FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4 (1-5) YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science – Physical Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
EVALUATE
• To provide opportunities to review and reflect on their learning about Physical Science and represent what they know about heat
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include Learner Diversity)
Physical Science As a result of this SUMMATIVE Introduction:
5 Science lesson students will ASSESSMENT – § Students will be instructed to take a seat and wait for further What happened to the Ice Blocks (enough
Understanding: be able to: instructions. ice block? for each student)
-Heat can be produced Students will be § Each student will be given an ice block to hold in their hand and see
in many ways and can 1.Identify, list and required to give the Why did it disappear? Paper towel to dry
what happens
move from one object categorise things that teacher the student’s hands
to another produce heat. worksheet. From § The teacher will facilitate a discussion and talk about what has How did your hand feel
(ACSSU049) the work happened to the ice block that the students are holding and ask the after the ice block Worksheet:
completed students why this has happened? melted? Primary
Science as a Human 2. Participate in a throughout the unit Connections –
Endeavour: class discussion to the teacher will Procedure: Where’s the heat?
-Science involves reflect on their provide students § The students will be given a worksheet to complete where they are
making predictions and learning during the with a grade. required to identify, list and categorise the items of heat within the
describing patterns and past five weeks. picture.
relationships § The worksheet will require the student to:
(ACSHE050) 3. Explain how heat
can move from one a) find examples of heat sources in the picture (things that are warm
Science Inquiry Skills: object to another or hot) and circle them
-Represent and b) write the names of the objects that they circled in the table
communicate according to the energy that it is produced from.
observations, ideas and
findings using formal Learner Diversity:
and informal § Extension: Students will be required to identify the different heat
representations sources in the environment and recognise how they affect the Name some of the
(ACSIS060) environment objects that fit into the
§ Enabling: Guide students to identify what heat sources are in the electricity category.
image and held to recognise how the heat is being produced.
“…burning category”
Conclusion: “…friction or motion
§ Students will complete their worksheets and categorise the objects category”
into the correct columns
§ Students will be required to hand in the worksheet for marking.
§ Once collected the teacher will ask questions in relation to the
student’s answers and conclude the concepts of heat.