pialbastateschool.files.wordpress.com · web viewpialba state school: science prep semester 2...

PIALBA STATE SCHOOL: SCIENCE PREP SEMESTER 2 UNIT 3 Term 3 PLAN

Deep Learning Inquiry Cycle Earth Space Science – Weather Watch

In this unit students use their senses to explore and observe the weather in their local environment and learn that we can record our observations using symbols. Students observe that weather can change and identify the features that reflect a change in the weather. They are given opportunities to reflect on the impact of these changes on themselves, in particular on clothing, shelter and activities, through various cultural perspectives. They begin to realise that weather conditions are not the same for everyone. Students also learn about the impact of daily and seasonal changes on plants and animals. Throughout the unit students reflect on how the weather affects living things and have opportunities to communicate their observations about the weather.

How do daily and seasonal changes in our environment, including the weather, affect daily life?

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Ipads for weather photography Charlie affected by weather different occupations

Working in pairsHave a local weather presenter( or role play with a volunteer) present the weather to the class.

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

1 of 31DiT_YP-02Band_U1_AT_COW

Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: To suggest how the weather affects themselves and other living things. To share observations about the weather.

Term 3, Week 3 & 4

MMy animal shelter (monitoring lesson 4)Students represent a shelter to protect a chosen animal from the effects of weather. Students explain how the features of the shelter will protect the animal. My weather collage (monitoring lesson 6)Students represent features and effects of a chosen weather scene; for example, dark clouds in the sky, rain falling, people holding umbrellas or puddles. Students also identify relevant weather symbols, explain their representation, and the effects of the depicted weather on living things.

Term 3, 5 & 6 SExamining the WeatherPart A: Watch the weather change!Part B: How does weather affect other living things?

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

Walt: Observe daily and seasonal changes in our environment, including the weather and how it affects daily life

To elicit students’ questions about the weather and seasons

Wilf:

experience the weather outside the classroom

represent their ideas about weather through drawing

share ideas and questions about weather.

Tib:

We need to observe and understand changes in the weather

Weather WatchEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Engage

Students will be able to make key observations of the weather, recall observations and record their observations in a student journal.

Students will be able to: contribute to discussions about weather

recount their personal experiences of weather

make and view weather through viewing frames

record ideas in a science journal.

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of seasonal changes and our weather in our local environment and how it changes.

L2BAllow 'wait time' for the student to process information

Consider teamwork for task- elbow partner

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

U2B

Expose to more technical or specific Science vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Use technology to record students work

Digital Science Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Refer to Science Word Wall Vocabulary –Introduce after engagement lesson: Science word List poster (laminated for each class)

Resources:Supporting learning resource –

Primary Connection Unit PDF- Weather In My World

frame (eg, cut from ice-cream container lid, cardboard) • student science journal

Letter from Wilma 1

Weather Word Wall

Viewing frames


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Walt: share experiences of symbols used to communicate weather conditions.

Wilf:

identify some characteristics of weather

identify symbols used to represent characteristics of weather

observe and record characteristics of weather

Tib:

We need to recognize common symbols used to represent weather


ENGAGE & EXPLORERecognise symbols and words used to describe weather

View newspaper and television weather reports and make links with their personal experience

Recount their personal experience of weather

Identify the broad purposes and features of a table

Retrieve information from a weather recording table created as a class

Share in writing a summary of the day’s weather.

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of the characteristics of weather and the symbols used to represent a weather event.







U2B






Refer to Science Word Wall Vocabulary –Introduce after engagement lesson: Science word List poster (laminated for each class)

Resources:Supporting learning resource –Primary connections lesson 2 sessions 1-3

Weather watch calendarWeather symbolsC2C weather interactives

Powerpoint to list

Letter from Wilma 2





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB


(The How)Check for

UnderstandingInternal monitoring data




Resources

Walt: share experiences of observing and describing clouds.

