Unit T itle “The Water Cycle”

Stage Stage One, Year One

T erm

Term Three

Strand

Natural Environment

DurationTen weeks

Sub-strand

Earth and Space

UNIT PLAN

This unit of work “The Water Cycle” aims to support students in their knowledge and understanding of the life cycle of a water droplet. Throughout the unit students work towards describing observable changes that occur in the sky and landscape focusing on explicit teaching and learning of the processes involved in the water cycle (evaporation, condensation and precipitation). In accordance with the Science K–10 (incorporating Science and Technology K–6) Syllabus (2012) this unit takes into account the diverse needs of all students through integration of constructivist views of teaching and the pedagogy of play.

This unit of work is structured on the ‘5 E’s model (Bybee, 1989)’. The model has five stages ‘Engage, Explore, Explain, Elaborate and Evaluate’. Each stage acts to inform, guide and scaffold planning for a constructivist classroom. Learners are active participants in learning through meaningful, hands on learning experiences. Firstly, students go on a ‘Sky Watch’ enabling students to observe and reflect what they already know as they develop further curiosity about the clouds and sky. Students identify and document areas they may want to explore further for example, the possibility of predicting weather through cloud observation.

The unit provides a means for students to demonstrate scientific understandings through embedding literacy. Science and literacy is linked to students needs,

Unit outline

RATIONAL

interests and the local environment. In order to effectively scaffold literacy learning the unit provides a purpose and context for literacy work. The science and literacy learning experience is extended in the ‘Elaborate’ stage where students collect, record and classify investigative data related to types of clouds that appear in the sky. Students are engaged in the learning experiences with opportunities to represent and record their ideas in written form as well as visually, orally and through action and gesture in each lesson. Students connect data to real life experiences by analyzing how they can use their knowledge and skills in their daily lives in accordance with Science K–10 (incorporating Science and Technology K–6) Syllabus (2012) outcomes;

“ST1-8ES describes some observable changes that occur in the sky and landscape ST1-9ES identifies ways that people use science in their daily lives to care for the environment and the Earth’s resources “

Assessment is integrated with teaching and learning throughout each stage/lesson of the unit. The unit of work is flexible and guided by assessment including diagnostic, formative and summative. Diagnostic assessment is used in the ‘Engage’ stage this initial lesson is designed to build on the students’ prior knowledge and challenge their previous conceptions. Formative assessment is carried out continuously in each lesson. Emphasis is placed on monitoring and extending developing understandings by providing quality feedback directed to the activity at hand during the ‘Explore and Explain’ stage. Summative assessment of work samples produced in both ‘Elaborate and Explain’ stage is used to measure conceptual outcomes and evaluate scientific investigation skills in accordance with Science K–10 (incorporating Science and Technology K–6) Syllabus (2012).

The classroom environment is guided by the studies of Vygotsky (1978) and his proposed constructivist theory that highlights the importance of process and social interactions within the learning environment. Similarly as this is a stage one unit of work earth and space concepts and planned and scaffold to enrich play experiences as ‘enriched play helps children to understand their world better’ (Fleer, 2013, p.119). Learning experiences are set up to support whole class, group, pair and individual work. Learning is assisted by the guidance of more capable social partners known as ‘social scaffolding’ (White, Hayes & Livesey, 2010, p173).

KLA: Science and Technology Outcomes:STe-1VA, ST1-1VA, ST2-1VA, ST3-1VA

Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities

KLA: EnglishOutcomes and Performance Indicators: Language

ACELA1451 Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding

GOALS-

ST1-4WS Investigates questions and

predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know

ST1-5WT Uses a structured design process,

everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants

ST1-8ES

Describes some observable changes that occur in the sky and landscape

ST1-9ES

Identifies ways that people use science in their daily lives to care for the environment and the Earth’s resources

circumstances ACELA1454 Understand the use of

vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

Literature ACELA1585 Listen to, recite and

perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

Literacy ACELY1655 Respond to texts drawn

from a range of cultures and experiences

ACELY1656 Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

ACELY1788 Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

ACELY1657 Make short presentations using some introduced text structures and language, for example opening statements

