pialbastateschool.files.wordpress.com · Web viewUnit Plan . Changes around me. In this unit students will describe the observable features of a variety of landscapes and skies

OneSchoolUnit Plan

Name: Unit 3 - Science Year 1 (V8)Duration: 10 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: Science

Unit PlanChanges around meIn this unit students will describe the observable features of a variety of landscapes and skies. They will consider changes in the sky and landscape, and the impact of these changes on themselves and other living things.

Students will represent observable features and share ideas with others about changes in the sky and landscapes and how they affect everyday life.

For further information to support teaching of the unit, view the: Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Safety

Teachers need to identify safety issues and conduct risk assessments. For this unit teachers should: refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure students do not look directly at the sun, and warn them of dangers.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities

Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 19

Unit Plan Plan Name: Unit 3 - Science Year 1 (V8)

Year: 1Learning Areas/Subjects: Science

Duration: 10 Weeks

http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX

Assessment

Assessment Task Summary Type Learning Areas Status Date

Day and night weather (Yr 01)Students sort past observations of the weather in day and night skies. Students describe features in a provided table.

Monitoring Science Unscheduled

Exploring sky and land (Yr 01)Students describe objects and events that they encounter in their everyday lives. Students describe changes in the local environment. Students respond to questions and sort and share observations.


Represent observable changes in sky and landscape (Yr 01)Students represent 'before' and 'after' images of a landscape to identify changes.


Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Observing skies Observing landscapes Examining changes over time Assessment

Resources Attachments Plan Resource Bank

Assessment Monitoring - Day and night weather

(Yr 01) Monitoring - Represent observable

changes in sky and landscape (Yr 01) Multimedia - Exploring sky and land

(Yr 01)




Duration: 10 Weeks

Australian Curriculum

Science - Year 1

Year 1 Achievement StandardBy the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.

Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)

Planning and conducting

Participate in guided investigations to explore and answer questions (ACSIS025)

Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026)

Processing and analysing data and information

Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS027)

Communicating

Represent and communicate observations and ideas in a variety of ways (ACSIS029)

Questioning and predicting

Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)

Evaluating

Compare observations with those of others (ACSIS213)

Earth and space sciences

Observable changes occur in the sky and landscape (ACSSU019)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Year Prep:

Daily and seasonal changes in our environment affect everyday life (ACSSU004) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Year 2:

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035) Earth's rotation on its axis causes regular changes, including night and day (ACSSU048)




Duration: 10 Weeks

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 Word knowledge Visual knowledge

Information and communication technology (ICT) capability Creating with ICT 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-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

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




Duration: 10 Weeks

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents 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.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.Assessing student learningAssessment name: Exploring sky and landAssessment description: Students describe objects and events that they encounter in their everyday lives. Students describe changes in the local environment. Students respond to questions and sort and share observations.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things.Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others.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 observations, consultations and samples of student work. For example:

identify and describe or represent features of the day sky identify and describe or represent features of the night sky identify and describe or represent landscape features identify and describe or represent how changes in sky and landscape affect daily lives.

Monitoring activitiesActivity name: Day and night weather (Lesson 3)Activity description: Students sort past observations of the weather in day and night skies. Students describe features in a provided table.Activity name: Represent observable changes in sky and landscape (Lesson 6)Activity description: Students represent 'before' and 'after' images of a landscape to identify changes.




Duration: 10 Weeks

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

using prior knowledge rather than observation. Remind students that they need to observe, using the senses, and only describe or record features they can actually observe. thinking that clouds only appear during the day. Explain that clouds are a part of weather conditions, so they can appear in both day and night; they may be more difficult to see at

night because it is dark. making generalisations (e.g. thinking that clouds only appear during the day or that if it is cloudy, it will rain). Explain that clouds are a feature of the weather condition, so may appear

at day and night. Explain to students that not all clouds produce rain; there are different types of clouds; the darker, heavier clouds have more water and are therefore more likely to produce rain.

thinking that all landscapes are the same. Explain that there are many different landscapes, with different features. thinking that landscapes are constant and unchanging. Explain that landscapes change for reasons such as weather, human activity etc. thinking that weather stays the same all day and night. Explain to students that weather conditions may change at any time. thinking that sky and landscapes are constant and unchanging. Explain to students that landscapes and the sky can change, either through nature or human actions. thinking that all animals sleep at night. Explain to students that some animals are awake at night and sleep during the day. These are called nocturnal animals.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

3 Lessons Observing skies Lesson 1: Exploring the day sky Lesson 2: Exploring the night sky Lesson 3: Exploring the weather, sky and landscape

