ASSIGNMENT COVER SHEET

Student Number 20161845

Student Name Carrie English

Unit Code EDUC3221

Unit Title Primary Science

Assignment Topic/
Science Program of Work
Title

Unit Lecturer Jenny Jongste Date Received

Unit Tutor Jenny Jongste

Due Date Wednesday 26th September Monday 24th September

Word Count NA

FORMATTING and REFERENCING

Your assignment must meet the formatting and referencing requirements noted in the unit outline. By signing below you are
confirming that you have met those requirements.

DECLARATION
This assignment is my own original work. No part of this work has been copied from any other source or person except
where due acknowledgement is made, and no part of the work has been previously submitted for assessment at this or any
other institution. I have read the Student Academic Integrity Policy and understand its implications. For the purposes of
assessment and standards, I give the University permission to retain this assignment; provide a copy to other assessors; and
evaluate its academic integrity through the use of a plagiarism checking service (which may store a copy of the assignment
on its database for future plagiarism checks).

Student’s signature
Typed name is permitted if submitting via Carrie English Date 24/09/2018
Blackboard or Notre Dame email address
 Assessment Description

a)Forward Planning Document

The following components need to be addressed:
- Year level clearly stated.
- Links to The Australian Curriculum (and Early Years Framework for ECE) need to be shown on the overview
pages.
- A description of five (5) possible lesson ideas (in a developmental sequence, which describe the introduction,
body and concluding activity of the lessons).
-These lessons should follow the Engage, Explore, Explain, Elaborate and Evaluate phases as advocated in
the Primary Connections inquiry model. Plan a lesson for each ‘E.’ You may use the lesson from the class
demonstration to be included as one of the 5 lessons.
- Strategies to assist with extension/ students who experience difficulty need to be provided.
- Assessment techniques to match each of the lessons should be incorporated.
- Worksheets (to match lesson ideas) should be included where necessary.
- Ideas for integration- with three (3) other learning areas may be shown on the integration concept map or on
the actual FPD, eg if creating a concept map or brainstorm, it would be a separate page in your FPD outlining
the activity ideas linking to specific learning areas.
- Relevant health and safety considerations. This needs to be made explicit on the FPD.
-
b) STEM Design Brief
In addition to your FPD and as part of one of the lessons described above, demonstrating an understanding of how STEM could be
incorporated within your topic is important. Using the Primary Connections unit for your topic will assist with background information.
You are required to create a Design Brief inclusive of one of the 5E lessons, (usually this takes place in lesson 1) where the
students are presented with a challenge in the form of a Design Brief or a project they would embark on giving opportunity for STEM
learning. The Design Brief you create would be in the form of a handout for the students of the year level chosen. Some examples
of Design Briefs will be presented in tutorials.
 c) Weebly link

You are to create a link on your Weebly (E-Portfolio) in 3.2 to go to a webpage you have created where the FPD, resources and
weblinks are housed. The link to your Weebly is to be uploaded onto Turnitin.

My Program of Work

Year Level: Yr 3
Biological Sciences: Earth and Space Sciences
Topic: Day and Night (rotation on the Earth’s axis, incorporating key lessons on the eight phases of the moon)
SCSA Link: Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
Carrie English
20161845

Unit: Primary Science

Unit Code: EDUC3321
Assignment: Item 2: Science Program of Work
Due Date: one week after presentation (Wednesday 26th September 2018)
Tutor: Jenny Jongste
Tutorial Time: Wednesday 10:30-12:30

