SCIENCE

Planning Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
 Read Little Clouds Eric Carle  Draw a map of the school or home
(option 1) and locate all places water is found.
 Read Where do puddles Go? By Fay
Robinson  Work out the distance of where the
Concept: WATER Term: 2 Weeks: 1-9 local community (school) get their
 Science Literacy wall
 Describe/ brainstorm what water water from.
sounds like, feels like, tastes like, smells  Determine the amount of water is
like, looks like.
Religious Education /Spiritual wasted in the school.
 TWHL Chart Education  Determine how much wasted water
 Explore features of books.  Students will explore the uses of water. can support a third world country
 o Cleansing etc. community.
 Role play – baptism.
 Symbolic meanings of water.

History Geography The Arts

 Students will make a device
that would help families
 S
carry water easily from the
1930s.
 Students will explore devise
and tools families had
through-out history to collect
water.
 Collections of water/ major
water bodies.
 Compare water sources in
different locations
 Compare first world water
availability and third world
water availability.
 Respond to water sounds: What does water sound like?
 Make water sounds with instruments.
 Use soft sounds and loud sounds to represent different water sounds.
 Drama: students will make actions of water being poured, pumping
water out of the ground, pulling water up from a well, etc.
 Dance: students will move their bodies to represent water, such as;
Rain, rolling waves, flowing river, still water, clouds forming, etc.
 Drama: role play the journey of water.

Science / Technology & Enterprise Health & Physical Education

 Students will make a water cycle in a bottle.
 Obstacle course: running through tunnels
 Students will do a collage of the water cycle.
(pipes).
 STEM: Considering what might happen to humans if there were a change in a familiar
 Health benefits of water.
available resource, such as water. Design a device that will carry water from a collection of

water 50km away from your local community.
 Make a book creator to display water cycle.
 Make a board game displaying the journey of water from the source to the taps.
 Identifying the effect on wildlife if a water shortage occurred to the water source.
 TERM/WEEKS: YEAR LEVEL: YEAR 2 LEARNING AREA/TOPIC: SCIENCE: EARTH AND SPACE SCIENCE
FORWARD PLANNING DOCUMENT

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 XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LE LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS &
(include learner diversity) CROSS-
Science Science as a Science
Understandin Human Inquiry Skills CURRICULUMM LINKS
g Endeavour

1/ Earth’s People Represen Students will DIAGNOSTIC Lesson 1

resources use t and be able to:
2
are used science communi
in a in their cate What Mat session: iPhone,
variety of daily observati Recall what assessing: 1. Music of water will be played for the students. water
ways lives, ons and they know The students will be asked to close their eyes music
(ACSSU0 including ideas in about water What each and listen. After 1 minute of listening the Music https://w
32) when a variety
caring of ways
in a TWHL student teacher will ask the students to open their (ACAMUR083) ww.youtu
for (ACSIS04 chart. knows about eyes. The teacher will get the students to think be.com/
their envi 2) water. about: watch?v=
ronment Represent  What is this sound? – water/river/ EYLF: Outcome 2
and jkLRith2w
group ideas Can use a  How would you describe the sound
living cc
things (A to the class. TWHL chart  Is it soft/loud?
CSHE035)  How does it make you feel?
Verbally  What experiences do you have with speaker
present water?
ideas.
2. The teacher will discuss the task. 5 sets of
How butches
assessing: Main Lesson: paper –
Anecdotal 1. Students will split into 5 groups. Each group will split into 5
notes need to think and discuss what water feels, boxes.
sounds, tastes, looks and smells like (use 5 Clear,
senses). sealed
Safety container.
consideration 2. Each group will be given one clear container Water
The clear of water with a sealed lid to direct thinking.
containers of
water is to
3. Students will use large butches paper per Texters
stay sealed,
to prevent
group to record their responses to: 25-30
water from  What does water feel like? English different
spilling on the  What does it sound like? (ACELY1667) colors.
floor (prevent  What does it taste like?
trip hazard).  What does it look like? EYLF: Outcome 5
 What does it smell like?
All texters and
drawing 4. The students will be given 20 minutes. At the Assess prior
materials end of the 20 minutes 1-2 students from each knowledge with
should be
group will report their groups thoughts. checklist.
kept in pencil
cases – not
over the floor Conclusion: Begin science
(prevent 1. The teacher will present a TWHL chart. As a literacy
tripping). class, with the teacher as scribe, the students
will start identifying what they already know
about water and what they want to know.

