Science+2015

Timetables..........@KLAs..........@Resources..........

Science syllabus

** Package It Better Term 3 ** Natural and processed materials have a range of physical properties which influence their use. (ACSSU074) Students:
 * St2 13MW ** //Identifies the physical properties of natural and processed materials, and how these properties influence their use//
 * observe the changes that occur in the physical properties of everyday materials when they are heated, cooled, bent, stretched, folded and twisted
 * observe and describe the structure  of materials that can be seen with the naked eye and a magnifying glass, eg grains in bread, particles in chipboard or cork, threads within a fabric or fibres in paper
 * identify the properties of some natural and processed materials
 * describe how a range of common natural and processed materials are used in everyday life
 * generate ideas about how the physical properties of some natural and processed materials influence their use

**Learning Sequence ** Respond to battered packaging. Brainstorm ideas about packages, materials used to make them and the design and delivery of packages. Engage with a design brief
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">1. ENGAGING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Work in teams to explore the characteristics and uses of packages <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Record observations of packages and the materials used to make them <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Share and discuss findings
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">2. EXPLORING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Explore properties of materials that are used to make packages <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Discuss the environmental impact of materials that are used to make packages
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">3. EXPLORING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Work in collaborative learning teams to investigate the capacity of different materials to protect a biscuit from impact. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Make predictions, observe and record the results of their investigations. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Describe how the use of materials is determined by their properties.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">4. EXPLORING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Work in collaborative learning teams to investigate how to strengthen a sheet of paper by changing its shape. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Discuss results
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">5. EXPLORING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Review criteria for success of packages <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Identify properties of materials and how these influence their use in packages. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Develop a procedural text plan for a design task
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">6. EXPLAINING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Apply plans to make a prototype package. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Amend plan during the making of the package. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Develop explanations about materials science and the design process.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">7. ELABORATING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Evaluate their prototype package and recommend changes to the design. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Modify procedural text plan to reflect updated design features <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Make revised package <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Develop an evaluation questionnaire to dispatch with package.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">8. ELABORATING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Evaluate the performance of their package using feedback from a questionnaire. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Reflect on their learning about materials, their properties and the design process. <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Plan and give an oral presentation summarising findings about their design and the design process.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">9. EVALUATING **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Visit Wooloworths Punchbowl to meet with department managers and discuss issues surrounding packaging, deliveries and related issues.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">EXCURSION **

<span style="font-family: Helvetica,sans-serif; font-size: 10pt;">Visit Reverse Garbage Marrickville to observe waste products and investigate potential reuses.
 * <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">EXCURSION **


 * ==<span style="background-color: #ffffff; color: #518333; font-family: 'TradeGothicW01-BoldCn20 675334'; font-size: 3em; vertical-align: top;">OUTCOMES ==

<span style="background-color: #ffffff; font-family: 'TradeGothicW01-BoldCn20 675334'; font-size: 1.4em; vertical-align: top;">A student:
> > CONTENT > Living things can be grouped on the basis of observable features and can be distinguished from non-living things. > Students: > <span style="background-color: #ffffff; display: block; font-family: 'DejaVu Sans','URW Gothic L','Helvetica Neue',Helvetica,Arial,'Microsoft Sans Serif',sans-serif; font-size: 13.6000003814697px;"> ||  || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Wondering <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">about the world || **<span style="font-family: Arial,sans-serif;">LESSON SUMMARY ** || **<span style="font-family: Arial,sans-serif;">LESSON OUTCOMES* ** || **<span style="font-family: Arial,sans-serif;">ASSESSMENT OPPORTUNITIES ** ||  || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• describe different ways to group specimens <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• share observations of features of <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">specimens <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• make claims about whether specimens are <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">non-living, plants or animals <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify a living and a non-living specimen <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">at home <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• write a journal entry, including a labelled <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">diagram. || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Students will be able to <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• contribute to discussions about specimens <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">and their observable features <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify the purpose and features of a <span style="font-family: Arial,sans-serif; font-size: 9pt;">science journal <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify possible questions for investigation <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify living and non-living things in their <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">home <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• create a labelled diagram and journal <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">entry to represent and communicate their <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">findings. ||^  ||   || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Science journal entries <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Class discussions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• Science chat-board and word wall <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">contributions ||  || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Sorting out life || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• discuss the specimens and journal entries <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">from their home exploration <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify the features of living things and <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">describe how they differ from non-living <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">things. || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• contribute to discussions about specimens, <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">their observable features and how to <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">classify them <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• share responses and opinions with others <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify living and non-living things from <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">shared specimens <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• consider claims about living specimens and <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">identify patterns in data <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• create a shared description of what makes <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">something living. || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Formative assessment ** <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Science journal entries <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Class discussions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• Science chat-board and word wall <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">contributions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">‘Home explorer’s journal’ (Resource sheet 2) <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• ‘What makes it living?’ (Resource sheet 3) ||  ||
 * <span style="background-color: #ffffff; font-family: 'DejaVu Sans','URW Gothic L','Helvetica Neue',Helvetica,Arial,'Microsoft Sans Serif',sans-serif; font-size: 13.6000003814697px;"> ST2-10LW describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features
 * sort objects according to whether they are living or non-living
 * identify some features of living things that distinguish them from non-living things, eg reproducing, growing and responding to stimuli
 * identify and use patterns in the observable features of living things to group them, by using tables, diagrams or flowchart
 * research ways that Aboriginal and Torres Strait Islander peoples classify some plants or animals
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">ENGAGE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 1 **
 * ^  ||^   || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Students
 * ^  ||^   || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Students
 * ^  ||^   ||^   ||^   || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Diagnostic assessment **
 * ^  ||^   ||^   ||^   || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Diagnostic assessment **
 * ^  ||^   ||^   ||^   || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Diagnostic assessment **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 2 **

