SCIENCE FORWARD PLANNING DOCUMENT – YEAR TWO

TERM / WEEKS: TOPIC: Water Exploration

5E’s- ENGAGE (1-2 lessons)
• To capture student interest and find out what they know about the

Term 2 Week 3
different uses of water
• To elicit students’ questions/ prior knowledge about water in general as
a topic and different uses/places it’s found
Lesson 1 Diagnostic assessment – used to discover children’s pre-existing ideas and knowledge
about water properties, uses of water and hot to use it in different ways

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Endeavour Skills

Earth’s Science involves Participate in Focus on Introduce the topic of water through a mystery tub (make sure it’s well What words can we use to
resources are observing, asking guided outcomes 2 describe what’s inside the
sealed and coloured so children can’t see inside) – pass around and ask
used in a questions about, investigations to and 4 students to say one word to describe what’s inside. (EG – heavy, splash, container?
variety of and describing explore and (connected to
answer questions liquid, cold). Open it up and find the water.
ways (ACSSU0 changes in, world and
Explain each of the rotation activities on the mat and then split into
32) objects and confident,
events
Use informal
involved groups and assign them to each table/activity.
measurements to What could we change to make
(ACSHE034) collect and record learners) it easier to dissolve (EG - smaller
Rotation 1: Dissolving Substances
observations, substance pieces, warm water)
using digital Using water to dissolve different substances. Exploring what dissolves
Why do some objects dissolve
technologies as in water and what doesn’t. Provide materials such as sand, salt,
and other don’t?
appropriate confetti, sugar, flour. Either use tubs with lids to shake or bowls and
Does anyone know the special
LESSON OBJECTIVES spoons to stir in. Engage in discussion about why some substances word we use if a substance can
As a result of this lesson, students will be able to: dissolve and other don’t and why this might be. Record video of dissolve in water? – Answer:
• Identify 1 substance that dissolves in water and 1 that substance dissolving/not dissolving. Soluble
doesn’t
• Observe and describe water Rotation 2: Making a Water Pump Where might we find a water
• Identify one use of water in everyday life Children are to make their own water pump using straws, balloons and pump in real life? What other
a cup of water. This aims to teach students about. Discuss where the objects/devices/things use
water comes from and why a pump would be useful (convenience, water?
gravity, access)
ASSESSMENT (DIAGNOSTIC)
Targeted thought-provoking questioning during activities to see if Rotation 3: Ocean Layer Jar
students are understanding. These should aim to challenge the Explore different densities of liquids by creating an ocean layer jar. Use
oil, dishwashing liquid, syrup, water, rubbing alcohol and discuss how Why does this substance sit at
thoughts of students and go just beyond what they see/observe
this is a reflection of pollution in the ocean and what this means for the top? How would this affect
in the activities. (See Key Questions column for some examples) animals if this was the ocean?
Checklist after initial lesson to determine students understanding wildlife.
of the outcomes. (FIGURE 1)
Rotation 4: Cloud in a Jar
Exploring the different types of water (solid, liquid and how this makes
a gas) when pouring hot water over ice cubes and observing the
changes that occur. Discuss possible theories about how and why these
changes occur.

Students can complete Design Brief Activity at the end of this lesson.

LEARNER DIVERSITY
R1: Enable: Simply stir and observe and show partner or teacher which
one’s dissolves and which ones don’t
Challenge: Create a table to sort soluble and insoluble substances
R2: Enable: QR codes for pictures and videos to help students
understand how a water pump works
Challenge: Students can write things they already know about water
and things they would like to know in future
R3: Enable: Students watch a video about the ocean and write (or
orally recall) one reason why ocean is important
Challenge: Research (using QR codes) each of the layers of the ocean
and write one key piece of information for each layer
R4: Enable: Video to watch about the water cycle
Challenge: Work in pairs or alone to test themselves using True or False
question cards about water
 SCIENCE FORWARD PLANNING DOCUMENT – YEAR TWO

