ASSIGNMENT COVER SHEET

Student Number 20161628

Student Name Emily Dwyer

Unit Code EDUC3221

Unit Title Primary Science

Assignment Topic/
Title SCIENCE PROGRAM OF WORK

Unit Lecturer Jenny Jongste Date Received

Unit Tutor Jenny Jongste

Due Date 26/09/2018

Word Count -
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DECLARATION
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where due acknowledgement is made, and no part of the work has been previously submitted for assessment at this or any
other institution. I have read the Student Academic Integrity Policy and understand its implications. For the purposes of
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ASSIGNMENT RECEIPT

Student Number 20161628 Date Received

Student Name Emily Dwyer

Unit Code & Title EDUC3221: Primary Science

Assignment Title SCIENCE PROGRAM OF WORK

 EDUC3221
Primary Science

SCIENCE PROGRAM OF WORK

Tutor: Jenny Jongste

Emily Dwyer - 20161628

Notre Dame Australia, Fremantle

Due Date: 26/09/2018

 Australian Curriculum: Science (Year 3)

Sub-strands Content Descriptions Achievement Standard

Biological • Living things can be grouped on the basis of observable features and can be distinguished from By the end of Year 3, students
sciences non-living things (ACSSU044) use their understanding of the
movement of the Earth,
Sci C h e m i c a l • A change of state between solid and liquid can be caused by adding or removing heat materials and the behaviour of
en sciences (ACSSU046) heat to suggest explanations for
ce Earth and space • Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) everyday observations They
un sciences describe features common to
de living things. They describe how
rst they can use science
an Physical sciences • Heat can be produced in many ways and can move from one object to another (ACSSU049) investigations to respond to
din questions and identify where
g people use science knowledge in
their lives.

Students use their experiences

to pose questions and predict
Nature and • Science involves making predictions and describing patterns and relationships (ACSHE050) the outcomes of investigations.
development of They make formal measurements
science
and follow procedures to collect
Sci Use and and present observations in a
• Science knowledge helps people to understand the effect of their actions (ACSHE051) way that helps to answer the
en influence of
ce science investigation questions. Students
as suggest possible reasons for
their findings. They describe how
a safety and fairness were
hu considered in their investigations.
ma They use diagrams and other
n representations to communicate
en their ideas
de
av
ou
r
(ye
ar
3-
4)
©Australian Curriculum Western Australia 2012 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials (Version 3.0, January 2012)
1
 Questioning and • With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might
predicting happen based on prior knowledge (ACSIS053)

Planning and • Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054)
conducting • Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and
digital technologies as appropriate (ACSIS055)

Sci
en
ce Processing and • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends
inq analysing data and (ACSIS057)
uir information
• Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
y
ski
lls
(Ye Evaluating • Reflect on the investigation, including whether a test was fair or not (ACSIS058)
ar
3-4 Communicating • Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple
) reports (ACSIS060)

General Capabilities Cross Curriculum Priorities Notes:

• Literacy • Aboriginal and Torres Strait Islander
• Numeracy histories and cultures
• Information and communication
• Asia and Australia’s engagement with
technology (ICT) competence
• Critical and creative thinking Asia
• Ethical behaviour • Sustainability
• Personal and social competence
• Intercultural understanding

©Australian Curriculum Western Australia 2012 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials (Version 3.0, January 2012)
2
 English: Maths:
• I can explain why there is day and night • Recognising day and night times with the
journal writing activity (ACELT1791) corresponding picture and clocks
• Children make a video on what is the (ACMMG062)
differences between day and night • Winter solstice maths investigation
Religious Education / Spiritual Education
(ACELY1677) (ACMSP070)
• Activities I do during the day and night • A day in a life of me - what I do during the
• Read or watch the Creation story to children. https://
worksheet (ACELT1599) day and night and at what time (ACMSP068)
www.youtube.com/watch?v=bLHB_hNk42g
• In the night forest meditation - https://
www.youtube.com/watch?v=Lxlh4BivXbs
• Healing rays of the sun meditation - https://
www.youtube.com/watch?v=AcPPzQ8MUZ4

