Example FPD: Primary Science

Australian Curriculum: Science (Year 4)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have life cycles (ACSSU072) By the end of Year 4, students apply the
 Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073) observable properties of materials to explain
how objects and materials can be used. They
use contact and non-contact forces to describe
Chemical sciences  Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074) interactions between objects. They discuss how
natural and human processes cause changes to
the Earth’s surface. They describe relationships
Earth and space  Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
that assist the survival of living things and
sciences sequence key stages in the life cycle of a plant
 Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) or animal. They identify when science is used to
Physical sciences ask questions and make predictions. They
describe situations where science
Nature and  Science involves making predictions and describing patterns and relationships (ACSHE061) understanding can influence their own and
development of science others’ actions.

 Science knowledge helps people to understand the effect of their actions (ACSHE062) Students follow instructions to identify
Use and influence of investigable questions about familiar contexts
science
and predict likely outcomes from investigations.
 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on They discuss ways to conduct investigations and
Questioning and safely use equipment to make and record
predicting prior knowledge (ACSIS064)
observations. They use provided tables and
Planning and  Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) simple column graphs to organise their data and
 Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital identify patterns in data. Students suggest
conducting
technologies as appropriate (ACSIS066) explanations for observations and compare
their findings with their predictions. They
Processing and  Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068) suggest reasons why their methods were fair or
analysing data and  Compare results with predictions, suggesting possible reasons for findings (ACSIS216) not. They complete simple reports to
information communicate their methods and findings.

Evaluating  Reflect on the investigation, including whether a test was fair or not (ACSIS069)

Communicating  Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports
(ACSIS071)

The Arts - Dance
- Students learn and create movements of
push and pull, especially in partner work.
Students exploring the dynamic and
direction of movement in relation to forces
exerted. (ACADAM005)
- Create a dance piece that explores constant
fast movement and staccato stops in
movement. Describe what it feels like to
stop suddenly and explore why this is?
(ACADAR008)
- In partners, students explore contact forces
with cues from a teacher such as, ‘always
keep your elbows touching’, ‘a very light
contact force from Partner A’s knee to
Partner B’s hip’. (ACADAM005)
Technologies
- Design and Technologies: Develop
design ideas to create balloon-
powered car and other toys that
move by non-contact forces.
(WATPPS23)
- Select appropriate recycled materials
for design projects. (WATPPS23)
- Research videos of how the
properties of materials to be used in
the balloon car will affect the
behaviour of the car (ACTDEK011)
(ACTDIP009)
CONCEPT MAP
Integration of Force and Motion
concepts into other Learning
Concept: Force and Motion
Weeks: 1- 8
English
- English: children creating their own stories about
objects being pushed or pulled, like in the
book And Everyone Shouted Pull
(ACELT1833)
 .
- Word wall bringing English spelling and scientific
jargon into the classroom (ACELA1490). 

- Create a Digital Diary and communicate with
scientific purpose(ACELA1488).
Mathematics
- Practice effective use of scaled instruments to
measure distance and discuss the best unit to
measure the distance the balloon-powered
cars travel. (ACMMG084)
- Create a simple map to direct a Government
Official to the school undercover area to
supervise the Big Competition. (ACMMG090)
Areas
- Construct a suitable graph to display the
Competition information from the Leader
Board that displays the distance that each
team’s car moved. (ACMSP096)
Term: 3
- Identify everyday events where one cannot
happen if the other happens using ideas of
force to explain the impossibility of these
events. (ACMSP093)
Health & Physical Education
Health: Road Safety - Create a poster explaining why it is difficult for cars
travelling quickly to stop suddenly referring to science ideas of force,
momentum, motion and friction. (ACPPS036)
Physical Education: Compare Fundamental Movement Skills such as kicking a
ball, striking a ball and throwing a ball. Discuss which forces are occurring on
the ball. Compare the size of the force and account for the distance and speed
the ball travels at. Use scientific terminology to discuss the motion, direction
and forces acting on the ball. Extend students by questioning how a knowledge
of force and motion can help them to perform better in sport. (ACPMP043)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 1-8 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science- Forces

