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OneSchoolUnit Plan
Name: Unit 3 - Science Year 1 (V8)Duration: 10 Weeks
Year Level: Year 1
Applicable LearningAreas/Subjects: Science
Unit PlanChanges around meIn this unit students will describe the observable features of a variety of landscapes and skies. They will consider changes in the sky and landscape, and the impact of these changes on themselves and other living things.
Students will represent observable features and share ideas with others about changes in the sky and landscapes and how they affect everyday life.
For further information to support teaching of the unit, view the: Year level plan Teacher lesson overview
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Safety
Teachers need to identify safety issues and conduct risk assessments. For this unit teachers should: refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html
ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html
ensure students do not look directly at the sun, and warn them of dangers.
In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.
Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX
Assessment
Assessment Task Summary Type Learning Areas Status Date
Day and night weather (Yr 01)Students sort past observations of the weather in day and night skies. Students describe features in a provided table.
Monitoring Science Unscheduled
Exploring sky and land (Yr 01)Students describe objects and events that they encounter in their everyday lives. Students describe changes in the local environment. Students respond to questions and sort and share observations.
Monitoring Science Unscheduled
Represent observable changes in sky and landscape (Yr 01)Students represent 'before' and 'after' images of a landscape to identify changes.
Monitoring Science Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Observing skies Observing landscapes Examining changes over time Assessment
Resources Attachments Plan Resource Bank
Assessment Monitoring - Day and night weather
(Yr 01) Monitoring - Represent observable
changes in sky and landscape (Yr 01) Multimedia - Exploring sky and land
(Yr 01)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Australian Curriculum
Science - Year 1
Year 1 Achievement StandardBy the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.
Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.
Content Descriptions
Science as a Human Endeavour Science Inquiry Skills Science Understanding
Use and influence of science
People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
Nature and development of science
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)
Planning and conducting
Participate in guided investigations to explore and answer questions (ACSIS025)
Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026)
Processing and analysing data and information
Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS027)
Communicating
Represent and communicate observations and ideas in a variety of ways (ACSIS029)
Questioning and predicting
Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)
Evaluating
Compare observations with those of others (ACSIS213)
Earth and space sciences
Observable changes occur in the sky and landscape (ACSSU019)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year Prep:
Daily and seasonal changes in our environment affect everyday life (ACSSU004) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)
Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 2:
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035) Earth's rotation on its axis causes regular changes, including night and day (ACSSU048)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy
Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge
Information and communication technology (ICT) capability Creating with ICT Managing and operating ICT
Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability Self-management Social awareness Social management
Ethical understanding Understanding ethical concepts and issues
Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.Assessing student learningAssessment name: Exploring sky and landAssessment description: Students describe objects and events that they encounter in their everyday lives. Students describe changes in the local environment. Students respond to questions and sort and share observations.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work. For example:
identify and describe or represent features of the day sky identify and describe or represent features of the night sky identify and describe or represent landscape features identify and describe or represent how changes in sky and landscape affect daily lives.
Monitoring activitiesActivity name: Day and night weather (Lesson 3)Activity description: Students sort past observations of the weather in day and night skies. Students describe features in a provided table.Activity name: Represent observable changes in sky and landscape (Lesson 6)Activity description: Students represent 'before' and 'after' images of a landscape to identify changes.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students:
using prior knowledge rather than observation. Remind students that they need to observe, using the senses, and only describe or record features they can actually observe. thinking that clouds only appear during the day. Explain that clouds are a part of weather conditions, so they can appear in both day and night; they may be more difficult to see at
night because it is dark. making generalisations (e.g. thinking that clouds only appear during the day or that if it is cloudy, it will rain). Explain that clouds are a feature of the weather condition, so may appear
at day and night. Explain to students that not all clouds produce rain; there are different types of clouds; the darker, heavier clouds have more water and are therefore more likely to produce rain.