TERM / WEEKS: TOPIC: Water Cleaning

5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of how to get clean water

Term 2 Week 3
• To support students to investigate and explore ideas about how we get
clean water in our house and where it comes from
Formative assessment – used to monitor student learning throughout the lesson and
Lesson 2 allow the teacher to modify or make any immediate changes and provide
immediate feedback to students

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Asia and Australia’s Sustainability
cultures engagement with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
Earth’s Science involves Pose and Focus on Begin the lesson by refreshing students of content learnt in the https://www.youtube.com/
resources observing, asking respond to Outcomes 4 and previous lesson and how we explored water in different forms and watch?v=G244Q4AGJ7U
are used in a questions about, questions, and 5 (confident and how versatile water is as a substance.
and describing
variety of make involved learners Before video: ask students to make a mental note of what are
changes in,
ways (ACSSU predictions and effective
objects and some causes of unclean/contaminated water as they will need to
032) events about familiar communicators)
objects and
know this (also listed in WALT objectives on whiteboard). After video: What can be done to
(ACSHE034)
events Watch video about clean water (up to 2min10secs and then skip help ensure we have clean water to
LESSON OBJECTIVES forward to 3mins). Ask key questions after video. drink?
Write on board with diagram for visual understanding, the process Can anyone remember the 3 steps
As a result of this lesson, students will be able to:
of cleaning water (this will be useful to trigger ideas for students’ of the process?
• Identify one cause of contaminated water (from video)
own inventions later in lesson).
• Create a device to help purify water
• Identify the least effective filtration item
Assign students into groups of 2 and sit them at desk with pre-
prepared materials. (Some materials: Jug, funnel, water bottle, Why did you choose this item as
dirty water, coffee filters, paper, dishcloth, paper towel, sponge, your filter? Why do you think it will
ASSESSMENT (FORMATIVE) pebbles, water jug filter) work best? What do you think
Simple questioning after playing video of immediate information Aim of Activity: Create a one-step device/system that purifies the would be least effective in filtrating
they have collected and putting this information into testing through water. Teams need to pour cup of dirty water through the chosen the water?
a quick project of purifying water. filtration item into a jar below. Team with cleanest water at the What affects the purification
Teacher is assessing whether they understand what is required to end wins. Students are given 15 minutes to complete activity and process? (EG – amount of dirt in
purify water and see if they can determine which process/filtration are each given same equipment and 1 cup dirty water. (Dirty water water, speed of pouring)
device works best. should include some sand, small rocks, crushed leaves and dirt).
Getting the students to develop an idea on the spot about water
cleaning will inform me of what they know about the purification
process and how we get clean drinkable water.
Important note after experiment is complete: If all children chose Which of all the items is the least
similar filtration equipment (EG – all chose coffee filters and effective at filtration?
sponge) then demonstrate using the other items and explore the
results of these. Compare and contrast against what each student
chose and determine as a group what the most effective method
was.
LEARNER DIVERSITY
Enable: Provide pictures on table of possible cleaning
systems/ideas
Challenge: Ask students how they could make a 2-step process
rather than just 1 to purify the water
 SCIENCE FORWARD PLANNING DOCUMENT – YEAR TWO

TERM / WEEKS: TOPIC: Water Usage and Storage

5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and

Term 2 Week 4
make representations of developing conceptual understandings
• Building understanding on where and how water us used in familiar
settings
Lesson 3 Formative assessment – in class feedback provided throughout questioning, EDI and
use of checklist after lesson

