EDU318 Assignment 2: Modified Science Unit

Name: ID:
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation10, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

PART ONE: Description of student cohort. (150-180 words)

This year 5 class have varying strengths and needs in different areas, from literacy to numeracy, as well as special consideration likes ESLD learners,
students on IEPs, gifted and talented students, and intellectually impaired. The class has several Indigenous students. According to NAPLAN data, good
percentage of the class have reached the achievement standard for Numeracy, however over half of the class has not yet reached the end of year target
for literacy. The action plan to address these needs throughout this science unit is to allow for grouping and partnering where students can engage with
others of varying abilities and to learn from each other. There will also be a lot of support for the ESLD learners in the form of purposeful and deliberate
pairings, as well as the use of images, videos and hands on learning. This hands on and visual learning will also assist in the learning of all students.

PART TWO

Modifying the unit: When making adjustments to the unit, use the strike out to omit words. Then
write the new information and highlight it. Write the justification in the sections provided.
School name Unit title Duration of unit
Our School Matter matters One term

Unit outline
Students broaden their classification of matter to include gases and begin to see how matter structures the world around them. They test predictions relating to the
behaviour of solids, liquids and gases by conducting investigations focused on the observable properties and behaviours of solid, liquids and gases.
Questions that shape the inquiry include:
What are examples of everyday substances that exist as a solid, liquid or gas?

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 Unit outline
What is a solid? What is a liquid? What is a gas?
What are the observable properties of solids, liquids and gases?
What changes occur when heating or cooling solids, liquids or gases?
How do we investigate gases if we cant see them?
If a gas has mass how can we measure it?
What composite materials are being developed?
How are composite materials useful?

2 | Year 5 unit overview Australian Curriculum: Science

 Identify curriculum
Content descriptions to be taught
Science Understanding
Chemical sciences
Solids, liquids and gases have
different observable properties and
behave in different ways
(ACSSU077)
2012
Science as a Human Endeavour
Use and influence of science
Scientific understandings,
discoveries and inventions are
used to solve problems that
directly affect peoples lives
(ACSHE083)
General capabilities and
Science Inquiry Skills cross-curriculum priorities
Questioning and predicting
Literacy
With guidance, pose questions to
clarify practical problems or inform Use appropriate scientific language
a scientific investigation, and specific to the topic.
predict what the findings of an Numeracy
investigation might be (ACSIS231)
Create tables to display
Planning and conducting observations, data and information.
With guidance, plan appropriate
Calculate the mass of a sample of
investigation methods to answer
gas.
questions or solve problems
(ACSIS086) ICT capability
Decide which variable should be Use a range of digital technologies
changed and measured in fair tests to assist with investigating the
and accurately observe, measure concepts.
and record data, using digital
Use simulations to investigate the
technologies as appropriate
states of matter.
(ACSIS087)
Use equipment and materials Critical and creative thinking
safely, identifying potential risks Use thinking skills to complete
(ACSIS088) group activities and open-ended
Processing and analysing data and tasks.
information
Personal and social capability
Construct and use a range of
representations, including tables Work together to plan and conduct
and graphs, to represent and investigations.
describe observations, patterns or
relationships in data using digital
technologies as appropriate
(ACSIS090)
Compare data with predictions and
use as evidence in developing
explanations (ACSIS218)
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 Evaluating
Suggest improvements to the
methods used to investigate a
question or solve a problem
(ACSIS091)
Communicating
Communicate ideas, explanations
and processes in a variety of ways,
including multi-modal texts
(ACSIS093)
Achievement standard
By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with
the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments.
Students discuss how scientific developments have affected peoples lives and how science knowledge develops from many peoples contributions.
Students follow instructions to pose questions for investigation, predict what might happen when variables are changed, and plan investigation methods. They use
equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns. They
use patterns in their data to suggest explanations and refer to data when they report findings. They describe ways to improve the fairness of their methods and
communicate their ideas, methods and findings using a range of text types.
Relevant prior curriculum Curriculum working towards
In the Australian Curriculum: Science at Year 3 In the Australian Curriculum: Science at Year 6
Science Understanding Science Understanding
Chemical sciences Chemical sciences
A change of state between solid and liquid can be caused by adding or Changes to materials can be reversible, such as melting, freezing,
removing heat. evaporating; or irreversible, such as burning and rusting.
In the Australian Curriculum: Science at Year 4 Science as a Human Endeavour
Science as a Human Endeavour The content descriptions for Science as a Human Endeavour are the same
for Year 5 and Year 6.
Use and influence of science
Science Inquiry Skills
Science knowledge helps people to understand the effect of their actions.
The content descriptions for Science Inquiry Skills are the same for Year 5
Science Inquiry Skills and Year 6.
Questioning and predicting
With guidance, identify questions in familiar contexts that can be investigated
scientifically and predict what might happen based on prior knowledge.

