Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
| Writer | Warren Bruce and Scott Wolfe |
| Year level | Years 1-4 (Levels 1 and 2) |
| Who are my students and what do they already know? | Where is my Shadow? What You Need
What You Do Take the students outside to observe their shadows on an asphalt surface. Get the students to discuss what their shadow looks like. What happens to their shadow when they jump in the air? Where does their shadow go when they face into the light source (the Sun)? Remember never look directly at the Sun.
Give each student a copy of the
worksheet (PDF 40KB)
and get them to draw in their shadow. What to Look For
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Learning Outcomes(What do my students need to learn) |
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| Learning area(s) | Science, Literacy and English |
| Curriculum achievement objectives for: | |
| English | Speaking Writing and Presenting
Level 1
Level 2 |
| Learning Area Focus | Nature of Science Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple model. e.g. the students are observing and sharing their ideas like scientists do Physical World
Level 1 and 2 |
| Overall language and literacy learning outcomes | After two years at school
After three years at school
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Teaching and Learning(What do I need to know and do to meet the range of identified learning needs of my students?) |
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| Professional readings or relevant research |
Thinking about the nature of science (PDF 219KB)
Using the Nature of Science - Supporting Teaching and Learning (PDF 105KB) |
| Learning task 1 | |
| Learning task 2 | |
| Learning task 3 | |
| Learning task 4 | |
| Learning task 5 | |
Assessment and Evaluation(What is the impact of my teaching and learning?) |
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Assessment is ongoing and embedded in each of the tasks at a self, peer and teacher level. An expectation that students understand and explain how scientists work. An expectation that students can use science specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model Open ended investigative possibilities - posing questions to these ideas in the real world Opportunities for new knowledge to be shared across the class by students based on experiences Class use and understanding of scientific vocabulary in context with tasks Multiple opportunities for learning and of reinforcement conceptual understandings. |
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Oral Peer and Self Assessment opportunities in relation to the Learning Intentions Students ability to comment on their own understandings in relation to the tasks Students ability to share and justify their understanding with peers in relation to the tasks |
Resources to complement this unit
Picture Books
MOE teacher resources
Teacher Resource Support
Online Teacher and Student Writing
Other websites
Sidewalk Circus book, postcard and science activities
If you are not able to access the zipped files, please download the following individual files.
Published on: 23 Jan 2011
