SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM: 2  To capture student interest and find out what they know about XXXXX TOPIC
WEEKS: 5  To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about Physical Science - sound
LESSON: 1 XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS RESOURCES
(Year 1 & 2 only)
Science Science Inquiry OUTCOMES
Understanding Skills
Light and sound Use a range Outcome 4: Activity 1
are produced of methods Children  Instruct students to sit on the mat.  Household sounds -
by a range of to sort confident and
sources and information, involved https://www.youtube.com/
can be sensed including learners. Activity 1 watch?v=9VYCKHMDAg0
(ACSSU020) drawings Children develop  Educator hands out cues for students and asks them
and dispositions for to place them on the ground in front of them - each  Body sounds –
provided learning such as student gets three cues each. https://www.youtube.com/
tables curiosity, watch?v=_BW2fTv6hj8
 Educator explains that there are many different
through cooperation,
discussion, confidence, sounds and many different things that make sounds.  Visual cues
compare creativity,  Introduction of activity - Educator will be playing
observations commitment, different sounds, once the sound is finished the Activity 2
with enthusiasm, student holds up the cue that they think the sound  Recycled material
predictions persistence,
(ACSIS027) imagination and
belongs to (students can close eyes if they wish).  String
reflexivity  Explain to students that they will be working  Elastic bands
individually.   Tape
Children develop  Educator asks questions of students  Paper
a range of skills o How did you know it was a car?
and processes
 Scissors
o Was it a low sound or a high sound?
such as problem  Rice
o Was it loud or quiet?
solving, enquiry,  Beans
experimentation,  Educator collects cues.
hypothesising,
researching and Activity 3
Activity 2
investigating  https://www.youtube.com/
  Educator instructs students that they will now be watch?v=BmvY3_6XAvQ
Children transfer making musical instruments from recycled materials -
and adapt what students will be split into groups.
they have
learned from one
 Educator calls students back to the mats after
context to everyone has a musical instrument.
another  Educator prompts students to explore the different
sounds their instrument makes and how.
Children resource  Educator asks questions.
their own learning o How did your instrument make that sound?
through
connecting with o What did you have to do to make that sound?
people, place,  Students place instruments to the side of the room -
technologies and Educator calls on groups.
natural and
processed Activity 3
materials
 Educator instructs students to find a place on the mat
and lay down.
 Educator instructs students that they will have to
LESSON OBJECTIVES identify different instruments in the recording. 
 Students share with a partner? - think, pair, share.
As a result of this lesson, students will be able to:
 Educator asks students questions about the recording
 Students will explore different
o What instruments did you hear?
sounds using their senses.
o Was the music loud or quiet?
 Students identify and compare
o Was the music fast or slow?
different sounds made by using
familiar objects. LEARNER DIVERSITY
 Students compare characteristics of  
sound such as loudness, pitch and  Enabling 
actions.  Students work partners 
 Visual cue cards - prompt discussion 
ASSESSMENT (DIAGNOSTIC)  Range of different materials to create instruments
 Observational notes
 Anecdotal notes Extending 
 Students guess without cue cards.
 Students write down what they heard. 
 Wider variety of sounds to listen to - sounds all at
once. 
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLORE (2-3 lessons)
TERM: 2  To provide hands on, shared experiences of XXXXX TOPIC
WEEKS: 5 
Formative assessment
To support students to investigate and explore ideas about XXXXX
Physical Science - sound
LESSON: 2
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS RESOURCES
(Year 1 & 2 only)
Science Understanding Science Inquiry OUTCOMES
Skills
Light and sound Use a range Outcome 4:  Vibration table
are produced by a of methods Children 
range of sources to sort confident and
Educator instructs students to sit on the mat  Rice, beads, sand, balls,
and can be information, involved  Introduces the topic of vibrations and how it links to nuts, etc.
sensed including learners. sound – educator asks students questions.  Vibration worksheet
(ACSSU020) drawings Children o Who knows what vibrations are?  Coloured pencils
and provided develop o Can we feel vibrations and see vibrations?
tables dispositions for
 Stationary – pencils, easers,
through learning such as  Educator asks students to hold their hand up to their rulers, etc.
discussion, curiosity, throats. Educators then instructs them to make a
compare cooperation, humming sounds and feel the vibrations – class
observations confidence, explores what happens when they make a high pitch
with creativity,
predictions commitment, humming sound and a low pitch humming sounds.
(ACSIS027) enthusiasm,  Educator asks students questions
persistence, o Was there a difference when we made the high
imagination and pitch sound to the low pitch sound?
reflexivity
o What was the difference?
Children  Students gather around a vibration table with rice on
develop a range top.
of skills and  Students experiment with different frequencies to see
processes such how the rice is affected and to see how sound is
as problem
solving, enquiry, produced.
experimentation,  Students are to complete a worksheet explaining their
hypothesising, findings of what happened to the rice and the different
researching and sounds – written and drawn.
investigating
  Students show work to educator when completed.
Children transfer  If students have finished they can experiment with
and adapt what
they have
different materials on the vibrations table.
learned from  Educator calls students back to the mat.
one context to  Educator ask students questions about their
another observations during the experiment.
 Educator instructs students to do a think, pair, share
Children
resource their
about the experiment.
own learning o What is something you learnt today?
through o I know this because?
connecting with o What did you enjoy most and why?
people, place,
technologies o What is something you would like to explore
and further?
natural and  Educator asks some students to share what they
processed talked about with their partner.
materials
LESSON OBJECTIVES
LEARNER DIVERSITY
As a result of this lesson, students will be able to:
 Students are able to verbally explain Enabling 
what a vibration is.  Students work partners 
 Students are able to observe and  Range of different material to put on vibration table –
record the effects of pitch on sound easier to visualise.
vibrations.
 Students are able to use information Extending 
and observation to discuss and  Students can explore with different materials of
compare observations and make different mass on the vibration table to see what the
scientific conclusions. vibrations do.
ASSESSMENT (FORMATIVE)  Students can complete two worksheets, one with the
 Checklist rice and the other with a material of their choice.
 Anecdotal notes  Students are encouraged to extend their written
responses.