ACELY1664 Construct texts that incorporate supporting images using software including word processing programs

KLA: GeographyOutcomes and Performance Indicators:

Geographical Knowledge and understanding

ACHGK005 The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them

Geographical inquiry skills ACHGS008 Collect and record

geographical data and information,

KLA: MathematicsOutcomes and Performance Indicators:

Measurement and geometry ACMMG019 Measure and compare

the lengths and capacities of pairs of objects using uniform informal units

Chance ACMSP024 Identify outcomes of

familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’

for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films

ACHGS009 Represent data and the location of places and their features by constructing tables, plans and labeled maps

ACHGS011 Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far

ACHGS012 Reflect on their learning and suggest responses to their findings

ACMSP262 Choose simple questions and gather responses

ACMSP263 Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays

KLA: HistoryOutcomes and Performance Indicators:

Historical skillsSCHHS038 Use a range of

communication forms (oral, graphic, written, role play) and digital technologies

KLA: Creative ArtsOutcomes and Performance Indicators:

Drama DRAS1.1 Takes on roles in drama to

explore familiar and imagined situations.

Music MUS1.3 Uses symbol systems to

represent sounds.Art

VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.

KLA: PDHPEOutcomes and Performance Indicators:

Personal, social and community health ACPPS017 Practice strategies they

can use when they need help with a task, problem or situation

Movement and Physical ActivityACMP029 Incorporate elements of effort,

space, time, objects and people in performing simple movement sequences

DIAGNOSTIC FORMATIVE SUMMATIVEFOCUS- Engage phase FOCUS- Explore and Explain FOCUS- Elaborate and

GOALS-

Assessment

PRE-ASSESSWC- BrainstormIntentional Questioning AIM- Elicit students prior knowledge to inform the teacher on planning meaningful learning experiences for following (Explore and Explain) lessons.

OBSERVATION

Formative assessment will be carried out in each of the ten lessons through:

- Observation - Discussion

Teacher- student Student- student

- Demonstrations - Explanations- Reasoning

Teacher will monitor students progress including literacies of science and everyday literacies and provide feedback to extend and deepen students learning

Evaluate WORK SAMPLESThe main summative assessment of students will be in work samples from the elaborate and evaluate stage.

Students will exercise their knowledge and understandings they have learnt from the unit this will include:

GRAPHComplying their knowledge of clouds and their classifications according to features and characteristics

POSTERUsing creative arts as a stimulus to document the “water cycle” process

WORKSAMPLES- Pictures of clouds- Experiment- - Graph; Classifying types of clouds- “The Water Cycle” poster- Progress will be recorded by pictures and audio of students

investigating/experimenting - Science journal- Class blog

Number: Situational analysis:

STUDENTS

20 Students Yamba Public School Students have experienced heavy

rainfall and flooding Coastal town- students are surrounded by water and water

related activities Low socio-economic status of many

families Attendance rates are relatively low

Differentiation needs

3 x Aboriginal and Torres Strait Islander Have different explanations for changes to observable landscape and time.

Differentiation 8 Ways Learning Framework

Story sharing Learning Maps Non-Verbal Symbols and images Land links Non-Linear Deconstruct Reconstruct Community links

1 x Gifted Students Extended through questioning

2 x Below Average Guided through questioning

2 x Behavioral Problems Behavioral checklist

Students are in mixed ability groups throughout the unit. During the Explore phase they are given specific roles such as:

Observer Speaker Recorder Photographer

Skills, interests and prior knowledge

SKILLS-

STe-4WSexplores their immediate surroundings by questioning, observing using their senses and communicating to share their observations and idea

STe-5WTuses a simple design process to produce solutions with identified purposes

STe-7NEobserves, using their senses, how daily and seasonal changes in the environment affect them and other living things

INTERESTS- Recent flooding’s across the country

PRIOR KNOWLEDGE/EXPERIENCEStudents are familiar with the concept of clouds as a source of rain.