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 Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about push and pull forces and motion.
 To elicit students’ questions/ prior knowledge about classifying forces, the effect of gravity and the role of friction.
 Diagnostic assessment used- in this lesson you will find out what the students already know about forces. This will allow you to take account of students’ existing ideas when planning learning
experiences.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as Science
Understandin a Human Inquiry
g Endeavour Skills
1 ACSSU076 ACSHE0 ACSIS06 DIAGNOSTIC What did you Children’s
Motivation: Teacher reads book: And Everyone Shouted Pull
Forces 61 4 do to make the Literature
can be by Clare Llewellyn. toy move?
exerted Could it move Six Stations:
by one on its own? Water station (tub
object Introduction: Teacher asks questions related to the book and How do you of water with
on rubber ducky and
emphasises the following terminology by adding to the word know that the
another boat in it), a ball
toy has moved? station (variety of
through wall: push, pull, force, speed, gravity, friction and motion.
direct different balls), a
In what wheels station
contact (variety of toys on
or from direction did it
Teacher models activity: exploring push and pull forces with wheels including
a move?
Aboriginal cultural
distance a toy cart.
toys such as
. How fast did it quongdongs), an
move? How ‘air’ station (paper
Move toys/objects to Anecdotal notes on Main Lesson: Students are grouped in threes, with each could you airplane, bubbles,
find a push or pull students’ general change the pinwheel), a
group named a word from the word wall (e.g. ‘friction
‘change’ station
force that acts on the abilities to speed the
group’). Each group explores push/pull forces at a Station for (toys that will
object. categorise object moved change shape
push/pull factors three minutes before rotating to the next station. The at? when pushed or
Classify the way a toy from prompting pulled i.e. play
moves as either a push questions in teacher asks questions in each group for diagnostic What would dough, kinetic
or pull force (or both) rotational activity. happen if the sand), and a wind-
assessment.
up station (wind-
by placing object in toy was on a
up chicken,
hula hoop Venn Anecdotal notes different mouse).
diagram. diagnosing Differentiation: having a collection of toys at each station will surface?
 students’ general
allow for natural differentiation as students choose toys that
awareness of forces Hula hoops to
and common are suited to their level of interest. Teacher’s level of make Venn
mistakes/ areas of diagram and
question can cater for lower ability students and work to
interest and push/pull label
conversation and extend student’s thinking. for inside Venn
exploration in the Which might diagram.
next lessons. each side of the
Safety: Students must remain at their station and not walk Venn diagram
around the classroom. Water kept inside tub or use a towel represent?
What might go
to clean immediately. Ball station is outside and students in the middle
must direct balls away from other people and pack them part?

Checklist – make away afterwards. Paper planes and bubbles are to be Why did you
note of any directed towards the outside of the classroom. put your object
students who in that place?
repeatedly Can you show
performs incorrect Each group places a chosen object into the Venn diagram. us that
push/pull hand Discuss push-pull forces and why they are classified as push/pull force?
actions. The Chairs
teacher should push/pull. When packing
Perform a push or pull question recurrent away the water
hand action to incorrect answers station, where
Conclusion: Students move their own chair. Discuss the
demonstrate whether to check for should you tip
the image displayed is misunderstanding forces demonstrated in think-pair-share format. out the water?
a push or a pull force or an alternative Why?
at work. perception of (Sustainability)
images. Use this Images of push and pull are displayed on the whiteboard.
information to Students perform an action pushing away from their body to Images of
inform grouping for push/pull on
the next lesson illustrate the image as a push forces or an opposing pull
whiteboard.
(grouping lower action to illustrate the force as a pull. (Appendix A)
ability students
with average and
higher ability Invite students to share any examples of push and pull forces
students).
that they found interesting or challenging.
 5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of forces in everyday life such as non-contact gravitational pull, friction, push and pull contact forces.
 To support students to investigate and explore the effects of changing the amount of force a balloon expels when air is released.
 Formative assessment
 AFTER THESE EXPLORE LESSONS BELOW, ANOTHER LESSON WOULD EXPLORE THE EFFECT OF FRICTION AS A CONTACT FORCE ON A CAR AND THE EFFECT OF MAGNETIC NON-CONTACT FORCES.
ADDITIONALLY, STUDENTS EXPLORE KEY IDEAS OF SCIENTIFIC PROCESSES LIKE HOW TO CONDUCT AN INVESTIGATION AND KEEP TESTING FAIR.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSHE ACSHE0 ACSIS06 What difference Pic Collage app on
22 62 4
FORMATIVE Motivation: Volunteer students drop a normal balloon and a
can you see iPads.
076
ACSIS06 helium balloon. between the
5 two balloons? Pre-group the
ACSIS06 Why might this students into
6 Explain: gravity pulls the normal balloon to the ground. This be? What else their science
demonstrates the pull force of gravity, similar to if you let go could make the teams based on
balloons move? diagnostic
of your pencil mid-air then gravity will pull it to the ground. In what assessment
The helium balloon rises because the helium gas inside the directions could information from
they move? first lesson.
balloon is lighter than air and is pushing the balloon What affects
upwards. So it has a lifting push force away from the floor the speed of
their
that is bigger than the pull force of gravity. movement?

