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PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: One LEARNING AREA/TOPIC: Physical Sciences – Look! Listen!

EYLF 1. Responsiveness 2. Learning 3. Intentional 4. Learning 5. Assessment 6. Cultural 7. Continuity of 8. Holistic
PRACTICES to children through play teaching environments for learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures



5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS
5 5 3 4, 5 Science Identify sources of Summative – Introduction: Introduction: Whiteboard
Understanding – light. Science • Educator draws a venn diagram What might the
Physical Sciences: Understanding: on the board, labelling label one middle section Whiteboard
Light and sound are Identify sources of circle ‘Light’ and the other of the venn markers
produced by a range sound. What is being diagram mean?
‘Sound’.
of sources and can be assessed? ‘Light and
sensed (ACSSU020) Identify three things Students’ ability • Educator asks students to think Body: Sound’
that are sources of to identify of some sources of light and Is this a source sorting
both light and sound. sources of light, writes students’ responses in the of sound or picture
sources of sound, ‘Light’ circle. light? cards (both
and sources of • Educator asks students to think light and
both light and Does this sound
 sound. of some sources of sound and produce sound sources)
writes students’ responses in the and light or just
How is it being ‘Sound’ circle. one? A3 ‘Sources
assessed? of Light and
• Educator explains to students
Through What else can Sound’
students’ work that some things can be sources you think of venn
samples. of both light and sound. Educator that produces diagram
explains that these fit in the sound? worksheets
How is it being cross section of the venn
recorded? diagram (middle section). What else can Magazines
Rating scale and you think of
• Educator labels the cross section
checklist. that produces Scissors
of the venn diagram ‘Both’. light?
• Educator display three picture Glue
cards of things that are sources What else can
of both light and sound and you think of
places these in the cross section that produces
of the venn diagram à children’s both light and
sound?
toy that flashes and makes noise,

microwave and fireworks. Conclusion:
• Educator explains to students What did you
that they will be completing their find in the
own light and sound venn magazines that
diagram by sourcing pictures produces both
light and sound?
from magazines.
• Educator sends students to their
desks.

Body:
• Educator asks one student to
hand each student a pre-
prepared A3 venn diagram
worksheet and another student
to hand each student an old
magazine.
• Students work individually to
source pictures from magazines
 that fit the venn diagram labels.
• Students cut and glue pictures of
sources of light into the ‘Light’
circle; pictures of sources of
sound into the ‘Sound’ circle; and
three pictures of things that are
sources of both light and sound
into the cross-section.

Conclusion:
• Students gather on the mat.
• Educator leads a discussion
about the sources of both light
and sound that students found in
the magazines.
• Educator adds students’
responses to the cross-section of
the venn diagram drawn by the
educator during the lesson
introduction.

Learner Diversity:
• Extension:
o Encourage students to find as many pictures of light and sound sources as they can.
o Encourage students to find more than three pictures of things that are sources of both light and sound.
• Assistance:
o Students with vision impairments can verbally describe sources of light, sound and both to the educator or can be assisted by a peer.
o Students struggling to find images of light and sound sources can be set a minimum of three pictures for each and only two pictures for the cross-section.

Health and Safety Considerations:

• Ensure students are careful when using scissors to cut out their magazine pictures and that they know how to hold them correctly when walking with or passing
them à hold by the blades.

Assessment:

Child Objective 1 – Identify sources of light Objective 2 – Identify sources of Objective 3 – Identify three things
sound that are sources of both light and
sound
Ben
Holly
Jack
Kayla

Key:
Objective 1 – Rating scale
1 = Student can identify at least one source of light correctly
2 = Student can identify at least three sources of light correctly
3 = Student can identify more than three sources of light correctly

Objective 2 – Rating scale
1 = Student can identify at least one source of sound correctly
2 = Student can identify at least three sources of sound correctly
3 = Student can identify more than three sources of sound correctly

Objective 3 - Checklist
√ = Objective achieved
• = Objective not achieved