2. After three points have been made the

teacher will ask the class to rule up a page in
their science books and make a TWHL chart
and fill in the first two columns:
 What you THINK they know Science
 What we WANT to know books
 HOW we know English/ spelling/ Ruler
 What we LEARNT. grammar and Pencil
Extending/ Supporting: punctuation.
Supporting: Students will be able to draw or write (ACELY1672)
their responses.
The teacher will write a success criteria that will Sounding
help the students to be successful in the task. It will out
help students to sound out words independently, strategy:
use rich describing words and to double check Finger
each other’s spelling. sounds.

Success
criteria

Extending:
For the students who will need to be extended will
be asked to write sentences.

English
SECOND LESSON:
(ACELY1670)
Introduction:
1. The class will read Where do puddles go? By
Fay Robinson. The front cover of the book will
be analysed before it is read.
Where do
puddles
2. Students will split into groups to brainstorm:
EYLF: Outcome 5 go? By Fay
 Where does water come from?
Robinson.
 Where is water found? Where is
water found in our school?
 Where does rain come from?
Butches
 Where does the water go after it
paper
rains?
Texters
Science Literacy
3. The students will be given a different colored
texter. This will help the teacher discover some
Science inquiry
prior knowledge of each student.
skills (ACSIS042)
4. When students come back to present their
posters the teacher will emphasise key terms
which will start a science wall.
 Key terms: Collections, water bodies, rain/
precipitation, clouds/ condensation.

5. The teacher will take a photo of each poster Science

once complete. wall words

Conclusion:
1. Students will be asked to write two to three
more pieces of information they know and
want to know in their TWHL chart in their
science books.

DESIGN BRIEF Mathematics

A design brief will follow this lesson. (ACMNA030) Butches
The teacher will ask the students to get into (ACMMG044) paper for
groups they think they will work well in. The (ACMSP049) brainstormi
teacher will then introduce the design brief. (ACMSP050) ng

Save our school water! Science

Science books to
(ACSSU032) allocate
(ACSIS040) roles.
(ACSHE034)

English
(ACELY1666)

The Arts
Drama:
(ACADRM027)

EYLF: Outcome 2,
4, &5
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON
Science Science as a Science
Understandin Human Inquiry Skills
g Endeavour

