Primary Science FPD

Australian Curriculum: Science Year 6

Sub-strands Content Descriptions Achievement Standard

 The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) By the end of year 6, students compare and
Biological sciences
classify reversible and irreversible observable
changes to materials. They describe how
energy can be transformed from one form to
Chemical sciences  Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095) another in electrical circuits and can be
generated from a range of sources. Students
explain how natural events cause sudden
Earth and space  Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)
change to Earth’s surface. They describe and
sciences predict the effect of environmental changes on
living things.
Physical sciences  Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)
Students explain how scientific knowledge
 Energy from a variety of sources can be used to generate electricity (ACSSU219) helps us to solve problems and inform
decisions and identify historical contributions.

Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena Students follow procedures to develop
development of science (ACSHE098)
investigable questions and design
 Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099) investigations into simple relationships. They
Use and influence of  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100) identify variables to be changed and measured
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) and describe potential safety risks when
planning methods. Students collect, organise
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an and interpret their data, identifying where
predicting investigation might be (ACSIS232) improvements to their methods or research
could improve the data. They describe and
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) analyse relationships in data using appropriate
conducting  Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital representations to communicate ideas,
technologies as appropriate (ACSIS104) methods and findings.
 Use equipment and materials safely, identifying potential risks (ACSIS105)
Processing and  Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or
analysing data and relationships in data using digital technologies as appropriate (ACSIS107)
information  Compare data with predictions and use as evidence in developing explanations (ACSIS221)

Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

English
Write recounts of lessons in their
science journals.
Create a short movie of students
findings
CONCEPT MAP
Religious Education / Spiritual Education
Look at the religious views on volcanos as
natural disasters that change the Earth’s
surface
Maths
Create tables to show the change
in viscosity of the lava that was
created.
Map out the magma chamber and
how the particles of magma
freeze

Concept: Volcanoes Term: 3 Weeks: 1-

Society and Environment
Investigate the locations and
impacts of Volcanoes and
Volcanic eruptions
5
LOTE Health & Physical Education
Learn about volcanoes in Students learn what the health risks are from
other countries erupting volcanoes and what can be done to prevent
further human damage.

The Arts

Students are to create their own volcanoes by looking at what makes a volcano.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

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 Volcanoes
 To elicit students’ questions/ prior knowledge about Volcanoes
 Diagnostic assessment used- in this lesson you will find out what the students already know about Volcanoes. 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
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU Discuss the damages
DIAGNOSTIC  ‘Pompeii’ movie
1
Introduce the topic of Volcanoes by showing
096 a volcanic eruption the class the movie ‘Pompeii’ What
may cause to the  As a class discuss the damages that were happened to ‘Director’,
Earth’s surface and KWL charts and the people ‘Manager’,
class discussions caused by the volcano in the movie. Explore if
Human life. when the ‘Speaker’ poster
there were any options the people had when volcano and labels
Create a KWL chart the volcano erupted erupted?
to be completed as  Split the class into groups of 2 or 3 and explain KWL charts for
the lessons go on that these are the groups that they will be What each group
working in through-out these lessons. happened to
Write scientific entry the land Volcano Design
 The groups will each have a ‘Director’
into individual around the Breif
scientific journals ‘Manager’ and ‘Speaker’. Explain to the volcano?
students what each of the roles entails Student science
 In groups, students are to fill out the ‘Know’ Why do you journals
and ‘Want to know’ columns of a KWL chart think people
 Hand out the design briefs for the making of a lived so close
to the
volcano that will be completed in Design and
volcano?
Technologies lessons. Explain that this will be
used in forward lessons
  At the end of the lesson the students are to
write a journal entry in their science journals to
document their learning.

There will be a printed chart showing the roles of each

group member for students that have a hard time
remembering or understanding.
Group work will assist those students that need a little
bit more help than others.

Teacher or teachers aid will assist those students who

have a hard time writing in their science journals. iPads
are also available to be used as the science journals for
some students.

For the students that excel, they are to write a re-

recount of the movie Pompeii and what it meant to
them, how they felt about the outcome of the movie
and what they would do if they lived in a town that was
close to an active volcano.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of Volcanoes
 To support students to investigate and explore ideas about Volcanoes
 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

22
ACSSU ACSHE Work in groups to
FORMATIVE  The students are to get into their groups from
096 098 complete ‘A Volcano’ What KWL charts
the previous lesson and get out the KWL charts
investigation sheet happened to
“Volcanic they started. As a group they are to go through
ACSHE the people ‘Director’,
100 Use appropriate Research” what they saw and thought about in the last and the land ‘Manager’,
resources to find worksheet will be lesson, then come together as a whole class for around the ‘Speaker’
relevant information assessed based a re-cap. volcano when posters and
on information it erupted at labels
collected and
 Introduce the idea of ‘active’, ‘dormant’ and
Know the difference Pompeii?
relevant ‘extinct’ volcanoes. If they students don’t
between an ‘active’, ‘Volcanic
‘dormant’, and information know, invite one student to use an iPad to find Can anyone Research’
‘extinct’ volcano the answer name a worksheets (1
 Students are asked who the ‘director’ volcano that per group)
Create an they know of
‘manager’ and ‘speaker’ are and if they
informative today? Student iPads
information remember what each roll does. The Managers
worksheet are to collect the worksheet for the group to What’s the Library books on
begin the lesson difference Volcanoes
Write entries into  The students are going to be researching a between an
individual scientific active, Class set of
volcano around the world. Each volcano is
journals dormant and Encyclopedias
written on a piece of paper and handed out to extinct
the managers as they collect the worksheet volcano? Science Journals
 Students will use iPads for internet research
(the Director of each group must assure the
group is on task at all times), different
textbooks, encyclopedias and articles for the
 research. Manager of the group collects what is
needed
 At the end of the lesson the class comes
together as a whole group. The speaker of the
groups will tell something interesting that they
found out about their volcano. As a whole class
discuss some possible disasters that may occur
if some of these volcanoes were to erupt
 Add to the KWL chart about what they have
learnt
 Have the students write an entry in their
science journals about the day’s activities

For the students who have a hard time listening to

instructions, provide them with a step by step sheet
about what is expected of them. So, they are able to
follow it closely

The teacher or teacher’s aide will assist students who

have difficulty writing in their science journals. IPads
are also available to be used as science journals for
some students.

