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Primary Science FPD

Australian Curriculum: Science

(Year 4)

Sub-strands Content Descriptions Achievement Standard • Living things have life cycles (ACSSU072) Biological
Sub-strands
Content Descriptions
Achievement Standard
Living things have life cycles (ACSSU072)
Biological sciences
Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
Chemical sciences
Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)
By the end of Year 4, students apply the
observable properties of materials to explain
how objects and materials can be used. They
use contact and non-contact forces to describe
interactions between objects. They discuss how
natural and human processes cause changes to
the Earth’s surface.
They describe relationships
Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
Earth and space
sciences
that assist the survival of living things and
sequence key stages in the life cycle of a plant
or animal.
They identify when
science is used
Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
Physical sciences
to ask questions and make predictions
. They
describe situations where science
Science involves making predictions and describing patterns and relationships (ACSHE061)
understanding can influence their own and
Nature and
development of science
others’ actions.
Students follow i
nstructions
to
identify
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Use and influence of
science
investigable questions about familiar contexts
and predict likely outcomes from
investigations.
They discuss ways
to conduct
With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on
Questioning and
prior knowledge (ACSIS064)
investigations and safely use equipment to
predicting
make and record observations
. They use
Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
provided tables and simple column graphs to
Planning and
organise their data and identify patterns in
conducting
Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital
technologies as appropriate (ACSIS066)
data.
Students suggest
explanations for
observations and compare their findings with
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
Processing and
analysing data and
information
their predictions.
They suggest
reasons why
Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
their methods were fair or not.
They complete
simple reports to communicate their methods
and findings.
Reflect on the investigation, including whether a test was fair or not (ACSIS069)
Evaluating
Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports
Communicating
(ACSIS071)

English

Language: Language for interaction

Understand differences between the language of

opinion and feeling and the language of factual

reporting or recording (ACELA1489)

 

Students engage in a few lessons investigating the language within factual reporting and recording. These lessons coincide with the science FPD to build scientific literacy within the students.

Literature:

Responding to Literature

Discuss literary experiences with others, sharing

responses and expressing a point of

 
 

Guided reading of Uno's Garden by Graeme Base. Students discuss the moral of the story in relation to the science investigation: Save The Amazon. Students also explore the point of view that the author projects compared to the point of view of climate sceptics.

Creating Literature

Create literary texts by develo p in g storylines,

Create literary texts by developing storylines,

characters and settings (ACELT1794)

Create literary texts by develo p in g storylines, characters and settings (ACELT1794)

Students create a narrative on the theme climate change. Students explore extreme weather events that impact people and how to overcome the devastation of the communities.

Concept: Biological Sciences Term: 1 Weeks: 5-10

CONCEPT MAP

CONCEPT MAP

HASS: Geography

The importance of environments to animals and

people, and different views on how they can be

protected (ACHASSK088

)

Research assignment on the Amazon Forest habitats and ecosystems. Engage in the importance of rainforests for animals and people, and how organisms rely on these environments to survive. Students choose 1 animal that lives in the forest and explore how this animal depends on the forest to live. They also research different perspectives of how to protect this region from harm (such as bushfires).

The natural resources (e.g. water, timber, minerals) provided by the environment and different views on how they can be used sustainably (ACHASSK090)

Students engage in an ICT workshop learning about natural resources and their significance in the environment. Students explore ways they can sustainably use these resources. Students are asked to consider the threat to the Amazon in this task.

See this link for more information:

Mathematics

Measurement and Geometry

Use scaled instruments to measure and compare

lengths, masses, capacities and

 

temperatures (ACMMG084)

 

Explore the 'real life' size of trees. Students kinaesthetically portray the size of Peppermint Trees by laying down. Using this non-standard unit knowledge students can visualise how large this type of tree is. Students are then to measure the size of 3 different trees in the school and make comparisons between the lengths.