Contents
1. Assignment cover sheet and description, marking rubric
2. Engage Forward Planning Document and Resources: Discussion and Doughnut Brainstorm
3. Explore Forward Planning Document 1 and Resources: World Map and Rotating Dial
4. Explore Forward Planning Document 2 and Resources: Oreo Moon Phases
5. Explore Forward Planning Document 3 and resources: Moon Phases Telescope and Design Brief
6. Explain Forward Planning Document and Resources: Planning for Take Home Project
7. Elaborate Forward Planning Document: Day and Night Poster
8. Evaluate Forward Planning Document: Day and Night Group Films
9. Concept Map
10. References
 Australian Curriculum: Science (Year 3)
Achievement
Sub-strands Content Descriptions
Standard
Biological • Living things can be grouped on the basis of observable features and can be By the end of Year 3,
Sci sciences distinguished from non-living things (ACSSU044) students use their
en understanding of the
ce C h e m i c a l • A change of state between solid and liquid can be caused by adding or removing movement of the Earth,
un sciences heat (ACSSU046)
materials and the behaviour
de of heat to suggest
rst Earth and • Earth’s rotation on its axis causes regular changes, including night and day
space sciences (ACSSU048) explanations for everyday
an observations They describe
din Physical • Heat can be produced in many ways and can move from one object to another features common to living
g sciences (ACSSU049) things. They describe how
they can use science
Sci Nature and • Science involves making predictions and describing patterns and relationships investigations to respond to
en development (ACSHE050) questions and identify where
ce of science people use science
as knowledge in their lives.
a Students use their
Use and • Science knowledge helps people to understand the effect of their actions
hu influence of (ACSHE051) experiences to pose
ma science questions and predict the
n outcomes of investigations.
en They make formal
de measurements and follow
procedures to collect and
av
present observations in a
ou way that helps to answer the
r investigation questions.
(y Students suggest possible
ea reasons for their findings.
r They describe how safety
3- and fairness were considered
4) in their investigations. They
use diagrams and other
 Australian Curriculum: Science (Year 3)
Achievement
Sub-strands Content Descriptions
Standard They
in their investigations.
use diagrams and other
Questioning • With guidance, identify questions in familiar contexts that can be investigated
and predicting scientifically and predict what might happen based on prior knowledge representations to
(ACSIS053) communicate their ideas
Sci Planning and • Suggest ways to plan and conduct investigations to find answers to questions
en conducting (ACSIS054)
ce • Safely use appropriate materials, tools or equipment to make and record
inq observations, using formal measurements and digital technologies as appropriate
uir (ACSIS055)
y
ski Processing and • Use a range of methods including tables and simple column graphs to represent
analysing data data and to identify patterns and trends (ACSIS057)
lls and
(Ye information • Compare results with predictions, suggesting possible reasons for findings
ar (ACSIS215)
3-
4) Evaluating • Reflect on the investigation, including whether a test was fair or not (ACSIS058)

Communicatin • Represent and communicate ideas and findings in a variety of ways such as
g diagrams, physical representations and simple reports (ACSIS060)

General Capabilities Cross Curriculum Priorities Notes:

• Literacy • Aboriginal and Torres Strait
• Numeracy Islander histories and cultures
• Information and communication
• Asia and Australia’s engagement
technology (ICT) competence
• Critical and creative thinking with Asia
• Ethical behaviour • Sustainability
• Personal and social competence
• Intercultural understanding
 SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
Engage Forward Planning Document and resources: Discussion and Doughnut
Brainstorm
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and Children develop a sense of belonging to Children become strong in their social Children develop dispositions for learning such as Children interact verbally and non-verbally with

supported groups and communities and an and emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the 
 commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities and reflexivity

necessary for active community

participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience for their own health and physical such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency wellbeing hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning

confident self identities from one context to another using a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information,

investigate ideas and represent their thinking

Principles:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions
 1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice

Practices:

TERM/WEEKS: 3/1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Earth and Space Sciences: Day and Night
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about XXXXX
• To elicit students’ questions/ prior knowledge about XXXXX
• Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas
when planning learning experiences
WEEK A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESSO
N LINKS (include learner diversity)

Science Science Science

Understa as a Inquiry
nding Human Skills
Endeavou
r

We e k Earth Questi Students engage DIAGNOSTIC: 1. One student is chosen to come and choose -Bag
o n e a n d oning in discussions and s t u d e n t s two objects from the ‘mystery bag’. The two -Pair of
lesso Space A n d answer questions participate in a items in the bag are a pair of sunglasses sunglasses
n one Scienc Predic to do with their describing and a torch. -What do we -Torch
e s : t i n g c u r r e n t d o u g h n u t 2. Facilitate class discussion on the mystery use these
Earth’ (ACSI understandings of activity to objects and what they could represent. objects for?
s O53) the earth’s rotation summarise their 3. Students are to name all of the features that Protection?
rotatio on it’s axis understandings may be visible in a day setting and a night To see? -Two felt
n on Comm contributing to day (may be setting. When do we boards
its axis unicati and night. conceptual) and 4. The words used in class discussion are use them? - C u t out
cause n g prior knowledge written down and stuck onto a ‘day’ felt pieces of felt
What do we
s (ACSI of what has board’ and a “night felt board”. to write terms
associate
regula S060) been discussed 5. The class takes part in a describing donut them with (ie. on
r during the activity. Two large doughnuts are drawn on when do we -Black marker
chang lesson. the board (one for day and one for night). w e a r -Whiteboard
e s , High Order Thinking questions and sunglasses, -Two different
includi questions that give an idea of prior when do we c o l o u r e d
n g knowledge or conceptions are written on see t h e whiteboard
night the outside of the doughnut and the markers: for
sun?)
a n d answers that the students provide to these the questions
d a y questions are written in the middle ( the and answers
(ACSS doughnut hole).
U048)