Main Lesson: Students are to explore their surrounding What would

Take a photo of at least Work sample happen if I blow
three push and three assessment: classroom and schoolyard to find examples of push and pull from this
pull forces at work Produces at least forces. In ‘science team’ groups, children roam an area and direction on the
somewhere in the three photos of balloon? What
school environment. different push and individually produce a Pic Collage (image collation) of push- kind of force is
pull forces around pull forces that they find. The teacher should model how to that? What
the school. other forces
use this app if it is the students’ first time using it. might affect the
Arrows accurately balloons?
represent the Differentiation: Science teams are allocated by the teacher to
push/pull force What do we
acting on objects in allow for multi-ability grouping to enable some peer tutoring. normally use an
images. arrow for?
Teacher is to
 assess work
Safety: Allocate boundaries within teacher supervision that
samples (Pic What opposes a Teacher iPad
Draw coloured and Collage) and students may explore within. push or a pull connected to
labelled arrows to provide students force? Smart T.V.
represent the direction with ongoing
of force and classify it written and verbal Bring the class back together and introduce arrows as Where can we
as either push or pull. feedback. indication of the direction of force. Illustrate how to draw an see push/pull
Extension: arrow size forces?
represents size of arrow on Pic Collage app whilst reiterating the forces at work
force. on the balloon and helium balloon (lesson motivation). Use What effect do
you think the
green arrows for push forces and blue arrows for pull forces size of the
(write this key on the board). Extension: Adjust the length of balloon iPads with Pic
(amount of air Collage for each
the arrow to demonstrate a bigger or smaller sized force inside it) will student.
longer arrow = larger force) and write the name of the force have on the
speed the
e.g. gravity pull.
balloon travels?
What effect will
Students draw coloured arrows on their Pic Collage to show the size have on
the distance it
the direction and size of forces acting on objects. Upon travels?
completion, students print their photo collage for teacher to
As the balloon
mark. travels, is it a
push or a pull
force making
Lower ability students may write or verbalise the direction of
the balloon
Communicate findings forces and work with teacher and group assistance. move?
to group using detailed Communicate What makes the
scientific terminology. findings to group balloon move
using detailed Conclusion: The science groups are mixed up into groups of initially?
scientific
four. Each child presents their Pic Collage to the group,
terminology.
Teacher assesses a explaining one push force and one pull force.
selected sample of
few students
representing After all students have presented, the teacher asks groups:
generally differing
ability levels on a
checklist of - Which photos display the biggest push force?
anecdotal notes. - Extension: order the estimated size of push and pull
Feedback on how
forces.
to incorporate
more scientific - How can you tell how big the force is? (By how much it
 language is given
moves in relation to its mass.) Does the size of the
verbally to all
students. See SCSA object have anything to do with how much push/pull
for judging
force is needed to move the object?
standards on levels
of communication - Are all forces you have presented directly touching the
(attached below). object that is moving?
- Can push/pull forces be at work on the object without
being in contact with them? (Prompt thought with
ideas of gravity, wind and helium balloon.)

Tug of war ropes:

_________________________________________________ Was it easier to thin and thick.
grip the thin
Motivation: Tug of war game. Play with a thinner rope to rope or the
thicker rope?
begin and then use a thicker rope. (Thicker rope has more Why do you
friction so should be easier to grip and pull on.) think this is?

