation of  Be respectful of others
the students’  Share pencils and utensils
pamphlets and to  No running in the classroom
help determine their  Ensure students are using iPads correctly
final grade  Take turns with the iPads

Enabling:
Allocate simpler resources to weaker students. The teacher can also
provide a layout of the brochure to the weaker students to give them
clear guidelines and examples of the requirements for them to follow.