Essential understandings

Students will learn about …

Essential skills

Students will learn to …

LEARNING MATTER

Students will gain knowledge about the Natural Environment, in particular the water cycle.

They will essentially understand:

Basic aspects and functions of the Natural Environment

The various stages of the water cycle, including precipitation, condensation, evaporation

Different types of clouds Appreciate and gain an

understanding of Indigenous perspectives regarding the topic.

Changes that occur in the sky and landscape.

The meta-language of this topic

Key terms: Atmosphere: The layer of gases

that make up the air around the earth

Condensation: Water vapour rises into the air and cools, it turns into water droplets, forming clouds, mist and fog.

Evaporation: Is the process that describes water changing from a liquid to a gas.

Precipitation: Water dropping from the sky as rain, snow, hail or sleet.

Water Cycle: The cycle of water on planet earth.

Water Vapour: The process that describes water changing from a gas to a liquid.

Observe changes that occur in the sky and landscape (ACSSU019)

Use a range of methods to describe observable, short-term changes in the sky, e.g. clouds (ACARA 2014)

Apply the processes of working scientifically

ST1-4WS- Investigate, question and predict through collecting, sharing and reflecting on their experiences and what they know

Apply the processes of Working Technologically

ST1-5WT- use a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants (p. 17)

Throughout the unit students will demonstrate these skills as they predict, observe, reflect, make, play, explore, record and describe their findings.

Related text types

Various text types can be incorporated in to this unit of work at various stages. Procedure: Students will be using their experiments as a point of reference for writing basic procedures in English. They will also record predictions, observations and results in their science book.

Crewe, S. (2009). Undertanding Cycles and Systems. Discovery Books Limited.

Kondonassis, Y. Our house is Round. Skyhorse Publishing, Inc.

Levete, S. (2010). Water. A&C Black Publishers Ltd. London.

Naiura.(2002). Dreamtime. Bartel Publications.

Explanations: students will explain their findings through a number of modes. They will verbally express understandings and record written and illustrated findings.

Spilsbury, L.(2007). Environment at Risk. Read International Australia Pty Ltd.

Watts, F. (2008). The Science in a Glass of Water. Discovery Books Limied.

LESSON SEQUENCE;ENGAGECreate interest and stimulate curiosity:

LEARNING ENGAGEMENT RESOUCES AND PREPARATION

OUTCOMES

LESSON ONE:

WC -Whole

Poem Introduce the lesson with

the poem Randy the Raindrop. Students are

Interactive whiteboard

Creative Arts:MUS1.2-Explores, creates, selects and

class

Individual

asked to close their eyes and listen to the words and imagine the sounds, smells and feel of descriptive language in the poem. Students will take notice of any words or ideas that are new to them (these may be very basic)

This will stimulate discussion about the natural environment and things we notice in our world.

Students are provided with a range of instruments. As a class we will create the sound of each step of the water cycle e.g. heavy and soft precipitation.

KWL Chart Create a KWL chart on a

wall in the room as a class. Students write down 1 thing that they know or would like to know then stick it on the wall.

Focus questions: Where does water come

from? What do we use water

for? Why do we need water? Why does it rain?

Post it notes and markers

KWL chart ready on a wall in the class room

organizes sound in simple structures.

English literature: ACELA 1585- Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme

EN1-5AUses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words

LESSON TWO:

WC -Whole class IND-Individual GRP-Group

SKY WATCH This will take place about

2-3 times a week throughout the unit. It will only be for about 10 minutes before lunch-time.

During this time students will share an Ipad with a partner and take photos of any clouds in the sky.

They will be asked to

Ipads Zip lock

bag, permanent marker, water, blue food dye.

Mathematics: MA1-18SPRecognizes and describe the element of chance in everyday events

notice the appearance of the clouds

MINI WATER CYCLE Teacher models process

of creating water cycle in a bag.