4 | Year 5 unit overview Australian Curriculum: Science

 Planning and conducting
Suggest ways to plan and conduct investigations to find answers to
questions.
Safely use appropriate materials, tools or equipment to make and record
observations, using formal measurements and digital technologies as
appropriate.
Processing and analysing data and information
Use a range of methods including tables and simple column graphs to
represent data and to identify patterns and trends.
Compare results with predictions, suggesting possible reasons for findings.
Evaluating
Reflect on the investigation; including whether a test was fair or not.
Communicating
Represent and communicate ideas and findings in a variety of ways such as
diagrams, physical representations and simple reports.
Bridging content
The Essential Learnings by the end of Year 3 provide students with opportunities to explore properties of materials and solids and liquids.
Natural and processed materials
Materials have different properties and undergo different changes.
Materials are categorised according to their observable properties, e.g. texture, colour and solubility can be used to group materials.
Properties of familiar materials may be changed, e.g. water is usually liquid but is solid when frozen.
Links to other learning areas
In the Australian Curriculum: Mathematics at Year 5
Choose appropriate units of measurement for mass.
In the Australian Curriculum: English at Year 5
Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts.
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources.
Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and
audio elements.

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 Assessment Make judgments
Describe the assessment Assessment date Teachers gather evidence to make
judgments about the following characteristics
Collection of work: Science journal (Written or digitally recorded) Ongoing throughout the of student work:
Throughout the unit, students plan and summarise their research. Students science unit
Understanding
journal entries include: Formative assessment
description and identification of scientific
investigation methods Students will get
information and concepts
constructive feedback
predictions use of science knowledge to generate
rather than grades for this
graphs and tables part of the assement solutions and explanations
labelled diagrams Skills
written explanations as well as oral explanations each lesson development of questions for
conclusions, drawn from research investigation, making plausible
suggested improvements to methods predictions about findings
identification of variables, description of
science reports. potential safety risks, and safe
Experimental investigation: Scientific report (Written Digital Presentation) During the elaborate measurement and recording of data
Students work in pairs to plan and conduct a fair investigation to gather phase description of patterns and relationships
quantitative data to determine the mass of a gas in a sample taken from an in data, suggesting explanations and
everyday item, such as soft drink, balloon or an aerosol can. making comparisons with predictions
identification and description of ways to
improve the fairness of methods
communication of ideas, methods and
findings.
For further advice and guidelines on
constructing guides to making judgments
refer to the Learning area standard
descriptors: www.qsa.qld.edu.au

Justification of changes made to Assessment and

Making Judgements.
I would keep this assessment intact, however offer an additional opportunity for
students to orally present their science journal, allowing students the opportunity to
express their learning through different mediums. By doing this, their literacy
limitations do not impede their ability to be fairly judged on the progress they have

6 | Year 5 unit overview Australian Curriculum: Science

 Assessment Make judgments
made. According to Tomlinson and Sousa students should be given many and
varied opportunities to show what they have learned (Sousa & Tomlinson, 2011)
The Scientific Investigation would also be a digital presentation, done in groups of
three. This would allow for students to use digital technologies to assist them in
making diagrams and graphs. I would group students according to the abilites and
needs they have to ensure that students can assist their team members. For
example, I would group students that have a literacy strength with students who
have numeracy strengths, and vice versa (Tompkins, Campbell, Green, & Smith,
2015).