What do you
Safety: Students must listen to the teacher. If a child feels like think would
happen if you
they are slipping, they should let go of the rope – not be
had detergent
pulled over by it. If one student slips over, everyone should on your hands
Explain the difference when you tried
stop pulling as soon as the teacher says.
between contact and to hold the
non-contact forces. rope? What
Question students about what differences they felt while science ideas
can we use to
State one example of a having different hand grips, what forces were at play, which explain this?
contact and a non- Formative method was easiest and hardest and why. Emphasise
contact force. assessment as Is the rope Science Brief
students explain to ‘friction’ and discuss which grip had the most/least friction. moving because worksheet/
a partner the of a contact or online access for
differences non-contact students
Discuss contact forces in terms of two objects that are
between types of force? (Appendix A).
forces. Individual physically touching each other e.g. your hand touches/pulls
verbal feedback to What other
on the rope.
students who are contact forces
confused/ wrong in have we looked
their explanations. Explain non-contact forces as forces that act between two at?

objects that are not physically touching. Ask students to let

 When you let go
go of the rope as an example of non-contact force of gravity.
of the rope, did
anyone give it a
Students explain the difference between contact and non- push force?
(No) Then what Different sized
contact forces, state one example of a contact and a non- pulled it to the balloons.
contact force to a partner as though they were teaching ground?
(Gravity) Was
them for the first time. gravity Digital Science
physically diary. (Appendix
touching the C)
Main Lesson: Discuss science brief as a class. (Appendix B)
rope? So is it a
Explain given time frame to complete the design, contact/non-
contact force?
construction and testing process. Today’s lesson will explore
Write a prediction variables that affect the distance travelled by an object Can you think of String, ruler/
about the effect of before students design their balloon-powered car. any other non- measuring tape.
balloon size on Work sample – contact forces?
distance travelled in science diary
science diary. predictions are In science teams (the groups of three from last lesson), If we are
based on some measuring the
prior knowledge. students explore the effect of changing balloon size on the effect of
Organises data into distance that a balloon travels along a horizontal piece of different
table in science diary. Science diary work balloon size on iPad with camera
string. In students’ digital science diaries, the children record
sample - organises distance to take
data into table. predictions, record photos of their experiment, record their travelled how photographs of
See SCSA for will we measure experiment.
data measurements and photos in their digital diary.
judging standards this distance?
on levels of (Ruler/
communication Safety: Ensure no students are allergic to latex (balloon measuring tape)
(attached below).
Give written material). If so, students should not touch the balloons. What do you
feedback on predict will
individual student’s happen?
Lower ability students are supported by group members or
work as well as
general feedback in can work at the back table with teacher assistance. Ask Was your
the next class. prediction
questions to elicit students’ prior knowledge when writing
correct? Why/
predictions. Model appropriate answers. why not?

Extension: annotate photos of the balloon moving to

illustrate which forces are working. Ask students how they
Butcher’s Paper
could be more specific about the size of the balloon and
 and pens.
allow them to experiment with string/measuring tape to
measure circumference of balloons.

Large balloon being released along string.

Conclusion: Group brainstorm how they can use the

information from this test to influence the design of their
balloon-powered car.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSIS0 Motivation:
3 076 062 71 https://www.youtube.com/watch?v=iV3NXFkdUyw Smart TV with
video loaded
Introduction:
Explain: As the air rushes out of the balloon, it creates a
forward motion called thrust which is a pushing force
Does a bigger
created by energy. In this balloon experiment, the 'thrust'
balloon make
comes from the energy of the balloon forcing the air out.
the balloon
Different sizes and shapes of balloon would create more or
travel further or
less thrust.
less distance
than a smaller
Main Lesson: In pairs, students role play a scenario of
balloon?
A) A real-life contact push force scenario. Whilst one
student acts out the movement, the other acts as an
interviewer who questions which forces are So, does a
Role play real-life occurring when and where. E.g. pushing a shopping bigger balloon
scenarios that trolley. have more or
demonstrate contact B) A real-life non-contact pull force scenario. Whilst less push force?
and non-contact
one student acts out the movement, the other acts
forces. Why did you
as an interviewer who questions which forces are choose this
Acting as an occurring when and where. E.g. dropping a cup on scenario? Can
interviewer, a student the floor. you elaborate
describes/ explains on how you
how the example of Natural differentiation will occur in role plays, with described … by
Checklist and lower ability students focusing on describing the actions
contact or non-contact using some of
anecdotal notes of occurring. If students are stuck for scenario ideas, the
force affects the your science
students’ ability to teacher may provide prompts or suggest students look
behaviour of the words from our
describe (in role back at their Pic Collages for ideas.
object. class word wall?
play) how the
example of contact Extension: Students are encouraged to delve deeper into
or non-contact the topic and roleplay by explaining (rather than
force affects the describing) how the force is interacting with the object.
behaviour of the Explain in relation to other scenarios using scientific
object. SCSA language.
Judging Standards
Grade Safety: Students are allocated designated areas in the
differentiation classroom to perform their role plays and must be
based on ability to sensible with props in their performances. iPad with internet
describe/ explain
access to:
and relate to other Groups present to the class (formative assessment Are there any https://b.socrat
situations. opportunity). questions that ive.com/login/
you find student/
Conclusion: confusing?
Answer true/ false quiz Students individually complete a Socrative quiz about prior What is the
questions about the learning in this unit. difference
force topic. between
Work sample of https://b.socrative.com/login/student/ question 3 and
students’ responses
question 4 in
to Socrative quiz.
the quiz?
Provide immediate
feedback on
answers which a
significant number
of students were
wrong.