thinking that all landscapes are the same. Explain that there are many different landscapes, with different features. thinking that landscapes are constant and unchanging. Explain that landscapes change for reasons such as weather, human activity etc. thinking that weather stays the same all day and night. Explain to students that weather conditions may change at any time. thinking that sky and landscapes are constant and unchanging. Explain to students that landscapes and the sky can change, either through nature or human actions. thinking that all animals sleep at night. Explain to students that some animals are awake at night and sleep during the day. These are called nocturnal animals.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
3 Lessons Observing skies Lesson 1: Exploring the day sky Lesson 2: Exploring the night sky Lesson 3: Exploring the weather, sky and landscape
2 Lessons Observing landscapes Lesson 4: Considering landscapes in the local area Lesson 5: Considering landscapes of Australia and the world
2 Lessons Examining changes over time Lesson 6: Investigating changes to the sky and landscape Lesson 7: Considering effects of change to the sky and landscape
3 Lessons Assessment Lessons 8-10: Assessing student learning
10 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Observing skies Topic Duration 3 Lessons
Overview In this series of lessons, students identify and describe features of the sky which can be observed during the day, at night and in different weather conditions. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Exploring the day sky
Lesson objectivesStudents will:
Draw features of the day sky.Evidence of learningCan the student:
Draw features of the day sky?Example learning sequence
Share prior knowledge about features of the day sky Investigate and record features of the day sky Establish ongoing record of day sky observations
Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Years P-2 Supporting learning resource - C2C: Science glossary Slideshow - Observing day Sheet - Day observations Supporting learning resource - Class science learning wall: Teacher note Supporting learning resource - Word cards for science learning wall
Attachments Lesson plan
Lesson 2
Exploring the night sky
Lesson objectivesStudents will:
Identify and describe features of the night sky. Compare features of the day and night sky.
Evidence of learningCan the student:
Draw features of the night sky? Identify similarities and differences in the day and night sky?
Example learning sequence Share prior knowledge about features of the night sky Compare features of the day sky and the night sky Recognise Chinese Moon Festival Establish ongoing record of night sky observations
Resources Slideshow - Observing night Sheet - Question bubbles Video - Being Chinese: Moon festival (TLF 86445)
https://learningplace.eq.edu.au/cx/resources/items/569f7ea3-b42a-6987-f09d-ffb52a141194/0/viewIMS.jsp © 2013 Espresso Education Limited (trading as Channel 4 Learning)
Video - Autumn Moon Festival (YouTube, OurLittleDragons) http://www.youtube.com/watch?v=zGL3IB8njOM Used with permission.
Sheet - Night observations Sheet - Note to parents about observing the night sky
Helpful information Supporting learning resource - Word cards for science learning wall
https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/0/Sci_Y01_U3_SLR_WordCards.docx
Attachments Lesson plan
Lesson 3
Exploring the weather, sky
Lesson objectivesStudents will:
Sort and describe changing features of the sky in different weather conditions.
ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.
Sheet - Day and night weather
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Observing skies Topic Duration 3 Lessons
Overview In this series of lessons, students identify and describe features of the sky which can be observed during the day, at night and in different weather conditions. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Lessons Teaching and Learning Sequence Resources
and landscape Evidence of learningCan the student:
Represent features of the sky and changes in these caused by weather?
Example learning sequence Recognise changes in the weather Represent the sky in different weather conditions Recognise the significance of weather for Aboriginal peoples and
Torres Strait Islander peoples
Slideshow - Changes in the sky and weather Slideshow - Aboriginal peoples' and Torres Strait Islander peoples' weather signs
Helpful information Video - Twelve canoes: Seasons (Indigemedia Inc., Christensen Fund, South
Australian Film Corporation and Screen Australia) www.12canoes.com.au (Click on ‘Seasons’ link)
Supporting learning resource - Word cards for science learning wall https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/0/Sci_Y01_U3_SLR_WordCards.docx
Text - Lester, A 2006, Ernie dances to the didgeridoo, Hodder Headline Australia, Sydney (Describes the seasons and weather conditions that inform the Aboriginal peoples of Arnhem Land)
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Observing landscapes Topic Duration 2 Lessons
Overview During this series of lessons students will observe and describe the features of a variety of landscapes, including natural, managed and constructed landscapes. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Lessons Teaching and Learning Sequence Resources
Lesson 4
Considering landscapes in the local area
Lesson objectivesStudents will:
Use observable features to describe and classify landscape types. Predict how a landscape could change because of weather.
Evidence of learningCan the student:
Classify and describe landscapes? Predict and respond to questions about a landscape change?
Example learning sequence Share prior knowledge about landscapes Investigate landscapes in local area Represent landscape change
Resources Supporting learning resource - Materials and equipment list Slideshow - Types of landscapes
Helpful information Text - Baker, J 1991, Window, Julia MacRae Books, London (shows variety of
natural, built and managed landscapes) Supporting learning resource - Word cards for science learning wall
https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/0/Sci_Y01_U3_SLR_WordCards.docx
Attachments Lesson plan
Lesson 5
Considering landscapes of Australia and the world
Lesson objectivesStudents will:
Investigate a variety of landscape types.Evidence of learningCan the student:
Identify and classify landscape types?Example learning sequence
Explore a variety of landscapes Classify landscapes Represent a landscape type
Resources Slideshow - Landscapes of Australia and other countries Sheet - Question bubbles Sheet - Sorting landscapes
Helpful information Text - Baker, J 1991, Window, Julia MacRae Books, London (shows variety of
natural, built and managed landscapes) Supporting learning resource - Word cards for science learning wall
https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/0/Sci_Y01_U3_SLR_WordCards.docx
Slideshow - Mixed up landscapes https://learningplace.eq.edu.au/cx/resources/items/53faa343-67e6-4dc8-8b90-28f488e727f7/0/Sci_Y01_U3_SS_MixedUpLandscapes.pptx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Examining changes over time Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. In this series of lessons, students will consider the effects that changes in the sky and to the landscapes have on living things, including humans.
