Students will be sharing their ideas and understanding of the weather and how changes in the weather each day and throughout the seasons affect their own and other peoples’ daily lives. They will be learning to ask questions about the weather, make observations
of the weather and begin recording the weather they observe with symbols and descriptive words.
Students will also begin watching the clouds and describing the different types of clouds they see. Activities will include experiencing and building an understanding of temperature and then matching the conditions they observe or experience with the changes they make in their clothing or the activities they choose to do around the weather conditions. Preps will investigate wind and how to measure its strength and then make conclusions about the extent to which the weather affects many aspects of our daily life. As the Preps work through this unit of work, they will be developing skills in listening, observing, recording and organising information in a table. They will also build their vocabulary, develop skills for working with a partner or in a team, and they will draw more complex pictures to show an idea or concept.
Year One students will begin next term by sharing what they already know about changes they can observe in the landscape and school playground around them. Students build their focus in exploring and describing what will look the same and what will change in those landscapes. Students will also identify things which are natural or man-made. They will make observations and keep records about changes in the sky and landscape for a chosen period of time, followed by sorting items into categories. Students will further practice making predictions about the garden or school ground environment and what it will look like later on in the year. Students will discuss how the sky looks different at night time, compared with daytime and then compare their predictions with what they observe. Students will investigate the characteristics of different seasons and how they change over the year, presenting their ideas on a poster. Skills the students will develop are: organising information into a table, building their vocabulary, putting information into groups, making comparisons and developing a flowchart. Students will also begin learning how to collaborate with others as they complete Science investigation activities.
Year Two students will be begin this Science unit by brainstorming all they know about water, as one of Earth’s resources. They will ask questions which lead to planning for some investigations into water. Learning about water will include focusing on practical investigations. Students will build models to show what happens to rain falling on different surfaces and they will look at how water moves across different land areas. They will work in groups developing a role play to tell the story of water and then develop their ideas into a written story around water, describing where water has come from and where water goes. Students will also look at water usage in their own home and present this as a graph. As the Year Two students work through this unit, they will be developing skills in listening, observing, recording, organising information in a table and graph, building their vocabulary and writing and drawing to present their understanding and ideas. This unit will also promote both literacy and maths skills, and collaborative team skills, as they explore concepts in their Science learning.
Year Three students will take a close look at night and day, beginning with sharing what they do know and then asking questions which will lead to further investigation. They will begin to explore how the earth rotates which gives us night and day and they will look at the sizes of the sun, earth and moon. Their learning will then extend into shadows and light and they will look at maths measurements of how long shadows are and how this changes over time as the earth rotates. Students begin to give scientific explanations for what causes day and night, light and shadows. Students will present their learning and understanding in tables and labelled diagrams, and use different models and role-play to represent physical aspects of the earth’s movement with night and day. Their investigations will lead to presenting research and results in graphs and they will learn to summarise their new knowledge. Within the activities of Science, students will develop skills needed in collaborative team work, including listening, role play, reflecting and contributing their strengths to the science task. Additionally, students will table information, label their drawings and build vocabulary relevant to the topic.
Year Four students will begin their new program unit by brainstorming all they know about soils, rocks and how the landscape changes over time. Then they will generate their questions about what new things they need to learn and how to further their understanding. Students will look closely at soil and rocks and learn about their features, how they are part of the landscape and are changing over time through the process of erosion. Students will develop skills of looking at landscape features on a map, exploring different soil and rock samples, building their questioning and vocabulary skills, drawing labelled diagrams, collecting data, organising and presenting their data in tables and drawing conclusions. They will also work towards developing skills needed to work collaboratively in a team, including active listening to team members, allocating and sharing responsibilities and reporting on behalf of their group to the rest of their class.
Year Five students will begin by sharing all they know about the earth and other planets and how they are part of the solar system which orbits around the sun. They will develop questions around what they want to learn which promotes new investigations and learning throughout the term. They will represent this in a chart which summarises their current understanding, questions, what they learn and how they formed conclusions. Students will look closely at how the sun and moon move in our sky and how earth moves around the sun while also rotating on its axis. Students will represent their understanding through drawing diagrams and building a model of the solar system. The Science program may also include a brief look at constellations and the perspectives of indigenous people in explaining how a solar system moves and creates new concepts such as the Dreamtime. Students will be working in collaborative teams requiring them to actively listen, assign roles and work with each other to achieve a particular learning task. They will reflect on how successfully they worked collaboratively in their team. Other skills developed include sharing responsibility, recording and writing observations, building new vocabulary and developing flowcharts.
Year Six students will begin a ‘Creators and Destroyers’ unit of work which explores volcanoes, how they are formed and the effects they have on the earth’s landscape. They begin with identifying all they currently know about geological changes and extreme weather and then determine how these affect the earth’s surface. Together students will compile questions about volcanoes that guide their investigations. Students will experience the effects of a volcanic eruption and how the shape of the volcano impacts on the lava flow. They will explore benefits of living near a volcano and also the associated risks. Students will research where the majority of volcanoes are on earth and the explanations for this. Finally, students will present their new knowledge and how extreme events impact on the earth. Inquiry skills that will be developed by students throughout this unit include: providing information in tables, developing an understanding of new science and topical vocabulary, using a glossary for definitions of the vocabulary and selecting information from a factual recount about volcanoes. Students will conduct their own research on a volcano, identifying the structure and shape of the volcano, its recent activity and how the shape of the volcano and the nature of the lava are connected. Investigation includes presenting ideas in a map, flowchart and graph. Students will also further develop their skills in collaborative team work, focussing on active listening to team members, taking responsibility for their allocated role, reporting on other team members’ contributions and reflecting on how cooperatively they worked together as a team.