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Skills
Endeavour
Earth’s resources People use science Compare Focus on Begin lesson with quick fire questions to refresh content learnt so Quick Fire Questions:
are used in a in their daily lives, observations with outcomes 2 What do we call a substance that
far on water topic. Use EDI method where you provide immediate
variety of including when those of and 4 feedback, check for understanding and ensure everyone knows dissolves in water? – Soluble
ways (ACSSU032) caring for their others (ACSIS041)
environment and correct response before moving on. Correct any incorrect answers What’s one thing you find in the
living things and reexplain information if they’ve forgotten. house that dissolves in water? –
(ACSHE035) Read book “When Water Lost Her Way” Sugar
LESSON OBJECTIVES Group brainstorm on the mat – have a sheet of large paper on the What are the 3 stages of the water
floor and ask students to write down or draw one place either cleaning process? –
As a result of this lesson, students will be able to:
• Identify 3 common places where water is used from the book or that they can think of on their own where was is
Book “When Water Lost Her Way”
• Use iPad to take pictures of where water is used found.
Was anyone surprised about where
• Work cooperatively and fairly with group members and water went? What were some of the
other students Whole Group Activity: Water Walk places mentioned? Was there
• Explain to students we will be doing a water walk around anything interesting about the
ASSESSMENT (FORMATIVE) the school to find places where water is beginning and the end? (Cycle)
stored/used/found
EDI (Explicit Direct Instruction) – immediate checking of responses
• Ask students key questions whilst on the walk How much difference do you think
and feedback provided
• Students are to be put into groups of 2 or 3 and each there is between a half flush and a
group needs an iPad full flush on the toilet? – (This is a
After Lesson Checklist – (FIGURE 2)
• Ask students to take pictures on camera of where they great one to actually show the
• Students correctly identified 1 place where water is used students in a bucket/jug to show
found a water source of where waster was used (EG –
around school comparison of Litres)
garden, sink, tap, trees, sprinkler, fountain, water tank)
• Students took turns using iPad and worked together • Get students to print off each picture and cut out What would change the amount of
(yes/no and provide comments if no) individually water used when sprinklers are on?
• Able to use the iPad properly to complete task (yes/no • Ask them to order the pictures on the table in their pairs (EG – how hard tap is turned on, time
and comments if no on what needs to be explicitly taught from what they think uses the least amount of water to left on)
to students about use of iPad) the most amount of water (this is designed to engage
students in conversation, hypothesise and promote
Which item holds/uses the most
questioning of the unfamiliar)
amount of water? What could we
• Compare if students found the same amount/types of
use to measure this? Does everything
places where water is sourced or found around school use the same amount of water each
time? What changes this?
Bring students back to mat for ending session. For students who
got to stage/were able to order pictures – ask them to glue to an
A3 page and bring to front of class. Engage in discussion about
why they ordered it this way and if anyone would’ve done it
differently. Pose some key questions (listed in key questions
column) to the entire class.

Finish with a ticket out the door of each student listing a place (at
home/school/environment) where you would find water.

LEARNER DIVERSITY
Enable: Students can use prompting from the book if struggling to
recall/think of places where water is found
Challenge: Students can write under each picture what the
purpose of the place/item is (EG – tank is used for storage of
water). If competent at this you can ask students to also make
connections and draw a diagram of where the water comes from
and goes from each location found around school (EG – water
from hose comes from underground pipe system and goes onto
the garden, back into the ground).
 SCIENCE FORWARD PLANNING DOCUMENT – YEAR TWO