Statistics and Probability

Select and trial methods for data collection,

 

including survey questions and recording

 

sheets (ACMSP095)

 

Construct suitable data. displays, with and

 

without the use of digital technologies, from

 

given or collected data. Include tables, column

 

graphs and picture graphs where one picture can

represent many data values (ACMSP096)

 

Students survey another group exploring the natural resources used within their homes. Students are to gather data by constructing a simple survey or ballot. They then must record this data and compare with their peers the differences in data collection and what technique was the most effective (and why).

Students graph their data on excel.

FORWARD PLANNING DOCUMENT TERM/WEEKS: 10 T4 Wk 5- YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science: Biological

FORWARD PLANNING DOCUMENT

TERM/WEEKS:

10

T4 Wk 5-

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Science: Biological Sciences

AUSTRALIAN CURRICULUM Key- Purple: *Differentiation Red: Health and Safety Concerns

General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
Literacy
Numeracy
ICT
Critical and creative
Ethical Behaviour
Personal and social
Intercultural Understanding
Speaking/Listening
Measurement- using standard
units
Using ipads
thinking
Competence
Writing
Padlet/Excel
Create their own investigation
Interacting with others and
learning individually
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
Asia and Australia’s engagement with Asia
Sustainability
Re-use plastic water bottles or jars for terrariums
Exploring the significance of protecting The Amazon
5E’s- ENGAGE (1 lesson)
To capture student interest and find out what they know about the greenhouse gas effect
To elicit students’ questions/ prior knowledge about the biosphere and the difference between living/non-living things
Diagnostic assessment used- in this lesson you will find out what the students already know about biosphere. This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/

AUSTRALIAN

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

 

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY

RESOURCES

LESSON

CURRICULUM

QUESTIONS

 

LINKS

     

Science

 

Science as

Science

 

Understan

a Human

Inquiry

ding

Endeavour

Skills

1

   

Use

   

1.

Students

DIAGNOSTIC

Introduction

What are the main differences between geosphere and biosphere?

 

Living

and

categorise at least 5 labels of each

1. Observational

1.

Students revisit prior knowledge by categorising labels into living and non-

things

Influen

checklist.

depend

ce of

 

yFM

 

2. Work samples

 

on each

Science

 

living under the headings biosphere and geosphere.

other

Science

(living/non-

of 1-pager:

and the

knowle

Rubric.

 

living) into biosphere and

2.

Class discussion on biosphere and geosphere from watching crash course video.

environ

dge

   

ment to

helps

     

survive

people

 

What is

(ACSS

     

to

 

geosphere headings. 2. Students complete a 1- pager exploring the enhanced greenhouse effect and the importance of trees.

occurring in

the media

U073)

underst

and the

Body

3.

Teacher introduces design brief project:

about the

This

effect

 

link

of their

 

'Help Rebuild the Amazon' (APPENDIX 1)

Amazon?

apply

actions

4.

Read the 'problem' and 'role' sections of the design brief and have a discussion on the importance trees in maintaining a healthy greenhouse gas effect.

to all

 
 

Why are trees so important for survival?

 

This

 

link

5.

Watch video on enhanced greenhouse gas effect.

applies

 
to all 6. lessons Students complete a 1-pager exploring these topics. *This activity allows for
to all
6.
lessons
Students complete a 1-pager exploring these
topics. *This activity allows for enabling
students to draw their response rather than
write it. It also allows for creativity and
personal reflection. Extension: students are
to convey a symbol/metaphor.
What
happens to
the carbon
when trees
are cut down?
Closure
7.
Students complete a gallery walk of all the
1-pagers. Teacher chooses some students to
share their favourites and identify why.

