SCIENCE FORWARD PLANNING DOCUMENT- EARTH AND SPACE SCIENCES YEAR 2

TERM / WEEKS: •
5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about water TOPIC
Term 3 weeks 1-5 • To elicit students’ questions/ prior knowledge about water, its uses and how it
is transferred Water- Its uses and how it is transferred
Diagnostic assessment used- in this lesson you will find out what the students already know
about water. This will allow you to take account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION
TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS RESOURCES
(Year 1 & 2
only)
Science Science as a Science OUTCOMES Introduction (20 minutes) Mystery bag with rain gauge
Understanding Human Inquiry Skills
Endeavour
• Write the lesson objectives on the whiteboard and explain what the
lesson will include, the purpose of the lesson and what the students Whiteboard
ACSSU032 ACSHE035 ACSIS042 Outcome 4
should be able to achieve by the end of the lesson
Outcome 5
• Mystery bag with a rain gauge. Introduce and explain the STEM Whiteboard pen
design brief that will be running over a few lessons
• Read the book ‘All I want for Christmas is Rain’ by Cori Brooke and STEM design brief
LESSON OBJECTIVES ask questions throughout the reading such as:
Why is rain important for farmers? The book, ‘All I Want for
As a result of this lesson, students will be able to:
Where does water come from? Christmas is Rain’ by Cori
• Communicate their current knowledge about water through
• Show students a cup of water. Students turn to a partner to discuss Brooke
discussions, group work, drawings and written words
some key questions such as:
Where does water come from? What do you use water for? Cup of water
Why is water important?
How do you use water at home/school? A3 TWLH class chart
How does water get to your home?
ASSESSMENT (DIAGNOSTIC) Is water stored somewhere? Where is it stored? Coloured pop sticks
• Teacher will observe students learning throughout the • Fill out the first two columns of the TWLH chart as a whole class
lesson Body (25 minutes) 4 pieces of butcher’s paper
• Teacher will record anecdotal observation notes in a diary • Explain to students that there will be four stations and each station which each include a
• Anecdotal notes will include: will include a piece of butchers paper with a different question on it different question:
Students engagement in discussion/questions/group work and some pencils. Students may record their ideas by writing and/or 1. Where does water come
Ability to share ideas about water drawing from?
What they wrote/drew on their brick for the knowledge • Students will be working as a group to rotate around the stations to 2. Why is water important?
house record their ideas and add to the previous groups ideas 3. How can I use water
responsibly?
• Group students into mixed ability groups by giving each student a
4. What is water used for?
coloured pop stick (red, blue, green or yellow). Give students
 approximately 5 minutes at each station and ring the bell to instruct Pencil tubs for each station
students to move to the next station
Conclusion (15 minutes) Bell
• Ask students to share some of the ideas they wrote/drew at the
stations Blu tack
• Explain to students that they will be making a knowledge house as a
whole class. Give each student a small piece of paper that looks like Small brown rectangle
a brick and ask students to write or draw something they know or pieces of paper
have learnt about water. Use prompting questions such as:
Do you know where water comes from? Observation assessment
Do you know some uses of water? diary
Do you know where water is stored?
• Invite students to stick their brick onto the board then ask students
what they want to find out or learn about water
• Write their ideas onto the whiteboard to create the roof of the house
• Revisit the lesson objection that is on the board
Catering for learner diversity
Enabling:
• Teacher will scaffold and support students by asking prompting
questions
• Students will be in mixed ability groups
• Students who have visual impairments to sit at the front of the class

Extending:
• Students think about where water goes
 The TWLH Chart
What we THINK What we WANT to What we HOW we know
we know know LEARNED

