Year 6 Science Scope and Sequence and Assessment Plan 2017

TERM 3 – ESSENTIAL ENERGY

Year 6 Content Descriptions Task Time Evidence of Learning
Science Understanding Week 1 Weeks
Energy from a variety of sources can be used to No classes 2-10 - Summative
generate electricity assessment of
Electrical circuits provide a means of transferring and Week 2 Science Inquiry
transforming electricity What is Energy? Skills
Scicence as a Human Endeavour Prior Knowledge - discussion and inquiry - Science journal
Science involves testing predictions by gathering data questions entries
and using evidence to develop explanations of events
and phenomena - Class and group
Week 3
discussions
Important contributions to the advancement of science Investigate types of energy
have been made by people from a range of cultures - ‘Battery
School Energy Audit
investigation
Scientific understandings, discoveries and inventions Week 4
are used to solve problems that directly affect people’s
Explore electrical energy usage in and around planner’
lives
the home
Scientific knowledge is used to inform personal and
community decisions
- Home Energy Consumption
Science Inquiry Skills Week 5
With guidance, pose questions to clarify practical Investigate how energy from the sun can be
problems or inform a scientific investigation, and used to heat water
predict what the findings of an investigation might be
Week 6
With guidance, plan appropriate investigation methods Simple energy transformations – using a
to answer questions or solve problems
waterwheel
Decide which variable should be changed and measured Week 7
in fair tests and accurately observe, measure and
record data, using digital technologies as appropriate Building a waterwheel
Week 8
Use equipment and materials safely, identifying
potential risks Home Energy Usage – Household appliances
Construct and use a range of representations, including
tables and graphs, to represent and describe Week 9-10
observations, patterns or relationships in data, using Finishing off – if time, explorations with
digital technologies as appropriate
electrical circuit
Compare data with predictions and use as evidence in
developing explanations
Assessment
Suggest improvements to the methods used to Planning and implementing investigation
investigate a question or solve a problem
Waterwheel investigation
Communicate ideas, explanations and processes in a
variety of ways, including multi-modal texts Class discussion, anecdotal notes, science
journal responses

Year 6 Achievement Standard

By the end of Year 6, students compare and classify different types of observable changes to materials.
They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to
another when generating electricity. They explain how natural events cause rapid change to Earth’s surface. They describe
and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps
us to solve problems and inform decisions and identify historical and cultural contributions.

Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect
relationships. They identify variables to be changed and measured and describe potential safety risks when planning
methods. They collect, organise and interpret their data, identifying where improvements to their methods
or research could improve the data. They describe and analyse relationships in data using appropriate representations and
construct multimodal texts to communicate ideas, methods and findings.

Name:
Content
Descriptions
Electrical circuits provide
a means of transferring
and transforming
electricity (ACSSU097)
Energy from a variety of
sources can be used to
generate electricity
(ACSSU219)
With guidance, pose
questions to clarify
practical problems or
inform a scientific
investigation, and predict
what the findings of an
investigation might be
(ACSIS232)
Scientific understandings,
discoveries and inventions
are used to solve
problems that directly
affect people’s lives
(ACSHE100) Scientific
knowledge is used to
inform personal and
community decisions
(ACSHE220)
Science involves testing
predictions by gathering
data and using evidence
to develop explanations
of events and phenomena
(ACSHE098)
Important contributions
to the advancement of
science have been made
by people from a range of
cultures (ACSHE099)
Year 6 Science Assessment Rubric
Achievement Below At Achievement Above
Standard Achievement Standard Achievement
Standard Standard
Analyses requirements Describes non-scientific Describes how energy is Provides detailed
for the transfer of ideas about transferred within an information about
electricity requirements for the electric circuit how energy is
transfer of electricity transferred within an
electric circuit and the
role of each of its
components
Describes how energy Recalls simple ideas Describes how energy Describes and explains
can be transformed about sources and uses can be transformed how energy from a
from one form to of energy from one form to variety of sources is
another another transferred and
transformed
Follows procedures to Suggests questions to Demonstrates Asks pertinent and
develop investigable investigate Predicts understanding of the investigable questions
questions what might happen in scientific procedures and predicts the
an investigation, that develop outcomes of
without supporting investigable questions investigations,
evidence and predictions supported with
detailed evidence
based on their
knowledge and
experiences
Explains how scientific Makes suggestions Describes how scientific Describes and
knowledge is used in about how scientific knowledge has demonstrates in detail
decision making knowledge has affected impacted people’s lives how scientific
people’s lives and affected decision knowledge has
making affected people’s lives
and influenced their
decision making
Discusses how science Recalls that science Discusses how science Demonstrates a
involves developing involves asking involves developing detailed
investigable questions questions and investigable questions understanding of how
and collecting, collecting data and collecting, science involves
organising and organising and developing
interpreting their data interpreting their data investigable questions,
collecting data to test
predictions, and
analysing their data
Identifies contributions Suggests how different Identifies contributions Has demonstrated a
to the development of cultures have to the development of detailed
science by people from contributed to the science by people from understanding of how
a range of cultures development of science a range of cultures different cultures have
knowledge contributed to the
development of
science knowledge
 SCIENCE – ESSENTIAL ENERGY UNIT

Personal Responsibility and Academic Engagement

Always Mostly Sometimes Developing
Independently stays on task.

Follows instructions.

Listens and works well in groups.

Contributes to class discussion.

Is able to transition between activities.

Independently able to organise themselves.

Speaks respectfully to others and uses manners.

Approaches new tasks with a growth mindset

Practical Application and Understanding

I AM …….

able to describe the difference between the transfer and

transformation of energy

able to confidently predict an outcome using a scientific

process

Use scientific language to describe a process of energy

transfer/transformation

Uses scientific language and understanding to modify the

experimentation process

use the design process to identify part names and describe

their purpose using scientific language

PERSONAL REFLECTION/COMMENTS: