SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
Australian Curriculum: Science (Year 4)

Sub-strands Content Descriptions Achievement Standard

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

 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
Communicating and simple reports (ACSIS071)
Australian Curriculum: Science (Year 4)

Sub-strands Content Descriptions Achievement Standard

General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander histories and
 Numeracy
cultures
 Information and communication technology (ICT) competence
 Critical and creative thinking  Asia and Australia’s engagement with Asia
 Ethical behaviour  Sustainability
 Personal and social competence
 Intercultural understanding
 English
-Students are to use interaction skills, use familiar and new
vocabulary and a range of vocal effects when they are
working in their collaborative learning groups and
presenting their findings (ACELY1688)
-Students are to use their comprehension strategies to build
literal and inferred meaning to expand knowledge when
researching the different earth structures (ACELY1692)
-Students are to discuss their literary experiences with
others after reading the class literature and conducting
independent research. Students are to express a point of
view. (ACELT1603)
-Students are to add the new scientific vocabulary to their
spelling lists and word wall (ACELA1498)
Science / Technology & Enterprise
-Students are to use a range of digital applications to share their ideas and present their findings
(Canva, Answer Garden, Explain Everything) (ACTDIP013)
-Students are to design a future town considering how features may change and stay the same.
(WATPPS23)
Geography
-Students are to explore and understand the main
characteristics of the Earth’s environment including
natural vegetation and landforms (ACHASSK087)
-When reading the book My Place, students are to
discuss Aboriginal and Torres Strait Islander
Peoples’ way of living and how they adapted to
available resources (ACHASSK089)
CONCEPT MAP Maths
(option 1)
Religious Education / Spiritual Education
-Students are to present their findings of the erosion
investigation in the form of a line graph and table
(ACMSP069)
Students are to understand that God created the earth, and we must protect and nurture it
in the same way that God protects and nurtures us. -Students are to interpret and compare other groups data
displays during the erosion investigation (ACMSP070)
Psalm 95:4-5
In his hand are the depths of the earth, and the mountain peaks belong to him.
-Students are to arrange the dates of volcanic eruptions into
The sea is his, for he made it, and his hands formed the dry land.
chronological order on a timeline (ACMNA060)
When learning about mountains, students are to understand that God often uses imagery
of mountains, they are a universal symbol of the nearness of God.
The Ten Commandments were given to Moses by God on Mount Sinai.
Concept: The Earth’s Surface Changes Over Time
Term: 2 Weeks: 1-10©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
-Students are to consider and discuss the impact of physical changes on the environment.
(ACPPS034)
-Students are to understand the dangers and effects of natural disasters such as earthquakes,
flooding and volcanic eruptions. (ACPPS035)
History The Arts
-When considering how the land has changed over time,
-Students are to use visual art elements and a selection of media and
students are to research how Australia’s first people were
materials to create a map that represents their local community in
connected to country/place and how they cared for the land
1000 years time. (ACAVAM111)
(ACHASSK083)
-When investigating natural disasters, students are to reflect on the
-Students are to research historic volcanic eruptions and
meaning and purpose of a range of media from different social and
natural disasters, and the consequences they had on the land
historical contexts. (ACAMAR061)
and society.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term Two YEAR LEVEL: 4 LEARNING AREA/TOPIC: Earth and Space Sciences
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 soils, rocks and landscapes and how they change over time.