Your Text Here

 SCIENCE FORWARD PLANNING DOCUMENT- EARTH AND SPACE SCIENCES YEAR 2

TERM / WEEKS: •
5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of where and how water is used TOPIC
Term 3 weeks 1-5 •
and stored at school
To support students to investigate and explore ideas about water Water- Its uses and how it is transferred
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION RESOURCES
(Year 1 & 2 TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU032 ACSHE034 ACSIS038 Outcome 4 Introduction (10 minutes) Enlarged simple A3 map of
ACSIS040 Outcome 5 • Show students a map of the school and ask questions about the the school
ACSIS042 map such as:
What is this a map of? Students science journals
LESSON OBJECTIVES Why do we use a map?
What does a map include? ‘Water in our school’
As a result of this lesson, students will be able to: • Explain to students that they will be going on a walk in small groups worksheet for each student
• Identify where water sources are in the school and how they to investigate ways in which water is used, stored and transferred which includes:
are used around the school A map of the school
• Record observations about water uses in the school on a • Students discuss with a partner and write in their science journals (students record places
worksheet and in their science journals where they might find water around the school such as taps and where they find water
water tanks sources)
• Demonstrate how to fill in the ‘Water in our school’ worksheet Questions such as:
• Allocate students into groups of 4 by calling out their names How is the water being used,
ASSESSMENT (FORMATIVE)
Body (30 minutes) transferred or stored?
• Teacher will observe students learning throughout the • Students take their pencil, clipboard and ‘Water in our school’ Why is it there? Who uses
lesson worksheet and begin their walk around the school the water? Other interesting
• Teacher will record anecdotal observation notes in a diary Conclusion (20 minutes) observations…
• Anecdotal notes will include: • Students glue their worksheet in their science journal and write any
Students engagement in discussion/questions/group work more interesting observations from the walk Clipboard
• Teacher will collect students’ science journals and • Discuss as a class students’ observations and recordings
postcards to assess their ability to: Writing pencils
• Give students a post card template where they write a postcard to
Explain observations from the lesson their parents explaining their observations, ideas and what they
Record information Glue
learnt in the lesson
Catering for learner diversity
Postcard writing templates
Enabling:
 • Students who need additional support completing the activities Observation assessment
will be grouped together and with the teacher diary
• Students who have behaviour management plans to be with the
teacher during the walk
Extending:
• Students create table in their science journal to sort the
information found on their walk
Health and safety
• Explain to students before they go on the walk that they must
stay with their group and be quiet
• Students must be wearing their hat and have enclosed shoes on
for the walk
 SCIENCE FORWARD PLANNING DOCUMENT- EARTH AND SPACE SCIENCES YEAR 2

TERM / WEEKS: •
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and make TOPIC
Term 3 weeks 1-5 Formative assessment
representations of developing conceptual understandings
Water- Its uses and how it is transferred
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS RESOURCES
(Year 1 & 2
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU032 ACSHE034 Outcome 4 Introduction (10 minutes) YouTube clip titled ‘How
Outcome 5 • Review the previous lesson by asking students what were some Does Water Get to Your
observations they made House?’ by SciShow Kids
• Class discussion and a think pair share of where water comes
LESSON OBJECTIVES from and how it gets to the tap
• Play the YouTube clip titled ‘How Does Water Get to Your ‘Water Supply System’
As a result of this lesson, students will be able to: House?’ worksheet
• Describe the stages in the water supply system by writing • Question students about the clip:
one sentence for each stage and drawing a picture Where does the water in our taps come from? Whiteboard markers
• Verbally explain the stages in the water supply system, in How is water cleaned and transported to our homes and school?
the correct order, using a butterfly recording peg What is ground water? What is surface water? Writing pencils
• Explain to students the stages in the water supply system and
write them onto the whiteboard Coloured pencils
ASSESSMENT (FORMATIVE) E.g. 1. Rain, 2. Dam, 3. Water treatment plant, 4. Pipes, 5. Tap
• Model how to complete the ‘Water Supply System’ worksheet Glue
• Teacher will assess students by using a checklist to mark
Body (30 minutes)
students to see if they understood the concept Butterfly recording pegs
• Students individually complete the ‘Water Supply System’
• The checklist will have a key:
worksheet and glue it into their science journal
3 stars (☆☆☆) suggests they have developed the concept Conclusion (10 minutes) Checklist for assessment
2 starts (☆☆) suggests they developed the concept
• Show and explain to students how to use a butterfly recording
although with difficulty peg
1 star (☆) suggests they are still developing the concept
• Each student gets a butterfly recording peg to explain the stages
Checklist will include: in the water supply system
- Ability to describe the stages in the water supply system Catering for learner diversity
(Objective 1) Enabling:
- Ability to verbally explain the stages in the water supply
system using a butterfly recording peg (Objective 2)
 • If students are having difficulty with completing the worksheet,
the teacher will put up a visual representation on the smartboard
of the stages
• Students may also use their worksheet while using the butterfly
recording devices as a visual prompt
Extending:
• Students can add more sentences on their worksheet
 Water Supply System

1. 2. 3.