Concept: Day and Night Term: 3

Science / Technology & Enterprise: Health & Physical Education:

• Comparing day and night - https://www.youtube.com/watch? • What would happen if you didn’t sleep - video and discussion and
v=XpCHrIahnOw (ACSSU048) why it is important to sleep: https://www.youtube.com/watch?
• Lights on - natural light and artificial light sheet cut and glue v=dqONk48l5vY
(ACSSU048) • (ACPPS036)
• Oreo moon phases investigation (ACSSU048) • What can you do during the day that you cannot do at night time
(ACPPS036)
• Day/Night oval run - show children the change from day to night
Geography: (ACPMP043)
• Discuss the international dateline
(ACHASSK068)
• Global mapping activity
(ACHASSK067)
• How different parts of the world
The Arts:
have less sunlight in various seasons
• Day and night canvas painting (ACAVAM111)
poster and discussion
• The sound of day, the sound of night children’s
(ACHASSK068)
book by Mary O’neill - paint what you hear in
the story (ACAVAR113)
• Puffy paint moon and sun (ACAVAM111)
 SCIENCE
Planning
Document
University of
Notre Dame

Engage Lesson
 TERM/WEEKS: Term 2: Week: 2 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science - Day and Night
FORWARD PLANNING DOCUMENT



EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice

OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
of identity and contribute to their world of wellbeing involved learners communicators

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
To capture student interest and find out what they know about day and night day?
• To elicit students’ questions/ prior knowledge about - how do we know it is day? What might we see if it is day? How do we know it is night? What might we see if it is night?
• Diagnostic assessment used- in this lesson you will find out what the students already know about day and night. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week:2 Science Understanding: Draw upon prior knowledge Focus Questions: - On the board stick an A3 clipart of a sun and a moon - How do we IWB
Lesson: EARTH AND SPACE SCIENCES of day and night and express - How do we know it and stick these a distance apart. In between the sun know it is day?
Engage Earth’s rotation on its axis causes ideas/thoughts on what is is day? and moon stick a clipart arrow (to symbolise the - What might we Sun, moon and
regular changes, including night and day/night and how the - What might we see if change between sun and moon. see if it is day? arrow clipart
day (ACSSU048) change occurs. it is day? - Provide children with 3 sticky notes each. Use one - How do we
- How do we know if sticky note for the sun, one for the moon and one for know if it is Sticky notes
Science as a Human Endeavour: Brainstorm children’s ideas it is night? the change (arrow). night?
Science involves making predictions of day and night. - What might we see if - On the sticky notes children will write down their - What might we Pencils
and describing patterns and it is night? ideas and knowledge of the focus questions. see if it is night?
relationships (ACSHE050) - How does the - Children will then stick the sticky notes on the - Where does the
change occur from appropriate clipart. moon go during
day to night? - Once children have stuck their clipart. Whilst waiting the daytime?
Science Inquiry Skills: for everyone to have a turn the children will sit with a - Does the moon
With guidance, plan and conduct partner and discuss what they wrote on the sticky and sun pass
Diagnostic
scientific investigations to find notes. This will allow children to find out if their each other?
Assessment: Day night
answers to questions, considering ideas are the same as another persons and to listen to - How does the
what happens sheet.
the safe use of appropriate materials others thoughts, ideas and knowledge. change occur
and equipment (ACSIS054) - Once the task is completed by all ask the children if from day to
The engage stage allows
for the teacher to obtain they would like to share what they wrote. Read out night?
Enabling: aloud some of the ideas as well. - How do you
what students already
know and understand - Explain to the children that they will be investigating know this?
Use the key questions about day and night and their ideas and in the next couple of lessons they will - Could there
get students ready for learn about day and night and how the change occurs. another reason?
to enable children to the unit of work by - Children will then go back to their desks and
stimulating their complete the day night what happens worksheet that
respond and make will be stuck into their science journals.
curiosity, raise
connections with their questions. Day night what
happens
experiences and ideas. worksheet
(attached)
 Day Night What Happens?
How does day and night happen? Draw and label.

Why is it dark at night?

__________________________________________________________________

__________________________________________________________________

Where does the sun go at night?