 To elicit students’ questions/ prior knowledge about how soils, rocks and landscapes change over time.
 Diagnostic assessment used- in this lesson you will find out what the students already know about the earths surface. 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
ACSSU075 ACSHE061 ACSIS071 DIAGNOSTIC Introduction Science Journal key Miss Russon Weebly
Week1 -Students begin with a new page in their science journal, using the class questions:
-Students are to identify
Earth’s Science Represent Weebly, show a range of different landscapes and ask the students to Answer Garden
Lesson involves and discuss different 1.Where do you think
surface and write down different features of these landscapes.
One
changes making communic features of the landscape Glow and Grow (mountains, beaches, dunes, roads, canyons, vegetation, buildings)
these rocks came
Name Badges for
which change over time. Lesson Objective from?
over time prediction ate Repeat activity for different features of rocks. collaborative learning
as a result s and observatio Sheet (round, smooth, big, small) 2.Have you seen rocks teams.
of natural describing ns, ideas -Explore and investigate (See Appendix 1.1) like this before?
processes patterns and soil and rock samples Anecdotal notes and -Students are to then share their recorded feature words with their Materials for
and and findings collaborative learning teams and submit their favourite words onto the 3.What features do
relationshi
observations on these rocks have?
investigation:
human using class Answer Garden, creating a virtual word wall which will be printed -plastic cups
activity. ps. formal
-Record knowledge, ideas knowledge and
and questions on a KWL understanding and displayed for next class. 4.How deep do you
-rock samples
and -soil
chart for soils, rocks and /participation and think these rocks
informal -Explain to students that they will be working in these teams came from?
representa landscapes. collaborative skills. Science Journals
(collaborative learning roles have been previously allocated and
tions displayed on Weebly) to observe soil and rock samples. Students are to 5.Do you think these
record their observations, thoughts and ideas into their science journals. rocks will change at A3 KWL chart
all over the next 100
Science journals are years?
Body Assessment sheet
to be collected to
assess -Ensure that students have their badge and understand their individual
understanding. role in their group, and the instructions for the activity. (‘To Do’ list Class Discussion key
written on board). questions: KWL chart
-Allow time for students to investigate the different samples and record
their observations in their science journal, answering the key questions. 1.What do we know
about rocks and soil?
Conclusion 2.Where do they come
-Invite students to share their ideas about soils, rocks and landscapes from?
and record thoughts on the class KWL chart (reviewing key questions).
New feature words are to be added to the word wall. 3.How do they change
over time?
Exit Strategy: Each student is to write a wonder question on a sticky note
and stick it on the class Wonder Wall as they exit. (questions become ‘W’
section on chart).
 SAER: Collaborative learning teams encourage and optimise
participation. Ensure that learning teams have a range of capabilities and
supporting resources. Observe student behaviour and provide journal
scaffolding when necessary.

Safety: Caution students about potential dangers (spillage on floors needs to

be brought to teachers attention). List of safe practices during science
experiment to be reviewed and discussed as a class. Ensure that students are
aware that they are not consume any of the materials used in the
investigation.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of the different land formations created through the movements of tectonic plates.
 To support students to investigate and explore ideas about mountains, sea floor spreading and 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
ACSSU075 ACSHE061 ACSIS066 FORMATIVE Introduction: What are Jigsaw tectonic
Week 3
Create and write the -Each student has a coloured pop stick (red, blue or green). tectonic plates plate puzzle (cut
Earth’s Science Safely use
Lesson involves definitions of a volcano, -Students are to form groups of three: one of each colour. and what are the out)
surface appropriat
Five changes making e sea floor spreading and a Anecdotal notes -In their groups, students are given one minute to complete tectonic different types
over time prediction materials, mountain in their science and observation plate jigsaw activity (See Appendix 2.2)
journal.
of plates? Miss Russon
as a result s and tools or checklist (See
of natural describing equipment Activate Prior Knowledge: Refer to word wall and the previous Weebly
patterns
Appendix 2.1) Which ways can
processes to make Make predictions and lesson objectives to recap on tectonic plates. Class discussion.
and and and record observations of tectonic Body: the tectonic Tables set up into
human relationshi observatio plate movements and Checklist -Students are to split into three groups according to their pop-stick plates move, three groups
activity. ps. ns, using -were students able
record answers in their colour. Each student has a worksheet (See Appendix 2.3) and what
formal to define the three
measurem science journal. -One group at a time goes to the back to collect their plate of structures do X3 devices for
ents and structures materials for the experiment, whilst other groups watch short clip on these group work
digital Students are to discuss -were students able their formation. movements
technologi and compare their to make predictions -Students are to make a prediction on how the tectonic plates
es as findings in their (crackers) will move to create their structure
create? Worksheets
and accurate
appropriat collaborative learning (key language: overlap, pull apart, push together, land plate, ocean
e observations during Plates
groups. plate)
the experiment?
-Students are then to use the crackers and shaving cream to explore
which way the tectonic plates will move, observations are to be Whipped Cream
discussed and recorded.
Crackers
Students are to rotate and complete their predictions, observations
and definitions worksheet (See Appendix 2.3)