Wilf: Students discuss their experiences of observing and recording the weather

Make observations of the sky

Discuss language used to describe the amount of cloud cover

Represent observations of cloud cover and label appropriately

Tib: Scientists need to observe the weather for changes


EXPLOREEye to the sky-Lesson 3 PC

Read story about clouds changing shapeuse a frame to observe the sky

Identify clouds as a feature of the sky

Describe how much of the sky is covered by cloud

Using appropriate language to describe the amount of cloud cover

Participate in a discussion to recount observations and experiences relating to cloud cover and weather characteristics

Retrieve information from a table.

Make a weather collage of story

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of observing and recording weather, making observations of the sky and cloud cover.

Informal monitoring-observational

This lesson also provides opportunities to monitor the development of students’ general capabilities.







U2B




Demonstrate methods to the class or small groups

Open ended questions and problem solving


Refer to Science Word Wall Vocabulary – Supporting learning resource -

Resources:Supporting learning resource –Texts-It looked like spilt milk

Little cloud

Letter from Wilma 3

Cloud table

Cloud collage material- cotton balls








Check for Understanding




Resources

Walt: To support students to share and explain their understanding and experiences about temperature.

Wilf: Identify that temperature is a distinctive characteristic of the weather

Use a scale to describe temperature conditions

Identify that thermometers can be used to measure temperature.

Tib: We need to recognize changes in and ways to record temperature.


EXPLORE

Lesson 4 c2c and lesson 4 Primary connection

Session 1 How does it feel?

Students:

discuss their experiences of observing and recording the weather

recall language about temperature describe how the air feels investigate temperature.

Session 2 A temperature tool Students:

observe and experience the weather while outside

explore the term ‘temperature’ make a descriptive temperature scale that

uses words and colours.

Formative (Feedback)Check students Explaining understanding through elbow partner and small group discussions of scale to describe temperature and conditions as well as how a thermometer works.





Consider teamwork for task- elbow partner responsibilities within the student team: manager and speaker.

Use manipulatives, Concrete materials

Referral to anchor charts and other visual prompts

U2B





Peer teaching



Refer to Science Word Wall Vocabulary Supporting learning resource –

Sheet — Letter from Wilma 4

Supporting learning resource — Make it rain experiment Video — 5 seasons (2004): Clip 3. Barra — rains coming Australian Screen online 2010, http://aso.gov.au/titles/documentaries/5-

Prepare the A3 pieces of paper with the titles of the four different temperature experiences you will be using, such as ‘mouth blowing air’, ‘blow/fan heater

Science journal • word wall • ‘Weather watch’ class table • 1 source of warm or hot air (eg, a hair dryer, a blow heater) • 1 source of cold air (eg, a freezer, a refrigerator, an air conditioner, a fan) • 4 A3 sheets of paper


http://aso.gov.au/titles/documentaries/5-

http://aso.gov.au/titles/documentaries/5-

https://learningplace.eq.edu.au/cx/resources/items/af3fd285-5c78-4611-b590-7c154f3e8141/0/Sci_Y03_U1_Dig_BarraRainsComing.MP4



https://learningplace.eq.edu.au/cx/resources/items/c43387b1-f1e7-44fd-88cc-065c10821ffe/0/Sci_YP_U3_SLR_MakeItRain.docx

https://learningplace.eq.edu.au/cx/resources/items/c43387b1-f1e7-44fd-88cc-065c10821ffe/0/Sci_YP_U3_SLR_MakeItRain.docx

https://learningplace.eq.edu.au/cx/resources/items/8ad2c0aa-6e23-48dc-8231-33c6fd11722c/0/Sci_YP_U3_SH_WilmaLetter_4.docx




• self-adhesive notes or strips of paper • optional: bucket of ice cubes





(The How)Check for





Resources

Walt: To represent and explain their understanding of weather and seasons, to identify suitable clothes and activities for various weather and seasonal conditions, and to introduce current scientific views

Wilf: Review the ‘Weather

watch’ class table, word wall and class science journal

Discuss observations of weather

Represent observations of weather and identify clothes and activities suitable for various weather conditions.

