FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 7
Friday, Term one

YEAR LEVEL: ONE

LEARNING AREA/TOPIC: Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK/
LESSON

AUSTRALIAN
CURRICULUM
LINKS

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

1.Identify the human

body parts fluently,
through playing
bingo and using ICT

-Observing
-QR codes
Teacher puts QR
codes around the
classroom for
children to use their
iPads to scan the
codes and upload
their answers onto
bubbl.us
-The students upload
their book creator to
kidblog for the
teacher to assess
using a checklist

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

1.Motivation
-What do we
already know
about the human
body parts?
-Can we make
a list of some of
our body parts?
-From
watching the
video can we
add anything to
our brainstorm
that we might
have forgotten?
2.IWB
-Which word
do you think
matches this
picture?
-What picture
are you moving
across now?

-Interactive
whiteboard
-iPads
-Whiteboard
markers
-Bingo game
boards
-Bingo cards
-Counters
-Student helpers
-Computer
-Youtubehttps://www.you
tube.com/watch?
v=ot4mJ_qUN
MY
Conclusion
Youtubehttps://www.you
tube.com/watch?

Science
Understanding

Week 7/
Thursday,
Lesson 1
Human body
parts
(Class of 20
students)

Living things
have a variety
of external
features
(ACSSU017)

2. Demonstrate an
understanding of
where each body part
is located on the
human body, using
ICT
3. Recognise how to
use iPad tools
effectively to
complete a human
body

Motivation
1. The teacher will brainstorm on the whiteboard
with students about the human body parts.
2. The class has a discussion about what they
already know about the human body parts.
3. Teacher shows a short video about the human
body parts.
4. Teacher introduces the three rotational activities.
Lesson steps:
1. Students move to their rotational activities
2. Interactive Whiteboard rotation
- The student helper will explain the activity to
students
- The students are in pairs, each pair comes up
one at a time to complete a part of the
activity
- Part One: Choose the correct label to match
the picture
- Part Two: Drag the word to the appropriate
body part represented on the picture
- Part Three: Students create the human body
by dragging the body parts to the picture

3.

Bingo Rotation
- At this rotation there is one student helper
- Each child gets a bingo game board and have
to identify the correct body part that is called
out on their board
4. iPad Rotation (Book creator)
- At this rotation there are two student helpers
- Students must go onto book creator and take
picture of their different body parts or their
partners
- They then create a verbal explanation using
the audio setting to describe what body part it
is and what it does. For example, This is my
foot, I use this to kick my footy with
- Students then click create to make a book
and the student helper will then save all
books.
Lesson Conclusion
1. Students come back to the mat
2. The teacher will explain all the rotations we did
today
3. The teacher shows the students a video to
summarise the lesson
4. Teacher asks three students what they have learnt
today
5. Teacher asks students what ICT resources did we
use to complete our activities today
Learner Diversity for all lessons
- For the bingo rotation there is both pictures
and words for the children who do not speak
fluent English
- The teacher groups the students in ability
levels (Have more student helpers at the
groups who have learning difficulties)
- When children are all seated on the mat, sit
the children who are having difficulties
closer to the teacher.
- When working in pairs, pair students of a
higher learning ability with the students with
a lower learning ability together, so that they
are able to help one another

3.Bingo
-Can anyone
see an arm on
their board?
-I can see lucy
has a leg on her
board, who else
has a leg on
theirs?
4.Book Creator
-What did you
say your arm is
used for?
5.Conclusion
-What have we
learnt today?
What ICT
resources did
we use?

1.Motivation

v=QkHQ0CYwj
aI

Week 7,
Friday,
Lesson 2
All the
senses of our
body

Light and
sound are
produced by a
range of
sources and
can be sensed
(ACSSU020)
(recognising
senses are
used to learn
about the
world around
us: our eyes to
detect light,
our ears to
detect sound,
and touch to
feel vibrations)

1. Demonstrates the
understanding of the
types of senses
2.Represents the
understanding of ICT
to record their
findings
3.Match the sense
with the object
4.Actively
participates in group
activities

-Observing (whilst
doing the teacher
guided interactive
whiteboard session)
-The teacher
accesses Padlet after
the session to review
students answers
-Teacher has a
checklist (class role)
to write anecdotal
notes on who
understands the
concept and who is
struggling

Motivation1. Children sit in a circle on the mat. The teacher

passes around a bag with different objects inside.
The children then take turns in guessing what
they feel with their eyes closed. (This is
introducing the sense touch)
2. The teacher will explain what our senses are and
what they do (ask children if they know of any
senses and what they do)
3. The teacher and students then create a brainstorm
on the board.
4. Today we will be participating in rotational
activities. I will put you in pairs and half the class
will stay with me on the mat, using the interactive
whiteboard to get to know our senses. The other
activity is moving around the senses tables in
pairs. You will find a box with a different sense
written on the front. Open the box and explore the
different objects. Then use your iPads to sign
onto padlet (children have already been
introduced to padlet before) and write one
sentence of the sense that you found most
interesting and what objects you explored.
Lesson Steps1. Children move off the mat into their allocated
areas.
2. Mat session (teacher guided)
- Students follow science Sid on the interactive
whiteboard through the 5 senses
- Sid holds up a card, example ear and says
click on the picture that you can hear
(pictures- pickle, pizza and trumpet).
Students should click on the trumpet
3. Table top senses
- 5 tables, each table has a box with a different
sense written and a picture
- Inside the boxes are different objects for
them to explore (E.g. touch box includes
feathers, silk material, wool, rocks etc.)
- At the end of this rotation students use their
iPads to sign onto padlet and write one
sentence of the sense they found most
interesting and what objects were in the box.