2 Lessons Observing landscapes Lesson 4: Considering landscapes in the local area Lesson 5: Considering landscapes of Australia and the world

2 Lessons Examining changes over time Lesson 6: Investigating changes to the sky and landscape Lesson 7: Considering effects of change to the sky and landscape

3 Lessons Assessment Lessons 8-10: Assessing student learning

10 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Observing skies Topic Duration 3 Lessons

Overview In this series of lessons, students identify and describe features of the sky which can be observed during the day, at night and in different weather conditions. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Exploring the day sky

Lesson objectivesStudents will:

Draw features of the day sky.Evidence of learningCan the student:

Draw features of the day sky?Example learning sequence

Share prior knowledge about features of the day sky Investigate and record features of the day sky Establish ongoing record of day sky observations

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Years P-2 Supporting learning resource - C2C: Science glossary Slideshow - Observing day Sheet - Day observations Supporting learning resource - Class science learning wall: Teacher note Supporting learning resource - Word cards for science learning wall

Attachments Lesson plan

Lesson 2

Exploring the night sky


Identify and describe features of the night sky. Compare features of the day and night sky.

Evidence of learningCan the student:

Draw features of the night sky? Identify similarities and differences in the day and night sky?

Example learning sequence Share prior knowledge about features of the night sky Compare features of the day sky and the night sky Recognise Chinese Moon Festival Establish ongoing record of night sky observations

Resources Slideshow - Observing night Sheet - Question bubbles Video - Being Chinese: Moon festival (TLF 86445)

https://learningplace.eq.edu.au/cx/resources/items/569f7ea3-b42a-6987-f09d-ffb52a141194/0/viewIMS.jsp © 2013 Espresso Education Limited (trading as Channel 4 Learning)

Video - Autumn Moon Festival (YouTube, OurLittleDragons) http://www.youtube.com/watch?v=zGL3IB8njOM Used with permission.

Sheet - Night observations Sheet - Note to parents about observing the night sky

Helpful information Supporting learning resource - Word cards for science learning wall

https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/0/Sci_Y01_U3_SLR_WordCards.docx


Lesson 3

Exploring the weather, sky


Sort and describe changing features of the sky in different weather conditions.

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Sheet - Day and night weather




Duration: 10 Weeks

Teaching Sequence

Topic Observing skies Topic Duration 3 Lessons

Overview In this series of lessons, students identify and describe features of the sky which can be observed during the day, at night and in different weather conditions. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.


and landscape Evidence of learningCan the student:

Represent features of the sky and changes in these caused by weather?

Example learning sequence Recognise changes in the weather Represent the sky in different weather conditions Recognise the significance of weather for Aboriginal peoples and

Torres Strait Islander peoples

Slideshow - Changes in the sky and weather Slideshow - Aboriginal peoples' and Torres Strait Islander peoples' weather signs

Helpful information Video - Twelve canoes: Seasons (Indigemedia Inc., Christensen Fund, South

Australian Film Corporation and Screen Australia) www.12canoes.com.au (Click on ‘Seasons’ link)

Supporting learning resource - Word cards for science learning wall https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/0/Sci_Y01_U3_SLR_WordCards.docx

Text - Lester, A 2006, Ernie dances to the didgeridoo, Hodder Headline Australia, Sydney (Describes the seasons and weather conditions that inform the Aboriginal peoples of Arnhem Land)





Duration: 10 Weeks

Teaching Sequence

Topic Observing landscapes Topic Duration 2 Lessons

Overview During this series of lessons students will observe and describe the features of a variety of landscapes, including natural, managed and constructed landscapes. Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.


Lesson 4

Considering landscapes in the local area


Use observable features to describe and classify landscape types. Predict how a landscape could change because of weather.


Classify and describe landscapes? Predict and respond to questions about a landscape change?

Example learning sequence Share prior knowledge about landscapes Investigate landscapes in local area Represent landscape change

Resources Supporting learning resource - Materials and equipment list Slideshow - Types of landscapes

Helpful information Text - Baker, J 1991, Window, Julia MacRae Books, London (shows variety of

natural, built and managed landscapes) Supporting learning resource - Word cards for science learning wall



Lesson 5

Considering landscapes of Australia and the world


Investigate a variety of landscape types.Evidence of learningCan the student:

Identify and classify landscape types?Example learning sequence

Explore a variety of landscapes Classify landscapes Represent a landscape type

Resources Slideshow - Landscapes of Australia and other countries Sheet - Question bubbles Sheet - Sorting landscapes

Helpful information Text - Baker, J 1991, Window, Julia MacRae Books, London (shows variety of

natural, built and managed landscapes) Supporting learning resource - Word cards for science learning wall


Slideshow - Mixed up landscapes https://learningplace.eq.edu.au/cx/resources/items/53faa343-67e6-4dc8-8b90-28f488e727f7/0/Sci_Y01_U3_SS_MixedUpLandscapes.pptx





Duration: 10 Weeks

Teaching Sequence

Topic Examining changes over time Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. In this series of lessons, students will consider the effects that changes in the sky and to the landscapes have on living things, including humans.