Student draw the water cycle on their individual zip lock bags fill with water and add blue food colouring

These are stuck on different windows of the classroom and predictions and observations take place throughout the unit of work.

Focus questions: What do the clouds look

like? What do you notice

about the colour of the clouds?

How are they different to the ones we have seen?

Where have you noticed similar clouds? E.g. before the floods etc.

What do you predict might happen to the water in the bag?

Will the different windows create different results? why?

EXPLORELEARNING SEQUENCE

LEARNING ENGAGEMENT RESOUCES AND PREPARATION

OUTCOMES

LESSON ONE:

GRP-Group

WATCHING IT RAIN- (Precipitation)

Discuss predictions as a class

Students record one prediction in their books

Students are sitting in a semi-circle around the work space

Fill the cups with water

Water, shaving cream, droppers, plastic cups, food colouring, newspaper or

Mathematics: MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained MA1-17SP

and put shaving cream on top to create a cloud. Ask students to come up and drop food colouring on top of the cloud.

we discuss observations and take photos with the Ipad.

Students then record one thing they saw and include a picture.

Focus questions: What could you see if we

put more/less food colouring in?

What do you think makes it rain?

What is the scientific word for rain?

plastic sheets to cover desks

Ipad

Gathers and organizes data, displays data in lists, tables and picture graphs, and interprets the results

EnglishEN1-12E Identifies and discusses aspects of their own and others learning

EN1-3A Composes texts using letters of consistent size and slope and uses digital technologies

LESSON TWO:

GRP-Group

Cloud in a bowl- (condensation)

Make predictions as a class and record one in work book.

Pour hot water in large bowl, then add salt and stir it.

Place a smaller bowl in the larger bowl.

Put glad wrap over the top to cover the large bowl.

Then place ice on top of the glad wrap.

Discuss predictions and observations at every step

Discuss observations and record one of these in workbook

Focus questions: What words do we use to

describe what is happening?

What happens to the ice?

Glad wrap, clear glass bowls, ice, kettle

Mathematics: MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained

MA1-17SPGathers and organizes data, displays data in lists, tables and picture graphs, and interprets the results

EnglishEN1-12E Identifies and discusses aspects of their own and others learning

EN1-3A composes texts

What do we see on the glad wrap and why?

using letters of consistent size and slope and uses digital technologies

LESSON THREE

GRP-GROUP

Making puddles disappear-(Evaporation)

Students are taken outside and asked to form groups of 3. In these groups person 1 makes a puddle using their water bottle, person 2 draws around it using chalk and person 3 takes a photo with the ipad to document it.

Students return to class room and we discuss and record predictions.

Students then return to their puddle and observe what they notice.

Water bottles, chalk, ipads

Mathematics: MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained

MA1-17SPGathers and organizes data, displays data in lists, tables and picture graphs, and interprets the results

EnglishEN1-12E Identifies and discusses aspects of their own and others learning

EN1-3A composes texts using letters of consistent size and slope and uses digital technologies

EXPLAINLEARNING SEQUENCE

LEARNING ENGAGEMENT RESOUCES AND PREPARATION

OUTCOMES

LESSON ONE: Key terminology consolidation:WC -Whole class

Magic School bus Watch the magic school

bus IWB: Create a water cycle

On a notebook presentation students are asked to organize

IWB, magic school bus video

IWB presentation

Mathematics:MA1-16MGRepresents and describes the positions of objects in everyday

given information (including words and images) to form the water cycle

We will discuss choices of positioning

This will include the classification of various clouds

situation

ELABORATE LEARNING ENGAGEMENT RESOUCES AND PREPARATION

OUTCOMES

LESSON ONE: Working scientifically & Technologically

GRP-Group

Cloud Window In pairs students create

a cloud window. They use their

information gathered from the sky watch to identify what types of clouds they can see in the sky.