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
 PRIOR TO THIS LESSON, STUDENTS HAVE DESIGNED AND CREATED THEIR BALLOON-POWERED CAR.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS0 Motivation: Each student uses Word Cloud website to Which elements
4 SUMMATIVE- brainstorm which variables could be changed on their of the car
iPads with
076 64 access to:
ACSIS0 balloon-powered cars e.g. wheel thickness, wheel size, (called https://www.w
Summative balloon size, type of balloon. This website creates a word variables) could
65 ordclouds.com
Assessment of the cloud showing the most common words in a bigger font so we change?
ACSIS0 Work in science science inquiry /
that students can see these as the most common variables to Why would you
66 teams to plan skills using Digital alter. change that
ACSIS2 investigation (in Science Diary work variable?
16 Digital Science Diary) sample. Assess Students put on the scientist lab coats and transform into What difference
Lab coats
ACSIS0 into the effect that based on SCSA ‘Scientists’. do you think
68 changing one Judging Standards this would
specified variable Grade Ask student what they must do as scientists to follow an make?
has on the distance Differentiation (see inquiry process. Discuss how to plan a science investigation Why do you
the car travels. below). and have students create headings in their Digital Science think that?
- Make a Diary for each step that they must complete.
prediction - Headings will include: To be Investigated (the variable What variable
Make prediction - Organise that we will change is…); My Prediction; Table of Data; would you keep
about the effect of data into the same?
changing the (above) How Did Changing ______ Affect the Distance
table / and How will you
variable. Travelled by the Car?; Was my Prediction Correct?; Digital Diary on
create table measure each
- Explains Explanation (We noticed that _____ happened. This variable? iPad.
Observe and record observations/ happened because____). How will you
the results of their and provides - Allocate roles to each student in the group: A Speaker record your Recycled car
investigations in a explanation collects equipment, the Manager runs the experiment results? materials and
table. based on and takes measurements and the Director records all class materials
prior Could someone box (including
of the results in Digital Diary.
knowledge else use your plastic bottles,
Explain ( based on /describes - Draw attention to elements of Fair tests e.g. students
Design Diary lids, skewers,
prior knowledge are to test three times, keeping everything except the
observations/ and get the
/describes) independent variable the same. pop sticks,
same results?
observations in - Students offer ideas of safety considerations when balloons of
Digital Diary. conducting investigations. What are you different shapes
measuring? and sizes,
Lower ability students can use the variable modelled by the Why? straws, sticky
teacher in above discussion. Students will have teacher tape, masking
 guidance and may fill in a table of data already created by Are you taking tape, string,
the teacher. enough scissors,
measurements? measuring
Natural differentiation will occur with choice of variables tapes.)
changed, level of detail in explanation in Digital Diary and Will you get the
leading parts of the experiment. same results
next time?

Main Lesson: Students work in science teams in allocated What happened

roles to test their cars three times and change one variable. during the
Option to change a second variable and re-test if time investigation? Is
permits. Students use investigation/ inquiry skills: what could it what you
be changed on the car to make it go further? Students thought would
applying knowledge of the size of forces, mass and friction to happen?
start investigation and Digital Diary write-up prior to
beginning manipulating their cars, as they are physically What can you
investigating and afterwards they complete the Digital tell from your
Diary by explaining their observations. investigation
results?
Safety: When changing any variable on the balloon car, What does
students must be seated when using scissor and cut with science say
caution. about the
results?
Lower ability students who struggle with writing may use
dictation tool on iPad. Verbalising answers takes some of the Do your results
formal writing pressure off students who struggle with relate to/
literacy skills. support the
theory you have
Conclusion: Teams have a science meeting to decide whether been studying in
their car was better or worse before changing the variable/s. class?