Lesson 6

Investigating changes to the sky and landscape


Describe changes to skies and landscapes. Understand that changes in the sky and landscapes may affect

everyday lives.Evidence of learningCan the student:

Describe changes to skies and landscapes? Match objects and actions to sky and landscape conditions?

Example learning sequence Observe changes in the sky Observe changes to landscapes Consider effects of changes on everyday life

Resources Supporting learning resource - Materials and equipment list Slideshow - The changing sky Slideshow - Changed landscapes Sheet - Sky and landscape object and activity sort

Helpful information Video - Everyday science: Clouds and weather (KET)

http://www.ket.org/education/video/kevsc/kevsc_000014.htm Supporting learning resource - Word cards for science learning wall



Lesson 7

Considering effects of change to the sky and landscape


Understand that day and night changes may affect behaviours of living things and everyday lives.

Identify short and long term changes which can occur to the sky and landscape.


Share ideas about activities appropriate for day and night? Sort short term and long term changes which can occur?

Example learning sequence Consider effects of changes to sky and landscape from day to night Review the effects of changes from day to night on living things

and activities Consider the effects of short and long term changes

Resources Slideshow - Changes to sky and landscape day and night Slideshow - Changes over time in the sky and landscape Sheet - Sorting changes over time in the sky and landscape

Helpful information Sheet - Sunrises

https://learningplace.eq.edu.au/cx/resources/items/87b1bccb-1976-4cab-9b54-8346f912f0a1/0/Sci_Y01_U3_SH_SunrisesSunsets.docx

Website - Nocturnal House: Alice Springs Desert Park (Northern Territory Government) http://www.alicespringsdesertpark.com.au/plan/house.shtml

Website - Australian nocturnal (night) animals (Senani Ponnamperuma) http://panique.com.au/trishansoz/animals/australian-nocturnal-animals.html

Video - One year in 90 seconds (Eirik Solheim) https://learningplace.eq.edu.au/cx/resources/items/2869b336-a07c-4063-89b0-2e0acc10c772/0/Sci_PY_U3_ILM_Dig_OneYearIn90Seconds.mp4http://eirikso.com/2010/01/04/one-year-in-90-seconds CC BY-NC-SA 3.0 http://creativecommons.org/licenses/by-nc-sa/3.0/no/

Supporting learning resource - Word cards for science learning wall https://learningplace.eq.edu.au/cx/resources/items/64e08f21-3886-4ad6-92f1-6efcc00707bc/




Duration: 10 Weeks

Teaching Sequence

Topic Examining changes over time Topic Duration 2 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. In this series of lessons, students will consider the effects that changes in the sky and to the landscapes have on living things, including humans.

Lessons Teaching and Learning Sequence Resources0/Sci_Y01_U3_SLR_WordCards.docx





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 3 Lessons

Overview Throughout this lesson series, students will complete the assessment task.


Lessons 8-10

Assessing student learning

Assessment purposeTo describe objects and events that they encounter in their everyday lives. To describe changes in the local environment. To respond to questions and sort and share observations.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment

Resources Supporting learning resource - Materials and equipment list Assessment task - Exploring sky and land Assessment task - Exploring sky and land: Model response Assessment task - Exploring sky and land: Teaching notes





Duration: 10 Weeks

ResourcesUnit Plan Section Resource Attachments*

Sequence - Observing skies Lesson plan - Sci_Y01_U3_LP01.docx

Lesson plan - Sci_Y01_U3_LP02.docx


Sequence - Observing landscapes Lesson plan - Sci_Y01_U3_LP04.docx


Sequence - Examining changes over time



Sequence - Assessment Lesson plan - Sci_Y01_U3_LP08_10.docx

Sequence Sheet - Day and night weather

Sheet - Day observations

Sheet - Night observations

Sheet - Note to parents about observing the night sky

Sheet - Question bubbles

Sheet - Sky and landscape object and activity sort

Sheet - Sorting changes over time in the sky and landscape Sheet - Sorting landscapes




Duration: 10 Weeks

Unit Plan Section Resource Attachments*

Sheet - Sunrises https://learningplace.eq.edu.au/cx/resources/items/87b1bccb-1976-4cab-9b54-8346f912f0a1/0/Sci_Y01_U3_SH_SunrisesSunsets.docx