Discuss and share ideas about choices of weather, clothing and activities

Tib: We need to dress and act according to different weather


ELABORATE C2C Lesson 5 Analysing

Wilma’s clothes match

identify that weather has distinctive characteristics (cloud cover, temperature, wind and rain)

identify that weather changes over time review and summarise records of weather

observations.

Primary connections Lesson 5- Weather and Me- Table

Discuss previous weather observations and times that weather has influenced and activity that they are familiar with.

Summative AssessmentExamining the WeatherPart A: Watch the weather change!

Part B: How does weather affect other living things?Assessment purpose

To suggest how the weather affects themselves and other living things. To share observations about the weather.






Use clear examples of assessment materials, and allow students to look at these whilst they are completing assessment tasks.

U2B






Digital Science Digital ResourceLibraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html


Letter from Wilma 5 Sheet — Letter from Wilma 5

Slideshow — How weather affects clothing choices in other places

Learning object — Explore the weather [includes spoken instructions] (TLF L9), © 2013, Education Services Australia CC BY-SA 3.0 creativecommons.org/licenses/by-sa/3.0/au/

Learning object — Weather wear [ includes spoken instructions] (TLF L11) © 2013, Education Services Australia CC BY-SA 3.0 creativecommons.org/licenses/by-sa/3.0/

Sheet — Pictures of clothes and activitiesSheet — Help Wilma pack for


https://learningplace.eq.edu.au/cx/resources/items/6fb52914-25df-4676-a8a4-3a665081e76c/0/Sci_YP_U3_SH_HelpWilmaPack.docx

https://learningplace.eq.edu.au/cx/resources/items/2d56746a-4091-45c6-b575-363df5a7ca57/0/Sci_YP_U3_SH_ClothesActivites.docx

https://learningplace.eq.edu.au/cx/resources/items/2d56746a-4091-45c6-b575-363df5a7ca57/0/Sci_YP_U3_SH_ClothesActivites.docx

https://learningplace.eq.edu.au/cx/resources/items/30217c98-1507-236e-c6d6-79ad1fa65ae7/0/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/30217c98-1507-236e-c6d6-79ad1fa65ae7/0/ViewIMS.jsp

https://learningplace.eq.edu.au/cx/resources/items/29db3fdd-002a-6a84-cde6-0a9af0c99cc8/0/ViewIMS.jsp



https://learningplace.eq.edu.au/cx/resources/items/712f1959-1b4c-47df-ba92-d8191a1e0cac/0/Sci_YP_U3_SS_HowWeaAffClothing.pptx



https://learningplace.eq.edu.au/cx/resources/items/6579d134-7be8-43b5-a70f-4e63e50ff39c/0/Sci_YP_U3_SH_WilmaLetter_5.docx

https://learningplace.eq.edu.au/cx/resources/items/6579d134-7be8-43b5-a70f-4e63e50ff39c/0/Sci_YP_U3_SH_WilmaLetter_5.docx




her holiday

Primary Connections- Weather and Me Table Pg 46 Primary Connections Unit PDF- Two per student back to back.


https://learningplace.eq.edu.au/cx/resources/items/6fb52914-25df-4676-a8a4-3a665081e76c/0/Sci_YP_U3_SH_HelpWilmaPack.docx




(The How)Check for





Resources

Walt:To support students to plan and conduct an investigation of wind strength.

Wilf: Students are able to discuss ideas and experiences of wind and can investigate moving different materials with wind.

Tib: Wind strength is an important characteristic of weather.

Investigation on Wind StrengthEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

ELABORATE Primary ConnectionsSession 1.Prepare a class table with differently weighted materials ( see resources) Discuss with whole class different weather observations and elicit responses that focus on the wind eg.

Recall the language about wind that students have used in previous discussions about the weather and when observing and recording for the weather watchers activity, for example:

‘Do you remember when Yumi said it was windy yesterday morning?’

Invite students to wave their hands in front of their faces and to spin in a circle with their arms out to feel the movement of air around them. Ask ‘What can you feel?’ and elicit the idea that they feel moving air. Discuss that when students experience moving air outside it is part of the weather called wind.

