SCIENCE

Planning
Document
Primary
University of Notre
Dame
 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
understanding

objects and materials can be used. They use

Chemical sciences  Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074) contact and non-contact forces to describe
Science

interactions between objects. They discuss how

natural and human processes cause changes to
Earth and space sciences  Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) the Earth’s surface. They describe relationships
that assist the survival of living things and
sequence key stages in the life cycle of a plant or
 Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) animal. They identify when science is used to ask
Physical sciences
questions and make predictions. They describe
situations where science understanding can
Nature and development  Science involves making predictions and describing patterns and relationships (ACSHE061) influence their own and others’ actions.
Science as a

of science
endeavour
(Year 3-4)

Students follow instructions to identify

human

investigable questions about familiar contexts

Use and influence of  Science knowledge helps people to understand the effect of their actions (ACSHE062)
and predict likely outcomes from investigations.
science They discuss ways to conduct investigations and
safely use equipment to make and record
observations. They use provided tables and
simple column graphs to organise their data and
 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior identify patterns in data. Students suggest
Questioning and explanations for observations and compare their
predicting knowledge (ACSIS064)
Science inquiry skills (Year 3-4)

findings with their predictions. They suggest

reasons why their methods were fair or not. They
Planning and conducting  Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) complete simple reports to communicate their
 Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies methods and findings.
as appropriate (ACSIS066)

Processing and analysing  Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
data and information  Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

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)

English
Study the features of a factual
text (e.g factual texts about
famous landmarks). Examine the
differences between a factual
text and an opinion piece.
Students create a factual text
and an opinion piece on the
topic of mining and
sustainability.
LOTE
Learn the Traditional Aboriginal names for famous
natural formations in Australia and create a
poem/song about one using Noongar language
Geography
Examine human processes that
contribute to the process of
erosion e.g mining.
Develop a criteria for sustainable
mining and draft a proposal
contract for a mining company
Maths
CONCEPT MAP Create a model village using a limit
(option 1)
of 50 unit cubes. Come up with a
Religious Education / Spiritual Education scale. Finalise a design that has
Examine the use of mountains in Scripture efficient use of space and
during the RE Unit on Prayer, and how resources. Calculate the perimeter,
Jesus withdrew to a high place to be alone and square area of the model
with God. Students create their own village houses. Then using the scale
‘mountain prayer’ and write on a stone. estimate how many people the
village could house, and draft and
order for resources (stating
Concept: Erosion and Natural Formations
measurements)
Term: 2 Weeks: 1-5
©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
Organise indoor rock-climbing excursion (or
incursion if school has the resources). Students
learn techniques and strategies for the sport.
The Arts
History
Make Traditional paints (red, white,
Examine island-hopping theories
black) using ochre and iron rock
of how the First People most
pigments and charcoal. Follow
likely crossed into Australia.
process of grinding and mixing the
Create model of islands using
stones. Student can use these to
sand and water in a portable
paint an Australian landscape.
sandpit to model the process
 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 XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. 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

1
ACSSU ACSIS0 Create map of DIAGNOSTIC  Take students to a viewpoint within the school Set 1: Science group
075 64 what a local -What role badges
Collect science to see a local landscape.
landscape may features does
have looked like
journals and mark  Discuss with class about changes that this landscape A3 paper and
against checklist
landscapes go through (key questions: set 1) have? used tea bags
hundreds of years for accurate
ago observations and  Return to class. Students discuss in their -Would it have (for map
always looked staining effect)
descriptive science groups what the landscape might have
like this?
Examine rock and language. looked like hundreds of years ago and create a Soil samples (2x
soil samples and (Appendix 2) labelled map (including some features that may Set 2: per group)
record 3-5 features have since disappeared) -How would
Collect TWLH
for each sample in  Groups analyse 2 rock samples and 2 soil
you describe Rock samples
charts and make
their science this rock/soil? (2x per group)
anecdotal samples taken from the areas around the
journals -Where do you
observations on landscape (previous teacher preparation) and think it came Glass jars with
classes’ current
individually record observations in their science from? lids for holding
Identify possible understandings
journals -Have you samples
questions for
seen
investigation on a  Discuss questions as a class (key questions: set
something like Plastic gloves
TWLH chart 2) this before?
 Introduce TWLH chart (Appendix 1) to TWLH charts
students. Each group fills out the first 2 Set 3:
columns of the chart: ‘what we think we know’
 and ‘what we want to learn’ (using prompts -Where do
from key questions: set 3) rocks/soil
come from?
(students in need of extending: to choose one of the 7 -How do they
Natural Wonders of the World formations and work change?
individually on an investigative report on the formation -Why do they
processes involved in forming the Natural Wonder. This or don’t they
will run over the whole unit of work and be presented change?
in a speech and diorama/poster at the end.)