__________________________________________________________________

__________________________________________________________________

Does the sun go to the other side of the world when we go to bed?

__________________________________________________________________

__________________________________________________________________
 SCIENCE
Planning
Document
University of
Notre Dame

Explore Lesson
 TERM/WEEKS: Term: 2 Week: 2 YEAR LEVEL: Three LEARNING AREA/TOPIC: Science - Day and Night
FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice

OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
of identity and contribute to their world of wellbeing involved learners communicators

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- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of day and night
• To support students to investigate and explore ideas about day and night
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week:2 F o r m a t i v e - In a class discussion ask the children if they - What is a - Sundial

Science Understanding: Understand the rotation images
Lesson: EARTH AND SPACE SCIENCES Assessment: sundial?
Explore and movement of the know what a sundial is? - What does a - Design briefs
Earth’s rotation on its axis causes STEM self reflection
regular changes, including night and Sun and create and worksheet (attached) - Explain to children that a sundial is: the sundial do? (one for each
- How could you group)
day (ACSSU048) design a sundial that oldest known devices that are used to - Paper plates
make a sundial?
will be used to measure measure time. It depends on the rotation and - What are the - Pencils
Science Inquiry Skills:
time. movement of the sun. As the sun moves from main elements - Straws
With guidance, plan and conduct
needed for a - Rocks
scientific investigations to find east to west, the shadows formed predict the sundial? - Plastic cups
answers to questions, considering
Applies inquiry skills time of the day. The Egyptians were the first - What numbers - Pen
the safe use of appropriate materials
during investigation to use the sundials. Sundials specify time by need to be on - Old CDs
and equipment (ACSIS054)
the sundial? - Sticks
casting shadows or light on the base plate or - How are you - Paper
Consider the elements of fair face plate. The position of the shadow shows going to make - Scissors
your sundial? - Cardboard
tests and use formal what time it is. - iPads and
- What materials
measurements and digital Enabling: - Hand around pictures of sundial images to are your group paper for
technologies as appropriate, to If a group is struggling children and ask them if they can tell the time using? and designs
why?
make and record observations with their design and on the sundial?
- Tell me more
accurately (ACSIS055) creation allow them - After the discussion then ask the children ‘ about your
time to go and ask the how could we make a sundial? design?
S a f e t y
Represent and communicate other groups what they - After some discussion then hand out the considerations:
observations, ideas and are doing, their ideas design brief and images of sundials for •N o t h r o w i n g
rocks
findings using formal and thoughts and inspiration and tell the children that they will
•Be careful when
informal representations suggestions. be making their own sundials. In groups of handling scissors
(ACSIS060) four the children will design and create a •Sensible with
sticks
Ensure groups are sundial. The following day the children will
chosen prior to activity test out their sundials and see if their sundials
to allow for a range of work.
ability,
Introduction:
Sundials are the oldest known devices
that are used to measure time. It depends
on the rotation and movement of the sun.
As the sun moves from east to west, the
shadows formed predict the time of the
day. The Egyptians were the first to use
the sundials. Sundials specify time by
casting shadows or light on the base plate
or face plate. The position of the shadow
shows what time it is.
You are lost in the wilderness. But know
that there is a small town a couple of
hours away. You do not have a watch or
any technology with the time on it. You
have a compass and know that the sun
rises from the east and sets in west. Using
only the materials in your backpack and
esky create a sundial to help you find the
small town before sunset.
Design Brief and Specifications:
You are to design and create a
working sundial that will tell the time.
Your sundial must be creative and
different to the examples shown to
you.
• You can only use the materials
provided to your group.
• Your sundial can be any shape
• Your sundial can be any size
• The numbers on the sundial must
be represented in a creative -
remember you are in the
wilderness
Once completed the design. Carefully
store your sundial in the classroom in
a safe area for them to be used the
following day.

Evaluation and Presentation: Materials:

Each group will take photos of their sundials
during the construction process and of the
completed sundials.

The following day you will present your sundial

to the class and discuss your design and the
materials used and why.

You will set an iPad up to take a time-lapse of

your sundial and take photos of the sundial at
4 different times throughout the day.