Provisions Catering for Diversity

-Create discussions with students prior to the unit
commencing (ie. when students are out in the
playground “Emily what do you notice about the -What things
sky today? I have been thinking about how bright would you
it is. Why do you think it is so bright out here? It is see during
sunny, why do you think it is so sunny? for the day?
awareness of some prior knowledge What things
-Record the lesson to watch back at the end of would you
the unit and reflect on how far students have see during
come with their understanding of concepts the night?
*It is important in this lesson that the educator What is the
listens to students’ understandings and identifies difference in
what their misconceptions may be and plan for colour in the
this in the following lessons, new ideas are not sky?
introduced. Students answers to questions need
WEEK A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESSO
N LINKS (include learner diversity)

Science Science Science

Understa as a Inquiry
nding Human Skills
Endeavou
r

to be considered and are carefully planned for in

future lessons. Students are encouraged to make
predictions as well during challenging questions,
however confused ideas and misconceptions are
not to be shut down.
 SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
Explore Forward Planning Document 1 and Resources: World Map and Rotating Dial 

 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and Children develop a sense of belonging to Children become strong in their social Children develop dispositions for learning such as Children interact verbally and non-verbally with

supported groups and communities and an and emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the 
 commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities and reflexivity

necessary for active community

participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience for their own health and physical such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency wellbeing hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning

confident self identities from one context to another using a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information,

investigate ideas and represent their thinking

Principles:
Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions

Practices:


1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice
 TERM/WEEKS: 3/1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Earth and Space Sciences: Day and Night
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment
WEEK AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESSO
N LINKS (include learner diversity)

Science Science Science

Understa as a Inquiry
nding Human Skills
Endeavou
r

Week Earth Nature Comm -Students FORMATIVE: 1. Read the story “What Makes Day and Night” -Why is it -\What Makes
One and and unicatiinvestigate and students are by Franklyn M Branley to the light at day Day and Night
Lesso Space develo ng discuss how day observed during class.Challenge students throughout the and dark at text by Frankln
n Two Scienc pment (ACSI and night is the group reading to explain concepts and reflect on night? M Branley
es: of S060) caused when the activity some misconceptions on the topic that may -How long is
Earth’ scienc earth is either exist throughout the reading. For example, it day for and
s e Planni close or far away Students take “a common answer yesterday to do with the how long is it
rotatio (ACS ng from the sun by part in a traffic cause of day and night was that the sun night for?
n on HE050 And using a rotating light reflection travels across the sky. When you hear this How many
its axis ) Condu dial. process statement now do you think of the process hours is that
cause cting answering the differently? in total?
s (ACSI following Therefore
regula SO54) criteria: “I have 2. Facilitate discussion on What Makes Day how long is
r got this”, “I’m and Night by Franklyn M Branley and the day and how
chang working on it” rotation of the Earth. Students do a quick long is night?
es and think, pair share on something interesting
includi “misunderstood that they learnt from the book. Discuss how
ng ” the Earth’s rotation causes day and night at
night different places at different times, due to the
and position of the Earth and proximity of the
day light.
(ACSS
U048) 3. Students are seated in groups and are to -Does the Two split pins
individually create their own rotating dials visual for each
with the elements of the Earth, the moon representatio student
and the sun. To extend students or add an n help you to -Coloured
extra challenge ask them to demonstrate understand? pencils
day time and night time in Western Australia -Where -Scissors
by pinning the dial to a map. would you -Five world
position the maps (one for
4. Students come back as a class and discuss sun when it each group)
their understandings from the hands on is night time
investigation. here?
WEEK A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESSO
N LINKS (include learner diversity)

Science Science Science

Understa as a Inquiry
nding Human Skills
Endeavou
r

Discuss the day and night process once more to - D o e s

conclude. “The Earth is turning whilst it is on its everyone
axis. It takes twenty four hours for the Earth to understand
spin completely on its axis, which makes both w h a t
one day and one night. Daytime occurs when the happens and
sun light reaches your location, night time occurs w h a t
when the light from the sun does not reach where movement
you are and therefore it is on the other side of thegoes on?
Earth.” Who thinks
they can
Safety summarise
-Sharp objects: split pins are not to poke or touch the process
skin or eyes; they are to be used appropriately. all together
to help the
Catering for all learners class out?
-Students are placed in random mixed grouping
to encourage different depths of conversations.
Traffic Light Reflection: How am I going? Please Choose One.