-Can anyone
tell me what
the five senses
are?
Who can tell
me what they
know about
the senses
already?
-Pass this bag
around and
think about
what you can
feel inside
Are there
hard things,
squishy, round,
soft?
2.IWB
-What picture
do we think
Sid might be
talking
about?
3.Sense boxes
-What sense
are we using
here?
What can you
see inside the
box?
Describe
what you see,
touch, hear,
and smell.
What box did
you find the
most
interesting and
why? What
was inside this
box?
1.Youtube

-Interactive
whiteboard
-Whiteboard
markers
-iPads per pair
-5 tables
-5 sense boxes
with labels
-Objects suitable
for each box
-Interactive
whiteboard
game (getting to
know senses)
-Computer
-Youtube video
link
https://www.you
tube.com/watch?
v=z7pi9kv1dj0

Week 8,
Monday,
Lesson 3
SensesTaste and
smell

Light and
sound are
produced by a
range of
sources and
can be sensed
(ACSSU020)
(recognising
senses are
used to learn
about the
world around
us: our eyes to
detect light,
our ears to
detect sound,
and touch to
feel vibrations)

1.Demonstrates an
understanding of how
to describe what
popcorn smells/tastes
like
2.Describe a variety
of objects we can
taste and smell
3.Communicates
cooperatively with
peers in their group to
complete the task

-Students save their

pic collage for the
teacher to look
through and assess
students using a
checklist
-The teacher can use
the checklist to
evaluate the
students think, pair
and share on the mat
-Observation

Lesson Conclusion
-Students come back to the mat. The teacher will then
conclude the lesson with a video and then discuss what
students have learnt.
Motivation1. Show video- Sense of Taste & Smell- Our
Tongue & Nose
https://www.youtube.com/watch?
v=j7GibFhuBmE
Lesson Steps- (rotational activities)

1. First rotation, teacher guided- making popcorn.

2.

3.

Students use iPads to take pictures of the stages

of making popcorn, students make a pic collage
in pairs using the app (20 minutes)
Play dough rotation- with scents of coconut, mint,
chocolate, and strawberry. This is the table
children can freely play at during this lesson (they
use their sense of smell to discover different
smells)
Assistant teacher gives each child in her group 5
flash cards with different objects on each. For
example chocolate. Students use their iPads to
log onto spiderscribe to make a brainstorm. In the
brainstorm children will describe what each
object on the card taste and smells like.

Lesson Conclusion
1.Students come back to the mat and the teacher asks
students to discuss with the person sitting next to them
what they have learnt (think, pair, share)
2. The teacher will then ask each pair to share with the
class one thing they have learnt.

-Can
someone tell
me what we
use our tongue
for?
-Can someone
tell me what
we use our
noses for?
-What did
your breakfast
taste/smell like
this morning?
2.Popcorn
-What does
the popcorn
smell/taste
like?
-Does the
popcorn taste
salty/buttery
Whilst its
cooking think
of some words
to describe the
smell of it
3.Flashcards
-Ashley what
do you think
chocolate
would taste
like?
-Who has
smelt
chocolate
before?
David has
pasta on his
card, who can
tell me what
pasta smells
like?
1.Book

-Interactive
whiteboard
-Computer
-Teacher chair
-iPads
-Popcorn kernels
-Popcorn
machine
-Bowl
-Scented play
dough
-Rolling pins
(Play dough
equipment)
-Chairs
-Tables
-Flashcards

-iPads

Week 8,
Wednesday,
Lesson 4
Senses- See
and hear

Light and
sound are
produced by a
range of
sources and
can be sensed
(ACSSU020)
(recognising
senses are
used to learn
about the
world around
us: our eyes to
detect light,
our ears to
detect sound,
and touch to
feel vibrations)

1.Identify and explain

the different objects
they see and hear
2. Demonstrates an
understanding of how
to use the ICT
resource (iMovie) to
complete the task

-At the sandpit

station students will
be assessed as they
orally describe what
they see and hear in
the sandpit to the
teacher
-Students upload
iMovie to their
kidblog for the
teacher to assess
(The teacher has a
checklist to mark off
the objectives that
the children have or
have not met)

Motivation1. Story- My Five Senses, By Aliki (Only read

chapters on see and hear for this lesson)
2. As there are 20 students in the class the teacher
will split the class into two groups of ten for them
to begin the activities.
3. A teacher assistant will work at the iMovie station
whilst the teacher works with students in the
sandpit.
Lesson Steps1.

2.

iMovie in pairs (20 minutes to do this)

Students go around the school with the teacher.
They take pictures of things they see and hear
(example birds- hear, school bags/ people- see)\
Go back to the class and create a video
Teacher buries metal toys (toys with bits of metal)
in the sandpit. Example such as trucks, birds,
people, animals, trees etc.) Children use metal
detectors to find the objects in the sandpit, the
teacher will ask the students to describe what they
see and hear from these objects. For example, if
students find a bird they can see it flying and
describe what it looks like as well as what they
would hear from the bird. (20 minutes)

Lesson Conclusion
1.

Students come back to the mat. The teacher will

brainstorm on the whiteboard what the children
have learnt today.

-What do you
think this book
might be
about?
-Who can
think of
objects they
might see or
hear?
-Uses pictures
in the book to
ask the
students
What do you
see on this
page? What
sound could
this make?
2.iMovie
- Lily what
have you
seen?
What sound
does that
make?
Oh, I see
something in
the tree up
there, I wonder
who else can
see it?
3.Sandpit
-What have
you found
with your
metal
detector?
By looking at
this object
how can you
describe what
you see?

-Book- My
Five Senses
-Easel to rest
book on
-Teachers chair
-Metal detectors
-Checklist
-Objects for the
sandpit
-Whiteboard
-Whiteboard
markers