5E’s- EXPLORE (1 lesson)

To provide hands on, shared experiences of making a terrarium

To support students to investigate and explore ideas about survival of living things

Formative assessment

AUSTRALIAN CURRICULUM LINKS

22

AUSTRALIAN CURRICULUM LINKS 2 2 Science Underst anding Science as a Human Endeavour Nature and Develop-

Science

Underst

anding

AUSTRALIAN CURRICULUM LINKS 2 2 Science Underst anding Science as a Human Endeavour Nature and Develop-

Science as a Human Endeavour

Nature

and

Develop-

ment of

science

Science

 

involves

making

prediction

s and

 

describing

patterns

 

and

 

relationsh

ips (ACS

 
  relationsh i p s (ACS HE061)   Science Inquiry Skills Questioning and Predicting

Science Inquiry

Skills

Questioning

and

Predicting

With

 

guidance,

 

identify

 

questions

 

in familiar

 

contexts that

can be

 

investigated

scientifically

and make

 

predictions

 

based on

 

prior

 

knowledge

(

SPECIFIC

LESSON

OBJECTIVE

g e ( ACSIS064) SPECIFIC LESSON OBJECTIVE 1. Students list 5 facts about photosynthes is in

1. Students list 5 facts about photosynthes is in pairs by uploading them on the class padlet.

2. Students

investigate

by recording

observations

(1), and

making

hypotheses

(7-day

period).

ASSESSMENT (what & how)

hypotheses (7 -day period). ASSESSMENT (what & how) FORMATIVE 1. Class padlet 2. Book Creator -

FORMATIVE 1. Class padlet 2. Book Creator- Work samples Checklist

TEACHING & LEARNING EXPERIENCES (include learner diversity)

& LEARNING EXPERIENCES (include learner diversity) Introduction 1. Introduce lesson by showing students a

Introduction

1.

Introduce lesson by showing students a made terrarium of a succulent.

2.

Whole class brainstorm of what components made up the terrarium (soils, water, plants, sunlight)

3.

Students complete a think, pair, share of what photosynthesis is and why it is important by watching a video and uploading 5 main points on the class padlet. *Students are paired based on ability- 1 student extending/1 student enabling.

Body

4.

Teacher directs students of how to build a terrarium by directing them to place pebbles first, then soil, then plant seeds and then pop the lid on. Basic health and safety including: no running with equipment, washing hands with soap before and after using soil, be careful of sharp edges when cutting plastic bottles, complete this activity outside or use newspaper.

5.

Students build their own terrarium and then are required to take a photo of it and label the materials, using book creator.

KEY

QUESTIONS

and label the materials, using book creator. KEY QUESTIONS What is the process called that occurs

What is the process called that occurs when plants make their own food?

Why is this process important for biodiversity to survive?

RESOURCES

process important for biodiversity to survive? RESOURCES Pre-made terrarium with succulent https://www.y

Pre-made

terrarium with

succulent

Class set of iPads- link to Padlet

Book Creator

6. Students record 1 observation of their terrarium. What do you include in a hypothesis?
6. Students record 1 observation of their
terrarium.
What do you
include in a
hypothesis?
Materials for
terrarium:
water bottle,
7. Students are asked to hypothesise what will
happen to the seed within 7 days, and record
in their book by writing a complex sentence
*Differentiation: enabling students can
record their sentence verbally instead of
writing it
seeds, water,
soil, pebbles,
scissors
Closure
8. Teacher revises lesson by asking each
student to share 1 thing they either learnt or
predicted in the lesson.

5E’s- EXPLAIN (1 lesson)

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

Formative assessment

LINKS

3

LINKS 3 Scien ce Unde rstan ding Science as a Human Endeavour Nature and Develop -ment

Scien

ce

Unde

rstan

ding

LINKS 3 Scien ce Unde rstan ding Science as a Human Endeavour Nature and Develop -ment

Science as a Human Endeavour

Nature

and

Develop

-ment

of

science

Science

involves

making

predicti

ons and

describi

ng

 

patterns

and

 

relations

hips (A

61)

 

AUSTRALIAN

CURRICULUM

(A CSHE0 61)   AUSTRALIAN CURRICULUM Science Inquiry Skills Planning and conducting With

Science Inquiry

Skills

Planning

and

conducting

With

 

guidance,

 

plan and

 

conduct

scientific

investigation

s to find

 

answers to

 

questions,

considering the safe use

of

 

appropriate

 

materials

 

and

 

equipment

(

SPECIFIC LESSON OBJECTIVE

q ui p ment ( ACSIS065) SPECIFIC LESSON OBJECTIVE 1. Students create at least 1 design

1.

