the expanse of the night sky. Monitor the changes in the landscape by establishing a monitoring framework and timetable where the children will record drawings and annotations of observable changes in the landscape and how changes are felt through the senses e.g. colour, temperature, wind, rain, cloud cover; what I see, hear, smell, touch. Explore the animals we see at night and during the day and begin to investigate why some animals only appear at night. Explore how plants behave during the day and at night. Predict why flowers may fold at night and confirm predictions using a range of sources. Discuss common daily routines that are predictable to the sun rising and the moon setting. Create stories about how the stars form particular shapes, e.g. using stories from Aboriginal and Torres Strait Islander peoples about the changes in the phases of the moon. Explain Review initial questions created in the of learning to explore “engage” phase focused explanations. Answer the questions: What can you observe in the sky and landscape during the night/day? Use: discussion circles arrange children into two circles (inner and outer) so that — each child has a partner. Pose a question. Nominate who speaks first and who listens first and then, on a signal, have them swap roles. Children report back on what they or their partners have said. Move to another partner and pose another question. Explain and listen again and report back to the group explanations in words children’s own reading texts and YouTube videos that answer the question/s online inquiries to answer the question/s. Elaborate Explore and discuss how generations of people have been interested in the sky. Read and view a range of texts. Investigate how to demonstrate the phases of the moon using a tennis ball as the moon and a torch as the sun. Children demonstrate their understanding to the
the expanse of the night sky. Monitor the changes in the landscape by establishing a monitoring framework and timetable where the children will record drawings and annotations of observable changes in the landscape and how changes are felt through the senses e.g. colour, temperature, wind, rain, cloud cover; what I see, hear, smell, touch. Explore the animals we see at night and during the day and begin to investigate why some animals only appear at night. Explore how plants behave during the day and at night. Predict why flowers may fold at night and confirm predictions using a range of sources. Discuss common daily routines that are predictable to the sun rising and the moon setting. Create stories about how the stars form particular shapes, e.g. using stories from Aboriginal and Torres Strait Islander peoples about the changes in the phases of the moon. Explain Review initial questions created in the “engage” phase of learning to explore focused explanations. Answer the questions: What can you observe in the sky and landscape during the night/day? Use: discussion circles — arrange children into two circles (inner and outer) so that each child has a partner. Pose a question. Nominate who speaks first and who listens first and then, on a signal, have them swap roles. Children report back on what they or their partners have said. Move to another partner and pose another question. Explain and listen again and report back to the group explanations in children’s own words reading texts and YouTube videos that answer the question/s online inquiries to answer the question/s. Elaborate Explore and discuss how generations of people have been interested in the sky. Read and view a range of texts. Investigate how to demonstrate the phases of the moon using a tennis ball as the moon and a torch as the sun. Children demonstrate their understanding to the
ac_science_yr1_unit_overview.docx