Conclusion:
-Team leaders are to collect the materials from each group and place
them in the bin.
-Randomised questioning tool on Class Dojo to be used for students to
share their predictions and observations
 -As a class, create three definitions for the structures and add them to the
‘K’ section of the class KWL chart.
-Worksheets are to be stuck into science journal and collected for review
(formative assessment)

SAER: Collaborative learning teams encourage and optimise

participation. Definition, observation and prediction worksheet works as
a scaffold.
Word wall, Weebly and QR codes offered for extension/support.

SAFETY INSTRUCTIONS: Ensure that the class list has been checked for
allergies and advice students that the materials (crackers, shaving
cream) are not to be consumed.
Discuss and display the rules for safe practices during experimentations.

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
ACSSU075 ACSHE061 ACSIS071 Introduction: What are the three Children’s book:
FORMATIVE Read the book Going to the Volcano By Andy Stanton
Week 5 Describe the different different Going to the
Earth’s Science Represent Activate prior knowledge: Class discussion on the different structures formed
Lesson involves and types of volcanic categories of Volcano by Andy
surface Checklist: by the movements of tectonic plates (mountains, volcanoes, seafloor
Seven changes making communica structures and explain volcanic activity? Stanton
te ideas and -Were students able to spreading). Recap on volcanoes. Refer to word wall and display.
over time prediction their activity. NOTE: Book follows to ‘explorers’ and describes the different types of
as a result s and
findings in create a Canva which What are the iPads 1:1
a variety of volcanoes and how they erupt.
of natural describing ways such Research, read and identifies the different features of a
processes patterns as interpret factual texts and parts of a volcano, Students are to access Miss Russons Weebly page and contribute to the volcano? Science journals
and and diagrams, videos. explains the different Answer Garden (See Appendix 3.1)
human relationshi physical types of volcanoes
representati Can you identify Miss Russons
activity. ps. and describes a Body:
ons and Create a canva explaining and explain the Weebly:
simple historic volcanic Similar to the characters in the book, students are to be ‘explorers’ and use
the different types of events of a https://missrussonsc
reports eruption. their iPads (loaded onto Miss Russon’s Weebly) to research, read and
volcanic structures, parts interpret factual texts and videos. Students may use the class book display or historic volcanic ience.weebly.com/t
of a volcano and a historic resources loaded onto class Blendspace. eruption? he-office.html
volcanic eruption.
Students are to create a Canva explaining the different types of volcanoes,
labelling a volcano and describing the events of a historic volcanic eruption. Sticky Notes
(See Appendix 3.2 for example) Template also loaded onto class Weebly.
Students are to refer back to their class science journal to assist them. Name tags for
Scaffolding and explicit instructions provided on Weebly.
collaborative
Students are to be placed into teams based on their chosen volcanic eruption. learning roles.
(Director, Manager, Speaker). Students are to compare their findings and
present their ideas to the class.
 Conclusion:
Once students have uploaded their finished Canva onto the class google
drive, each group is to write the name and date of their chosen volcanic
explosion on a sticky note.

As a class, students are to collaborate and place their sticky notes on a

timeline on the whiteboard to create a timeline of historic volcanic eruptions
(Pompeii AD 79-Kilauea 2018). Outline why timelines are used.

Ask students to consider the difference between a volcanic eruption hundreds

of years ago to today. Discussion on new technology which measures
volcanic activity.

Students are to engage in a discussion (shoulder buddy and whole class) on

their findings. Add key findings to KWL chart.
Exit Strategy: Students may leave in the order of their volcano date.