(students in need of enabling: to make 1-2 observations

for each sample)

*Safety and Health

-Plan route/location around school to viewpoint before
hand. Brief students on behaviour expectations when
travelling around the school
-Ensure students wear gloves when dealing with soil
samples
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of modelling tectonic plates
 To support students to investigate and explore ideas about formations of earth’s structures
 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 ACSIS0 Create and write the
FORMATIVE  -What Digital photos of
2
Students complete jigsaw puzzle of tectonic
075 64 definitions of a plates in groups of 2-3 (Appendix 3) featured do mountains,
Worksheets
volcano, ocean  Display and explain lesson objectives and mountains ocean trenches,
collected and
trench and mountain have? and volcanoes
assessed with a assessment rubric (Appendix 4) to students
rubric (Appendix  Students reform science groups and collect
Record predictions -What Formations
4)
for the tectonic materials features do Worksheet
movement causes of
Written feedback  Explain materials to students (crackers ocean
a volcano, ocean represent tectonic plates, shaving cream trenches Shaving cream
on worksheet
trench and mountain represent layer of mantle) have? (cans)
provided back to
(1-2 sentences)
students  Photo of mountain displayed to class.
-What Plastic plates
Record observations (Appendix 5) Brainstorm definition using key features do
of tectonic plate questions: set 1 (students write down volcanoes Graham
movements definition on worksheet) (Appendix 6) have? crackers
(modelled with  Science groups work together to predict how
crackers) the tectonic plates need to move in order to -What way do Science group
(2-3 observations) you think the role badges
form a mountain (write down prediction
tectonic plates
Be a productive and worksheet) need to move QR codes for
fair group member  Groups test prediction by moving crackers over to create this? extension
the shaving cream until ‘mountain like’ videos
formation occurs -What do you
 Observations recorded on worksheet observe after Enabling
you moved prompt cards
 Class discuss results and share which way they
the crackers?
moved their ‘tectonic plates’ What do you
 Repeat process for ocean trench and volcano see? Hear?
(picture shown, prediction, test using crackers Feel?
and cream, and observations recorded and
shared with class) (Appendix 5)
  Class all model tectonic movements for each
structure with hands.
 Worksheet to be placed in science journals

(students in need of extension: continue working on

project.
QR codes with real-life footage/views of the structure
available to encourage fascination) (Appendix 7)

(students in need of enabling: prompt cards with

options of ‘push together’, ‘pull apart’ and ‘overlap’
given to them to form predictions and record
observations using the same language. 1-2 sentences
for predictions and observations) (Appendix 8)

*Safety and Health

Ensure that gloves are worn when handling crackers
and shaving cream
Ensure that cracker brand used contains no substances
that students are allergic to (replace with pre-cut
pieces of ply wood if problem)
 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
FORMATIVE  Set 1: Science group
3
Students form their science learning groups
075 061 71 and review the first two columns of their TWLH role badges
Rubric for groups
Read and interpret a sheet. (Appendix 1) -What could
presentations
factual text about have caused TWLH sheets
assessing  Display pictures of Uluru on the board and
the origin of Uluru Uluru to be
(Appendix 10) distribute photographs of the formation to shaped like https://www.go
Contribute to class each group for their viewing that? ogle.com/earth/
Appointment
discussion about the
time made for  Students find and view Uluru on Google Earth -What do you
concept of erosion  Ask groups to discuss ways Uluru might have think it looked Red Rock Rising
meeting with
formed into its current shape (key questions: like millions of (Primary
each group after
Work collaboratively years ago? Connections)
presentations to Set 1). Mention the presence of Aboriginal
in groups to form a
discuss rubric and people thousands of years ago and the
theory about what Set 2: Modelling clay
give specific significance of Uluru to them
Uluru might look like -What pattern
feedback
in the future  Speakers in each group share their groups’ do you see A3 paper
ideas with the class happening?
Present theory in  Introduce the factual text Red Rock Rising. -What will it Classroom ipads
groups, stating clear look like 100
Students read the text individually and discuss
reasons and years later?
explanations for the as a group. (Appendix 9) -What will it
claim  Class discusses the new word ‘erosion’ and look like a
contributes to class definition brainstorm on million years
the board later?
 Explain to students that their task is to come up -Why do you
think that?
with a theory in their groups as to what Uluru
-What would
will look like in 100 years and in a million years cause that?
(using key questions: set 2)
 Display and presentation rubric on the board
and explain components (Appendix 10)
  supply groups with A3 paper, modelling clay
and class ipad for groups to create a
multimedia presentation)
 Groups present their theory to class (referring
to the poster/design model/ICT in stating their
reasons and explanations of the theory)
 Groups review the third and fourth columns of
the TWLK chart and add any further
contributions (Appendix 1)

(student in need of extension: continue working on

project)
(students in need of enabling: Highlight key
words/sentences on their Red Rock Rising worksheet.
Ensure they are working with their preferred media in
the group – either paper, ICT or modelling clay.)