Lessons Teaching and Learning Sequence Resources
Lesson 6
Investigating changes to the sky and landscape
Lesson objectivesStudents will:
Describe changes to skies and landscapes. Understand that changes in the sky and landscapes may affect
everyday lives.Evidence of learningCan the student:
Describe changes to skies and landscapes? Match objects and actions to sky and landscape conditions?
Example learning sequence Observe changes in the sky Observe changes to landscapes Consider effects of changes on everyday life
Resources Supporting learning resource - Materials and equipment list Slideshow - The changing sky Slideshow - Changed landscapes Sheet - Sky and landscape object and activity sort
Helpful information Video - Everyday science: Clouds and weather (KET)
http://www.ket.org/education/video/kevsc/kevsc_000014.htm Supporting learning resource - Word cards for science learning wall
https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/0/Sci_Y01_U3_SLR_WordCards.docx
Attachments Lesson plan
Lesson 7
Considering effects of change to the sky and landscape
Lesson objectivesStudents will:
Understand that day and night changes may affect behaviours of living things and everyday lives.
Identify short and long term changes which can occur to the sky and landscape.
Evidence of learningCan the student:
Share ideas about activities appropriate for day and night? Sort short term and long term changes which can occur?
Example learning sequence Consider effects of changes to sky and landscape from day to night Review the effects of changes from day to night on living things
and activities Consider the effects of short and long term changes
Resources Slideshow - Changes to sky and landscape day and night Slideshow - Changes over time in the sky and landscape Sheet - Sorting changes over time in the sky and landscape
Helpful information Sheet - Sunrises
https://learningplace.eq.edu.au/cx/resources/items/87b1bccb-1976-4cab-9b54-8346f912f0a1/0/Sci_Y01_U3_SH_SunrisesSunsets.docx
Website - Nocturnal House: Alice Springs Desert Park (Northern Territory Government) http://www.alicespringsdesertpark.com.au/plan/house.shtml
Website - Australian nocturnal (night) animals (Senani Ponnamperuma) http://panique.com.au/trishansoz/animals/australian-nocturnal-animals.html
Video - One year in 90 seconds (Eirik Solheim) https://learningplace.eq.edu.au/cx/resources/items/2869b336-a07c-4063-89b0-2e0acc10c772/0/Sci_PY_U3_ILM_Dig_OneYearIn90Seconds.mp4http://eirikso.com/2010/01/04/one-year-in-90-seconds CC BY-NC-SA 3.0 http://creativecommons.org/licenses/by-nc-sa/3.0/no/
Supporting learning resource - Word cards for science learning wall https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Examining changes over time Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. In this series of lessons, students will consider the effects that changes in the sky and to the landscapes have on living things, including humans.
Lessons Teaching and Learning Sequence Resources0/Sci_Y01_U3_SLR_WordCards.docx
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Assessment Topic Duration 3 Lessons
Overview Throughout this lesson series, students will complete the assessment task.