I am confident with this

and am ready to be
challenged further.

I understand most of this

but sometimes need help
and more practice.

I am not confident working

with this and I need more
help to progress.
Example of a Completed Rotating Dial to be used on the World Maps
(without the use of the Earth)


 SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
Explore Forward Planning Document 2 and resources: Oreo Moon Phases 

 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and Children develop a sense of belonging to Children become strong in their social Children develop dispositions for learning such as Children interact verbally and non-verbally with

supported groups and communities and an and emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the 
 commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities and reflexivity

necessary for active community

participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience for their own health and physical such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency wellbeing hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning

confident self identities from one context to another using a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information,

investigate ideas and represent their thinking

Principles:
1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions
 TERM/WEEKS: 3/1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Earth and Space Sciences: Day and Night
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment
WEEK/ A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavou Skills
r

Week Earth Nature Comm S t u d e n t s FORMATIVE:the 1. Read the words on of the night felt board that
O n e a n d a n d unicati investigate and educator goes will be used in today’s lesson. The board is at
Lesso Space develo n g explore the different through the the front of the room.
n Two Scienc pment (ACSI stages of the moon photos of the 2. Students watch the Youtube clip “Phases of -How many h t t p s : / /
e s : o f S060) using parts of Oreo students’ oreo Moon” the entire way through. days does it www.youtube.c
rotatio scienc biscuits worksheets and 3. The video is summarised together as a class. take for the om/watch?
n of e calls each “Who can tell me the first phase of the moon moon to go v = 7 6 -
Earth (ACSH student up for a cycle and something about that phase?” This through all HAqNKqKA
on its E050) small interview. discussion is continued until all phases have eight phases?
a x i s This is recorded been touched upon. The different phases and
causes t h r o u g h any other important terms are added to the felt -What causes
regular anecdotal notes. board. us to perceive h t t p s : / /
chang Students are 4. Watch the Youtube clip ‘The Moon Song’ to re- the different www.youtube.c
e s , asked the emphasise the stages, stop at two minutes and p h a s e s ? om/watch?
includi f o l l o w i n g fifty two seconds. What does v=GvkrC4HSL
n g questions: 5. The educator shows the students a lamp and a the moon do? kM
night -What causes ball. Students are asked if they have an idea as What does
a n d the different to what they will be looking at. The lamp is used the moon -Lamp
d a y phases? Are the to demonstrate the different phases of the reflect? -Ball
(ACSS phases based moon, representing the role of the sun.
U048) on our Discussion happens throughout the
perception or demonstration. “What is interesting about the
does the moon moon phases is that where you are on the
physically Earth you see them differently to someone who
change its form? is in a different location that is faraway. We are
-Can you name in the southern hemisphere, and the way that
the different we see the moon is completely different to how
phases? someone living in the northern hemisphere
sees the moon. The phases are also easyr to
*Students are identify at night even though sometimes you
challenged to can see the moon during the day. You will see
think of a way by this in your next couple of projects.” - W h a t
which they can 6. Students are divided into groups of five -Oreo moon
patterns and p h a s e s
remember the 7. Each group is given a eight Oreo cookies and shapes do
different phases one worksheet iPad and a magnifying lens to worksheet (one
you see? copy for each
in order. put on their iPad. Students take in turns to have Do you think
a close look at the Oreo biscuits through the child
the moon is -Eight oreo
lense to examine shape and texture. crumbly, soft,
Questions may 8. Students spend ten to fifteen minutes creating biscuits for
hard, dense? each child (two
need to be their own “phases of the moon” worksheet.
varied due to 9. Once completed, students are to take a photo packets each
s t u d e n t s ’ of their worksheets with the IPad. group)
WEEK/ A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavou Skills
r

Catering for all learners

-Facilitate discussions to do with the moon prior to
the teaching and learning experience (rotation) with
students.

Safety
-Establish expectations with the children to do with
not eating the Oreo biscuits.