SCIENCE FORWARD PLANNING DOCUMENT

 5E’s- EXPLAIN (1 lesson)
TERM: 2  To support students to develop explanations for experiences and make TOPIC
WEEKS: 5 Formative assessment
representations of developing conceptual understandings
Physical Science - sound
LESSON: 3
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY RESOURCES
(Year 1 & 2 only) QUESTIONS
Science Understanding Science Inquiry Skills OUTCOMES
Light and sound Use a range of Outcome 5:  Educator reviews the topic ‘sound’ by asking  Whiteboard markers
are produced by methods to sort Children are  Musical instruments
questions and elaborating.
a range of information, including effective
sources and can drawings and provided communicators o What have we learnt about sound?  Ear prop
be sensed tables and through . o How does sound move?  Travel of sound
(ACSSU020) discussion, compare Children interact o How can we describe a sound? worksheet
observations with verbally and non-  Coloured pencils
predictions (ACSIS040 verbally with  Educator writes responses on the board as a
brainstorm.  Stationary – pencils,
) others for a
range of  Educator explains how sound travels to the ear easers, rulers, etc.
purposes from a source.
Children engage
 Educator gets students to stand in a line
with a range of holding hands and demonstrates how sound
texts and gain travels from a source to the ear. One student
meaning from at the end of the line will shake hands with the
these texts student next to them, that student will then
Children express
pass it down the line to the last student. When
ideas and make the student that started the shaking of hands
meaning using a stops the next student will follow.
range of media  Students can then hold up prop of ear and pick
different instruments from the music box to use
Children begin to
understand how in the example.
symbols and  Educator asks question about demonstration.
pattern systems o Where does the vibration start?
work
o Where does it finish?
Children use o How does it travel down the line?
information and
 communication  Educator get students to put props away and
technologies to sit on mat.
access
information,  Educator explains work sheet.
investigate ideas o Students draw something that makes a
and represent noise and how the noise travels to the
their thinking ear.
LESSON OBJECTIVES o Student need to write the process.
 Students come back to the mat.
As a result of this lesson, students will be able to:
 Educators inform that students need to get into
 Students use their body to demonstrate how
groups and do a think pare share.
sound moves.
o Students will explain what they chose
 Students are able to identify through drawing
and describe the process of making sound and how the draw the vibrations
and how it travels. traveling to the ear.
 Students are able to give a verbal recount of  Students do think pare share with a partner
what they have learnt in the previous lesson. show off their work and explain what they have
ASSESSMENT (FORMATIVE) done.
 Students give opinions on other student’s
 Observational notes
work.
 Checklist
LEARNER DIVERSITY