Students create at least 1 design either speeding up or slowing down the growth of the plant inside the terrarium.

2.

Student complete the investigation template stating their independent, controlled, dependent variables, list of materials and a hypothesis.

3.

Students make their own terrarium changing 1 factor (independent variable) either increasing or decreasing the

ASSESSMENT (what & how)

increasing or decreasing the ASSESSMENT (what & how) FORMATIVE 1. Template (APPENDIX 2) work sample.

FORMATIVE

1. Template

(APPENDIX 2)

work sample.

Checklist

TEACHING & LEARNING EXPERIENCES (include learner diversity)

& LEARNING EXPERIENCES (include learner diversity) Introduction 1. Students make another observation

Introduction

1.

Students make another observation (noting growth in cm) after the 7-day period of their

terrarium and record it in their book *Differentiation: enabling students can record their sentence verbally instead of writing it

2.

Whole class brainstorm on similarities/differences of terrariums over the 7-day period

Body

3.

Introduce 'generating designs' from design brief and explain that students are to design an experiment that compares the growth of the terrarium by changing 1 factor (independent variable)

4.

Students create 1-2 different designs using the template (APPENDIX 2) and label them. The designs must be 1 independent variable that will change the speed of growth either speeding it up or slowing it down. *Enabling students create 1 (guided), middle group create 1 and extension create

2.

5.

Students list the independent, controlled and

dependent variables of their experiment,

KEY

QUESTIONS

dependent variables of their experiment, KEY QUESTIONS Why is that some have grown faster or slower

Why is that some have grown faster or slower than others?

What could

you change

to increase

the growth

speed?

RESOURCES

that some have grown faster or slower than others? What could you change to increase the
speed of growth. and write a hypothesis. The materials needed for their experiment must listed
speed of
growth.
and write a hypothesis. The materials
needed for their experiment must listed too.
6.
The template must be added to their book
under the title Method
7.
Students create their new terrarium of their
investigation and repeat the process of the
first one (take picture/label). Basic health
and safety including: no running with
equipment, washing hands with soap before
and after using soil, be careful of sharp
edges when cutting plastic bottles, complete
this activity outside or use newspaper.
Student led discussion of these concerns.
Materials for
terrarium 2:
soil, charcoal,
moss, pebbles,
rocks, seeds,
water bottle,
water
*Extension students design 2 but choose 1 they
believe will be most significant.
Closure
8.
Students complete an exit slip writing their
independent variable.

5E’s- ELABORATE (1 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

CURRICULUM

4

CURRICULUM 4 Science Underst anding LINKS AUSTRALIAN Science as a Human Endeavour Nature and Develop -ment

Science

Underst

anding

LINKS

AUSTRALIAN

Science as a Human Endeavour

Nature

and

Develop

-ment

of

science

Science

involves

making

predicti

ons and

describi

ng

 

patterns

and

 

relations

hips (A

61)

 
relations hi p s (A CSHE0 61)   Science Inquiry Skills Processing and analysing data

Science

Inquiry Skills

Processing

and

analysing

data and

informatio

n

Use a

 

range of

 

methods

including

tables and

simple

 

column

 

graphs to

represent d

ata and to

identify

 

patterns

and

 

trends (AC

 

Compare

results

with

predictions

,

suggesting

possible

reasons for

findings (A

SPECIFIC LESSON OBJECTIVE

for findings (A CSIS216) SPECIFIC LESSON OBJECTIVE 1. S tudents construct a table comparing growth measurement

1. Students construct a table comparing growth measurement (cm) from terrarium 1 and terrarium 2, using excel.

2. Students convert their table into a column graph using excel, showing the different colours for each terrarium.

3.