3/4 Earth’s Science Represen The students will FORMATIVE Mat Session: Water Cycle Puzzles
resource involves t and
/5 be able to:
s are observin commun
used in a g, asking icate What assessing: 1. Puzzles of the water cycle will be given to
variety of questions observati Lesson 1: each desk group. Students will need to
ways about, ons and 1. Identify the If students can work together to finish the puzzle.
(ACSSU0 and ideas in four stages of order the
32) describin a variety
g of
the water stages of the 2. Once each group has finished, the teacher
changes ways (A cycle in order. water cycle. will ask:
in, CSIS042)  Does anyone know what this picture EYLF: Outcome
objects Students can represents? 2
2. Construct a
and
paper plate use the correct  What are some elements they see in
events
(ACSHE0 model scientific their pictures?
34) depicting the terminology of  Can anyone read the words?
stages of the the water  Can we start at the bottom of the
water cycle. cycle. puzzle what is at the bottom?
3. Recall what  What does the arrow point to next?
they observed Students can
to a peer or recall 3. As the students answer the teacher will
small group. information draw a diagram on the white board. The White
from the teacher will add laminated words of the EYLF Outcome 4 board
brainstorm and water cycle as they are mentioned by the
White
present to the students:
board
class.  Water bodies/ collections
markers
 Evaporation – new key term
How Assessing  Condensation Laminated
Checklist  Precipitation Key terms
Anecdotal
notes: Note “This is the water cycle; this is where water
what was comes from”
incorrect/
misconceptions Explicit teaching:
Kettle/
4. The teacher will demonstrate the water Safety: Boiling boiling
cycle to the class. The teacher will use a water. water
Safety large clear plastic or glass container with a
considerations lid, boiling water with blue food dye. Clear
In this lesson Key points in container
the teach will 5. Through-out the demonstration the teacher demonstration: Blue food
be will ask the class: What is dye
demonstrating  What can you see happening? happening?
the water cycle What are Permanent
clouds? marker
with boiling Main Lesson:
What is another
water. This Activity 1: name for rain?
needs to be 1. The students will make a collage of the what happens
prepared away water cycle with a paper plate. The when the sun
from the students will need to identify the stages of heats the
children and the water cycle in their collage. water? Can you
stored where it see? Paper
is not assessible plates
by children. Key terms Glue
stated in Scissors
demonstration: Magazines
Scissors will be
evaporation, Crayons
used. The precipitation, Texters
teacher will condensation, Cotton
demonstrate water bodies. wool
the correct Black
way to carry markers
and use Yellow
scissors. Safety: paper
Scissors Blue paper
Activity 2: Glue
Glue: is not to 2. Students will make a representation of the
be eaten. water cycle in a plastic bag. Visual Arts: Zip lock
(ACAVAM108) bags
3. Students will draw the water cycle with a Water
permanent marker on their zip lock bag. EYLF Outcome 4 Sticky tape
 They will then pour water and seal the bag. Permanent
All the bags will then be stuck to the markers
window.
Book
creator

4. This activity will be observable over a whole ICT

school day. Students will be able to observe Science inquiry Sticky
the changes that occurred. skills notes – 1
(ACSIS042) pack per
group
5. Students will be asked to take a photo of Science as
their bags when they first put them up on Human Writing tool
the window and at the end of the day. Endeavour
(ACSHE034) TWHL chart
6. Students will insert their photos in the book in science
creator app on their iPads and type in one - EYLF outcome 5 books
two sentences what changed.

Conclusion:
Sticky note storm.
1. Students will be given a bundle of sticky
notes per table. The students will need to
write one piece of information they have
learnt on one sticky note and stick them on
their table. The students may write as much
information as they can to make a “sticky
note storm”.

2. The students will be given 5 minutes.

 3. Students will read out each sticky note they
put down to their group.

4. Students will add to the TWHL chart.

 What they have learnt.

What Second Explore Lesson: (Water catchments) Poster

Lesson 2: Assessing: of water
1. Make one Identified the Mat session: catchment
labelled map water 1. The water cycle will be reviewed.
representing resources in the
the schools school
water The water
resources. Made a map Princess by
2. Make one Identified water Susan
labelled map resources in a Where does the Verde
representing third world rain go?
the character community.
Princes Gia’s Key questions
water Stated through
resource. differences discussion:
2. The teacher will display a poster of a What can you
Science
3. Write at least between collection of water (water catchments). For see? books
two sentences school example: Dams, rivers, lakes, puddles, Are their
describing the community rainwater tanks etc Follow That
animals?
difference and third world Are there
Tap Water!
between their community A Journey
3. Students will discuss their prior knowledge of plants? Down the
school water water water bodies by analysing the poster. Is there any
resources to a resources. Drain by
man-made
Bridget
third-world Extension: items?
Heos
community What would happen to the catchment if
Is there any
water How Assessing: litter?
there was less water available?
resource. Checklist
Anecdotal English
4. Students will read the Water Princess by (ACELY1670)
notes Susan Verde. The class will discuss the TWHL
differences between how they got their charts in
Science
water and how Princess Gie got her water.
books
Activity: What is the
1. Students will make two maps in their difference
science books. The first map will be of the between these
school. The second map will be a two
communities?
representation of Princess Gie’s community.
What makes it
easier for us to
2. In the map they will need to locate all the access our
places where water is or would be found. water?

