SCIENCE

Planning
Document
For ECE
University of
Notre Dame
 English CONCEPT MAP Maths
Books on weather, seasons, landscape (option 1) Explore the months the seasons are in using
changes - see calendars.
YouTube videos – explaining weather Languages / Cultural / Spiritual Using numbers and calculations
Word wall – weather words Explore Aboriginal culture and the 6 seasons. Temperature and rain measurement
Weather Diaries Learn Aboriginal language for their seasons. Units of measurement – cm, deg
Recording data Read books on the 6 seasons. Graphs for on-going weather patterns.
Writing a story on a day outside in the Explore other cultures and weather/seasons Analysis trends and patterns
sun/rain. Cultural dances for rain to come for the Aboriginal
people

Concept: Weather Term: 2 Weeks: 2

©The University of Notre Dame 2010 developed by C McGunnigle

Science Health & Physical Education

Seasons – how the sky and landscapes changes other aspects of this How the weather affects sports, games
Experiments on temperature – making a thermometer How the weather effects our health – colds, flu in winter. Heat stroke,
Experiments on clouds and rain using shaving cream, food sunburn in summer
colouring. Outdoor games to play in summer/spring
Explore water cycle, and other areas of environment. Safety and procedures – storms, tornadoes, lightning, cyclones

Humanities & Social Science

Where in the world is it summer now?
Night/day – sun/moon.
Countries experience different weather than us -
explore.
Weather maps
Sun and the moon how the earth rotates to
create different seasons.
How the weather has changed over time
The Arts
Technologies Visual arts – making different landscape pictures.
ICT – recording weather patterns, changes. Paintings, drawings, models, crafts.
Checking weather and temperature Collect different leaves and make collages or
through different apps. tracing leaves in autumn
Recording data use iPads/computers Colours of the seasons
Photos/videos of changes over time Role play – a safety storm scene
Songs and finger play.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/2 Ongoing YEAR LEVEL: 1 LEARNING AREA/TOPIC: Seasons - Weather

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
Bring into the lessons – the 6 seasons of Aboriginal culture How the weather/climate is different in other countries of Asia The weather affects everybody’s lives

5E’s- ENGAGE (1-2 lessons)

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understandi Human Inquiry Skills
ng Endeavour
Observable Science Pose and
DIAGNOSTIC Introduction - “What is weather”
1 changes involves respond to
1. Observe and What words White board
occur in the observing, questions record the daily Work samples- Whole-class brainstorm on keywords to describe: describe the pen
sky and
landscape
asking
questions
and make
predictions
weather in the (Weather “What is weather?” weather?
ACSSU019 about, and about morning and diaries) Add the words to a word wall (temperature, Little Kids
describing familiar afternoon moisture, wind, air, rain etc) What does the First Big
changes in, objects and
objects and events.
1. Rubric. Read the first chapter of the book - Little Kids First weather Book of
events.
ACSHE021 ACSIS024
2. Explore the (attached) Big Book of Weather look like Weather” by
outside today? K De Seve
environment to Body
identify changes Students will receive individual weather diaries for What are
in the sky. a fortnight’s worth of weather seasons? Can
recording. you tell me Weather
3. Make one? diary
predictions about Explain each section of the weather Coloured
the weather diary to the students. What is your pencils
patterns Students will go outside and observe the weather in favourite
pairs. season?
Back in the classroom show iPad –
students how to use the weather app weather app
on the iPads to check the Why there are
temperature. (make sure it is whole green leaves Hats/water
numbers) sprouting on bottle
the trees?
 To check the daily rain fall we will be making a
rain gauge. What season
are we in now? Rubric
Design Brief – Rain Gauge
(see design brief template for further information) Why do we
need a coat in
Conclusion winter?
Discuss information with students and predictions.
Then ask two of the students to come out and share
their weather findings with the class.

Learner diversity
Enable – draw pictures, help from peers/assistant.
Extend – writing, help others

Further lessons ideas

**Teacher to make a weather wall with words and
pictures. (students can add to the wall)
Weather diaries go for 2 weeks – 9am and 2pm
daily.

Health and safety – wear hat and sun cream outside.

Never look at the sun directly, stay within school
grounds.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of weather - seasons
 To support students to investigate and explore ideas about weather - seasons
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understandi Human Inquiry Skills
ng Endeavour
Observable Pose and
FORMATIVE Introduction – Seasons
2 changes respond to
1. Identify the Can you tell Book - The
occur in the questions four seasons. Work sample Mat session - Read book - The ABC Kids book of me what a ABC Kids
sky and and make seasons season is? book of
landscape ( predictions collection
ACSSU019 about 2. Dress the Pose questions from the book seasons by
) familiar person with the Martin,
objects and
events. appropriate
ACSIS024
clothing for 2.Checklist ** Problem - Today I have a problem to work out: Do you think Simpson &
winter, summer, (attached) My friend Ellie is going to be working outside; we could help Orsini.
autumn and however, she doesn’t know what to wear in this my friend?
spring. weather?
What should Props of a
Check the weather – weather was checked already we do first? puppet/doll
today for the journals.
Temperature check – iPad Can you
Hold up items of clothing and ask questions describe
Choose a student to come up the front and pick an today’s
item of clothing that Ellie should wear. weather? iPad
Repeat process for 3-5 other students. Weather
What do you journal
Body think Ellie
Students will work in pairs, for this should be
activity. There is a picture of a person wearing? Assorted
wearing just underwear for each of the clothing
seasons. What type of Other items
Mixture of clothing and accessories, clothing do we eg
students will be asked to dress the wear in Hat,
person for each season. Summer? Hot? Umbrella
Write name of the season under each Winter? Boots etc
one to identify it correctly. Raining,
windy?
Conclusion Autumn? Print out of
Once everyone has finished all students will come Spring? pictures
back to the mat and 3 students will be asked to come Items of
out the front and show others their completed activity Questions for clothing
and discuss, pose questions to students. understanding: Assorted
Why have you items
Learner diversity put pants on Scissors
Extend – work individually with cuts outs and only your person? Glue
words, not picture identification, writing the seasons Why do we
out and other words associated with it need an
Enable – work in pairs, use clothing that is already umbrella? 2. Checklist
cut out. Verbal communication if needed. (attached)
Further lesson ideas
 lesson on different games and activities students can
participate in when it is sunny, raining etc. Students
to make up their own game to play in pairs.
Create a collage of your favourite season using
magazines, cards, books, papers, drawings etc