Lead a discussion about students’ experiences with wind. Discuss the types of activities that work well when there is wind, for example, flying kites.

Discuss with students how they can tell if there is a wind. Possible answers or observations might include that they can

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of how wind can move different materials.







Use manipulatives

Concrete materials

Group and small team work


U2B




Peer teaching

Provide answers /questions in two or more methods /experiences





Resources:Supporting learning resource –Primary Connections- Weather in My World Pg 48-52

Class: ‘Weather watch’ class table range of differently weighted materials (eg, lightweight materials that do not tear easily (thin card, calico, plastic from plastic bags) and heavyweight (heavy card, balsa wood, linoleum) cut to the same size, eg, 8 cm x 15 cm)

For Each Team:Each team member’s science journal. Role wristbands or badges for Manager and Speaker. Hand-held fan (eg, made from





hear it and they see things, such as tree branches, flags and washing on a clothes line moving.

Discuss students’ experience of wind around the school and pose the question: ‘Is the wind different in different places around the school? Why do you think that?Record students’ ideas in their student science journal.

Ask students to suggest how they could investigate the question and record ideas in the class science journal. Lead a discussion about the idea that students could make a wind meter to investigate the wind in different places around the school.

Select an example of a lightweight piece of material and discuss the wind strength that might move it, for example, a ‘little’ wind, a ‘gentle’ wind. Model using a hand-held fan to test. Repeat with a heavy weighted piece of material that needs a ‘strong’ wind to move.

Explain that students are going to investigate the wind strengths needed to move different materials. Explain that they will be working with a partner, as a collaborative learning team.

Wait time

Teaching specific language

Break tasks into smaller steps

Elbow partners

thin pleated cardboard) 1 copy of ‘Moving materials’ (Resource sheet 7)





(The How)Check for





Resources

Walt: To support students to plan and conduct an investigation of wind strength

Wilf:

Students are to use a selection of materials to investigate wind around the school.

Tib:

Wind strength is an important characteristic of weather.

Investigation on Wind StrengthEach lesson KWL and Vocab developmentSpend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Elaborate Session 2- Investigation the Wind-Using Wind Meters

Draw an investigation planner in the class science journal, or to model for a class discussion , or example:

Review the previous session and teams’ findings (completed Resource sheet 7). Review the question for investigation: ‘Is the wind different in different places around the school?’ and students’ ideas recorded in the class science journal.

Discuss how students could use materials to investigate wind strength in different places in the school, for example, by attaching the materials to a coat-hanger and taking the wind meter to the different places.

Explain that teams will select one material that moved in a ‘light’ wind and one that moved in a ‘strong’ wind to use for their wind meters. Model how to attach materials to the coat-hanger or

Formative (Feedback)ExplainCheck students understanding through elbow partner and small group discussions of their understanding of an investigation of wind around the school using a selection of materials to see strength, durability etc.







Use manipulatives

Concrete materials


Referral to anchor charts and other visual

U2B




Provide answers /questions in two or more methods /experiences





Resources:Supporting learning resourceFor the Class• word wall • team roles chart • team skills chart • range of differently weighted materials that do not tear easily (eg, light weight (thin card, calico, plastic from plastic bag) and heavy weight (heavy card, balsa wood, vinyl floor tiles) cut to the same size, eg, 8 cm x 15 cm) • optional: digital camera to record wind meters at different locations For Each Teameach team member’s science journal • role wristbands or badges for Manager and Speaker • completed table ‘Moving materials’ (Resource sheet 7) from Session 1 • coat-hanger or length of bamboo





bamboo.

After teams have constructed their wind meter, lead a discussion about how they will be able to tell how strong the wind is in different places using questions, such as:

Using your wind meter, how will you know the wind is blowing?

Discuss what teams will: change: where the wind is tested

observe: how much the materials move

keep the same: the actual wind meter and the materials, the size of the materials, the way the materials are attached to the coat-hanger or bamboo, the height at which the wind meter is held.