*Safety and Health

Students wash hands well after using modelling clay
 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 ACSIS0 Set 1: Water erosion
4
Work SUMMATIVE-
075 68 collaboratively to
Science Inquiry
 Revise discussion on Uluru erosion with class -Would investigation
plan and conduct something planner in
and discuss how erosion might change the
ACSIS2 Skills buried always science journals
the investigation depth of something buried (key questions: Set
16 Science inquiry stay the same (Primary
skill rubric 1) and that the water erosion of soil created depth over Connections)
Formulate a (Appendix 13) these changes
ACSIS0 time?
question for (Adapted form
69
investigation into  Revise the terms independent, controlled and -What moved Soil samples (2
Journey North to expose the types)
how a chosen website) dependent variables with the class
ACSIS0 rock over
71 variable will affect  Brainstorm with class possible variables that time? Foil trays
soil erosion (full might affect the erosion of soil using a variable
sentence) grid (with ‘depth of soil’ as the dependent Set 2: Plastic wrap
variable in the middle square) (Appendix 11) -What factors
Make predictions affect water Variable grid
 Students work in their science groups to plan erosion on
and record
their investigation: soil? Sentence
observations about
amount of soil  Each group to choose one variable to Set 3: template
-What (investigation
erosion. (full investigate (independent variable) and
challenges question)
sentences) formulate their inquiry question in their science were there?
journals as a full sentences. (Appendix 12) -How did Water – set
Record  Display and discuss rubric with students you/could you amount
observations in (Appendix 13) overcome (container or
table and present them? hose supply)
results in a graph  Explain investigation task to students. -How could
Model a set up for students: Make prediction you improve Bucket
Analyse the (e.g the larger the angle of the slope the less the
depth of soil left after water erosion). Fill a foil investigation? Plastic tarps
investigation to
make evidence- tray up to 3cm mark with soil. Change the
based claims about independent variable (e.g angle of the slope, by
the water erosion propping one end of tray up with a book), cover Books (as
of soil (2-3 tray with plastic. Pour the set amount of water propping up
sentences). over the soil. Measure the new level of soil at item)
both ends of the tray.
Science group
 Students conduct their own experiment: write role badges
prediction, record pre and post experiment soil
levels in science journals on observation table.
 Discuss the results in groups and create a graph
to represent the findings
 Write 2-3 sentences as a conclusion (evidence-
based claim about effect of other factors on
water erosion of soil)
 Evaluate investigation and record in science
journals (key questions: Set 3)
 Each group presents a recount of their
experiment and findings to the class (stating
variables chosen, prediction, results
(table/graph) and conclusion) as well as
evaluation of the experiment

(Students in need of extension: continue with project.

Conduct own erosion investigation using a variable that
they have researched to be a component of the
landmark formation e.g rain water erosion on Mt
Everest).
(students in need of enabling: provide ‘fill in the blank’
template for formulating inquiry question, prediction,
observation and conclusion statement sentences)
(Appendix 14)

*Safety and Health

Investigation is done in an outdoor space, tarps are set
up
Students wear gloves when handling soil samples and
measuring
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about the changes of earths’ surface over time and represent what they know about the formation of earths’ rock structures and the
role of erosion in this
 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 Locate a local area Set 1 Class ipads
5 SUMMATIVE-
075 around the school  Discuss the now completed TWLK charts with -Would you
suburb for the burial Science bury the time TWLK charts
class (take photos of charts for assessment
of a time capsule Understanding capsule near a
proposes)
(using what has been Science river?
Understanding  Create class time ‘erosion’ time capsule by
learnt about erosion Why/Why
to find a place that rubric (Appendix placing all TWLK charts in a metal box not? Permission
will be least 15)  Discuss with class the purpose of a time -Would you granted from
disturbed and capsule (bury something to be preserved and bury the time Local council to
exposed over time) found at a much later time capsule on top bury class time
 of a hill?
Explain to students that their task is to find the capsule in safe
Present clear, in Why/Why public place
best place to bury the class time capsule
depth and logical not? (short-term)
reasons for location  Students should consider erosion effects of the -Would you
choice using learnt location (key questions: Set 1) bury your time
scientific  Students use Google Earth app on ipads to capsule under
terminology (up to 5 a boulder?
survey the surrounding public local area around
reasons) Why/Why
school and mark the location of where they not?
 Display and discuss the rubric with the students
(Appendix 15) Set 2:
-Why would
 Students take a screen-shot of the marked and
you choose to
surrounding area with an attached explanation bury the time
for why that area was chosen capsule here?
 Explanation can be done as a typed paragraph -How might
the landscape
or voice recording (key questions: Set 2)
change over
 Upload the screen-shot and the explanation to time?
class Science See Saw page -Would the
time capsule
  Students can watch view each other’s work and be safely
hidden here?
explanations
Why?
 Discuss as a class some of the common themes
found in students’ explanations Set 3:
 With teacher guidance, class agrees on one -What did you
really enjoy?
place that best suits the burial of the time
What did you
capsule (may be a place marked by a student or learn a lot
a new place altogether) about?
 Find time in class (with students) or outside of -What could
you improve?
class time to bury time capsule in the chosen
-What are you
place
still wondering
 Students complete self-assessment of their about?
learning by completing questions in their -What would
science journals (key questions: Set 3) you do
differently in
*Safety and Health the next time
Provide students with link to Google Earth to prevent you work as a
them using certain search engines (if against school team?
policy) -What would
Set locations parameters for where students can search you like to do
for their time capsule location (e.g no further north in the future?
than…etc.)