Enabling 
 Students work with partners.
 Students use drawings to explain thinking.
 Students can use diagrams and pictures.

Extending 
 Students are encouraged to extend their
written responses.
SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ELABORATE (1-2 lessons)
TERM: 2  To challenge and extend students’ understandings in a new context or make TOPIC
WEEKS: 5 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills Physical Science - sound
LESSON: 4 Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY RESOURCES
(Year 1 & 2 only) QUESTIONS
Science Science Inquiry Skills OUTCOMES
Understanding
Light and sound Participate in guided Outcome 4:  Educator instructs students to sit on the mat  iPads
are produced by investigations to Children
a range of explore and answer confident and
 Educator reviews topic of sound and what  Science journals
sources and can questions (ACSIS038) involved they have learnt over the previous lessons.  Group list
be sensed learners.  Educator writes/draw students examples on  Sound video -
(ACSSU020) Use a range of Children the board to provide a visual aid. https://www.youtube.com/
methods to sort develop
 Educator plays video on sound. watch?v=3-xKZKxXuu0
information, including dispositions for
drawings and provided learning such as  Educator explains activity – students will be  Whiteboard markers
tables and through curiosity, working individually to create a poster on the  Kahoots quiz
discussion, compare cooperation, topic of sound. Students include all the
observations with confidence, information they have learnt over the previous
predictions (ACSIS040) creativity,
commitment,
lessons (can be written our drawn). Students
enthusiasm, will research topic and write down information
persistence, in science journal then transfer onto a poster.
imagination and Include questions that they need to look
reflexivity at.
o What is sound.
Children
develop a range o How sound travels.
of skills and o How different objects can make
processes such different sounds.
as problem o Select an musical instrument and
solving, enquiry,
experimentation explain how it makes sound and what
, hypothesising, type of sound it makes.
researching and  Educator splits students into seating groups –
investigating streamed.
 Students can use iPad and resources.
Children
transfer and  Educator walks around the room offering
adapt what they assistance and guidance as required.
have learned  Students show writing/drawing to the
from one educator once they have finished.
context to
another  If students have finished they can
 play/explore/discover previous activities
Children  Educator calls students back to the mat with
resource their their iPads.
own learning
through  Educator instructs students to place their
connecting with iPads on the floor inf ront of them.
people, place,  Educator explains to students that they will be
technologies playing a Kahoots quiz.
and
natural and  Students enter pin and start the quiz.
processed
materials LEARNER DIVERSITY

Enabling 
 Students work partners.
 Structured questions.
 Students can use diagrams and pictures.