Students write a paragraph stating whether their hypothesis

was correct or incorrect and discuss the evidence they found in their investigation.

ASSESSMENT (what & how)

found in their investigation . ASSESSMENT (what & how) SUMMATIVE - Science Inquiry Skills 1. Observation,

SUMMATIVE-

Science Inquiry Skills

1. Observation,

anecdotal notes. See APPENDIX 3 (rubric) for more information

TEACHING & LEARNING EXPERIENCES (include learner diversity)

& LEARNING EXPERIENCES (include learner diversity) Introduction 1. After 7-days students make an observation

Introduction

1. After 7-days students make an observation about their second terrarium and record this in their book. They also measure, noting the growth in cm.

2. Students share their observation with a peer who completed a different investigation and discuss these key questions

Body

3. Students construct a table comparing measurements between the two experiments, terrarium 1 and terrarium 2:

The table must include initial measurements for each terrarium and then the other measurements occurred after the 7-day period.

They then must calculate the difference in measurement and indicate which terrarium produced the fastest growing plant.

4. Teacher directs students to graph (column graph) their results using excel and then to screenshot and place it within the Results page.

5. Teacher directs students to make judgements about their investigations. Students write a paragraph stating what their hypothesis was, what the results were

KEY

QUESTIONS

their hypothesis was, what the results were KEY QUESTIONS RESOURCES Class set of ipads- book creator

RESOURCES

was, what the results were KEY QUESTIONS RESOURCES Class set of ipads- book creator Measurement equipment-

Class set of ipads- book creator

Measurement

equipment-

tape

measure/ruler

and if they were correct or incorrect in their predicting. *Enabling students are encouraged to
and if they were correct or incorrect in their
predicting. *Enabling students are
encouraged to write this paragraph but can
use dot point form. Extension students use
comparative language in their paragraph to
extend their writing.
6.
Students type up this paragraph and
measurements, and insert it into their book
creator under the title Results.
Closure
7.
Students reflect on what factor they would
change if the experiment was repeated to
further increase or decrease the speed of
growth.

5E’s- EVALUATE (1 lesson)

To provide opportunities to review and reflect on their learning about plant and how they depend on external environmental factors to survive, and represent what they know about making investigations.

Summative assessment of science understanding

 

AUSTRALIAN

 

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY

QUESTIONS

RESOURCES

CURRICULUM

LINKS

 

Science as a Human Endeavour

Science Inquiry

Skills

         

5:

 

1. Students reflect on the fairness of their investigation through class discussion.

2. Students communicate their book creator investigation to the class in an

oral presentation discussing their observations, method and findings for 5 minutes.

SUMMATIVE-

Introduction

1.

Class discussion on fairness of investigation. Students complete a think, pair, share and discuss how fair or not their

individual investigation was. They explore ways to improve the fairness for future investigations.

2. Students are given some time to finish their

book creators ensuring they have observations/hypotheses, method, findings. They need to include all the elements from the past 4 lessons.

3. They are then allowed some time to practice their presentations.

Session 2

4. Students communicate their book creator investigation to the class for 5 minutes.

5. Students complete a verbal 2 stars and 1 wish giving feedback to their peers.

Closure

6.

design brief: Save The Amazon

Teacher closes with a discussion on the

Class set of ipads Projector- to showcase book on large screen

References

School Curriculum and Standards Authority. (2016). Judging standards. Retrieved

from http://k10outline.scsa.wa.edu.au/

School Curriculum and Standards Authority. (2014). K-10 outline. Retrieved

from http://k10outline.scsa.wa.edu.au/