For Prep Year learners the teacher provides the information for the ‘We will observe’ section as this is usually the hardest part of the planner to decide. Record ideas on the investigation planner in the student science journal. Discuss why it is important to change only one thing at a time to keep the investigation fair. Read ‘How to conduct a fair test’ (Appendix 4).

Brainstorm places around the school where teams could test the wind. Discuss that teams will be able to find out if there is no wind, a light wind or a strong wind using their wind meters. Record their predictions about wind strength in different areas in the class science journal.

Move outside so teams can use their wind meters to observe the strength of the wind in three different places. After returning to the classroom, ask students to record their findings. For example, students might: draw a picture of the wind meter at each place, showing how much the materials moved write the names of the places and the wind strength observed in each place.

prompts

Wait time

Teaching specific language


• tape





Check for Understanding




Resources

Walt:

To provide opportunities for students to represent what they know about how daily and seasonal changes in our environment, including the weather, affect daily life, and to reflect on their learning during the unit.

Wilf: Students will be able to describe characteristics of weather, such as cloud cover, temperature, wind and rain

Identify that weather changes

Identify clothes and activities that suit various weather conditions.

Tib:

Observing changes in the weather affects use in our daily lives.

Evaluation - Optional: Students work in pairs to prepare and present their weather reports. Each lesson KWL and Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

Optional: Invite a weather reporter, for example, from television, newspaper or radio to talk with the class about their role as a weather reporter.

1 Review the class science journal, the word wall and the ‘Weather watch’ class table. Review students’ questions and the ‘What we have learned about weather’ page from the Explain phase and add any new information.

2 Explain that students are going to become weather reporters and they will plan and present their own weather report. Lead a discussion about the information that might be useful to include in the report, asking questions

3 Introduce an enlarged copy of ‘Weather report planner’ (Resource sheet 8) and review the information it contains. Explain that students will complete a planner before they present their report to the class.

Completion of the planner and the discussion are opportunities for summative assessment as these activities will show what students know about identifying characteristics of weather, the seasons, and clothes and activities suited to particular conditions.

Formative (Feedback)Check students evaluating understanding through elbow partner and small group discussions of their understanding to describe characteristics of weather – cloud cover, temperature, rain and wind and each of its effects on various materials.







Use manipulatives

Concrete materials



Teaching specific

U2B






Resources:Supporting learning resource –For the Class:

Word wall • ‘Weather watch’ class table • 1 enlarged copy of ‘Weather report planner’ (Resource sheet 8) • optional: digital and/or video camera to record weather reports

For Each Student:

1 copy of ‘Weather report planner’ (Resource sheet 8) or similar

• optional: copies of weather symbols





Optional: Discuss the props students might like to use, for example, temperature tool, wind meter or make, for example, a painting of a map or weather scene. You might like to use a large box for students to sit inside and present their weather report, similar to a television set.

4 Students (or students in collaborative learning teams) complete a copy of ‘Weather report planner’ (Resource sheet 8).

5 Arrange for the students to present their weather reports.

6 Review the Weather in my world unit with the class, asking questions, such as: Which activity helped you to learn something new?

Which activity did you enjoy? Why?

What did you learn about working with a partner?

Record students’ responses in the class science journal.

language


Elbow partners


Assessment Task:

Weather watch Year Prep Unit 3Assessment task — Examining the weather

Name Class

Teacher Date

TaskPart A: Watch the weather change!

1. Draw some features of the weather we observe.

2. Why do people observe the weather?

15 of 31Sci_YP_U3_AT_ExamWeather

3. Choose the weather and draw the clothes and activities

The weather is: hot warm cold raining dry windy sunny frosty snowy stormy My clothes and activities are:

The weather changes to: hot warm cold raining dry windy sunny frosty snowy stormy My clothes and activities change to:

How do your clothes and activities suit this weather? Explain how a change in the weather affects you.


Part B: How does weather affect other living things?

