FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4, Week YEAR LEVEL: One LEARNING AREA/TOPIC: Science, Nature and
3 development of science

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 Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: A portable iPad charging station containing enough iPads to equip each student is available for classroom use when arranged
in advance with other teachers within the school.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Observable c 1. Construct a collage The effectiveness 

Week Introduction
Post-It notes
hanges occur using the app ‘Pic of the lesson  Sunset image

3,
objectives will be Invite students to sit on the mat in front of the
in the sky Collage’, selecting assessed through
Link:
teacher. https://steve.d
and relevant images
Lesso
teacher  Begin with the think-aloud “Now students, I’ve been
landscape (A relating to the topic observation and oig.com.au/ph
thinking. I wonder where the sun goes at night?”. otography/wint
n 1 CSSU019) ‘Day and Night’. product analysis.
The areas Collaborate this think-aloud with an image of a er-solstice-
Represent 2. Describe in a sunset on the interactive whiteboard.
assessed would cottesloe-
and sentence where the be the following:  Students will then create their own ideas as to where
communicate beach.html
sun goes at night.  The the sun goes at night by writing these down along
observations  2x A3
response with their name on a post-it note and placing them on coloured card
and ideas in given on a poster.  YouTube
a variety of the Post-  The teacher will then give the students the Video ‘Day
ways (ACSIS It note opportunity to discuss their ideas. and Night’
029) given at
Link:
Body
the end of
https://www.yo
the
lesson  Inform students that over the next 3 lessons, they will utube.com/wat
be creating an informational booklet about ‘Day and ch?v=Wr-
 The
Night’. CRKsTYGs
relevance
 Play the YouTube video ‘Day and Night’ on the  Class iPads
of the
interactive whiteboard.  App ‘Pic
images
 Discuss the video and what they learnt/found Collage’
chosen to
interesting. Installed on
use for
 Direct students to collect an iPad and open ‘Pic each iPad
their Pic
Collage Collage’, students may then use ‘Britannica Image
Quest’ to find images relating to the topic ‘Day and
Night’ and the YouTube video to create the front
cover of their booklet.
 Students save their work and return iPads to the
station.

Conclusion
 Students are to be given another Post-It note, on this
note they are to complete the sentence: “Now I know
the sun goes … at night”.
 Students then put their name on the Post-It note and
place it on the new poster.
 Observable ch 1. Discuss the changes The effectiveness 
Week Introduction
Sunset Image
anges occur in between day and of the lesson Link:

3, the sky and objectives will be Activate prior knowledge from the previous lesson.
night.
landscape (AC assessed through  Review vocabulary from the previous lesson. E.g. https://www.lawyer
Lesso
teacher Day, night, Sun, Moon, stars, sky etc. sweekly.com.au/im
SSU019)
2. Construct a Venn observation and ages/articleImages
Represent and  Motivate students by stating they will be able to
n 2 diagram detailing the product analysis. -850x492/sun-
communicate The areas continue working on their booklet in today’s lesson
mount-fuji.jpg
observations differences between assessed would  Place an image on the interactive whiteboard of a
and ideas in a day and night and the be the following: sunrise, use the think-aloud: “I’m not sure if this is a  Class iPads
variety of similarities between  The sunrise or a sunset, can someone tell me which it  App ‘Venn
ways (ACSIS0 the two. accuracy is?” Diagram: Free’
29) of the  Link this to further their understanding of where the on all class
Science changes sun goes after sunset and where the sun is before
involves iPads
described sunrise.
observing, between  Discuss these changes between sunset and sunrise
asking night and
questions E.g. sets in the West, rises in the East
day.
about, and
 The
describing
accuracy Body
changes in,  After reminding students where the sun goes at night
of the
objects and and with their new knowledge of where the sun is
events (ACSH listed
difference before sunrise, propose the idea of the changes we
E021) can see between day and night
s
between  Students will collect an iPad and will be tasked with
day and exploring outside the classroom and completing a
night and Venn Diagram containing two circles with an inner
the section overlapping.
similaritie  Using the app ‘Venn Diagram: Free’, students will list
s of the in one circle, the different observable things in the
two sky during the day. The other circle will contain the
things they can see in the sky at night. In the
overlapping section the students will list the objects
in the sky that may be seen either during day or
during night.
 Students label the circles ‘Day’ and ‘Night’
 Students are to save their work and return the iPads
to the station.

Conclusion
 Discuss the Venn Diagrams with the class.
 Ask questions such as:
“Who found something that you might see in the sky
during the day or at night?”
“Can you see the moon every night?”
“Where was the sun in the sky?”
 Observable ch 1. Construct a mind map Summative 
Week Introduction
Class iPads.
anges occur in using ‘Popplet’ assessment  Kahoot Quiz

4, the sky and - Assess When all students are sitting on the mat organised
containing key
landscape (AC the  Hand out iPads and ask students to load Kahoot on their prior to lesson
vocabulary regarding
Lesso SSU019)
content learned from
booklet iPads. On the interactive whiteboard, load the Kahoot  App ‘Popplet’
Represent and created, quiz and help students entering the code into the iPads, and ‘Book
n 3 communicate the previous two use a begin the quiz when all students are ready. Creator’
observations lessons. checklist  Discuss the results of the quiz and praise the winner for installed on
and ideas in a to check their efforts each class
variety of 2. Create a booklet the iPad.
ways (ACSIS0 using the App ‘Book students’
29)
Creator’, using a achievem Body
Science ents.  Students will continue to hold their iPads for the next
involves correct title page,
Checking activity.
observing, sequencing, and
for correct  Students will be set the task of creating a mind map using
asking labelling.
use of the app ‘Popplet’, students may list key words that have
questions
title page, learned associated with the topic of ‘Day and Night’.
about, and
correct Students may be encouraged to group words regarding
describing
sequenci day in one area of the mind map and words associated
changes in,
objects and ng of
with night on another area of the mind map.
events (ACSH content
 The teacher may help by adding some of their own
E021) and the
vocabulary to the whiteboard that students may
correct
incorporate into their own Popplet.
use of
labelled  Students will then finish and save their work and open
pages. the app ‘Book Creator’. Using the app students will
- import their saved work from previous lessons as well as
the mind map created from the current lesson into their
booklet
 Students will label all pages except the front cover.
 Export their booklet into ‘iBook’s’, the teacher and
Teacher Assistant can provide assistance with this step

Conclusion
 Close by asking if a student would like to display their
booklet to the class.
 Remind students of the learning concepts explored over
the past three lessons as the booklet is viewed.