3. The students will then need to write what

the differences are between these two
communities.
Book
The book “Follow that Tap Water! A journey
corner
down the drain” by Bridget Heos will be added
to the reading corner. This book will explore the
journey of water from the tap to the source.

Conclusion:
1. The teacher will get the students to write
one thing they have learnt in their TWHL Science
chart. books

2. They will then need to turn to their partner

and tell them what they have learnt.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
EK/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES (include learner diversity)
SO
N Science Science as a Science
Understanding Human Inquiry Skills
Endeavour

6/ Earth’s Science Represe Lesson one: FORMATIVE A journey from the clouds to the tap!
resources
7 involves nt and Students will be
are used
in a observi commu able to: What assessing Mat session:
variety of ng, nicate 1. The year 2 class will participate in a role
ways asking observa Order the journey Students have play of the journey of water from the clouds What
(ACSSU03 questio tions of water from its ordered the to the school taps. happens first?
2)
ns and source to our journey of
What follows?
about, ideas in taps. water from rain 2. Each student will be allocated a role and Script
and a to our taps given a script.
Drama
describi variety Make a functional through (ACADRM027)
Costume
ng of board game. pictures, 3. The teacher will direct each student where box:
change ways (A instructions and to stand and will set the scene. EYLF Blue
s in, CSIS042 or labels Outcome 1 streamer
objects ) 4. The students will then act their parts. Rope
and Boardgame bucket
events ( functionality 5. At the end of the role play the teacher will
ACSHE0 - Does it ask:
34) work.  What happened first?
 What followed?
How Assessing  What happened at the end?
Checklist
Main Lesson:
Anecdotal 1. Students will make a A4 draft of a board
notes game which will demonstrate the journey of EYLF
water to the tap. Outcome 4 A4 paper
Rubric – board Pencils
game.
Level of: 2. Students will need to make a name and Colouring
 interest from rules for the board game. tools
other
children. 3. As students finish their drafts, they will need
 Clear to join with a peer who has finished and test
instructions their board games.
 Colour and The partner should look for: Editing
materials o Spelling errors checklist
used. o Elements that do not work.
To be successful in their editing students
Safety will use their editing checklist.
considerations:
4. Once tested, the students will take their
Students need board game to the teacher. The teacher
to be aware of will complete the final edit.
Card-
others in the
board
class role play. 5. Students can then begin their final board
Colouring
game.
utensils
Scissors need to
Scissors
be handled 6. Students may use a range of resources to
Glue
correctly. create their board game. The students will
Sticks
be encouraged to use materials that will
Cotton
No crafts or make their board games 3D.
wool pads
materials
Tissues
should be
Material
eaten. Extending:
Magazines
Students who will need extending will be asked
Rulers
to have a minimum of 10 instructions for their
board game.
Snakes
and
Supporting:
ladders
A range of board games will be displayed on
the mat for students to look to for ideas. They
Scrabble
will be separated into board games with less
instructions to board games with a higher
Previously
number of instructions.
made
board
games
 If the students need further support, they may from
use a template for their draft. previous
years.
Conclusion:
7. Students will explain to their partner how EYLF Template
their board game will work. outcome 5

8. The partner will give one suggestion to how

they think it could be better and two things
they like about the idea.