Note: this will take place on a chosen day with suitable weather conditions.

Pic Collage Students will classify

various types of clouds and record this through creating a labeled collage on the Pic Collage App.

Focus questions: What do you notice

about the different clouds? e.g. colour/size

What is your weather prediction?

Cloud window, cloud pictures, ipads

Mathematics: MA1-18SPRecognizes and describe the element of chance in everyday events

MA1-3WM Supports conclusions by explaining or demonstrating how answers were obtained

English: EN1-1ACommunicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

EN1-12E Identifies and discusses aspects

of their own and others learning

LESSON TWO:

Whole class

Guest Speaker- cultural engagement

Our local Indigenous elder will visit the classroom and explain what the water and land means to them. They will share dreamtime stories.

Students will learn significant indigenous language and create posters with these words to stick on the wall.

Students will ask questions and have time to share their understanding of the water cycle with the elder.

Focus questions: What does the

environment mean to our indigenous community?

Why is it important that we respect our land?

Guest speaker, cardboard to make posters

HSIEENS1.6Demonstrates an understanding of the relationship between environments and people.

CUS1.3Identifies customs, practices, symbols, languages and traditions of their family and other families.

CCS1.1Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities.

Geography:ACHGK005 The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them

LESSON THREE

Excursion: Students visit local

recycle store e.g.

Permission slip, hats,

HSIE:ENS1.6Demonstrates an

reverse garbage in between lunch and recess.

We will collect materials that look we can use to create a visual water cycle.

Students will be given a budget of $5 for each group to buy what they wish

Focus questions: Do you have ideas or a

plan for your creation? Why is it important to

use recycled materials? What are some ways to

recycle at home?

money, plastic bag to fill materials, sports uniform, recess, $1 for each group member

understanding of the relationship between environments and people.Participates in activities that demonstrate personal and shared responsibilities about the care of environments

ENES1Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments.

EVALUATE LEARNING ENGAGEMENT RESOUCES AND PREPARATION

OUTCOMES

LESSON ONE:

WC -Whole class IND-Individual GRP-Group

Create a visual water Cycle: With materials gathered

from reverse garbage, home and around the school they are asked to represent the water cycle by organizing their objects.

They will be provided with word cards, arrows and empty clouds.

Note: 2 students working towards will be given a scaffold piece cardboard.

Focus questions: What are you trying to

represent?

Materials, cardboard, word cards, arrows

Images for the smartboard

Mathematics:MA1-16MGRepresents and describes the positions of objects in everyday situation

MA1-2WMUses objects, diagrams and technology to explore mathematical problems

Why have you placed this here?

What comes next? Why did you choose this

material to represent e.g. rain/cloud?

Art:VAS1.1Makes artworks in a particular way about experiences of real and imaginary things

EnglishEN1-12E Identifies and discusses aspects of their own and others learning

RISK ASSESSMENT

Lesson

Identify risk

(hazard identificati

on)

Risk(as per

matrix

HML)

Differentiation Control measures (who

and when)

1 Musical instruments

L 3x Aboriginal and Torres Strait Islander- non verbal 

1x gifted and talented- Teacher can facilitate through questioning.8 Ways of Learning. (2012). 2x working below- students are grouped therefore peers help those working below

2x behavioral issues- if using instruments incorrectly can use body percussion to make sound.

Students are free to use musical instruments in a responsible manner

2 WaterFood dye Outside

L 3x Aboriginal and Torres Strait Islander- non verbal8 Ways of Learning. (2012). 1x gifted and talented- students

Only one group at a time is allowed at the tap to fill up their

are grouped therefore gifted students can help extend and scaffold their group’s further knowledge. Teacher facilitates through questioning.

2x working below- students are grouped in mixed ability therefore peers help those working below

2x behavioral issues- teacher monitors behaviour

snap lock bags with waterTeachers facilitates if need be the application of food dye.Students must wear art aprons.