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Animal sort || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• classify picture cards as ‘Animals’, ‘Plants’ <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">or ‘Unsure’ and discuss their choice <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• work in teams to identify the defining <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">features of animals <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• distinguish the features of plants. || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• contribute to discussions about specimens, <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">their observable features and how to <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">classify them <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify and group plants using picture <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">cards <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• share responses and opinions with others <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• determine the size of a plant or animal <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify claims about what makes <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">something an animal by identifying patterns <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">in data <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• create a shared description of what makes <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">something an animal. || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Formative assessment ** <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Science journal entries <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Class discussions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• Science chat-board and word wall <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">contributions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• ‘Living things cards’ (Resource sheet 4) <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">card sort <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">‘What is an animal?’ (Resource sheet 5) ||  || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What am I? || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify different features that may be useful <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">for identifying animals <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• discuss how to identify animals using their <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">features by playing a game of ‘What am I?’ <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• work in teams to identify features shared by <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">at least two animals using a T-chart. || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• identify common features of animals <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• group animals according to observable <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">features <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• contribute to discussions about specimens, <span style="font-family: Arial,sans-serif; font-size: 7.5pt;">their observable features and how to <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">classify them <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• share responses and opinions with others <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• use a T-chart to organise data into <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">categories <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• consider numbers of animals sharing the <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">same features. || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Formative assessment ** <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Science journal entries <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Class discussions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Science chat-board and word wall <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">contributions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• Natural science table sort <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">T-chart responses ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 3 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **
 * **<span style="font-family: Arial,sans-serif; font-size: 18pt;">EXPLORE ** || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Lesson 4 **

Animal Assemblies ||  ||   ||   ||   || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">things, plants and animals based on their <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">observable features <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• discuss how different groups of animals <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">share features <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• classify animals as belonging to an <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">identified group using a branching key. || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• contribute to discussions about specimens, <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">their observable features and how to <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">classify them <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• share responses and opinions with others <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• classify animals into scientific groups using <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">a branching key <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• listen to and contribute to conversations <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• (optional) read informative texts to research <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">information. || **<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Formative assessment ** <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Science journal entries <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Class discussions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Science chat-board and word wall <span style="font-family: Arial,sans-serif; font-size: 7.5pt;">contributions <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• Animal card match-up responses <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• Branching key (Resource sheet 6) <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">responses ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 21pt;">EXPLAIN ** || Lesson 5
 * ^  ||^   || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• review how to distinguish non-living
 * ^  ||^   || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• review how to distinguish non-living
 * ^  ||^   || <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">• review how to distinguish non-living

Term 1 ST2-9ES: <span style="background-color: #ffffff; font-family: 'DejaVu Sans','URW Gothic L','Helvetica Neue',Helvetica,Arial,'Microsoft Sans Serif',sans-serif; font-size: 13.6000003814697px;">describes how relationships between the sun and the Earth cause regular changes

Earth's rotation on its axis causes regular changes, including night and day. (ACSSU048) Students:


 * <span style="background-color: #ffffff; font-family: 'DejaVu Sans','URW Gothic L','Helvetica Neue',Helvetica,Arial,'Microsoft Sans Serif',sans-serif; font-size: 13.6000003814697px;">** demonstrate ** that the rotation of the Earth on its axis is the cause of __**night and day**__, eg by using models of the Earth and sun
 * <span style="background-color: #ffffff; font-family: 'DejaVu Sans','URW Gothic L','Helvetica Neue',Helvetica,Arial,'Microsoft Sans Serif',sans-serif; font-size: 13.6000003814697px;">** describe ** local **__seasonal changes__** that occur as a result of the Earth's movement around the sun
 * <span style="background-color: #ffffff; font-family: 'DejaVu Sans','URW Gothic L','Helvetica Neue',Helvetica,Arial,'Microsoft Sans Serif',sans-serif; font-size: 13.6000003814697px;">** observe and record ** changes in the length and direction of a __**shadow**__ during the day to show how the __**movement of the Earth**__ around the sun can be used to measure time, eg by using a shadow clock or sundial [[image:http://syllabus.bos.nsw.edu.au/wsimages/cca/n.png caption="N"]]

http://www.australiancurriculumlessons.com.au/2014/08/09/earth-moon-sun-lessons-plans-year-34/

http://www.scootle.edu.au/ec/pin/WDURMY?userid=39287