Five minutes to make final alterations to the cars for the

competition next lesson.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about force and represent what they know about it in a manual/ design handbook.
 Summative assessment of science understanding
 PRIOR TO THIS LESSON, STUDENTS HAVE BUILT AND ADJUSTED VARIABLES IN THEIR BALLOON-POWERED CAR BY APPLYING EXISTING KNOWLEDGE OF FORCE CONCEPTS.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
 (include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSIS0 Motivation: Students gather in undercover race area and lay Which car do Students’
5 SUMMATIVE- out their balloon-cars for exhibition. Students compare you think will
076 062 64 .
Balloon-
ACSIS0 designs in a ‘gallery walk’ and make a prediction which car win? Which powered cars.
65 will win and explain why. science ideas Tape to mark
make you
ACSIS0 Checklist and the starting line.
Safety: Ensure there is a clear pathway for children to follow predict this?
66 anecdotal
in the ‘gallery walk’ so as not to step on any cars.
Measuring
ACSIS2 assessment of tapes.
In our
16 teams’ ability to
Main Lesson: The competition is held. Three races are held competition,
ACSIS0 work safely and Leader board: a
Conduct a safe and fair and each car competes in three trials. which elements
68 conduct fair tests interactive
experiment. Roles: The Manager releases the balloon; the Speaker must we
that adhere to the
measures the distance travelled and relays information to consider to whiteboard
design brief
the director who records this information on the interactive ensure this a Table that
guidelines (without
whiteboard leader board. fair displays each
‘cheating’).
Students self-assess competition/ Science Team
their balloon car design Safety: Students must have enough space between them and fair test?
and their
and construction by other competitor’s cars. Students should remain calm and
comparing their seated to watch the competition. What do you
distance
Work sample travelled data.
observations with their notice about
assessment of
predictions. Students conclude which team is the winner. the car that is
student’ Design
travelling the
Diaries. In these are
Class discussion of successful and unsuccessful cars and furthest
self-assessments of
scientific reasoning behind the results. compared to
the application of
the least? Why
force ideas in
Students compile their scientific understandings into creating do you think car
designing their
a design manual. (Appendix C) x travels
balloon cars.
further? Which
Assess based on
Lower ability students who struggle with writing may use ‘science idea’
SCSA Judging
dictation tool on iPad to write Digital Diary. Verbalising does this
Standards Grade
answers takes some of the formal writing pressure off reflect?
Differentiation –
students who struggle with literacy skills.
“communicate
Why did we do
findings in a formal Digital Diary/
Extension opportunity arises from the level of teacher three trials?
way” (see below).
prompting and questioning to encourage students to explain Design Manual
the science at work and account for their observations, SUPPORT
rather than to describe their observations. EVIDENCE
Assess Digital Diary BASED
Explains how forces
work sample for Differentiation will also occur in the level of detail of image CONCLUSIONS
(balloon size or wheel
explanation of how labelling and the amount of group assistance needed. with questions
size) affects the
such as: why do
 distance of the forces (balloon size you think that?
balloon. or wheel size) What is your
evidence? How
affects the distance
do you know?
of the balloon.
Mark based on
Grade
Differentiation
from SCSA outline
(below).

SCSA Judging Standards Grade Differentiation:

A B C D E
Excellent achievement High achievement Satisfactory achievement Limited achievement Very low achievement

Science Inquiry Skills

Science Inquiry Skills
Follows instructions to identify
investigable questions in familiar
and unfamiliar contexts, and
makes specific predictions
related to the investigation
based on prior knowledge.
Follows instructions to identify
investigable questions in familiar
contexts, and makes specific
predictions related to the
investigation based on prior
knowledge.
Follows instructions to identify With guidance, identifies a Does not meet the requirements
investigable questions in familiar simple investigable question in of a D grade.
contexts and makes predictions familiar contexts with limited
based on some prior knowledge. use of prior knowledge.