Make sure students wear hats when outside and there are no hazards

3 GlassShaving creamFood dyeWater

M 3x Aboriginal and Torres Strait Islander- non verbal8 Ways of Learning. (2012). 1x gifted and talented-Students are grouped therefore gifted students can help extend their groups further knowledge. Teacher can facilitate through questioning.2x working belowStudents are grouped therefore peers help those working below2x behavioral Issues

Teacher instructs at the front of the classroom and students follow step by step process. students must wear art aprons and act responsible around the products.

4 Hot waterGlassCling wrapice 

M 3x Aboriginal and Torres Strait Islander- non verbal8 Ways of Learning. (2012). 1x gifted and talented-Students are grouped therefore gifted students can help extend their group further knowledge. Teacher can facilitate through questioning.

2x working belowStudents are grouped therefore peers help those working below2x behavioral Issues- will only be given the opportunity to observe if behaving appropriately (see attached

Teacher instructs and models at the front of the classroom and students follow step by step process. Students must wear art aprons and act responsible around the products. Teacher will pour hot water into each groups bowl and they are instructed not to touch the water.

5 Water L 3x Aboriginal and Torres Strait Make sure

outside IslanderDeconstruct Reconstruct 8 Ways of Learning. (2012). 1x gifted and talented2x working bellowStudents are grouped therefore peers help those working below2x behavioral issues

students wear hats when outside and there are no hazards.

6 IWB L 3x Aboriginal and Torres Strait Islander - deconstruct reconstruct8 Ways of Learning. (2012). 1x gifted and talented2x working bellow2x behavioral Issues

Students are asked individually to come up to the IWB.

7 Outside L 3x aboriginal and Torres Strait Islander- land links8 Ways of Learning. (2012). 1x gifted and talented- students are grouped therefore gifted students can help extend their groups further knowledge. Teacher can facilitate through questioning.2x working belowStudents are grouped therefore peers help those working bellow2x behavioral issues

make sure students wear hats when outside and there are no hazards

8 Indigenous Guest speaker

L 3x Aboriginal and Torres Strait Islander- story sharing, community links, symbols and images 8 Ways of Learning. (2012). 1x gifted and talented- through questioning2x working below- through questioning2x behavioral Issues

The indigenous guest speaker works within the school therefore has working with children check and a note doesn't need to be sent out to the parents

9 Excursion to reverse garbage

M 3x Aboriginal and Torres Strait Islander- community links. 8 Ways of Learning. (2012). Teacher can provide money if unable to obtain and students can get recess from the canteen if unable to obtain as the school has funding for the canteen incases indigenous students are not provided with recess or lunch.1x gifted and talented- extended

Parents are notified through a permission slip and are informed that students are required to bring hats, $1, plastic bag, recess and wear sports uniform. 

through questioning and planning 2x working below- through questioning 2x behavioral issues- have a parent helper keeping and eye on both students if no parent helpers teacher must keep a close eye.

Parent helpers are welcome to join.

Don't allow dangerous sharp objects into bag.

10 Poster/Model creation of recycled products

L 3x aboriginal and Torres Strait Islander- Deconstruct reconstruct.8 Ways of Learning. (2012). 1x gifted and talented- students are grouped therefore gifted students can help extend their groups further knowledge. Teachers facilitate through questioning2x working bellow- students are grouped therefore peers help those working bellow. 2x behavioral Issues- working in groups

Teacher acts as a facilitator and student use clag glue to glue their recycled products

Formative assessment (to be completed in first week of unit)

Students Name:

Date:

Yes/No Notes for further planning

Is actively engaged?

Able to pose questions relating to given topic?

Works well in a group?

Expresses interest in topic?

Able to express thoughts and ideas?

Student’s response:

What did you enjoy most?

Why?

REFERENCE LIST BOOKS:

Fleer, M. (2013). Play in the early years. Port Melbourne, Victoria: Cambridge.

White, F., Hayes, B. & Livesey, D. (2010). Developmental psychology from infancy to adulthood. (2nd ed.) Frenchs forest, NSW: Pearson Education Australia.