Look at the pictures of the animals and the weather symbols. Describe how the weather would affect the animal.

animal weather effect

lizard sunny

dog

hot


Year Prep Science: Unit 3 — Weather watch: Examining the weather Name:

Purpose of assessment: To suggest how the weather affects themselves and other living things. To share observations about the weather.

Science Understanding Science Inquiry Skills

Earth and space sciences Communicating

Suggest how the environment affects them and other living things. Share observations of familiar events.

Explains how a change in the weather affects them. Shares accurate and detailed observations about the weather.

Appl

ying

Describes why clothes and activities are suited to a particular weather type. Explains why people make observations of the weather.

Mak

ing

conn

ecti

ons

Suggests how the weather affects them and other living things. Shares observations about the weather through discussionsand representations.

Wor

king

wit

h

Identifies features associated with a weather type. Makes an accurate statement about the weather.

Expl

orin

g

Identifies a feature of the weather. Provides a guided response to a question about the weather.

Beco

min

g aw

are

Feedback:

Australian Curriculum

Science – Foundation Year

Foundation Year Achievement StandardBy the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share and reflect on observations, and ask and respond to questions about familiar objects and events.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Planning and conducting

Participate in guided investigations and make observations using the senses (ACSIS011)

Questioning and predicting

Pose and respond to questions about familiar objects and events (ACSIS014)

Processing and analysing data and information

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating

Share observations and ideas (ACSIS012)

Earth and space sciences

Daily and seasonal changes in our environment affect everyday life (ACSSU004)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculumStudents require prior experience with the following:

Students will build on a range of understandings and skills from home and other experiences (e.g. care and educational settings).

Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 1:

Observable changes occur in the sky and landscape (ACSSU019) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021) People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

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 Grammar knowledge Word knowledge Visual knowledge

Numeracy

Estimating and calculating with whole numbers Recognising and using patterns and relationships

Information and communication technology (ICT) capability

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-awareness Self-management Social awareness Social management

Intercultural understanding

Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and cultures

Students 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.

Assessing student learningAssessment name: Examining the weather

Assessment description: Students suggest how the weather affects themselves and other living things. Students share observations about the weather.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share and reflect on observations, and ask and respond to questions about familiar objects and events.

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 observation, consultation and samples of student work. For example:

Monitoring activitiesActivity name: My weather collage (Lesson 4)Activity description: Students represent features and effects of a chosen weather scene; for example, dark clouds in the sky, rain falling, people holding umbrellas or puddles. Students also identify relevant weather symbols, explain their representation, and the effects of the depicted weather on living things.Activity name: My animal shelter (Lesson 6)Activity description: Students will represent a shelter to protect a chosen animal from the effects of weather. Students explain how the features of the shelter will protect the animal.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit, this may include students:

using generalisations rather than observations (e.g. if it is sunny then it is hot). Use images to demonstrate different variations of weather. identifying only one characteristic to describe weather conditions. Review all the senses and how these can be used to develop observations of the weather. thinking that all weather types occur in all places. Use images to explain that weather conditions are not the same everywhere and provide some examples that are very

different to your local environment (e.g. do we get snow, cyclones, frozen lakes?) using generalisations rather than observations (e.g. hot sunny weather is good for everyone all the time, windy weather is not helpful). Use real-life examples to explore

variations to the generalisations (e.g. builders like it when it is cooler, wind is good for drying washing and for sailing boats but not when there is a bushfire or you are having a picnic on the beach).

using generalisations rather than observations (e.g. when it is sunny it is always warm or hot). Explain to students that generalisations are not always accurate (e.g. cold weather can have sunny skies and rainy weather can have warm temperatures), using images to support explanations.

thinking that clouds should always be represented as white. Explain that the colour and shape of clouds can vary. Review images to demonstrate colours from white to very dark.

thinking that the materials available and the purposes of clothing are the same for all people. Explain that clothing and the activities people engage in are affected by weather conditions and the availability of the materials used. It may be different for people living in different places.

thinking that people provide shelters for wild animals. Explain that wild animals know how to find shelter when required. thinking that science only occurs in laboratories. Ensure students understand that science occurs in other places, including in the field. thinking that plants grow regardless of the weather conditions. Invite the grounds-person or a gardener to talk to students about plants in the school grounds, especially

those affected by changes in weather.