-
 My Name:

Oreo Cookies Phases of the Moon

2. Waxing Crescent 3. First Quarter Moon

1. New Moon 4. Waxing Gibbos

6. Waning Gibbos 7. Last Quarter Moon

5. Full Moon
8. Waning Crescent
 SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
Explore Forward Planning Document 3 and Resources: Moon Phases Telescope and
Design Brief


 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and Children develop a sense of belonging to Children become strong in their social Children develop dispositions for learning such as Children interact verbally and non-verbally with

supported groups and communities and an and emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the 
 commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities and reflexivity

necessary for active community

participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience for their own health and physical such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency wellbeing hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning

confident self identities from one context to another using a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information,

investigate ideas and represent their thinking

Principles:
Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions

Practices:


1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice
 TERM/WEEKS: 3/1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Earth and Space Sciences: Day and Night
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of XXXXX
• To support students to investigate and explore ideas about XXXXX
• Formative assessment
WEEK/ A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavou Skills
r

Week Earth Nature Plannin Students are F O R M AT I V E : 1. Students are divided into groups, each group -STEM pack
O n e a n d a n d g and involved in a STEM students are receives one STEM pack which has enough
Lesso Space develo Conduc challenge which is a s s e s s e d materials for each student to make their own.
n Two Scienc pment ting to create a t h r o u g h 2. To start off the lesson ask students to identify
e s : o f (ACSIS telescope which will observation and the different moon phases and characteristics
Earth’s scienc 054) enable for them to take part in a of each (different shapes and the ways that
rotatio e see what the moon self assessment they appear)
n on its (ACSH C o m m likes in the different process through 3. Discuss the integration of engineering and the
a x i s E050) unicatin phases reflection. project with students. An engineer is involved
causes g in the creation of many things, both big and
regular (ACSIS small such as big tunnels and scientific
chang 060) telescopes. An engineer looks at things and
e s , wonders about these things and they are
includi curious to explore. Engineers take a five step
n g process. They imagine, plan, create, improve
night and ask. This is what you are going to be -STEM pack
a n d doing today. You are going to imagine your
d a y task, plan how you will carry out the task,
(ACSS create your product, think if there is ways to
U048) edit it and potentially ask for feedback from
your peers.” - E n o u g h
4. It is explained that the projects that are on the -Can anyone copies of
students’ desks are to be carried out for the guess what a evaluation
rest of the lesson. “Today you will be creating m o o n worksheets for
moon telescopes. They will help you to view telescope is? each student
the moon at all eight phases, very clearly at -Why do you
night time, when the sky is dark; because the think it is best
sun is facing away from you. Remember that to have the
due to the rotation of the Earth on its axis if moon phases
you were to look at the moon in the Northern in order on
Hemisphere it would appear to be at a y o u r
different phase. telescope?
5. Students plan their STEM projects. “Take a
couple of minutes to think about how you are
going to do this. You may wish to discuss this
with your group members. You may also wish
to make a plan design and label it with what
you are going to use and how you are going to
do it.
6. Students create their STEM projects.
7. Students fill out their STEM project evaluation
worksheet as a quiet reflection time for five to
ten minutes.
WEEK/ A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavou Skills
r

Safety
Sharp objects: warn students about the use of
scissors
-objects causing confrontation or injury: Students
are to not put their tubes near other students’ eyes.

Catering for all learners

-Discuss the ideas with the students and challenge
them to think critically about the different moon
phases in order
-Group setting encourages children to discuss the
project amongst themselves.
 STEM: MOON PHASES MICROSCOPE
Introduction to the Topic
There are eight phases of the
moon which take place over 29
days. The phases in order are:
New Moon, Waxing Crescent,
First Quarter, waxing gibbous ,
Full Moon, Waning Gibbous,
Third Quarter and Waning
Crescent. The phases are the
way in which we perceive the
moon when the moon has a
portion of sunlight on it, which is
the part we can see.
Time
You will have thirty minutes to
complete and decorate your own
telescope!
Materials (for each person)
1 cardboard roll
1 pair of scissors
1 marker
1 sheet of coloured paper
Curriculum Links
Earth's rotation on its axis
causes regular changes,
including night and day
(ASSU048)
Select and safely use,
appropriate components
with given equipment to
make a solution
Design Brief and Requirements
You are to create your own telescope which
will enable for you to view all eight moon
phases when you look at the moon:
• You are to use the cardboard roll to form
your telescope structure
• The piece of paper is to be cut into a circle
with a square coming out from the edge of
the circle.
• Somehow you must have all eight moon
phases around the circle so that you can
move it around to change the phase that
you would like to look at, like the a salt
shaker.
Evaluation of Project; What
Happens After?
You will all be given a chance
to test your telescopes after
class. Remember that the
moon is clearer at night so
take your telescope home to
test it out. You may wish to
place a phone on the open
end of the telescope and
take a photo of the moon
through the different stencil
phases and bring it in to
show the class!
 How I Think I am Going… (Please Circle)

I followed instructions well and listened to them carefully when they were said.