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 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
Engage Web
Complete a KWLH chart about solids, liquids and gases, and discuss. Have each In the word wall chart, I would websites for videos showing
student draw a KWL chart in their science journals and complete a Round Robin include each word with the first states of matter
acticity, having them fill in the K section on each others charts. Then complete a language of ESLD students. For free images
class KWL chart, allowing students to call out what is in their books. example viscosity would be
written on the card in two websites for factsheets and
Create a word wall and question board for students to add to throughout the unit. interactive worksheets
Discuss key vocabulary languages: volume/
Print
Investigate a range of household materials, pantry items and common items to
The word wall also has pictures free images
compare solids and liquids and their ability to flow and maintain shape and
volume. relating to the words next to them. worksheets
word wall
In their Science Journal students Equipment
would also keep their own word assorted household materials
journal of words that they want to to assist in classifying solids,
learn more about. This allows for liquids and gases
student directed learning at the Safety equipment
appropriate level of each student.
completed risk assessment for
activities that may use
Students with glasses will be seated electrical items and heat
in appropriate areas in the class
room so they can see the board, as
well as see what the teacher is doing
during whole class activites and
demonstrations

Justification: The use of a Round Robin activity allows students learn from their peers, as well as
contribute their own knowledge in a low risk activity. ESLD students, or those with low literacy levels
often feel self-conscious in adding to class discussion, however in this activity they can see what
others students have written and begin to contribute their own ideas. The word wall that includes
other languages and images also supports ESLD students and others with literacy needs. Tompkins
et all suggest that teachers support these students using images and other visuals such as artefacts
and videos. They also suggest that teachers preteach and discuss big ideas and key vocabulary to
help student participation and maximise learning for ESLD students (Tompkins, Campbell, Green, &

8 | Year 5 unit overview Australian Curriculum: Science

 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
Smith, 2015). The keeping of a personal word journal allows students to direct their own learning and
keep track of their progress. Having students who wear glasses seated in appropriately selected
spaces of the classroom will enhance their engagement as they will be able to clearly see what is
happening.

Explore Students with glasses will be

Explore the properties and behaviour of the three states of matter using water. seated in appropriate areas in
Discuss the observable properties as a class, with teacher writing points on the the class room so they can
board, and then recorded in the science journal. see the board, as well as see
Investigate the changes to the states of solids, liquids and gases when heating or what the teacher is doing
cooling. This may include teacher demonstrations teacher demonstrations and during whole class activities
group investigations of heating and cooling chocolate, heating and cooling and demonstrations
saltwater to observe solids and liquids, and burning a candle to observe the wax Throughout the discussion of
as a solid and a liquid. observable properties, teacher
Explore gases and their properties, i.e. gases have a mass and take up space. writes on the board the
This may be explored through blowing up balloons or making bubbles. Exploring students answers, so when
the way solids, liquids and gases change under different situations such as students are recording in their
heating and cooling (boiling, melting, condensing, vapourising) and how the journals, they can remind
properties of the substances change as their state changes. themselves of what was
discussed, as well as
In pairs, students investigate the difference between boiling of water and particular spelling of words.
evaporation of water. This may be achieved by boiling water and comparing this
process to placing a bowl of water in the sun and observing the water level at
certain intervals. Discuss the behaviour of the water.

Justification:
Having group or pair investigations as well as teacher demonstrations allows for the use of a range of
groupings to enhance the earning of students. The learning environment is very important to differentiating,
and thus students must be given opportunities to work as a whole class, large and small groups, and
individually (Maker, 2017). The teacher writing the points up on the board during discussions allows students
to be think about the big ideas and concepts of what theyre learning whilst recording in the science journal,

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 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
rather than being hung up or confused by trying to remember or spelling (Tompkins, Campbell, Green, &
Smith, 2015).