WEBSITES:

ACARA. (2011). Australian curriculum: Creative Arts. Retrieved 2nd of July 2014 from: http://syllabus.bos.nsw.edu.au/creative-arts/

ACARA. (2011). Australian curriculum: English. Retrieved 2nd of July 2014 from: http://syllabus.bos.nsw.edu.au/english/english-k10/

ACARA. (2011). Australian curriculum: Science. Retrieved 2nd of July 2014 from: http://www.australiancurriculum.edu.au/science/Curriculum/F-10

Australian Government of Education (n.d). Scootle. Retrieved 2nd of July 2014 from:https://www.scootle.edu.au/ec/login.action;jsessionid=CADAF3165BC6B483D75F728682E4F4D9

Catholic Educatiion Office Bathurst. (2009) Guidelines for School Excursions. Retrieved 2nd of July 2014 from: http://www.bth.catholic.edu.au/images/Policies/school%20excursion%20guidelines.pdf

Primary Connections. (2014). Linking Science with Literacy. Retrieved 2nd of July 2014 from: https://www.primaryconnections.org.au/assets/rubrics/Yr2_WW_Rubrics.pdf

Science and Technology K-6 (n.d). Literacy and Numeracy Demands. Retrieved from 1st of July 2014 from: http://www.curriculumsupport.education.nsw.gov.au/primary/scitech/assets/pdf/Stage_1_oct.pdf

School Environment Education Directory. (2009) Water Unit 1: Where is all the water? Retrieved 1st of July 2014 from: http://www.seed.vic.gov.au/Resources/210_water%20unit%201%20water%20cycle.pdf

RESOURCES:

BOOKS:

Crewe, S. (2009). Undertanding Cycles and Systems. Discovery Books Limited.

Kondonassis, Y. Our house is Round. Skyhorse Publishing, Inc.

Levete, S. (2010). Water. A&C Black Publishers Ltd. London.

Naiura.(2002). Dreamtime. Bartel Publications.

Spilsbury, L.(2007). Environment at Risk. Read International Australia Pty Ltd.

Watts, F. (2008). The Science in a Glass of Water. Discovery Books Limied.

WEBSITES:

8 Ways of Learning. (2012). 8 ways of learning factsheet. Retrieved July 2nd, 2014 from https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-learning-factsheet.pdf

Bug and Monkey Mama (2012). The Water Cycle. Retrieved 2nd of July 2014 from: http://bugandmonkeymama.blogspot.com.au/2012/04/water-cycle.html?m=1

Learning to Give (n.d). Where Does Water Come From: The Water Cycle. Retrieved 2nd of July 2014 from: http://learningtogive.org/lessons/unit370/lesson2.html

Live from Earth and Mars (n.d). Water: A Never-Ending Story. Retrieved 2nd of July 2014 from: http://wwwk12.atmos.washington.edu/k12/pilot/water_cycle/teacherpage.html

Pin Interest (n.d). Adventures of Randy the Raindrop. Retrieved 1st of July 2014 from: http://www.pinterest.com/pin/74872412529673469/

Pin Interest (n.d). Make a Cloud. Retrieved 1st of July 2014 from: http://www.pinterest.com/pin/377458012492189528/

Pin Interest (n.d). Make a Cloud Window. Retrieved 1st of July 2014 from: http://www.pinterest.com/pin/26740191507358009/

Weather Wiz Kids (n.d). Create Evaporation. Retrieved 1st of July 2014 from: http://www.weatherwizkids.com/experiments-evaporation.htm

Weather Wiz Kids (n.d). See a Raindrop. Retrieved 1st of July 2014 from: http://www.weatherwizkids.com/experiments-raindrops.htm

VIDEOS:

YouTube (n.d). The Magic School Bus Wet All Over. Retrieved 2nd of July 2014 from:

http://www.youtube.com/watch?v=ZlGYcGChXN0