I believe that I have a good understanding of the eight moon phases.

This is a meaningful project and I would like to explore it further!

If I could tell one other person about this unit right now and teach them about it, I would feel excited.
 SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
Explain Forward Planning Document and Resources: Planning for Take Home Project 

 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and Children develop a sense of belonging to Children become strong in their social Children develop dispositions for learning such as Children interact verbally and non-verbally with

supported groups and communities and an and emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the 
 commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities and reflexivity

necessary for active community

participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience for their own health and physical such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency wellbeing hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning

confident self identities from one context to another using a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information,

investigate ideas and represent their thinking

Principles:
1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions
 TERM/WEEKS: 3/1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Earth and Space Sciences: Day and Night
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities: 


Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- EXPLAIN (1 lesson)

• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment
WEEK/ A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavou Skills
r

Week Earth Nature Comm Students take FO R M A T I V E : 1. A project that is to be completed overnight is - W h o h a s
a n d a n d unicati o u t s i d e explained. “To help you with your learning, seen a time
O n e students are
Space develo n g photographs of a tonight you are to go outside when you get lapse before?
Lesso observed when
Scienc pment (ACSI day time setting home, and take a photo of the atmosphere/sky -Why do you
they are asked
n Five e s : o f S060) and a night time to suggest ideas at day time and night time. To integrate the think you are
Earth’s scienc setting, as a take change of day until night I am challenging you doing this
for noticeable
rotatio e Questi home project and to take a time lapse. A time lapse is a sequence project? What
c h a n g e s
n on its o n i n g use these photos of photos that are taken quickly and appear in a makes it
between day
a x i s a n d for factual posters. video form to show changes that take place. m o r e
and night.
causes Predict You can put your time-lapse on a USB and meaningful
regular i n g bring in or you can screenshot the photos that than just
chang take place throughout the video and print them talking about
(ACSI
e s , out. Whilst you watch the changes think about the changes
includi S053) what we have spoken about. For example, from day to
n g maybe have a discussion with a parent or teach night? Why
night a younger sibling about how the sky gets darker do you think I
a n d because the earth is rotating on its axis away want this to
d a y from the sun. You will be bringing your photos be hands on
(ACSS into class on Monday to create your very own for you?
U048) poster. The posters will be displayed around the
classroom to add to our current theme.”

2. Refer back to the felt boards.

-What terms -Felt boards
3. The class works on a Google Doc with the can you see -IPAD or
heading “Observable Changes.” Students are to on the felt
device for
type in anything that they predict they will see. boards that
you may also each student
Examples include: the sky changing from a light
blue to dark, to pitch black. The moon appearing notice when
white in the daytime and then more of a silver glow you make
hint at night time. y o u r
observation?
4. Challenge students to think critically. “Think -Who can tell
about other things you may notice. Think about me what the
how the sunrise and sun set makes the sky to sunset is?
appear to be a different colour. We have not
touched upon this yet but noticing this now will help
you with the different times of the day in the next
couple of weeks.” Ask this to create awareness of
some misconceptions that may exist.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavou Skills
r

5. Any new terms that have been added to the

class Google Doc is also added to the felt board.

Catering for all learners

-Students complete a take home sheet and bring it
back to class to be used for the next lesson.

Safety
-Sharp objects: students are reminded to be careful
with scissors.
 Take Home Moon Observation Task

When I was outside I noticed…

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Please illustrate what you saw.

 SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
Elaborate Forward Planning Document: Day and Night Poster 

 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and Children develop a sense of belonging to Children become strong in their social Children develop dispositions for learning such as Children interact verbally and non-verbally with

supported groups and communities and an and emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the 
 commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities and reflexivity

necessary for active community

participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience for their own health and physical such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency wellbeing hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning

confident self identities from one context to another using a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information,

investigate ideas and represent their thinking

Principles:
1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice

Practices:


Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions
 TERM/WEEKS: 3/1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Earth and Space Sciences: Day and Night
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- ELABORATE (1-2 lessons)

• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills
WEEK/ A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science
Understa
nding
Science as
a Human
Endeavou
r
Science
Inquiry
Skills
SCIENCE
Week
O n e
Lesso
n Five
Earth
a n d
Space
Scienc
es :
Nature
a n d
develo
pment
o f
Comm
unicati
n
(ACSI
S060)
g Planning
Students create a
factual poster on
their observations
of day and night
during their take
SUMMATIVE:
Factual posters
are looked at to
look at
1. Students sit at the front of the class and are
holding their take home project worksheets.
2. A class discussion is held on the take home
project.
-Who can tell
me what they
-A3 sheet of
coloured card
for each

Document
understanding, n o t i c e d student
Earth’s scienc home task. 3. Students move to their groups.
use of science during their - Te x t a s f o r
rotatio e Questi 4. Expectations for the projects and work ethic are
skills (in observations? labelling
n on its (ACSH oningA established. I expect you to put your
particular -What did you - Glue
a x i s E050) A n d photographs to work. I want to see your photos
drawing valid notice about - Scissors
causes Predict well sequenced, I want to see explanations and

Primary & Secondary

conclusions) and the sky's
regular i n g predictions. You always work in groups. I expect
creative thinking colour and
chang you to work well in your groups. You may
(ACSI skills. lighting?
e s , discuss your ideas and compare your
includi S053) photographs. You may even wish to create a -Who paid
n g comparison table on your poster of your particular

University of
night photographs compared to your neighbour’s. focus to the
a n d You have the ret of the lesson to complete your moon? What
d a y poster." did you notice
(ACSS 5. The educator observes the students and moves about it?
U048) around the room when they are creating their

Notre Dame
posters and also poses the students with
questions that involve critical thinking. Students
are encouraged to explain the experiences that
they had when they took the photos 
 and show
their understanding through this questioning.

Catering for all learners

-A visual timer can be used to help students
through the transition of the activity until the end of
the lesson encouraging motivation to complete the
task.

Safety
-Sharp objects: students are reminded to be careful
with scissors.
 SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
Evaluate Forward Planning Document: Day and Night Group Films
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and Children develop a sense of belonging to Children become strong in their social Children develop dispositions for learning such as Children interact verbally and non-verbally with

supported groups and communities and an and emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the 
 commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities and reflexivity

necessary for active community

participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience for their own health and physical such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency wellbeing hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning

confident self identities from one context to another using a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information,

investigate ideas and represent their thinking

Principles:
1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning & reflective
relationships equity practice

Practices:
Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions
 TERM/WEEKS: 3/1 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science: Earth and Space Sciences: Day and Night
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding
WEEK/ A U S T R A L I A N SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
LINKS (include learner diversity)

Science Science as Science

Understa a Human Inquiry
nding Endeavou Skills
r

Week Earth Nature Comm Students work in S U M M AT I V E - 1. Students are put into groups of five (six
a n d A n d unicati groups to create a S c i e n c e groups) and are given a topic of what has
O n e
Space Develo n g short film using Understanding: been learnt.
Lesso Scienc pment (ACSI IPad applications to students are to 2. All groups are given thirty minutes to create -One Ipad for
n Six e s : O f SO60) show their take photos with their own movie using either iMovie or the each group
Earth’s Scienc understandings of Ipads of their video option on iPads. The movie is to be
rotatio e(ACH Proces day and night so far completed oreo roughly five minutes.
n on its SE050 s i n g placemats 3. Each group’s movie presentation is to address
a x i s ) A n d the following criteria:
causes Analysi - What causes day and night?
regular n g -How long does it take for the
chang Data Earth to rotate on its axis?
e s , A n d -Relationships that exist between the elements
includi Inform that contribute to day and night
n g ation -Students may wish to incorporate the moon -Materials to
night (ACSI aspect in their movies and create an animation assist students
a n d S057) involving ten frames that explain the different forms with their
d a y the moon takes each month and how the moon filming such as
(ACSS takes these forms. papers and
U048) *Remind students of all of the words on the felt pens if they
boards for prompting -Why did you wish to create
4. Students are to introduce their film and talk create your an animation
about the process to the class, they then film this way? -Monitor
present the film on the Projector which has -Did you -Overhead
been emailed to the classroom teacher. enjoy using Projector
5. After all groups have presented facilitate a this technique
concluding discussion. “Great work everybody when we are
it was lovely seeing all of your understandings towards the
and unique contributions.” Point to the felt end of a unit
boards. “These are the terms that we are as something
currently aware of. The class reads through different?
the terms together. “This will continue to
expand as we go through the Earth’s rotation
and day and night unit.”
Concept Map Intertwining the Other
Learning areas with the Science
Day and Night Unit