Explain Students with literacy needs or

Record in the science journal what is observed about solids, liquids and gases and ESLD students will be grouped
explain observations. (This has already been recorded in the Explore Stage) Have and paired with students who
students work in small groups to brainstorm on butchers paper an explanation of have strengths in literacy
either a solid, liquid or gas. Students then present their explanation to the class.
These explainations are then recorded in their science journal.
Students with glasses will be
Model an annotated diagram to the whole class, on a similar but different topic, seated in appropriate areas in the
perhaps the difference between a solid and liquid. This gets left on display as class room so they can see the
students create an annotated diagram in pairs to explain the difference between board, as well as see what the
boiling and evaporation. Explain where these processes occur during everyday teacher is doing during whole
life. class activites and
Create a flowchart or concept map using scientific language and images to show demonstrations
and explain the phase changes that occur during the process of making jelly from
packet jelly crystals.
Conduct an audit of the home to identify different solids, liquids and gases and
explain the phase changes that they undergo during every day processes.

Justification:
Students work in groups to brainstorm explanations of observations so that they have a chance to learn
from each other. Students are grouped according to their strengths and needs, giving them the
opportunity to teach their peers, as well as learn from them (Sousa & Tomlinson, 2011). The learning
environment is very important to differentiating, and thus students must be given opportunities to work
as a whole class, large and small groups, and individually (Maker, 2017). By modelling the annotated

10 | Year 5 unit overview Australian Curriculum: Science

 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
diagram, students get to revise previous learning. This helps them to focus on the content of the task
rather than be slowed down or hindered by trying to remember what an annotated diagram is. This
revision of previous learning is helpful to ESLD students (Tompkins, Campbell, Green, & Smith, 2015)
and others with literacy and numeracy needs.
Elaborate Student parings will be
Have a class discussion of measuring mass: How might we do it? deliberate based on Numeracy
Investigate how to measure the mass of a gas. Whole class investigation to strengths.
measure the mass of gas in a soft drink can, and then students pair up for the Students research sublimation
assessment investigation, measuring the volume of gas in one of the before and choose a substance that
mentioned items. they are interested in to explore
Use dry ice to conduct investigations to answer the question: What is sublimation?
Why are substances that sublimate useful? Students get an opportunity to
research sublimation, and discover other uses for it. For example, students can
research freeze dried food, and identify the benefits and uses of it.

Justification:
Having a discussion of measuring mass once again revises previous learning, and allows students the opportunity
to ask any questions they have to clarify their learning. Allowing multiple opportunities for learning and practice
enhances the learning of students with varying needs (Maker, 2017). Maker highlights that in order to differentiate
the learning to meet the needs of many students, teaching and learning should be interest centred that
encourages students to explore subsets of the class topic that interests them (2017).
Evaluate Student parings will be
Investigate composite materials that cannot be easily classified as solids, liquids deliberate based on Numeracy
or gases on the basis of their observable properties, e.g. shaving foam. strengths.
Discuss the properties and behaviour of the foam. Whole class discussion, then Students research sublimation
pair discussion and recording in science journals. and choose a substance that they
Research how these new composite materials are used and why their are interested in to
properties are important to their use. Students can research through books,
websites, videos and images

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 Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources

Justification:
By having a whole class discussion and then a pair discussion before recording in their science journals
allows for more time to consolidate learning before having to do any recording (Tomlinson, 2014). The
whole class discussion can also support ESLD learners and students who have literacy needs as the
teacher can use visual prompts such as pictures and artefacts (Tompkins, Campbell, Green, & Smith,
2015). Students can also work in pairs whilst recording in their journals so that students who have
literacy needs can be supported by students who have a strength in literacy. Students are paired
according to their strengths and needs, giving them the opportunity to teach their peers, as well as learn
from them (Sousa & Tomlinson, 2011). This research activity supports learners with literacy needs, as
well as ESLD students as they have many mediums through which they can conduct research, from
images and videos to books and websites. This allows for multiple entry points as well, as the research
is student directed, so the level of research can reflect the level of learning the student is currently at
(Tomlinson, 2014).