TERM / WEEKS: TOPIC: Water Importance and Sustainability

5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context

Term 2 Week 4
or make connections to additional concepts through a student
planned investigation
• To use investigative/develop inquiry skills through trial and error as well
Lesson 4 (more than 1) as testing out their inventions
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 (Due to the nature of this investigation, the lesson would take QUESTIONS
only) place over 2 consecutive days– split into first and second half
Science Science as a Science Inquiry Skills OUTCOMES to show). These will both be short lessons.
Understanding Human Endeavour
Earth’s resources People use science Participate in guided Focus on First Half: Start with 5 items in the centre of the mat with water in – https://education.abc.net.au/
are used in a in their daily lives, investigations to outcome 4 a jug, a water bottle, a bucket, ice tray and – ask the students what home#!/media/30195/using-
variety of including when explore and answer (being active the purpose of these items are and what they all have in common. and-storing-water-on-a-farm
ways (ACSSU032) caring for their questions (ACSIS038)
and engaged This is introducing the topic of water storage.
environment and Use informal
learner and After Video: What do they use
living things measurements to Looking into how people catch and store watch on farms that don’t
(ACSHE035) collect and record follow their rainwater for on the farm? Is
curiosity and
have access to mains water. Watch short ABC video and refer to Key
observations,
Questions column to ask students after watching. Discuss difference this similar to how we all use
using digital experiment water? How do we catch and
technologies as with ideas) between being on a farm and relying on rainfall and access to water
store water around the school
appropriate (ACSIS039) in the city. Briefly discuss what it means to have access to mains
(Clue: we looked at some of
LESSON OBJECTIVES water and how this is something we pay for.
them last week when we did
As a result of this lesson, students will be able to: our water walk)
• Plan and create a device to successfully catch water Activity: Create a water catchment device. Students are to spend
about 5 minutes planning (draw and label) how they will create a
• Use device to catch water overnight (put out before rain)
device that will catch the most amount of water possible.
• Sort the data collection as a whole class into a table on
whiteboard What previous knowledge can
we use about water storage
and collection from around
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Checklist (completed by teacher) (FIGURE 3) Consider what maximises the amount of water caught and what we the school and our homes?
• Did student consider all available resources? need to consider environmentally (placement of device, is it sturdy Where should we place our
• Did student write/draw a plan for device? enough to last in rain, will it degrade over time?) devices so that they have the
• Did they actively participate in the investigation? Place water device outside before a night of rainfall and check the best chance of catching
next day to determine how well it lasted and measure how much water? Do you think your
• Were students creative and innovative with their designs or just
water was caught. device will stay in the same
copy their friends?
position or be blown over by
the rain/wind?
Students to complete their own evaluation of device and hand to
teacher for lesson reflection. Second Half: Collect water devices after a night of rainfall.
Tip water into small cups (keep all cups the same) to determine How could we improve our
roughly how much water was caught. Create a whole class table on designs for next time? What
Ticket out the door activity is to encourage students to evaluate their
devices worked best and
own learning and reflect on their design and process. Hopefully this will the board (list each student name down the left-hand side and
why? Looking at our data on
encourage them to strive for higher achievement and leave the lesson record the amount of filled cups on the right). Students are still
the board, who’s device
thinking about what they could’ve changed and how they could using informal measurements at this age (SCSA, 2014). Compare as
caught the least and the most
improve. a class and observe who recorded the most amount of water and amount of water?
possible reasons as to why. (EG – positioning of device, size of
opening of device)
Evaluation checklist
Students are to complete their own evaluation checklist provided
by teacher about their design and its success.

Ticket out the door to summarise lesson: Self-reflection

• Did you consider your design successful?
• What would you change about your design for next time?

LEARNER DIVERSITY
Enable: Students can work in pairs to complete their design and
execution of device – can use iPads to gain ideas from pictures
Challenge: Students can write a written reflection on their device,
listing one reason it did/didn’t work and one thing to improve
 SCIENCE FORWARD PLANNING DOCUMENT – YEAR TWO