Biological sciences
A
Using a logical process,
B
Clearly describes how to
C
Describes how to conduct an
D
With guidance, conducts an
E
Excellent achievement
describes a detailed procedure High achievement
conduct an investigation and Satisfactory achievement
investigation and uses Limited investigation,
achievement records Very low achievement
to conduct an investigation and uses equipment safely to make equipment safely to make and observations and uses
Using examples, explains Explains relationships between Describes relationships between Makes simple connections Does not meet the requirements
uses equipment safely
relationships between living
to make and record
living things and the
observations record observations.
living things and the
equipment safely.
between living things and their of a D grade.
and
things record
and observations
their environment correctly.
environment that assist their environment that assist their relationship with their
thatcorrectly.
assist their survival. survival. survival. environment.

Chemical sciences Using

Applies provided
their templates,
understanding of AppliesUsing provided templates,
their understanding of Using
Applies their provided templates,
understanding of Withobservable
Identifies obvious guidance, uses Does
provided
not meet the requirements
the observable properties
correctly labels of
and organises the observable
correctlyproperties
labels andof organises
the observable properties
organises data of properties of templates
into tables materials toto organise
ofdata
a D grade.
to
materials to explain
data into tableshow thesecolumn
and/or materials to explain
data how and/or
into tables these column
materials to describe
and/or how these
column describe how identify
graphs to these properties
simple patterns.
properties
graphsinfluence their use,
to accurately properties
identify and influence
graphs their use.
to identify patternsproperties influencepatterns.
using identify their use. influence their use.
and justify
explains how thisusing
patterns affects
Science Science Understanding.
their suitability.
Understanding.

Earth and space sciences
Physical sciences
Science Inquiry Skills
Science as a Human
© School Curriculum
Endeavour
and Standards Authority, 2016when science is used
This document—apart from any third party copyright
Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed.
Copying or communication for any otherenvironment
copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners.
Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence.
Discusses, explains and offers Discusses and explains how Discusses how natural processes Identifies simple examples of Does not meet the requirements
Suggests
solutions explanations
to the effects of for naturalSuggests
processesexplanations
and human for and humanSuggests explanations for
activity cause changes to theIdentifies simple reasons
Earth’s surface of a Dfor
grade.
observations,
natural compares
processes and human resultsactivityobservations,
cause changes compares
to the results
changes toobservations, comparesresulting
the Earth’s surface. results fromobservations
human activityand compares the
withonpredictions
activity the Earth’s and providesEarth’s with
surface. predictions and provides
surface. with predictions and provides results with the prediction.
and natural processes.
reasons why a test was fair or reasons why a test was fair or reasons why a test was fair or
not, referring
Explains, to evidence
using an example, how from not,
Explains, referring
using to evidence
an example, how from
Describes, not.
using an example, Provides a simple reason to Does not meet the requirements
theirand
contact results. Suggests
A forces
non-contact ways tocontacttheir results.B forces
and non-contact C
how contact and non-contact identify how contact andD of a D grade. E
affect an object’s
either improvebehaviour and affect an object’s behaviour and forces affect an object’s
their procedure non-contact forces affect the
the way Excellent achievement
it interacts High achievement behaviourSatisfactory
and the way achievement
way an object Limited
behaves.achievement Very low achievement
or explain whywith otherno the way it interacts
it needs with other it
objects. Applies this to other
improvement. objects. interacts with other objects.
Communicates
situations. detailed ideas, Communicates ideas, Communicates ideas, Communicates simple ideas, Does not meet the requirements
information and findings in a information and findings in a information and findings in information and findings using of a D grade.
range of task-appropriate formal range of task-appropriate formal formal and informal ways. formal and informal ways.
and informal ways.
Science as a Human Endeavour
and informal ways.
Identifies situations and Identifies and describes Identifies situations when Requires guidance to identify Does not meet the requirements
describes
situations when science is used science is used to understand some situations when science is of a D grade.
to understand the effects of to understand the effects of the effects of their actions on used to understand the effect of
their material
and others’ contained
actions on thein it—may be freelyon
their actions copied, or communicated
the Earth’s theonEarth’s
an intranet, forobjects,
surface, non-commercial
the purposes
human in educational
actions institutions, provided that the School Curriculum and
on the Earth’s
Earth’s surface, objects, the surface, objects, the environment and living things. surface, the environment and
and
purpose can be living
done things.
only environment
within the terms and living
of the Copyright Actthings. living
1968 or with prior written permission of the School things. and Standards Authority. Copying or communication of any third party
Curriculum