Extending 
 Students can include/create an individual
question that they included in their research.
 Students are encouraged to extend their
written responses.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Students use a range of methods to record,
gather and present information.
 Students demonstrate the ability to work
independently to gather and record
information.
 Students review information learnt over
previous lessons.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
 Students work
 Check list
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM: 2  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC
WEEKS: 5 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning Physical Science - sound
LESSON: 5 learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES/KEY QUESTIONS RESOURCES
(Year 1 & 2 only)
Science Understanding Science Inquiry Skills OUTCOMES
Light and sound Participate in guided Outcome 5:  Educator asks students to sit on the mat  iPads – pic collage
are produced by investigations to Children are  Educator informs students that they will be  science journals
a range of explore and answer effective
sources and can questions (ACSIS038) communicators continuing on with the activities from the last  Group list
be sensed . lesson. If students need to finish of gathering
(ACSSU020) Represent and Children interact information putting the information in their
communicate verbally and non- science journal ready to create their poster.
observations and verbally with
ideas in a variety of others for a
 Educator informs students that they will be using
ways (ACSIS042) range of the app pic collage to create their poster.
purposes  Educator explains that they will need to have
their science journal next to them as they create
Children engage their poster
with a range of
texts and gain  Educator reviews questions that the students
meaning from need to answer/include.
these texts  Educator splits students into seating groups –
streamed.
Children express
ideas and make  Students move to area and collect journal and
meaning using a iPad.
 range of media  Educator walks around the room offering
assistance and guidance as required.
Children begin to
understand how  Students show completed poster to the educator
symbols and – educator saves to folder for printing.
pattern systems  If students have finished they can
work play/explore/discover previous activities
Children use  Educator bring students back to the mat with
information and their iPad.
communication  Educator instructs students to place their iPads
technologies to on the floor Infront of them.
access
information,  Students do a think, pair, share
investigate ideas 
and represent  Educator shows some student examples they
their thinking liked.
 Educator asks students questions about their
LESSON OBJECTIVES
experience with the concept sound.
As a result of this lesson, students will be able to: o Can anyone give an example of
 Students able to present information in an something we have covered over the last
engaging and informative poster. couple of lessons?
 Students include all research questions in o What was your favourite activity?
their poster. o What is something interesting that you
 Students are able to articulate information. have learnt?
ASSESSMENT (SUMMATIVE – Science Understanding)
 Students work LEARNER DIVERSITY
 Rubric
Enabling 
 Students work partners
 Structured questions.
 ICT tools to help students display information

Extending 
 Students can include create an individual
question that they include in their research.
 Students are encouraged to extend their written
responses.
Assessments

Lesson 1: Observational and Anecdotal notes.

Name: Observational/ Anecdotal Notes:

Jeff

Sally

Hugo

Lily

Lesson 2 and 3: Checklist and Observational/Anecdotal notes – can be switched out depending on the lesson.

Name: Objective 1 Objective 2 Objective 3 Anecdotal Notes:

Jeff

Sally
 Hugo

Lily

Lesson 4: Checklist

Name: Objective 1 Objective 2 Objective 3

Jeff

Sally

Hugo

Lily

Lesson 5: Rubric
Content At least 4 accurate facts 3 accurate facts are 2 accurate facts are Less than 1 accurate facts
are displayed on the displayed on the poster. displayed on the poster. are displayed on the
poster. poster.

Required elements The poster includes all All required elements are All but 1 of the required Limited or no required
required elements as well included on the poster. elements are included on elements were presented.
as additional information. the poster.

Knowledge gained Student can accurately Student can accurately Student can accurately Student appears to have
answer all questions answer most questions answer some of questions limited knowledge about
related to facts in the related to facts in the related to facts in the the facts or processes
poster and processes poster and processes poster and processes used in the poster.
used to create the poster. used to create the poster. used to create the poster.

Graphics – relevance All graphics are related to All graphics are related to All graphics relate to the Graphics do not relate to
the topic and make it the topic and most make it topic. the topic.
easier to understand. easier to understand.

Attractiveness The poster is The poster is attractive in The poster is acceptably The poster is messy and
exceptionally attractive in terms of design, layout attractive though it may be lacks thought.
terms of design, layout, and neatness. a bit messy.
and neatness.

References
Connections, P. (2012). Look! Listen! (1st ed). Australian Academy of Science

Department of Education and Training. (2009). Belong, being and becoming – The early years learning framework for Australia.
https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

School curriculum and standards authority. (2014). School curriculum and standards authority.
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8