FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 8 YEAR LEVEL: Pre- LEARNING AREA/TOPIC: Science/Technologies

Primary

EYLF 1. 2. Learning 3. Intentional 4. Learning 5. Assessment 6. Cultural 7. Continuity of 8. Holistic

PRACTICES Responsiveness through play teaching environments for learning competence learning & approaches
to children transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ Prin Prac CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESS O/C
LINKS OBJECTIVE (include learner
ON diversity)
Lesso 5 3 2 Science: Science Use The teacher will take Introduction Mat Session: How would Boxes
n 4 4 Understanding: sequencing anecdotal notes The teacher will you printed on
Three 7 5 Chemical Sciences boards to after listening to the present a lucky dip describe paper for
Objects are made of create audio students recordings style bag containing this object? students
materials that have recordings as to assess how well a variety of natural What does to draw
observable properties clues to the students can use and man made the object their
(ACSSU003). describe the the sequencing objects. look like? pictures
characteristic boards to record The teacher will ask What does in.
Science: Science s of each their findings and one student to the object Pencils
Inquiry Skills: material describe the objects. choose an object at feel like? and
Processing and drawn. The teacher will use random out of the crayons.
What
analysing data and Match drawn the drawings as hard bag. Scissors.
colour is
information Engage visual evidence to assess The teacher will ask the object? Sequenci
in discussions about representatio how well the the students to How big is ng boards
observations and ns with the students were able participate in a the object? (one per
represent ideas recorded to depict the class discussion to student).
(ACSIS233).
 clues. objects. describe the
Digital Technologies: The teacher will take characteristics of
Digital Technologies photos of the the object and will
Knowledge and students completed draw a picture of it
Understanding: sequencing boards on the board.
Recognise and explore to assess whether or The teacher will
digital systems not they successfully explain the activity
(hardware and match the pictures and model how to
software components) with the recorded use the sequencing
for a purpose clues. boards.
(ACTDIK001) Lesson Steps:
1. Students will choose
five man made or
natural resources of
interest from the
microscopic
investigation lesson
(lesson one).
2. The students will draw
pictures of each
resource in the boxes
provided, ensuring they
capture details of the
characteristics and
features of each object.
3. The students will cut
out their pictures.
4. The students will use
the sequencing boards
to record clues that
describe the
characteristics of each
object e.g. in
describing a drawing of
a rock, a student might
record I am hard. I am
round. I am small. etc.
5. The students will
partner up and
exchange sequencing
boards and pictures.
6. The students will work
to match each picture
with the recorded clues
provided by their
partner.
Conclusion Mat Session:
The teacher will
consolidate the
students learning
and re-address the
lesson objectives by
asking some
students to present
their sequencing
boards.