TERM / WEEKS: TOPIC: Water Sustainability

5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about

Term 2 Week 5
water uses and represent what they know about how to catch and
store water
Summative assessment of science understanding - account of students’ existing ideas
Lesson 5 when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Earth’s resources Science involves Use informal Focus on Begin lesson with passing around a bottle of water. Ask the Does the water move
are used in a observing, asking measurements to outcomes 2, 4 students to explain and observe how easily/not easily the water around easily? Why is that?
variety of questions about, collect and record and 5 moves around in the bottle. Explain the activity to be completed. What do you think would
ways (ACSSU032) and describing
observations, make it harder for the water
changes in,
using digital to move?
objects and Testing Ideas about water movement:
events technologies as
appropriate (ACSIS039)
Investigate the effect when water falls on different surfaces/items.
(ACSHE034)
Students work in groups of 3 to pour the water over the items. Use
LESSON OBJECTIVES
items such as cardboard, plastic, bubble wrap, dishcloth, square of
As a result of this lesson, students will be able to: How does the water move
carpet and hold them over a plastic tub whilst you pour water over
• Describe how water moves over a surface differently over each
the object. One student to hold item, one student to pour water
material? Which one
• Record observations on video and on padlet and one student to record each pour. Rotate student job every
absorbs the most water?
• Identify which material was the easiest for the water to move material. How could we use this to
over change our water catching
Get students to complete a brainstorm padlet on their iPad devices? Are certain
ASSESSMENT (SUMMATIVE – Science Understanding) describing what happened with each material and possible reasons surfaces better at collecting
Padlet – this is the collected piece of assessment for the lesson and why. water?
should show an understanding of the task and topic Draw conclusions about which surfaced cause water to flow the
best and which one stopped the water the most. How would this What can we do to ensure
Be sure to observe students in their groups when completing the padlet.
affect something like the gutters on our rooves? What happens that the most water possible
This will give you an idea as to who contributed the most information and
who was more reserved and possibly didn’t understand the concept. Be when leaves and rubbish gets stuck in the gutters? is caught and sustained?
How can we make our
sure to follow up with these students during this time or after.
designs more effective and
Short Talk – students to go around and each describe what happened to Have all students sit in a circle after completing activity. Ask sustainable so that we can
their material when water was poured over it. Make sure they talk about students to individually describe the material they held and what catch the most amount of
if the water flows easily or if it got stuck and whether this is good or not. happened when water was poured over it. water?

LEARNER DIVERSITY
Enable: Ask students to orally tell you what happened if they don’t
want to write on iPad or speak in front of others.
Challenge: Plan a new modified version of your catchment device
with the knowledge you now have about different materials.

FIGURE 1 – Checklist Lesson 1

STUDENT NAME OUTCOME 1 OUTCOME 2 OUTCOME 3 Notes KEY Reason

Identify 1 substance Describe water using Identify 1 use of Is there anything students Symbol
that dissolves in water at least 2 adjectives water in our particularly liked or
and 1 that doesn’t everyday lives questions they asked? Needed assistance:
conceptual
understanding is low
Understood some of
the objectives but
needed some follow
up explaining or
prompting
Easily achieved all
outcomes without
assistance.
Understood all
learning objectives
FIGURE 2 – Checklist Lesson 3

Student Name Students identified 1 Shared iPad responsibly and Used iPad according to technology
place where water is used cooperated well with partner policies and responsible handling to
(tick if yes, write number Yes/no (comment if no) complete task
is given more than 1) Yes/no (comment if no)
FIGURE 3 – Question Checklist Lesson 4

To be completed per student as form of formal summative assessment of skills

Student Name: Tick or

cross
Did student consider all provided resources for
design?
Did student write/draw a plan for design

Did student actively participate in the

investigation? (comment if they suggested
something they would prefer closer to their
interests)
Did students show creativity and originality in
design of device?

Student Evaluation of Design Tick or cross (and comments)

(completed the next day)

Was the design successful in achieving

its purpose? (Did it catch any water?)
Did the design withstand the natural
elements?

Did I choose good materials to use?

Would I do something different next

time?
REFERENCES

Humphrys, M. (2019). When water lost her way. Circles Publishing.

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

School Curriculum and Standards Authority. (2014). Science year 2 syllabus. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8

School Curriculum and Standards Authority. (2014). Mathematics year 2 syllabus. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/mathematics-v8#year-2-syllabus

Primary Australian Literacy Mathematics and Science. (2020). Year 2 earth’s resources. https://www.palms.edu.au/course/view.php?id=31

Primary Connections. (2020). The 5E model: A framework for guided inquiry. https://www.primaryconnections.org.au/resources-and-
pedagogies/pedagogies/5e-model-framework-guided-inquiry

Primary Connections. (2012). Water works: Earth and space sciences. https://www.primaryconnections.org.au/sites/default/files/unit-file-downloads/Water-
works.pdf

TED. (2017, August 7). Mia Nacamulli: When is water safe to drink? [Video]. YouTube. https://www.youtube.com/watch?v=G244Q4AGJ7U

Water Corporation. (2020). Water supply and water conservation. https://www.watercorporation.com.au/Education/Water-supply-and-water-conservation