SAER: Additional resources are available on Blendspace for SAER (See

Appendix 3.3), Canva example and template provided (Appendix 3.1)

SAFETY: The use of Blendspace, Brittanica and provided resources limits

students from accessing unmonitored sites and information.

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
ACSSU075 ACSHE061 ACSIS066 Students are to plan and Introduction: What does the KWL Chart
SUMMATIVE
Week 7 conduct an investigation of Activate prior knowledge on how the Earth’s surface changes over word Erosion Science journals
Lesson Earth’s Science Safely use how different variables affect Word Wall
time. Review science journal, prior investigations and word wall. mean?
Eight surface involves appropriat the erosion of soils. Science Inquiry Skills
making e Review wonder questions from Week One about rocks and soils.
changes (See Appendix 4.1 for Investigation Planner
over time prediction materials, Students are to formulate What variables
rubric) Retrieved from
as a result s and tools or questions for their Body: could affect the
https://www.twinkl.
of natural describing equipment investigation, make Students are to work in collaborative learning groups of three with erosion of soil?
patterns com.au/resource/au-
processes to make predictions, record their an A3 sheet of card with the word ‘Erosion’ in the middle. Students
and and and record t2-s-281-science-
observations and make are to define the term and list possible variables which could affect How was your
human relationshi observatio evidence-based claims. investigation-
the erosion of soil. experiment
activity. ps. ns, using recording-sheet
Discussion questions are to be displayed on board similar/different
formal Students are to work in
measurem -type/amount of soil/wind/water to that of your
collaborative learning teams Name tags for
ents and to investigate and classmates?
collaborative learning
digital communicate findings. Students are to share their answers during a class discussion, key roles (Director,
technologi words/answers are to be written on whiteboard for students to refer Manager, Speaker)
es as to during their investigation.
appropriat X6
e Aluminon tray
 In the same collaborative learning teams, students are to conduct an Soil
experiment outside which investigates the water erosion of soil. 1.25L bottle
Review investigation planner with class and model investigation Bucket
2 covered books
questions. Discuss procedure with class.
Marker
-Managers are to collect the team equipment and teams set up Ruler
investigations. Note: students reviewed a similar investigation in a
previous lesson (Resource Sheet 4) and are now modifying and Exploring water
conducting the experiment to focus on water erosion. erosion procedure
sheet
-Students are to measure and record their results in their science (Resource Sheet 4)
journals. Graph paper is to be provided for students to present their Retrieved from
findings as both a table and a graph. Evidence-based conclusions to https://www.scootle
be written in science journal. .edu.au/ec/viewing/
S5682/pdf/Beneath_
Directors are to take a photo of the graph and upload it to the class our_feet_online.pdf
Google Drive. In their groups they are to analyse the other teams
graphs to identify patterns and relationships.

Conclusion:
In a class discussion, speakers are to
1. Share their teams findings with the class
2. Identify a similarity or difference to another teams
experiment
3. Share something that went well/didn’t go to plan

SAER: Groups pre-allocated to include a range of capabilities.

Modified investigation planner and sentence scaffolding available.