Prep Semester 2 Term 3 Earth Space Science Unit 3 Science Report Card Comment Bank

A B C D E2SP3A 2SP3B 2SP3C 2SP3D 2SP3E

Science: Unit 3 – Examining the Weather

{Name} explained how a change in the weather affects them. {She,He} shared accurate and detailed observations about the weather.


{Name} described why clothes and activities are suited to a particular weather type. {She,He} explained why people make observations of the weather.


{Name} suggested how the weather affects them and other living things. {She,He} shared observations about the weather through discussions and representations.


{Name} identified features associated with a weather type. {She,He} made an accurate statement about the weather.


{Name} identified a feature of the weather. {She,He} provided a guided response to a question about the weather.

Note: 2SP3A – Semester 2 Reporting , Science, Prep, Unit 3, Academic Result A-E

When Reporting for Semester 2 Report Card:Include Term 3 Comment Code as well as Term 4 Code.

Science Pre-ModerationPrep: Unit 3 Semester 2 Title: Weather Watch

Curriculum Intent for the Unit (see unit /task description)

Weather watch

In this unit students use their senses to explore and observe the weather in their local environment and learn that we can record our observations using symbols. Students observe that weather can change and identify the features that reflect a change in the weather. They are given opportunities to reflect on the impact of these changes on themselves, in particular on clothing, shelter and activities, through various cultural perspectives. They begin to realise that weather conditions are not the same for everyone. Students also learn about the impact of daily and seasonal changes on plants and animals. Throughout the unit students reflect on how the weather affects living things and have opportunities to communicate their observations about the weather.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information) Students suggest how the weather affects themselves and other living things. Students share observations about the weather. Students suggest how the environment affects them and other living things.

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

using generalisations rather than observations (e.g. if it is sunny then it is hot). Use images to demonstrate different variations of weather.

identifying only one characteristic to describe weather conditions. Review all the senses and how these can be used to develop observations of the weather.

thinking that all weather types occur in all places. Use images to explain that weather conditions are not the same everywhere and provide some examples that are very different to your local environment (e.g. do we get snow, cyclones, frozen lakes?)

using generalisations rather than observations (e.g. hot sunny weather is good for everyone all the time, windy weather is not helpful). Use real-life examples to explore variations to the generalisations (e.g. builders like it when it is cooler, wind is good for drying washing and for sailing boats but not when there is a bushfire or you are having a picnic on the beach).

using generalisations rather than observations (e.g. when it is sunny it is always warm or hot). Explain to students that generalisations are not always accurate (e.g. cold weather can have sunny skies and rainy weather can have warm temperatures), using images to support explanations.

thinking that clouds should always be represented as white. Explain that the colour and shape of clouds can vary. Review images to demonstrate colours from white to very dark.

thinking that the materials available and the purposes of clothing are the same for all people. Explain that clothing and the activities people engage in are affected by weather conditions and the availability of the materials used. It may be different for people living in different places.

thinking that people provide shelters for wild animals. Explain that wild animals know how to find shelter when required. thinking that science only occurs in laboratories. Ensure students understand that science occurs in other places, including in

the field. thinking that plants grow regardless of the weather conditions. Invite the grounds-person or a gardener to talk to students

about plants in the school grounds, especially those affected by changes in weather.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ – WW - Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Knowledge and Understanding Describes why clothes and activities are suited to a particular weather type.

Science Inquiry skills Shares observations about the weather through discussions and representations.

‘B’ – MC - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Knowledge and Understanding Describes why a material was selected for a particular purpose.

Science Inquiry skills Explains why people make observations of the weather.

‘A’ – AP - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Knowledge and Understanding Explains how a change in the weather affects them.

Science Inquiry skills Shares accurate and detailed observations about the weather.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Primary Connections – Weather in my world?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1

Observing and recording the weather

Example learning sequence

Explore the term 'weather' Observe the current weather Consider how weather information is represented Represent familiar weather types Recognise and respond to weather symbols

Evidence of learning

Can the student: Describe weather observations and the senses used?