Time:
Maths, Science and Afternoon lesson
time = 2 hours

Links to the Science/

Technologies/Maths Curriculum:
(ACSSU048)
(ACSIS054)
(ACSIS055)
(ACSIS060)
(ACMMG064)
 STEM Self Reflection
Name: Date:
Describe your task:

What area of STEM did you work in today? Please describe:

In what career field do today’s activities connect to?

How did you use mathematics today?

What did you do today that worked well? What did you do today that didn’t work
well?

If another student were to do this lab, what advice would you give?
 SCIENCE
Planning
Document
University of
Notre Dame

Explain Lesson
 TERM/WEEKS: Term: 2 Week: 2 YEAR LEVEL: Three LEARNING AREA/TOPIC: Science - Day and Night
FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice

OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
of identity and contribute to their world of wellbeing involved learners communicators

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- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week:2 Science Understanding: Demonstrate a sound Formative: - In the previous lesson children would have taken 1.W h a t d i d y o u - iPads
Lesson: u n d e r s t a n d i n g o f Roll the Dice - photos and videos of their sundials they created. observe? - Paper
Explain E A R T H A N D S PA C E 2.W h a t d i d t h e - Pencils
sundials and their use. Some groups will have time lapses, videos,
SCIENCES Using a large foam photos or drawings. shadows do? - Sundial
3.W h e n w a s t h e posters (one
Earth’s rotation on its axis Interpret and explain dice at the end of - In the same groups from the previous lesson the shadow the longest? for each
causes regular changes, f i n d i n g s f r o m t h e less, each student children will gather the data based on their 4.Where was the child)
including night and day sundial lesson and make rolls and briefly observations and have a discussion of their Sun? - 2 packets of
findings . 5.W h e n w a s t h e tic toc
(ACSSU048) r e p r e s e n t a t i o n s o f answers aloud a
biscuits
developing scientific question based on - Children will discuss the following questions shadow the
- Glue
shortest?
Science Inquiry Skills: understandings. the number rolled: 1. What did you observe? 6.Where was the - Pencils
2. What did the shadows do? Sun? - Sundials
With guidance, plan and 1. I w a n t t o ( children’s
Extension: 7.Why do you think
conduct scientific remember… 3. When was the shadow the longest? ones they
For children who need the shadows change
investigations to find answers 4. made)
a n e x t e n s i o n t h e 2. S o m e t h i n g I Where was the Sun? length?
to questions, considering the children can explain on learned today 5. When was the shadow the shortest? 8.What is the path
safe use of appropriate the back of their posters 3. One word to 6. Where was the Sun? of the sun as it
materials and equipment if they believe the angle sum up what I 7. moves across the
Why do you think the shadows change
of the sun and the time sky?
(ACSIS054) learned length?
on the clock affects the 9.How can you Safety
considerations:
movement a n d 4. S o m e t h i n g I 8. What is the path of the sun as it moves across explain what you • Ensure
transition into night already knew the sky? are observing? children
time. 5. I a m s t i l l 9. How can you explain what you are 10.How could you understand
c o n f u s e d observing? that they
use a shadow to tell
Enabling: cannot eat
about… 10. How could you use a shadow to tell the time the time of day? the biscuits
Children to glue the tic 6. A n ‘aha’ of day? 11.Do you think
tock biscuits and draw using a sundial is an
moment I had 11. Do you think using a sundial is an accurate accurate way of
their sundial at that time
today way of telling time? telling time?
but not to write a
description.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week:2 Science Understanding: Demonstrate a sound Formative: - After this discussion the groups will now -What was your - iPads
Lesson: u n d e r s t a n d i n g o f Roll the Dice - - Paper
Explore E A R T H A N D S PA C E complete an individual poster detailing their sundial showing at
- Pencils
sundials and their use. this time? -
SCIENCES Using a large foam findings. Sundial
Earth’s rotation on its axis Interpret and explain dice at the end of
- The poster template is attached. -What did you
posters (one
for each
causes regular changes, f i n d i n g s f r o m t h e less, each student - The children will use the corresponding ‘tic notice about your child)
including night and day sundial lesson and make rolls and briefly toc’ biscuits and glue these on their posters sundial at 10 past - 2 packets of
r e p r e s e n t a t i o n s o f answers aloud a 11? tic toc
(ACSSU048) and in the box next to the clock will draw biscuits
developing scientific question based on what their sundial looked like at this time -What - Glue
was the
Science Inquiry Skills: understandings. the number rolled: and write a short description of the sun and - Pencils
difference from 10
- Sundials
With guidance, plan and 1. I w a n t t o the sundial at this time. o’clock to 10 past
Extension: ( children’s
conduct scientific For children who need remember… - Once children have completed their posters 11? ones they
investigations to find answers 2. Something I the class will come together and sit in a made)
an extension the -What was the sun
to questions, considering the children can explain on learned today circle and children can share their groups doing when your
safe use of appropriate the back of their posters 3. One word to findings and discuss their posters. sundial was
materials and equipment if they believe the angle sum up what I - Before the next lesson the children will roll moving?
of the sun and the time
(ACSIS054) learned the large foam dice and whatever number -What do you think
on the clock affects the
movement a n d 4. S o m e t h i n g I they land one they respond to the assessment was happening to
transition into night already knew questions. the Earth
time. 5. I a m s t i l l throughout the day?
c o n f u s e d -Would a sundial
Enabling: about… work at night?
Children to glue the tic 6. A n ‘aha’ Why/why not?
tock biscuits and draw
moment I had
their sundial at that time -Without using a
but not to write a today
sundial how can we
description. tell that night is
coming?
 ________________________
________________________
10 O’clock ________________________
________________________
________________________