Second lesson: Second lesson:

Students will be 1. Students will finish their board games.
able to:
2. Students will be required to record Materials
Describe how to themselves explaining their board game used in
play their board and the journey of water from the clouds to previous
game. the taps. lesson

Recount the 3. Students will then spend time playing Dice

journey of water everyone’s board games.
from the clouds to TWHL
the taps. 4. At the end of the lesson, the teacher will Chart in
ask the class what they liked about each science
Take turns. board game. book

What assessing 5. The teacher will ask the students to write in

the last two columns of their TWHL chart in
Oral instructions their science books

Recount of
water journey.

Collaboratively
working with
others
 How assessing:

Checklist

Board game
rubric

Anecdotal
notes/
comments:
from TWHL
chart.

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

WEE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON
Science Science as a Science
Understandin Human Inquiry Skills
g Endeavour

8 Earth’s People Use Students will be SUMMATIVE- Mat session:

resource use informal
able to: 1. The teacher will review the journey of water What Whiteboard
s are science measure happens first?
9& used in a in their ments to What Assessing from the clouds to the school taps by
10 Collect data of Tallied dripping drawing a diagram on the board. White
variety of daily collect
How do the board
DB ways lives, and water wastage in taps in the
(ACSSU0 including record clouds form? markers
the school. school. 2. The teacher will ask the students what they (Review water
32) when observati
caring ons,
use water for. The teacher will brainstorm on cycle in
for using digi Compare their Determine how the whiteboard. explanation).
their envi tal findings with a much water Answers:
ronment technolo developing the dripping Washing hands, shower, washing car, dishes What does
and gies as the rain fall
community. taps will etc.
living appropri into or run
things (A ate (ACS support the
Work family from 3. The teacher will introduce the task. into?
CSHE035) IS039)
cooperatively their scenario. a. Students will conduct an
How does the
with a group. Written in investigation of how many dripping water get
science books. taps are in the school. from the White
water board
How Assessing Main Lesson: catchments
Checklist 1. The teacher will write the lesson step on to our school? Markers
Anecdotal the board and then asks the students to
notes get into their groups they are in for their Lesson
Newscast (design brief). steps

Scenario
2. Students will then split up into their
groups.
Safety
considerations: 3. Once the students have formed their
Online groups, they will select a scenario. EYLF:
searching. a. Choose from: Outcome 2, 4
Emma, Lucy, Nala or Gedo &5
Slippery floors in
bathrooms etc. 4. Each child will read and discuss with
their group what situation their child is in.

5. The teacher will ask the class

 How much water do you think we Questions
waste at school? displayed
on board.
6. The teacher will inform the students of
the next stage of the task:
 We are going to investigate how Calculators
many dripping taps we have in
our school. How long
does the child
 Then, you will need to work out
in your text
approximately how much water walk every
is wasted per day. day to get
water?
  Lastly, if you were to save that Is that a long
dripping water and donate the way to walk
water to the child in your text, just to get Instructions
how many day’s would it support water? displayed
How far do on board
that family?
you walk to
 Would that help them? get water? Clip board
Paper
7. The teacher will inform the students of Writing tool
the instructions on the board to follow:
a. Firstly, the students will go in the
Newscast (design brief) groups Geography/ QR code:
and tally all the dripping taps in HASS https://ww
the school. (ACHASSK051) w.gwmwat
b. Secondly, Scan the QR code on er.org.au/c
onserving-
the board with your iPads, this will
Mathematics water/savin
take you to the webpage GWM (ACMSP050) g-
Water. water/how-
c. Determine how much water is much-
wasted, from a dripping tap, in water-you-
one day at our school. (A use
dripping tap can waste up to 200 Questions on
liters of water a day). Board: Science
d. Record in science books. How much books
e. Answer questions on board in water does
our school
science books (independently).
waste?
How many
Group/ independent work: day’s would
Students can work in groups to collect the water
the data and information. Students will wasted in our
work independently when they answer school be
the questions on the board. able to
support your
Conclusion: child in the
text? https://ww
1. Students will watch “Water
Would that w.youtube.c
Conservation Animation” on the help them? om/watch?v
smart board.
=B4ZR53n
https://www.youtube.com/watch?v=B4ZR53n0D8I
ICT
0D8I
 1. The teacher will ask the students to Smart
recall ways they saw in the video board.
that caused water wastage.
Science
2. In their group’s students will then need books,
to add the information they found into design
their script for their newscasts design brief story
brief.
board.
Extending and supporting:
Supporting:
Visuals will accompany the instructions and
questions.