Lesson 2

Why observe the weather? Why observe the weather?


Can the student: Identify effects of weather on their lives?

Lesson 3

Discovering weather types: sunny, windy


Share ideas about sun and wind Consider observable effects due to current sun and wind

conditions Explore Indigenous perspectives on wind Analyse and represent the observable effects of

sunshine and wind conditions


Can the student: Describe the effects of sunshine, wind and temperature? Identify how to represent a variety of sunshine, wind

and temperature conditions?

Lesson 4

Discovering weather types: cloudy, foggy, rainy, stormy Example learning sequence

Share ideas about clouds and related weather Explore different types of clouds Consider Australia's First Peoples' perspectives on

weather Represent the observable effects of clouds and related

weather


Can the student: Represent a weather scene and identify the relevant

weather symbols? Explain the effects of the represented weather on living

things?

Lesson 5Analysing clothes and activities


Explore how weather affects the way people dress Explore how weather affects the activities people

engage in Match weather symbols, clothes and activities


Can the student: Match suitable clothing and activities to different

weather conditions?

Lesson 6

Considering animals


Consider that weather affects animals Explore behaviours of familiar animals in different

weather conditions Consider how Aboriginal peoples and Torres Strait

Islander peoples use knowledge of animal behaviour to predict weather changes

Design an animal shelter to protect against the effects of weather


Can the student: Use observations to respond to science questions? Design an animal shelter and explain how it protects the

animal from the weather?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 7

Considering plants Example assessment sequenceExample learning sequence

Consider the needs of plants and the weather Explore the effects of weather on plants Consider Australia's First Peoples' knowledge of

the connections between weather and plants Represent and explain how weather can affect a

plant

Evidence of learningCan the student:

Make observations of plants in a field activity? Represent and explain how weather can affect a

chosen plant?

Lesson 8-10

Assessment purposeTo suggest how the weather affects themselves and other living things. To share observations about the weather.Example learning sequence

Understand the assessment Review the Guide to making judgments and

understand the standards Conduct the assessment

Resources Assessment task - Examining the weather Assessment task - Examining the weather: Model

response Assessment task - Examining the weather: Teaching

notes

Helpful information Sheet - Letter from Wilma 8

https://learningplace.eq.edu.au/cx/resources/items/c9c9a08d-f7dc-4e9c-b673-a1cf336577d9/0/Sci_YP_U3_SH_WilmaLetter_8.docx

Supporting learning resource - Weather watch unit review activities https://learningplace.eq.edu.au/cx/resources/items/79f55e8a-3bb7-4a69-a846-fff1abdab030/0/Sci_YP_U3_SLR_WeaWatchRevAct.docx

Video - 'Lift Off' - Ice flowers (TLF R6759) https://learningplace.eq.edu.au/cx/resources/items/93c54bca-c48b-c98c-b3b0-52e24a9dbde6/0/viewIMS.jsp Curriculum Corporation and Australian Children's Television Foundation

Video - 'Lift Off' - Treebeard (TLF R6840) https://learningplace.eq.edu.au/cx/resources/items/b4740617-7b61-722d-baf7-07fc1375d41d/0/ViewIMS.jsp © Australian Children's Television Foundation

Slideshow - How do we build homes and shelters to protect us from the weather? https://learningplace.eq.edu.au/cx/resources/items/ebd49c68-f533-4b1f-8f81-4e17e424380c/0/Sci_YP_U3_SS_HowWeBuildHomes.pptx

Slideshow - Homes and shelters https://learningplace.eq.edu.au/cx/resources/items/73b90902-4e41-459d-96ac-4a08f4a42c15/0/Sci_YP_U3_SS_HomesAndShelters.pptx

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Science Unit within other KLA’s the ADDITIONAL TARGETED

TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

pialbastateschool.files.wordpress.com · web viewpialba state school: science prep semester 2...

Documents