FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week 8

YEAR LEVEL: Year 1

LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
8

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

ACSSU018 ACSHE022

Lesson ACSSU019
1

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

1. Retell a
story using
Time Lapse
and iMovie
2. Document
the
beginning,
middle and
end of the
book
3. Participate
in group
work
collaborativ
ely

Rubric

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Science
Inquiry
Skills

Beginning
Discuss prior knowledge. Ask the children
to raise hand and share something
interesting they have learnt management
of and changes within the environment
Bring out The Chimpanzees of Happytown
Ask students to make predictions about the
book
Discuss the changes that occur in the book
natural changes, manmade changes etc.
Determine whether students have
previously used iPads, iMovie or time lapse
Explain to students that they will be retelling
the story as a news report using iMovie on
the iPads. They can create a backdrop
using materials and craft items to display
during the time lapse
Reminder that all stories, including news
reports, have a beginning, middle and end
and need to include these elements in their

What do you think

this book might be
about?
Whats on the
cover?
What do you think
Chutney is going
to do with the
seed?

Time Lapse
iMovie
QR codes
iPads
Smartboard /
whiteboard
Laminated prompt
cards
Count down app
Chimpanzees of
Happytown
Costumes
Props

news report
Also remind students of the expectations of
the lesson (including the lesson objectives)

Middle
Split students into two groups
Each child gets a QR code. They scan it
and it determines which group they are in
(Network News or News Group)
Each student will be assigned a role (set
director, script writer, camera person,
reporter or props and costume person)
Each group gets an iPad (with iMovie and
time lapse installed) and appropriate props,
costumes and materials to create their
video
End

Teacher gives students a 5-minute warning

by notifying each group individually
Students pack away (with the assistance of
the teacher and helpers) and assemble on
the mat
Use inside outside circle to allow students
to share interesting facts and important key
points they have learnt with each other in a
one-on-one setting
Once back on the mat, discuss what the
class has learnt today
Helpers etc. compile news report ready for
presenting to the students

Do you think you

will make a
special effort to
take care of the
environment?
What are some
things that could
be ruined if the
environment is not
cared for?
Can you describe
the lesson in one
sentence?
What things did
you enjoy?

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week 8

YEAR LEVEL: Year 1

LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
8
Lesson
2

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Science
Inquiry
Skills

ACSSU019 ACSHE021 ACSIS024

ACSHE022 ACSIS025

1. Use two
different
ICT tools to
record
research
2. Record at
least one
piece of
prior
knowledge
and
knowledge
they wish to
gain

Beginning
Discuss previous lesson
Review things that were learnt, interesting
topics and facts that we may wish to find
out
Review what a brainstorm is and the
different ways of recording information
Explain to students that they will be using
two different forms of ICT (iPad, Coggle,
BrainPOP etc.) to brainstorm the topic
Demonstrate on the smartboard that
students will need to divide their brainstorm
into two categories: what I already know
and what I want to find out
Middle
Students split into pairs to complete task
Use iPads, MacBooks and other devices to
create a mind map
Brainstorm manmade and natural

Bubbl.us
Coggle
Spiderscribe
Books
Multimedia
iPads
Wordle
Dynamic Padlet
Britannica
Splash ABC
Popplet
BrainPOP
Smartboard

End

landscapes and how they can be neglected

by people
Students present their mind maps to the
class and discuss the information they have
included
Together, choose the most interesting parts
out of each mind map and create a
collaborative mind map on the smartboard,
with students taking turns to add to the
brainstorm
Discuss how the mind map will guide future
investigations
Use think, pair, share to reinforce the
learning that has occurred

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week 8

YEAR LEVEL: Year 1

LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
8
Lesson
3

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Science
Inquiry
Skills

ACSSU017 ACSHE021 ACSIS024

ACSSU018 ACSHE022 ACSIS025
ACSSU019

1. Use
Beebots to
give a
timeline of
the growth
of our
plants.
2. Plant two
seeds; one
that will be
cared for
and the
other
neglected
3. Use Book
Creator to
record the
scientific
method (i.e.
hypothesis,
observation
s and

Beginning
Discuss previous lesson
Discuss what an experiment entails i.e.
materials and resources, hypothesis,
method, observations, outcome etc.
Explain to students that they will be
designing and planting their own garden
Discuss the factors that would hinder or
support the gardens growth
Explain to the students that they need to
take good care of one of their seeds (water,
sunlight) and neglect the other so that they
can compare the differences
What is the cycle of a plants life? Use
Beebots to follow the life cycle. Students
need to program the Beebots to follow each
step in the plants life cycle.
Explain to students they will need a
hypothesis and to record their experiment
with the Book Creator app

A3 paper
Pens and pencils
Paper fast food
trays (with a few
small holes in the
bottom)
Seeds (flowers,
vegetables etc.)
Sunlight
Soil
Mulch
Wood chippings
Water
Craft materials
Non-toxic glue
iPads
Book Creator app
Parent helpers

results)
4. Use Grow
app to
record
plants
growth with
timelapse

Middle
Students each get two flower or vegetable
seeds
Use the resources provided to plant the
seeds and create an ideal environment for
them
Students will store their good seed near a
window with direct sunlight and the
neglected seed will not receive sunlight
Once the seeds are planted, students use
the iPads Grow app to take photos of
their initial gardens and the steps they took
to set up the garden (they continue to take
photos as the week progresses)
Students outline the scientific method (thus
far) using Book Creator. They can include
photos, colours, voice recordings and
drawings to enhance their experiment
End

Discuss the things that students will need

to look for when making and recording their
observations

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week 9

YEAR LEVEL: Year 1

LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

Week
9
Lesson
4

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Science
Inquiry
Skills

ACSSU017 ACSHE021 ACSIS024

ACSSU018 ACSHE022 ACSIS025
ACSSU019

1. Use Book
Creator to
present the
investigation
2. Include a
hypothesis,
observation
s, method
and
outcome
3. Describe
two
differences
between the
two seeds

Beginning
Discuss previous lesson
Discuss some of the changes students
have observed throughout the week
Explain to students they will be finalising
their experiments using Book Creator
Middle
Students note two differences they have
observed between the cared for and
neglected seeds
Students record and compile their
investigation information in their Book
Creator experiment record
End

Students present their Book Creator

records to the class
Discuss what they enjoyed during the
lesson and what they would do differently

Garden
experiments
Sunlight
Soil
Mulch
Water
iPads
Book Creator app

next time