Extending:
Students will be asked:
 How can they get clean water?

Another two lesson will be conducted for

students to work on their design briefs
(newscasts).

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON
Science Science as a Science
Understandin Human Inquiry Skills
g Endeavour

11 Earth’s People Represe Students will be SUMMATIVE- Mat session: Mystery

resourc use nt and able to: 2. The teacher will get the class to sit in a box:
es are science commu What Assessed circle, she will then bring out a mystery box.
used in in their nicate
Pipes
a daily observa Insert photos into Water Pipe- What Jar of
variety lives, tions the book creator transportation 3. Students will open the box and display the is this usedwater
of ways includin and app. objects inside. All objects will connect with
(ACSSU g when ideas in Uses the correct
for? Blue
water and what they have learnt about sheet
032) caring a Explain how water is key terms in their
water over the unit.
for variety transported to the explanations. Blue sheet - Laminate
their en of school. What could d picture
vironme ways (A The effect water 4. The teacher will then bring out one large list. this be? of water
nt and CSIS042) Use the correct has on The teacher will ask the class to write one
living terms in communities thing they know about water on the lost catchme
things ( explanations. around the and pass the list on to the next person. Picture of nt.
ACSHE0 world. a. Students cannot write the same water
35) Explain how water is information as their peers. catchment
transported in small How assessed b. Students may look at the objects in – what is
third world Rubric the circle to help their thinking.
community.
this?

Safety
5. The teacher will introduce the main task.
Considerations: “Today you are going to show me, how our
Carry iPads school gets our water and how a
correctly. developing community gets their water.
You are going to take two templates. The
first template you will draw how we get our
water at school. On the second template I
want you to draw how a person living in
poverty in a developing country would get
their water.

You will then take a picture of each

template and insert the pictures in the book
creator app – one page per template.

Somewhere on each page you will need to

type at least one sentence under each HASS
picture explaining how the two different (ACHASSK0
communities get their water and from 51)
where.
EYLF
I will put these steps on the board.” outcome 3
&5
 White
Main lesson: board
Markers
6. The students will collect two templates and
draw their representations of how water
Step-by-
gets to our school and how water gets to a
step
home in a third world country.
instructio
7. Students will then collect their iPads and ns
take a picture of each drawing/ diagram.

8. Students will insert their photos in Book

creator – one picture on each page.

9. Students will then write at least one

sentence under each picture explaining
how the two different communities get their
water and from where.
Template
10. Students can then spend time decorating x50
their Book Creator. iPads
Book
11. Once completed each student will need Creator
to send their book creator to the teacher’s App
iPad through Airdrop.
Colouring
Conclusion: tools
12. The teacher will ask 2-3 students to
show their book creators to the Teacher
whole group. iPad
13. The teacher will ask the class how
the students had shown the
differences in how the communities
got their water.
Possible answers:
 a. Our school get water from
taps
b. The community in … had to
walk to retrieve water.

Extending and Supporting:

Supporting:
Next to each instruction will be a visual. To
help students interpret the instructions.

References:

Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being and becoming: The early years
learning framework. Barton, ACT: Commonwealth of Australia.
Hackling, M. W., Peers, S., & Prain, V. (2007). Primary Connections: reforming science teaching in Australian primary schools.
Teaching Science 53(3), 12-16.

Hydro Tasmania. (2019). Generation Hydro. Retrieved from https://www.hydro.com.au/education/lesson-plans/unit-1-the- water-

cycle

Relaxing White Noise. (2018). Water Sounds for Sleep or Focus | White Noise Stream 10 Hours. Retrieved from:
https://www.youtube.com/watch?v=jkLRith2wcc

Robinson, F. (1995). Where do puddles go?. Scholastic Library Publishing.