12 | Year 5 unit overview Australian Curriculum: Science

 Use feedback
Ways to monitor learning
and assessment
Feedback to students
Reflection on the unit plan
2012
Teachers collaboratively plan the teaching, learning and assessment to meet the needs of all learners. Through out the unit,
teachers keep records of their observations of the learning made through the assessment of the students Science Journal,
allowing them to plan their teaching to meet the learning needs of the students continuously throughout the unit.
Teachers mark a small random sample of the experimental investigation report and moderate the samples to ensure consistency
of judgments. They then mark their own class.
Justification: Teachers should also know where their students are at so that they can teach
accordingly, and ensure they know how they are going to differentiate teaching and
learning activities accordingly.
Teachers plan opportunities through the teaching strategies and learning experiences of the unit. Teachers provide ongoing
feedback and encouragement to students on their strengths and areas for improvement. Through particular learning experiences
students can reflect on and discuss with their teachers and peers what they are able to do well and what they need to do to
improve, e.g. identifying patterns and trends in experimental data, reflecting on how to improve the design of an investigation.
Justification: I have not made many changes to how the feedback would be given to students
as this approach allows for differentiated feedback that is ongoing throughout the unit,
allowing students to reflect on areas for their improvement. The only part I would change is
for the feedback to include not only areas for improvements, but strategies on how to
improve (William, 2016).
At the conclusion of the unit all teachers who have been involved in planning, teaching, learning and assessment come together to
reflect on the successes and challenges of the unit. They come with their personal reflections through answers to the following
questions:
What worked well in this unit?
Why did this work well?
What was a stumbling block?
Why was it a stumbling block?
How would you refine it?
What trends and gaps in learning have you identified?
How will you build on these learning experiences next term and beyond?
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 Use feedback
Justification: It is important to understand not only what worked or didnt work, but why this
was so. It is only when we understand why something did or did not work that we can
identify how to go about improving teaching and learning.

References
Maker, C. (2017, August 30). EDU318 - Professional Practice - The Inquiring Teacher - Differentiation Resources. Retrieved from BlackBoard:
https://online.usc.edu.au/bbcswebdav/pid-1289007-dt-content-rid-
6767348_2/courses/EDU318_2017_Semester_2/EDU318_2016_Semester_2_ImportedContent_20160706122849(7)/EDU318_2015_Semester_1_I
mportedContent_20150120013115(5)/EDU318_2014_Semester_1_ImportedConte
Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the Brain. Indianna: Solution Tree Press.
Tomlinson, C. A. (2014). The Differentiated Classroom. Alexandria: ASCD.
Tompkins, G., Campbell, R., Green, D., & Smith, C. (2015). Literacy for the 21st Century. Melbourne: Pearson Australia.
William, D. (Director). (2016). Formative Assessment [Motion Picture].

14 | Year 5 unit overview Australian Curriculum: Science

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16 | Year 5 unit overview Australian Curriculum: Science
 Literacy Year 5

Tools Achievement Term 1 Term 2 Term 3 Term 4

Standard and Target

PM Reading Level Levels 26-28

South Aust. Spelling T Raw Score 35-39

QSA Literacy Indicators Majority of Yr 5

indicators

ACARA learning Level 3 by the end of

continuum year 5

NAPLAN Reading Band 6

Band/Mean scale score Mean scale score 535

NAPLAN Spelling Band 5

Band/Mean scale score Mean Scale Score 515

NAPLAN Writing Band 5

Band/Mean scale score Mean Scale Score 510

NAPLAN Language Band 5

Conventions (G&P) Mean Scale Score 520
Band/Mean scale score

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 Numeracy Year 5

Tools Achievement Term 1 Term 2 Term 3 Term 4

Standard and Target

QSA Numeracy Majority of Yr 5 maps

Monitoring Maps

PAT Maths Test Booklet 5

Stanine 5
(131.3 scaled score)