4. 5.
 SCIENCE FORWARD PLANNING DOCUMENT- EARTH AND SPACE SCIENCES YEAR 2

TERM / WEEKS: •
5E’s- ELABORATE (1-2 lessons)
To challenge and extend students’ understandings in a new context or make TOPIC
Term 3 weeks 1-5 connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills Water- Its uses and how it is transferred
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS RESOURCES
(Year 1 & 2
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU032 ACSHE034 ACSIS037 Outcome 4 Introduction (15 minutes) A3 paper
ACSIS040 Outcome 5 • Demonstrate how to draw a simple floor map of your house
ACSIS041 • Explain to students where water sources are in the layout and Whiteboard
ACSIS042 how they are used
LESSON OBJECTIVES • Students predict where they think they would find water in their Marker
house and how it is used by recording it in their science journals
As a result of this lesson, students will be able to: • Explain to students that they will be investigating where and how Students science journals
• Identify where water sources are in their home water is used in their house
• Identify how water is used in their home Body (30 minutes) Writing pencils
• Compare and contrast their water sources and usage at • Students will draw a simple layout of their house in their science
home with their peers journal and identify where they would find water sources and IPads
• Sort data into a graph how it is used
Conclusion (10 minutes) Rubric for assessment
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) • Students will present and compare their floor map and ideas
with their peers in groups of 3
• Teacher will use students science journals and a rubric to
assess student’s inquiry skills • Explain that students will take their science journal home to edit
their floor map and add more observations of where and how
• Rubric will include a range of assessment criteria based on
water is used in their house
student’s ability to:
The following lesson (50 minutes)
Identify where water sources are in their home (objective 1)
Identify how water is used in their home (objective 2) • Students will analyse and interpret their floor map and share
Compare and contrast their water sources and usage at their findings with peers
home with their peers (objective 3) • Draw a simple graph onto the board and question students:
Contribute to a class discussion to sort data into a graph What does a graph include? Does it need a title? Why does it
(objective 4) need a title? Does each axis need a title?
• Title the graph ‘Water use at home’
• Ask students questions to analyse and discuss data gathered to
fill out the graph:
 How many different ways did we use water? What ways do use
water at home? Who uses water to have a shower or bath? Who
uses water for drinking?
Catering for learner diversity
Enabling:
• Teacher will sit with a group of students to scaffold and support
those who are having difficulty drawing a floor map of their
house
• Students who have visual impairments and are known to be
disruptive to sit at the front of the class

Extending:

• Students research on IPads strategies to reduce the amount of

water usage in their homes and record their findings
Health and safety
• Discuss with students to be careful when investigating water
sources at home as there may be hazards such as hot water or
water near electrical power
 SCIENCE FORWARD PLANNING DOCUMENT- EARTH AND SPACE SCIENCES YEAR 2

TERM / WEEKS: •
5E’s- EVALUATE (1 lesson)
To provide opportunities to review and reflect on their learning about XXXXX TOPIC
Term 3 weeks 1-5 and represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when Water- Its uses and how it is transferred
planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS RESOURCES
(Year 1 & 2
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
ACSSU032 ACSHE034 Outcome 4 Introduction (10 minutes) The book, ‘The Little
ACSHE035 Outcome 5 • Read the story ‘The Little Raindrop’ and questions students Raindrop’ by Joanna Gray
about the story:
Where does the raindrop go? How does it get there? What are TWLH class chart
LESSON OBJECTIVES some uses of water?
Marker
As a result of this lesson, students will be able to:
Body
• Reflect on their learning about water, its uses and how it is Students science journals
transferred by writing in their science journals • Revise some of the key topics and understandings from the
• Sort picture cards of the water supply system, in the correct previous lessons by having a class discussion about the Writing pencils
order, in pairs following topics:
How water is used at home Laminated picture cards of
Where water sources are in the school and in their homes the stages in the water
ASSESSMENT (SUMMATIVE – Science Understanding) The stages of the water supply system- how water is transferred supply system

• Teacher will assess students by using a checklist to mark • In pairs students sort picture cards of the water supply system Checklist for assessment
students to see if they understood the concepts into the correct order
• The checklist will have a key: • Explain to students that they will be reflecting on their learning
3 stars (☆☆☆) suggests they have developed the concept about water, its uses and how it is transferred by writing ideas
2 starts (☆☆) suggests they developed the concept and explanations in their science journals
although with difficulty
1 star (☆) suggests they are still developing the concept Conclusion
Checklist will include: • Revisit the TWLH class chart and fill in the last 2 columns
- Ability to reflect on their current knowledge about water in
their science journals (Objective 1) • Students who are doing the extension activity present their
- Ability to sort picture cards of the water supply system in the poster to the class
correct order (Objective 2)
Catering for learner diversity
Enabling:
• Students work in mixed ability pairs to complete the picture card
activity

Extending:
• Students create a poster of ways to be water safe