Health and Physical Education


PE: Around the World: students play a game
similar to tunnel ball in teams of three (one
player is Earth, another player is the Sun and
another player is the Moon). Students are to
run to a hoop in the middle of the court and
collect beanbags from the hoop which is the
‘suns rays’. The team with the most beanbags
is the winner. (ACPMP043).
Health: discuss with children how bright
ultraviolet sun rays during the day can cause
sunburn. Students are to come up with a
scenario of when they may be outside in the
sun and are to role play how they would protect
themselves. (ACPPS036).
Religious Education / Spiritual Education History
Students research and the significance of
the Last Post played during the World War
What Does the Sun and the Moon Mean to Indigenous People? Students research at sundown and is continued to be played
the meaning of the sun and the moon to Indigenous people and also reflect on on Anzac Day. (ACHASSK064).
what it means to them.
The Creation Story: Discuss the creation story in relation to day and night and
reflect on this through artwork in Religious Education personal journal.
Students take part in a guided meditation to do with different aspects of day and
night. Thoughout this students are encouraged to think of things at day and night
that are special to them. For example, night time just before bed is special to me
because I read with my mother who I love very much.” Geography
Climates: students research different
neighbouring countries to Australia and
their climates and discuss conclusions as
to why they have these kind of
Concept: Earth Rotation: Day and Night climates( (ACHASSK068).

Term: 3 Weeks: 1-2

Maths
Grid Map Challenge: students are to create their own grid maps
that describe the rotation of the Earth and the movement of the
sun. (ACMMG065).
Identify the Time of Day: This activity would take place later on
in the unit after learning about sunrise and sunset. Students are
to work in partners. Students are given different photographs of
a early morning, dark night, mid day, sunrise and sunset.
Students are also given different flash cards with pictures of
clocks set to a particular time (4am. 8pm,12pm,6am and 5pm).
Students play a quick memory match game where they are to
match the pictures with their associated times. (ACMMG062).
What Time of the Day is it Challenge? Students are given a
country in the northern hemisphere and how many hours
behind or ahead it is of current West Australian time. Students
are to figure out the time in the northern hemisphere country.
(ACMMG062).
English
Story Books: Students create their own short
stories about night and day in a small flip
book format. Students are to illustrate and
write. (ACELY1682).
Creative NASA Letter Writing: students write
a letter to a retired NASA astronaut about
what they have been learning in class and
ask any questions that they may have about
the Earth’s rotation and day and night.
Students post their letters into the ‘special
NASA space ship mailbox’. (ACELY1684).
The Arts
Visual Art: Day and Night Picture: Students create their own day
and night artwork (one side of the page is a night setting and the
other side is a day setting) (ACAVAM11).
Music: Day and Night Sounds Orchestra: students are to create
sounds with their voices and musical instruments or props that they
think they may hear during the day and sounds that they may hear
at night in small groups (ie. bird noises during the day. Students
make these sounds to a simple drum beat. (ACAMUM084)
Dance: shadow dance: students are in pairs, one partner dances
as the shadow of their partner, like the shadow of the moon.
((ACADAM006).
Drama: students are given imagine scenarios and are to improvise to
act them out. For example, “imagine you open the trapdoor of the
carpet, it leas to a dark and cold forest.” (ACADRM032).
 References

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years
Learning Framework for Australia. Retrieved from http://files.acecqa.gov.u/files/National-Quality-Framework-Resources-Kit/
belongin_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Hackling, M. W., Peers S., & Prain, V. (2013). Primary Connections: Night and Day: Earth and Space Sciences, Year 3. Retrieved
from http://www.scootle.edu.au/ec/viewing/S7169/Night-and-day-2012/resources/night_and_day_comp.pdf

Pinterest. (2018). Pinterest Search. Retrieved from https://au.pinterest.com

School Curriculum and Standards Authority [SCSA] (2014) Science (K-3), Perth, WA. Available at https://k10outline.scsa.wa.edu.au/
home/teaching/curriculum-browser/science-v8#year-3-syllabus

Youtube. (2018). Youtube Search. Retrieved from https://www.youtube.com