Health and safety

Use scissors and glue correctly, share with others.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science
Understandi Human Inquiry Skills
ng Endeavour
Observable Science
FORMATIVE Introduction – how and why we have seasons
3 changes involves
1. Create a model Why do we
occur in the observing, of the sun and the Work sample Problem solving: Have you ever thought about why have four White board
sky and asking earth moving we have seasons in the first place. Why we have seasons? Drawings
landscape ( questions of the model
ACSSU019 about, and around it. (sun and different weather?
) describing Class discussion Why is the Video -
changes in, moon) https://youtu.be/
objects and 2. Participates in weather
2UXnIlBtTsY
events.
ACSHE021
verbal Anecdotal Play YouTube video to explain about the earth’s different?
conversations notes during rotation around the sun, creating seasons.
during conversations Is it hot or cold
explanation and and Body in Perth?
World globe
activity. questioning. Explain earth and sun and the rotation of it, use
ball
world globe sun and moon ball.
Sun – yellow
The Earth moves around the sun it takes 365 days How do we
ball
(1yr) do a full circle. During this time the seasons know it is
are formed while the earth is summer?
Cardboard
rotating. Winter?
Split pins
Further understanding
Coloured
students will create a sun and Which is
pencils
earth model to show how the bigger sun or
Scissors
earth moves around the sun. earth?
 Conclusion
Draw the 4 seasons on a paper plate and show the
students when turning the earth how we get the four What season is
seasons. the earth
pointing too?
Learner diversity
Extend – plain piece of card to draw circle shape
and put together.
Enable – have pieces cut out already. Work with
another person/educator

Health and safety

Careful using the split pins. Use scissors correctly.

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Observabl Participat
FORMATIVE Introduction – landscape nature investigations
4 e changes e in
1. Observe the Go facts
occur in guided outside Observations Go facts seasons – Book seasons book
the sky investigati environment to Pose questions from book by Pike &
and ons to from talking to
landscape explore identify changes in the students and Debrief of the mini excursion to the nature reserve. Munn.
(ACSSU0 and natural landscape (see health and safety) What
19) answer taking
questions and sky. photos/videos. Listen to instructions from your teachers happens to 24 students in
the leaves in pairs and
2. Describe some 4. Observation Body spring? sorted into
of the changes in record Students to express thoughts and ideas to partners, groups of 4
the landscape and peers and educators around them. Compared with leader.
sky. Nature reserve bush walk near the school to the leaves to
investigate and observe the changes in our autumn? Help is 2 EA’s
3. Engage with landscape including soil, plants, trees, rocks etc. differences? and 4 parents.
others in Investigate colours and growth and how they might Do plants and Teacher will
conversation about have changed over the year. trees grow in be focusing on
the collection of this season observing
items, how did they we are in students and
 feel? What did you Activity – collection of different leaves, now. What taking pictures
see? What can you sticks, nuts, cones etc anything the colours can and videos.
smell? students find interesting. we see?
Back to class, investigation with the Also looking Hat
groups of 4 students what was found. at the sky and Sun cream
What can you smell, see and feel? what it looks Water bottle
like? High vis vests
Conclusion
Mat discussion on what the students observed Can the iPad
today. students Phone
predict the Collection of
Learner Diversity temperature items found.
Extend – work with enabled students to help today by Bag to put
Enable – Assistant support being them in.
outside?
Health and safety
Hat, sun cream, water bottle, stay with your What
allocated partner and group. High vis vests, No changes can
wondering off too far. Wear PPE. Look out for you see
snakes and debris. during the
day and
night?

5E’s- EVALUATE (1 lesson)

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Observabl Science
SUMMATIVE- Introduction – review of the weather and seasons
5 e changes involves
1. Able to express White board
occur in observing, each of the four Science Play a game in a circle – weather words Marker
the sky asking seasons by creating Throw the mini bean bag to someone they have to
and questions Understanding
landscape about, and artwork. Collection of say a word relating to the weather.
(ACSSU0 describing Add any new words to the word wall
19) changes work
in, objects
and 2. Explain to peers Observation of
events.
ACSHE0 the recorded verbal Body
21 information from understanding Students will all receive a Paper
weather diary. large piece of paper A3 size. Coloured
Checklist They will fold the paper in pencils
(attached) half and then in half again to Magazines
have four sections. Each Pictures
section will represent a Assorted
season. materials:
The students can use any materials around the wool,
classroom or from outside to represent each season. pompoms,
Examples sticks, sand
Hang up etc.
in the Scissors
classroom Glue
with the Ruler
word wall and our weather corner. Marker

Conclusion Weather
Ask the students to bring out their weather journals. diaries
Share one part of your weather diary with the rest
of the class.

Learner Diversity
Extend – write words about the weather, explore
with different materials.
Enable – draw pictures or stick them on to paper.
Provide examples.

Health & safety

Supervision outside, use scissors and glue
correctly.