________________________
10 past 11 ________________________
________________________
________________________
________________________

________________________
________________________
1 O’clock ________________________
________________________
________________________

________________________
2 O’clock ________________________
________________________
________________________
________________________
 SCIENCE
Planning
Document
University of
Notre Dame

Elaborate
Lesson
 TERM/WEEKS: Term: 2 Week: 2 YEAR LEVEL: Three LEARNING AREA/TOPIC: Science - Day and Night
FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice

OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
of identity and contribute to their world of wellbeing involved learners communicators

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- 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 SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week:2 Science Understanding: Understand and create 3-2-1: - In pairs, colour one side of a styrofoam ball - What side is - Styrofoam
Lesson: daytime? How balls (one
Elaborate E A R T H A N D S PA C E the rotation of the Earth Students talk in a in a darker colour (to represent night) do you know between two
SCIENCES in relation to the sun class discussion - Mark two dots on the ball (ie. where this? children)
Earth’s rotation on its axis (day/night) about 3 things they Australia would be) and one near the top of - What side is - Skewers
night time? - Torches
causes regular changes, learned, 2 things the ball - By making the - Crayons,
including night and day Use the idea of the they still want to - Then pierce the skewer straight through the model does it pencils,
explain the textas
(ACSSU048) Earth’s rotation to learn, and 1 middle of the ball process more to
understand day and question they have. - Demonstrate to the children by holding up you?
Science Inquiry Skills: night and the Teacher will write the model and shining the torch on one side - When we did
the brainstorm
With guidance, plan and apparent movement of on a A3 sheet of of the ball. Explain to the children that the with the sticky Safety
c o n d u c t s c i e n t i f i c the Sun across the sky paper what side of the ball in the light represents the notes do you Considerations:
investigations to find answers c h i l d r e n ’ s side of the Earth experiencing day time, the remember what • When
you wrote? was putting the
to questions, considering the responses. side in the shadow demonstrates nighttime. your ideas the skewer
safe use of appropriate - Children then focus on the first mark they same as what through the
you learnt styrofoam
materials and equipment Enabling: made ( Australia) and spin the stick slowly today? ball ensure
(ACSIS054) Merge pairs together if so that the mark goes from the shadow to that the
needed, therefore this light to shadow to light. children are
- careful and
will allow educator to Explain to the children that this is the way aware of
focus on groups and the Earth spins as it travels around the Sun the
individuals that require and this is how we experience day and placement
of the
extra assistance during night, skewer to
the activity. - Now, hold the stick horizontally with the ensure it
mark towards the top of the ball facing the does not
poke them
light. Children spin it slowly again and
watch closely.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week:2 Science Understanding: Understand and create 3-2-1: - Ask the children if there is still day and - What side is - Styrofoam
Lesson: daytime? How balls (one
Elaborate E A R T H A N D S PA C E the rotation of the Earth Students talk in a night at the spot? The children should do you know between two
SCIENCES in relation to the sun class discussion answer ‘no’ as this part of the ball is this? children)
Earth’s rotation on its axis (day/night) about 3 things they experiencing eternal daytime and the other - What side is - Skewers
night time? - Torches
causes regular changes, learned, 2 things half is night. - By making the - Crayons,
including night and day Use the idea of the they still want to - If children question and say but the sun model does it pencils,
explain the textas
(ACSSU048) Earth’s rotation to learn, and 1 cannot be eternal on one space. Teacher can process more to
understand day and question they have. explain that the Earth spins on an axis that is you?
Science Inquiry Skills: night and the Teacher will write tilted at an angle of 23.5 degrees. Which - When we did
the brainstorm
With guidance, plan and apparent movement of on a A3 sheet of means that during the Northern with the sticky
c o n d u c t s c i e n t i f i c the Sun across the sky paper what Hemisphere's summer, like the mark, the notes do you
investigations to find answers c h i l d r e n ’ s North Pole always faces the Sun, so the sun remember what
you wrote? was
to questions, considering the Enabling: responses. doesn't set there and for several weeks it is your ideas the
s a f e u s e o f a p p r o p r i a t e Merge pairs together if continuous daytime. At the same time, the same as what
materials and equipment needed, therefore this South Pole faces away from the Sun you learnt
today?
(ACSIS054) will allow educator to (Southern Hemisphere winter) and is in
focus on groups and continuous night.
individuals that require
extra assistance during
the activity.
3 2 1
 SCIENCE
Planning
Document
University of
Notre Dame