Lessons Teaching and Learning Sequence Resources
Lessons 8-10
Assessing student learning
Assessment purposeTo describe objects and events that they encounter in their everyday lives. To describe changes in the local environment. To respond to questions and sort and share observations.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards Conduct the assessment
Resources Supporting learning resource - Materials and equipment list Assessment task - Exploring sky and land Assessment task - Exploring sky and land: Model response Assessment task - Exploring sky and land: Teaching notes
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
ResourcesUnit Plan Section Resource Attachments*
Sequence - Observing skies Lesson plan - Sci_Y01_U3_LP01.docx
Lesson plan - Sci_Y01_U3_LP02.docx
Lesson plan - Sci_Y01_U3_LP03.docx
Sequence - Observing landscapes Lesson plan - Sci_Y01_U3_LP04.docx
Lesson plan - Sci_Y01_U3_LP05.docx
Sequence - Examining changes over time
Lesson plan - Sci_Y01_U3_LP06.docx
Lesson plan - Sci_Y01_U3_LP07.docx
Sequence - Assessment Lesson plan - Sci_Y01_U3_LP08_10.docx
Sequence Sheet - Day and night weather
Sheet - Day observations
Sheet - Night observations
Sheet - Note to parents about observing the night sky
Sheet - Question bubbles
Sheet - Sky and landscape object and activity sort
Sheet - Sorting changes over time in the sky and landscape Sheet - Sorting landscapes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Sheet - Sunrises https://learningplace.eq.edu.au/cx/resources/items/87b1bccb-1976-4cab-9b54-8346f912f0a1/0/Sci_Y01_U3_SH_SunrisesSunsets.docx
Slideshow - Aboriginal peoples' and Torres Strait Islander peoples' weather signs
Slideshow - Changed landscapes
Slideshow - Changes in the sky and weather
Slideshow - Changes over time in the sky and landscape
Slideshow - Changes to sky and landscape day and night
Slideshow - Landscapes of Australia and other countries Slideshow Mixed up landscapeshttps://learningplace.eq.edu.au/cx/resources/items/53faa343-67e6-4dc8-8b90-28f488e727f7/0/Sci_Y01_U3_SS_MixedUpLandscapes.pptx
Slideshow - Observing day
Slideshow - Observing night
Slideshow - The changing sky
Slideshow - Types of landscapes
Supporting learning resource - C2C: Science glossary
Supporting learning resource - Class science learning wall: Teacher note
Supporting learning resource - Materials and equipment list
Supporting learning resource - Science inquiry skills poster Years P-2 Supporting learning resource - Word cards for science learning wall
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Text - Baker, J 1991, Window, Julia MacRae Books, London (shows variety of natural, built and managed landscapes)
Text - Lester, A 2006, Ernie dances to the didgeridoo, Hodder Headline Australia, Sydney (Describes the seasons and weather conditions that inform the Aboriginal peoples of Arnhem Land)
Video - Autumn Moon Festival (YouTube, OurLittleDragons) http://www.youtube.com/watch?v=zGL3IB8njOM Used with permission. Video - Being Chinese: Moon festival (TLF 86445) https://learningplace.eq.edu.au/cx/resources/items/569f7ea3-b42a-6987-f09d-ffb52a141194/0/viewIMS.jsp © 2013 Espresso Education Limited (trading as Channel 4 Learning)
Video - Everyday science: Clouds and weather (KET) http://www.ket.org/education/video/kevsc/kevsc_000014.htm
Video - One year in 90 seconds (Eirik Solheim) https://learningplace.eq.edu.au/cx/resources/items/2869b336-a07c-4063-89b0-2e0acc10c772/0/Sci_PY_U3_ILM_Dig_OneYearIn90Seconds.mp4 http://eirikso.com/2010/01/04/one-year-in-90-seconds CC BY-NC-SA 3.0 http://creativecommons.org/licenses/by-nc-sa/3.0/no/
Video - Twelve canoes: Seasons (Indigemedia Inc., Christensen Fund, South Australian Film Corporation and Screen Australia) www.12canoes.com.au (Click on ‘Seasons’ link).
Website - Australian nocturnal (night) animals (Senani Ponnamperuma)http://panique.com.au/trishansoz/animals/australian-nocturnal-animals.html
Website - Nocturnal House: Alice Springs Desert Park (Northern Territory Government)http://www.alicespringsdesertpark.com.au/plan/house.shtml
Assessment Planner - Exploring sky and land
Assessment task - Sci_Y01_U3_AT_ExploringSkyLand.docx
Assessment task - Sci_Y01_U3_AT_MR_ExploringSkyLand.docx
Assessment task - Sci_Y01_U3_AT_TN_ExploringSkyLand.docx
Assessment Assessment task - Exploring sky and land
Assessment task - Exploring sky and land: Model response
Assessment task - Exploring sky and land: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Exploring sky and land (Yr 01)Type Multimedia
Date
Description Students describe objects and events that they encounter in their everyday lives. Students describe changes in the local environment. Students respond to questions and sort and share observations.
Learning Area Science
Science understanding Science as a human endeavour Science inquiry skills
Describe objects and events that they encounter in their everyday lives.
Describe changes in their local environment Sort their observations and share them with others.
A ◄Explains changes to an unfamiliar environment. Identifies distinguishing features of natural, managed and constructed environments.
◄ Explains how observations are used by people to identify changes in the local environment. ◄ Shares using appropriate scientific language.
B ◄ Describes objects and events in unfamiliar environments. ◄ Describes changes to unfamiliar environments. ◄ Shares using some scientific language.
C ◄
Describes objects and events encountered in the sky and landscape.Sorts features of natural, managed and constructed environments.
◄ Describes changes in their local environment. ◄ Sorts and shares observations with others.
D ◄ Describes an object in the sky or landscape when guided. ◄ Describes changes to features and activities from
day to night when guided. ◄ Contributes to making a shared observation.
E ◄ Gives statements about an object when directed. ◄ Gives statements about changes in day and night when directed. ◄ Engages in observations when directed.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 19
Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)
Year: 1Learning Areas/Subjects: Science
Duration: 10 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 19