SAFETY: Teacher is to trial experiment to be aware of any

complications prior to lesson.
Caution students about potential dangers (water spillage on floors
needs to be brought to teachers attention). List of safe practices
during science experiment to be reviewed and discussed as a class.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about different earth structures and represent what they know about how they change over time
 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
ACSSU075 ACSHE061 ACSIS071 As a cross curricula experience, students have been reading My Children’s Literature
Students are to provide
SUMMATIVE My Place by Nadia
Week 9 Place by Nadia Wheatley. Which examines how one small In My Place, how
Earth’s Science Represent verbal and written examples Wheatley
Lesson
involves and Australian town changes over hundreds of years. did the land change
Ten surface of how the earths surface can Science
making communica over time? Was this
changes change over time as a result Understanding Town printouts
prediction te ideas and Introduction a result of natural
over time s and findings in of natural processes and Finish reading My Place and allow students to have a discussion on processes or human
as a result describing a variety of human activity. activity? Small pieces of card
ways such
Lesson Objectives how the land changed over time (have pictures of the town printed
of natural patterns Checklist out) What stayed the same? How did human activity and natural for Quiz-Quiz-Trade
as
processes and Students are to create a map What features stayed
diagrams, processes influence these changes?
and relationshi physical which demonstrates their the same? KWL Chart
human ps. understanding of how a place Anecdotal notes Word Wall
representati
activity. ons and can change over time. observing student Bring the key terminology on the word wall and ideas from the
simple participation and self KWL chart into the discussion. How will the land in Paper and drawing
reports Students are to communicate reflection your local materials for map
and discuss their ideas with Reviewing their science journals, KWL charts and the class display, community change activity
their teams. Reflection of own students are to create their own quiz-quiz-trade and test their over time?
teaching: were the classmates on something that they have learnt throughout the unit. Device for Explain
Students are to engage in a Are these changes a Everything
teaching objectives,
self reflection on their result of natural Application
knowledge and success criteria and Body processes or human
understanding of the achievement Students are to reflect on what they have learnt throughout the unit on how activity? Science journal
curriculum. standards met? the land changes over time as a result of natural processes and human
activity. Wonder questions
Extension question: from lesson one
Similar to the design of the town in My Place, students are to draw their own If you were to bury
‘town’ (school area or local community) and how they think it will look in a a box of treasure for Sticky notes
thousand years. students to find in
Students have the option to either write a summary, or use Explain one thousand years,
Everything to describe: where would you
What features will stay the same? How will human activity influence these bury it and why?
changes? How could natural processes influence these changes?
What effect could
Extension: Students are to consider if they were to bury a box of treasure in erosion have on the
their chosen community now, for people to find in one thousand years, where box?
would they bury it and why?

Conclusion Self-reflection
Students are invited to share their future towns with their collaborative teams, questions to
explaining what they believe would change and stay the same over time. summarise unit.

Students are then to complete a reflective self-assessment in their science

journal, considering the following points
 My favourite part was…
 I learnt the most about…
 I could improve on…
 I’m still wondering about…
 In the next group activity I will…

As students leave, they are to collect their wonder questions from the first
lesson and stick them into their science journal with a second sticky note with
the answer written on it.

SAER: Students are to be given a printout of a map of the local community

and a print of the town in My Place. Students have the option of verbally
communicating their answers using Explain Everything.
Learning Objective 1 Students are to identify and discuss different features of the landscape which change
over time
Explore and investigate soil and rock samples Appendix 1.1 Assessment Sheet: Glow and Grow Strategy
Learning Objective 2
Learning Objective 3 Record knowledge, ideas and questions on a KWL chart for soils, rocks and landscapes.
Student LO1 LO2 LO3 Observations

Alice

Andre

Annie

Ayla

Annabell

Rob

Caitlyn

Jack

Josie

Kate

Katherine

Katie
Learning Objective 1 Create and write the definitions of a volcano, sea floor spreading and mountain.
Learning Objective 2 Record predictions and observations using full sentences. Appendix 2.1 Assessment Sheet
Learning Objective 3 Be a productive and fair group member (behavioural expectations).
Student LO1 LO2 LO3 Observations

Alice

Andre

Annie

Ayla

Annabell

Rob

Caitlyn

Jack

Josie

Kate

Katherine
Appendix 2.2 Tectonic Plate Jigsaw
Retrieved from https://www.twinkl.co.uk/resource/t-g-199-new-tectonic-plates-jigsaw-puzzle-activity
Appendix 2.3 Worksheet (continued on second page)
3.1 Activity to Activate Prior Knowledge
Appendix 3.2 Activity Example
Appendix 3.3 Supporting Materials for Students at Educational Risk
Appendix 4.1 Inquiry Skills Rubric
Retrieved from Primary Connections, Year 4 Assessment Rubric (2019)