ACARA learning Level 3 by the end of

continuum year 5

NAPLAN Numeracy Band 5

Band/Mean scale score Mean scale score 515

Class 5W Profile

18 | Year 5 unit overview Australian Curriculum: Science

 NAME G DOB Reading Reading PM/ SAST PAT NAPLAN BAND Learning Special considerations Other
E Age (yrs) Age (yrs)- PROBE Spelling Math - Yr 5 Support-
N Comp Level Age/Score Stanine Lit,Num,
Gifted/Tal
R W S G N
Josephine B F 20-4-06 10.2 10.0 27 9.9/39 6 5 5 5 4 5 Indigenous
Alexus B M 10-3-06 10.1 9.9 27 9.6/38 6 5 5 5 4 4
Corey C M 12-2-06 9.5 9.0 27 8.3/34 3 5 4 3 3 5 ADHD
Adrian C M 2-5-06 9.2 8.11 24 8.4/34 3 5 3 3 3 3 Num
Sarah C F 9-8-06 9.2 9.0 25 8.11/36 2 5 4 3 3 3 Num
Tania D F 3-3-06 8.4 8.0 23 8.2/32 2 3 3 3 3 5 Lit ADHD Glasses
Conner D M 20-12-05 6.2 5.4 12 5.0/12 1 - - - - Lit, Num II- IEP(Intellectually Impaired)
Casey D F 16-5-05 9.5 8.11 14 8.11/35 4 5 4 5 5 5
Alex F M 20-9-06 8.7 8.5 24 8.4/34 3 4 4 5 5 5 Lit
Tahlia F F 9-6-05 6.8 6.2 15 6.0/22 1 - - - - - Lit, Num ASD - IEP
Jonah G M 25-12-06 7.2 7.2 19 7.0/29 2 - - - - - Lit, Num SED IEP (Social/Emotional Indigenous
Disorder)
Jordan G M 11-5-06 9.5 9.0 25 8.9/36 4 5 5 5 5 5
Joseph H F 3-2-06 13.6 13 PROBE 14 13/48 8 7 6 7 7 7 G&T
Harry J M 5-1-06 9.2 8.11 24 8.11/36 3 4 4 5 5 5
Lisa K F 7-10-06 9.5 8.10 24 8.10/36 4 5 3 3 4 5 Glasses
Elliot L M 18-8-06 9.5 9.3 25 9.2/37 5 5 4 4 5 5
Amanda Mc F 15-4-06 11.2 11.1 PROBE 11 10.11/44 6 6 5 5 6 6
Jacob M M 8-11-06 8.4 8.4 23 8.4/34 3 4 3 3 3 4 Lit ESLD
(Eng as a Second Language/Dialect)
Jennifer M F 11-2-06 9.2 9.2 25 9.6/38 6 5 4 5 5 5
Marcy N F 2-5-06 8.11 8.4 23 8.4/34 5 4 3 3 3 5 Lit ESLD Glasses
Shelley P F 10-12-06 9.5 9.2 25 19.2/37 2 5 4 3 4 3 Num
Luke S M 9-8-06 8.10 8.7 24 8.5/34 2 4 3 3 3 3 Lit, Num ADD
Maxwell T M 13-3-06 9.2 8.11 24 8.11/36 3 5 4 3 3 5 Indigenous
Kyle W M 17-3-06 >15 >15 PROBE 30 >15/53 9 8 8 8 8 8 G&T ASD- IEP
Nathan W M 22-4-06 9.10 9.8 26 9.2/37 5 5 5 4 4 6
Danny W M 19-5-06 11.4 10.11 27 10.7/43 6 6 6 6 6 6

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