Making predictions about change and events in our environment. Science Inquiry Skills: Questioning and predicting ACISIS053: With guidance, identify questions in familiar contexts that can be investigated scientifically and predict and predict what might happen based on prior knowledge. Planning and Conducting ACSIS054: Suggest ways to plan and conduct investigations to find answers to questions. ACSIS055: Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate. Processing and analysing data and information ACSIS057: Use a range of methods including tables and simple column graphs to represent data and identify patterns and trends. ACSIS215: Compare results with predictions, suggesting possible reasons for findings. Evaluating ACSIS058: Reflect on the investigation, including weather a test was fair or not. Communicating Assessment ‘as’ Learning Conducting a fair test – Investigating Shadows What is a fair test? Pose a question? What do we want to know? What variables need to be considered? What equipment is needed? How can we record our information and results? What have we discovered from our findings? Assessment ‘of’ Learning Posters on Parade Students create a poster the Sun, Earth and Moon to answer the question, “Are we standing still on Earth?” Students are required to apply the knowledge that they have learnt throughout the term to present to an audience (for example, another class or parent). OR Spin Podcast Students create a podcast about the Sun, Earth and Moon to answer the question, “Are we standing still on Earth?” Students are required to apply knowledge that they have learnt throughout the term to present to an audience (for Literacy Mathematics The Arts ICT S.O.S.E
ACSIS060: Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports. example, another class or parent). This can then be added to the My Classes for others to access. DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor Leader and Collaborator Effective Communicator Active Investigator Designer and Creator Quality Producer
WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 SEL IE Engage Explore Explain Elaborate Evaluate Prior to activities discuss the use of a science journal and how we could use it. Light Ideas – (Refer to Primary Connections unit, Light Fantastic) To capture students’ interest and find out what they they know about light – where it comes from, how we use light, how light travels and how light enables us to see objects. Session 1: Illumination Discuss what they they know about light Share ideas using a think box strategy Record ideas on the science chat-board. Session 2: In the dark Discuss in the dark Contribute ideas about what enables us to see. Session 3: Light up my life Explore light sources in and around the home – ‘Looking for Light’ Worksheet. Primary Connections - Light Fantastic, Stage 2, Energy and Change. Record ways that different light sources are used at home. Student Resources: Teacher Resources: Primary Connections – Light Fantastic, Stage 2, Energy and Change Refer to materials required on pages 8, 13 & 16. Primary Connections – Spinning in Space, Stage 2, Earth and Beyond. Refer to materials required on page 7. Laptops/computers
Week 1 2 3 4 5 6 7 8 9 10 SEL IE Engage Explore Explain Elaborate Evaluate Refer to Teacher Background Information in Primary Connections ‘Casting Shadows’ p.18. 1. Rotating plants In groups students use pot plants or similar abstract objects to investigate the casting and movement of shadows throughout the day. At schedule times throughout the day one group member from each team will go outside the classroom to trace and track the movement of the shadow created by the pot plant or abstract object. At the end of the day each team will trace over their shadows with a black marker to clearly demonstrate the movement of the shadow throughout the day. As a class discuss: Discuss what students have observed? What has changed? What has stayed the same? Measure the length of each shadow? Why has it changed? Extension: Photocopy each group’s traced ‘Rotating Plant’ piece, enough for one per student. Students can then create a visual art piece using pastels or crayons or contemporary colours. Add new terms to word wall - Add science journal entry. Student Resources: Teacher Resources: Scootle – Online resource. N.O.T.E: Registration and password is required to access site or URL. Refer to above for interactive resources. Laptops/computers