The director of the group will help keep the students

who often get off task, on task

For the students that excel at this task, they are

required to gather more information about their
volcano like pictures and/or videos. Their work sheets
must have more detailed information than the others.
 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 Identify the
FORMATIVE 
3
Whole class discussion about the previous
096 098 difference between lesson on researching volcanoes and what the What is lava?
magma and lava ‘Magma Mash’
students have learnt worksheet
“Magma Mash” What is
worksheet will  Explore the idea of magma and lava, opening it
Document the magma?
cooling patterns of show the teacher up to the class to answer what the difference Magma
the chemicals found how much is, and which one causes a volcanic eruption What is the Information
in magma understanding  For some background information on Magma, difference sheet
the student has have the students read out the information on between the
Understand the two? Coloured tokens
the ‘Magma Mash’ hand out.
effects of cooling
 Arrange the students in a large circle around Coloured
rates What causes
the room (or outside, wherever the most space the magma to Pencils
can be used). Hand out coloured tokens to become lava?
signify the four different minerals that are ‘Andesite’ and
‘Granodiorite’
found in magma
rock sample (or
 As the teacher calls out the different minerals, picture)
the student with that coloured token must
enter the chamber Hand Lens
 As the teacher says ‘mingle’ the students are to
try and find another student with the same Science Journal
coloured token as them. The teacher yells
freeze after each cooling period. Once the
students freeze, they place their tokens on the
ground and document their placement on the
‘Magma Mash’ Worksheet. Each cooling period
gets longer
 Once the worksheets have been filled out the
students are directed to two samples of magma
rock formations: ‘Andesite’ and ‘Granodiorite’.
Students are to examine both rocks and
complete the ‘Rock Sample Observation’ sheet,
this is to be completed their groups from
previous lessons
 At the end of the lesson, as a whole class a
discussion of what they have learnt will take
 place. The KWL charts will be utilised to add
any extra information the students have learnt
 Students will write an entry in their science
journals about the lesson

For the group activity, the class will be taken to a

wide-open space so as it eliminates the need for
the disruptive students to purposefully bump into
each other and cause harm

The visual aid of the freezing particles will help the

students that are visual learners

Working in small groups for the rocks will assist

the students who are work at a slower pace

The instructions for the tasks will be printed for all

the students to follow so no one gets lost.
 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/ 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 ACSIS2 Simulate a volcanic
SUMMATIVE-  What is a
4
Whole class discussion of the previous lesson
096 098 32 eruption using the and what was learnt. Revisit the KWL charts to hypothesis? Student made
materials provided Science Inquiry Volcano
see how the students understanding of
ACSIS1 Skills What are
Volcanoes is improving
03 Create a hypothesis dependent KWL chart
regarding the Class discussion  In their groups students are to retrieve their and
ACSIS1 thickness of the volcanoes they made via the Design brief that independent Student iPads
04 ‘lava’ Science Journals was given out in the first lesson. variables?
showing the  Students are required to mix the given Vinegar
ACSIS1 Conduct a scientific results of the ingredients to make an eruption in their What is the Bicarb Soda
07 experiment showing experiments control Water
volcano
the different substance? Food Colouring
viscosity of lava  With the given ingredient’s students are to Dishwashing
predict what they think will happen (how big liquid
the eruption will be, what makes the eruption Plastic Cups
occur). This predication will be recorded in Measuring jugs
their science journals Safety Glasses
 Students complete the first eruption and
Print out of
record it on their iPads instructions
 Have the students then try and change the
viscosity of the ‘lava’ by changing one variable Science
(independent variable) and running the Experiment
experiment again. Layout
 Students repeat the experiment at least three
times (changing the independent variable each
time) and document the change in their science
journals
 Once the experiments have been ran students
are then required to document their change in
 graph of their choosing, to be completed in
their science journals
 Class discussion about the results after the
lesson has finished

A printout of the instructions will be given to each

group to follow for the students who have difficulty
hearing and listening.

Teacher and teachers aid will assist each group when

they need it for the experiment.

Students who have difficulty writing will be able to use

their iPads to complete their science journals.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about Volcanoes and represent what they know about Volcanoes
 Summative assessment of science understanding

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 ACSIS1
SUMMATIVE- 
5
As a whole class, discuss what happened and
096 10 Combine the the results from the last lesson. Revisit the KWL What have we Student iPads
information that has Science learnt about
chart to see where the students learning is
been gathered over Understanding volcanoes? Science Journals
currently at
the last few lessons
and create a Class  Gather the students in their groups and instruct What did you Results from
presentation to presentations them to have their science journals and iPads enjoy about previous lessons
showcase what the  Using all the information they have gathered these lessons?
students have from the previous lessons; the students are to Class Seesaw
learned create a short movie using their iPads to Is there
anything that
showcase what they have learnt about
you are still
Volcanoes. The experiments, volcanic research unsure one?
and pictures should all be included
 Videos should be uploaded to the Class Seesaw
from one student in the group
 After the students have completed this, they
are to present their videos to the rest of the
class
 At the conclusion of the lesson, a whole class
discussion will commence to talk about what
they enjoyed and learnt about the last few
lessons.