School Curriculum and Standards Authority (2013). West Australian curriculum: kindergarten to year 10. Retrieved from:
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South Melbourne, Vic; South
Melbourne;: Cengage Learning Australia.

Verde, S. (2016). The Water Princess. Penguin Putnam Inc: US.

Engage Lessons Resources:

TWHL Chart
What we THINK we know What we WANT to know HOW we know What we LEARNT
Taste like Feel like Look like Smell like Sound like
Water and My 5 Senses
 Success Criteria – lesson 1

To be successful in this lesson you should:

1. Use rich words to describe water.
2. Use finger sounds (sounding-out strategy) to sound out a
word you do not know how to spell.
3. Ask your friends to double check your spelling.
EXPLORE LESSONS
 Water Catchments

(Explain LESSON)
Board Game Template

Script:
Characters: Equipment:
 Clouds x 3 students Pillows – clouds
Rain/ water x 4 students Blue streamers – clip on the water characters clothing
Water catchments/ water bodies x 5 students and blue scrap paper will be held in their hands.
Pipes x 12 students Thick rope – catchment
Taps x1 Bucket – student who wants a drink
Student wanting a drink x1

Setting the scene:

The teacher will ask the students to volunteer what characters they would like to be.

The teacher will ask the clouds to stand together and group together with the rain/water.

The water catchments will make a large circle in the middle of the room each holding a part of the rope.

The pipes will form two lines. Both lines will stand next to one another. Students will connect their hands with a partner on the opposite
line. This will form a tunnel.

The tap will stand holding the end of the pipes.

Lastly, the cup will stand facing the tap.

Script:
It was an extremely hot day! Let’s act how the water comes to our taps.

Through-out the year we experience rain. The condensation in the sky form the clouds. When the clouds get
heavy the water will drop. This is called precipitation/rain.
The clouds move together to form a tight cloud. The rain stay inside the clouds.

The rain will then exit the clouds and fall into the water catchment.

The rain falls on multiple surfaces on the earth. A water catchment is formed to collect as much water as it
can to then supply to humans.
The water catchment wiggles the rope to ‘catch’ the rain.

After the water is caught, the water enters pipes which transport the water to the tap.
The rain/ water moves through the pipes to the tap.

A person will then turn on the tap to collect water.

Student moves and picks up bucket and hold out his hand to the tap and turns the taps arm.

The water will then flow from the tap.

The rain/water will then pour all the blue scrap paper in the bucket.

Editing Checklist:
Elaborate Lesson:
Scenarios: GWM Water Wastage Website
Emma is a 7year old girl from a small community in Ethiopia.
Emma She cares for her older sister, and mother who both have a
serious illness. Emma travels 5km to her closest water
source. She fills two 5 litre containers and walks home. The
10 litres are used for the entire day for her family. If she
needs more water she will need to do the long walk again.
Lucy is 12 years old from a small community in Haiti. Since
Lucy the earthquake in 2010, Lucy’s family have been stricken with
poverty. Lucy and her three younger siblings go out and
collect water for the day. Lucy and her siblings walk 3kms and
carry back 20liters altogether.
Nala is 9 years old from a small community in Guinea
Nala Bissau. Nala has 5 older brothers and 1 younger sister. Her
brothers work on the farm while Nala and her younger sister
work in the house. They cook, clean, collect the food, help
with harvest, and collect water from the river. Nala and her
 sister travel 7km every day to fill their buckets. Their buckets
hold 8liters. Nala carries two while her sister carries 1 bucket.
Gedo is 4 years old from a small community in Afghanistan.
Gedo Gedo walks with his mother to the well that is 4km away from
his home. His mother pushes two large containers that fill 10
litres of water.

Evaluate Lesson:
Templates