Slideshow - Aboriginal peoples' and Torres Strait Islander peoples' weather signs

Slideshow - Changed landscapes

Slideshow - Changes in the sky and weather

Slideshow - Changes over time in the sky and landscape

Slideshow - Changes to sky and landscape day and night

Slideshow - Landscapes of Australia and other countries Slideshow Mixed up landscapeshttps://learningplace.eq.edu.au/cx/resources/items/53faa343-67e6-4dc8-8b90-28f488e727f7/0/Sci_Y01_U3_SS_MixedUpLandscapes.pptx

Slideshow - Observing day

Slideshow - Observing night

Slideshow - The changing sky

Slideshow - Types of landscapes

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Class science learning wall: Teacher note

Supporting learning resource - Materials and equipment list

Supporting learning resource - Science inquiry skills poster Years P-2 Supporting learning resource - Word cards for science learning wall




Duration: 10 Weeks

Unit Plan Section Resource Attachments*

Text - Baker, J 1991, Window, Julia MacRae Books, London (shows variety of natural, built and managed landscapes)

Text - Lester, A 2006, Ernie dances to the didgeridoo, Hodder Headline Australia, Sydney (Describes the seasons and weather conditions that inform the Aboriginal peoples of Arnhem Land)

Video - Autumn Moon Festival (YouTube, OurLittleDragons) http://www.youtube.com/watch?v=zGL3IB8njOM Used with permission. Video - Being Chinese: Moon festival (TLF 86445) https://learningplace.eq.edu.au/cx/resources/items/569f7ea3-b42a-6987-f09d-ffb52a141194/0/viewIMS.jsp © 2013 Espresso Education Limited (trading as Channel 4 Learning)

Video - Everyday science: Clouds and weather (KET) http://www.ket.org/education/video/kevsc/kevsc_000014.htm

Video - One year in 90 seconds (Eirik Solheim) https://learningplace.eq.edu.au/cx/resources/items/2869b336-a07c-4063-89b0-2e0acc10c772/0/Sci_PY_U3_ILM_Dig_OneYearIn90Seconds.mp4 http://eirikso.com/2010/01/04/one-year-in-90-seconds CC BY-NC-SA 3.0 http://creativecommons.org/licenses/by-nc-sa/3.0/no/

Video - Twelve canoes: Seasons (Indigemedia Inc., Christensen Fund, South Australian Film Corporation and Screen Australia) www.12canoes.com.au (Click on ‘Seasons’ link).

Website - Australian nocturnal (night) animals (Senani Ponnamperuma)http://panique.com.au/trishansoz/animals/australian-nocturnal-animals.html

Website - Nocturnal House: Alice Springs Desert Park (Northern Territory Government)http://www.alicespringsdesertpark.com.au/plan/house.shtml

Assessment Planner - Exploring sky and land

Assessment task - Sci_Y01_U3_AT_ExploringSkyLand.docx

Assessment task - Sci_Y01_U3_AT_MR_ExploringSkyLand.docx

Assessment task - Sci_Y01_U3_AT_TN_ExploringSkyLand.docx

Assessment Assessment task - Exploring sky and land

Assessment task - Exploring sky and land: Model response

Assessment task - Exploring sky and land: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Exploring sky and land (Yr 01)Type Multimedia

Date

Description Students describe objects and events that they encounter in their everyday lives. Students describe changes in the local environment. Students respond to questions and sort and share observations.

Learning Area Science

Science understanding Science as a human endeavour Science inquiry skills

Describe objects and events that they encounter in their everyday lives.

Describe changes in their local environment Sort their observations and share them with others.

A ◄Explains changes to an unfamiliar environment. Identifies distinguishing features of natural, managed and constructed environments.

◄ Explains how observations are used by people to identify changes in the local environment. ◄ Shares using appropriate scientific language.

B ◄ Describes objects and events in unfamiliar environments. ◄ Describes changes to unfamiliar environments. ◄ Shares using some scientific language.

C ◄

Describes objects and events encountered in the sky and landscape.Sorts features of natural, managed and constructed environments.

◄ Describes changes in their local environment. ◄ Sorts and shares observations with others.

D ◄ Describes an object in the sky or landscape when guided. ◄ Describes changes to features and activities from

day to night when guided. ◄ Contributes to making a shared observation.

E ◄ Gives statements about an object when directed. ◄ Gives statements about changes in day and night when directed. ◄ Engages in observations when directed.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


Documents

pialbastateschool.files.wordpress.com · Web viewUnit Plan . Changes around me. In this unit students will describe the observable features of a variety of landscapes and skies