Evaluate
Lesson
 TERM/WEEKS: Term: 2 Week: 2 YEAR LEVEL: Three LEARNING AREA/TOPIC: Science - Day and Night
FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice

OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
of identity and contribute to their world of wellbeing involved learners communicators

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- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about day and night and represent what they know about day and night
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Summative:
Week:2 Science Understanding: Represent new The documentary is the
- After learning about the Earth’s rotation, day - What have you - Ipads
Lesson: learnt - Laptops
Evaluate E A R T H A N D S PA C E knowledge and assessment. This and night and sundials it is now time for - What is a fun - Sundials
SCIENCES understanding of day/ assessment allows children to review and reflect on what they fact you know - Styrofoam
students to represent have learnt throughout the unit of work. To - How does it turn ball finished
Earth’s rotation on its axis night in a creative their understandings and
do this the children in groups of 3 will create from day and product
causes regular changes, documentary reflect on their learning night - Brainstorm
journey. and record a mini documentary. The - What happened - My sundial
including night and day
documentary will outline and detail any during your poster
(ACSSU048) Use ICT in a creative sundial - Books
NEW information or facts that the children
way to represent new experiment
have learnt throughout the week. The
Science Inquiry Skills: knowledge and - Did your
documentary can include the brainstorm sundial work
Represent and communicate understandings (discussed like a weather report), the sundials - Safety
observations, ideas and and the explaining what they are and what considerations:
findings using formal and Remind
happened when they were tested, the day/ children of safe
informal representations night styrofoam ball and explaining how day use of ICT
(ACSIS060) Extension: turns into night etc. Children may also want
Use iMovie to create a to show their ‘my sundial’ poster and explain
movie with transitions, their findings.
effects, add photos and - Children will use iPads to record their
music documentary.
- The class will have the morning science
lesson (40 minutes) to complete the planning
of their documentary and their afternoon ICT
lesson to record their videos (35 minutes).
The last 20 minutes of class will be watching
each groups videos.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week:2 Science Understanding: Represent new Summative: - Specifications for videos are: - What have you - Ipads
Lesson: The documentary is the learnt - Laptops
Evaluate E A R T H A N D S PA C E knowledge and assessment. This • Must be name/title for the documentary - What is a fun - Sundials
SCIENCES understanding of day/ assessment allows • Must be an introduction to the video/ fact you know - Styrofoam
Earth’s rotation on its axis night in a creative students to represent content - How does it turn ball finished
their understandings and from day and product
causes regular changes, documentary reflect on their learning • Each group member must speak about night - Brainstorm
including night and day journey. something they have learnt in regards to the - What happened - My sundial
during your poster
(ACSSU048) Use ICT in a creative unit of work -
sundial Books
way to represent new • Groups must include and talk about one experiment
Science Inquiry Skills: knowledge and activity they have done - brainstorm, - Did your
sundial work
Represent and communicate understandings sundial, Tic Toc poster day/night styrofoam - Safety
observations, ideas and ball considerations:
findings using formal and • Documentaries must go for seven minutes. Remind
children of safe
informal representations use of ICT
(ACSIS060) Extension:
Use iMovie to create a
movie with transitions,
effects, add photos and
music
References:

Hackling, M. W., Peers, S., & Prain, V. (2007). Primary Connections: reforming science
teaching in Australian primary schools. Teaching Science 53(3), 12-16.

Ng, W. (2011). Why digital literacy is important for science teaching and learning. Teaching
Science 57(4), 26- 32

Nolan, A. (2012). Becoming explorers of our world: the purpose of science education. In
Campbell, C., & Jobling, W. (eds.). Connecting with Science Education. Victoria: Cambridge
University Press, Ch. 1


Pinterest. (2018). Pinterest Search. Retrieved from https://au.pinterest.com

School Curriculum and Standards Authority [SCSA] (2014) Science (6), Perth, WA. Available at
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-6-
syllabus

Transforming STEM Teaching in Australian Primary Schools (2015). Australian Government

Office of the Chief Scientist. Retrieved from http://www.chiefscientist.gov.au/wp-content/uploads/
Transforming-STEM- teaching_FINAL.pdf
 COURSE OUTLINE: EDUC3221 - SEMESTER 2, 2018

Assessment Rubric for Assignment 2

Program of Work (Forward Planning Document) 40%
EDUC 3221 Primary Science

Student Name:

Aspect Assessed High Distinction Credit Pass Fail

Distinction
PLANNING SKILLS AND CURRICULUM LINKS
Explicit and appropriate connections with the Australian Curriculum- Science
( & Early Learning Framework for ECE students)
Evidence of thoughtful and professional planning
LEARNING EXPERIENCES
Lessons demonstrated developmental sequence following the 5E model
Specific lesson objectives are well-structured and linked to the Australian Curriculum-
Science
Lessons are interesting and engaging with varied learning/ teaching strategies included
Lessons utilised collaborative learning strategies
Appropriate and varied resources (books, websites, teaching aids) chosen to support
learning activities
Strategies to cater for learner diversity are incorporated
Appropriate worksheets are provided to support lessons, where necessary
Detailed description or Concept Map demonstrating integration with at 3 other learning
areas is included
Health and safety considerations are described comprehensively
STEM RESOURCE – DESIGN BRIEF
Design Brief of a project suitable for the topic created as a handout or template
ASSESSMENT
Detailed description of appropriate and varied assessment strategies included
Assessment strategies linked to the lesson objectives and Australian Curriculum- Science
WEEBLY (E-Portfolio)
Forward planning document and all resources are uploaded to a webpage with link
included in 3.2 on your Weebly E-portfolio.
Sentence / title introducing the webpage on your Weebly.
Link must be uploaded to Turnitin for the Tutor to access the FPD and all related resources

Academic Literacy Criteria

Aspect Assessed (NOTE: The overall grade awarded for this assignment cannot High Distinction Credit Pass Fail
be greater than that awarded for the Academic Literacy component). Distinction
Academic Literacy
Students are expected to demonstrate a high standard of academic writing. To
score a high grade, these criteria must be addressed:
Standard Australian English is used to communicate key ideas clearly and
concisely.
The School of Education’s APA referencing style is followed consistently
and precisely.
Format requirements for presentation and length are closely followed.

General Comment:

Tutor: Date: Grade: