Primary Science FPD

Sub-strands Content Descriptions Achievement Standard

Biological  Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) By the end of Year 5, students classify
sciences substances according to their
understanding

observable properties and behaviours.

Chemical  Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) They explain everyday phenomena
Science

sciences associated with the transfer of light.

Earth and  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) They describe the key features of our
space sciences solar system. They analyse how the
form of living things enables them to
Physical  Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) function in their environments.
sciences Students discuss how scientific
developments have affected people’s
Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena lives and how science knowledge
Science as a


endeavour

Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE081)
(Year 5-6)

development of develops from many people’s

human

science contributions.
Use and  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives
(ACSHE083) Students follow instructions to pose
influence of
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) questions for investigation, predict
what might happen when variables are
Questioning  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings changed, and plan investigation
Science inquiry skills (Year 5-6)

and predicting of an investigation might be (ACSIS231) methods. They use equipment in ways
that are safe and improve the accuracy
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086) of their observations. Students
conducting  Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using construct tables and graphs to
digital technologies as appropriate (ACSIS087) organise data and identify patterns.
 Use equipment and materials safely, identifying potential risks (ACSIS088) They use patterns in their data to
suggest explanations and refer to data
Processing and  Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or
relationships in data using digital technologies as appropriate (ACSIS090) when they report findings. They
analysing data describe ways to improve the fairness
and  Compare data with predictions and use as evidence in developing explanations (ACSIS218) of their methods and communicate
information
their ideas, methods and findings
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091) using a range of text types.

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories and cultures
 Numeracy
 Asia and Australia’s engagement with Asia
 Information and communication technology (ICT) competence
 Critical and creative thinking  Sustainability
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
 English CONCEPT MAP
Literacy
Clarifying understanding of content as it
Health & Physical Education
unfolds in formal and informal situations,
Physical Education
connecting ideas to students’ own experiences
Understanding movement; Manipulation and modification of the elements of effort, space, time, objects and
and present and justify a point of view
people, and their effects on movement skills (ACPMP065)
(ACELY1699)

Health
Plan, rehearse and deliver presentations for
Contributing to healthy and active communities; Preventive health measures that promote and maintain an
defined audiences and purposes incorporating
individual's health, safety and wellbeing, such as: bicycle safety & sun safety (ACPPS058)
accurate and sequenced content and
multimodal elements (ACELY1700)
Concept: Science Maths
Literature Measurement & Geometry
Understand, interpret and experiment Physical Science; Light Location and Transformation; Describe translations, reflections and
with sound devices and imagery, including rotations of two-dimensional shapes. Identify line and rotational
simile, metaphor and personification, in Term: 4 symmetries (ACMMG114)
narratives, shape poetry, songs, anthems and
odes (ACELT1611) Weeks: 1-8 Using units of Measurement; Compare 12- and 24-hour time systems
and convert between them (ACMMG110)

Technologies
Design Technologies
Engineering principles and systems; Forces can control movement, sound or light in a products or system (ACTDEK020)
Technologies and Society; How people address competing considerations when designing products, services and environments (ACTDEK019)

Process and Production Skills

Evaluating; Develop negotiated criteria to evaluate and justify design processes and solutions (WATPPS31)
Investigating and Defining; Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task (WATPPS27)

Digital Technologies
Collaborating and managing; Work independently, or collaboratively when required, to plan, develop and communicate ideas and information for solutions
(WATPPS32)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4 1-8 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science – Physical Science

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 light energy.
 To elicit students’ questions/ prior knowledge about light energy.
 Diagnostic assessment used- in this lesson you will find out what the students already know about light. This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

LESSON
CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LINKS OBJECTIVE (include learner diversity)

Week 1 Science Students will be Checklist of Motivation: 1. Where does 1 x torch

Monday Understanding: able to: students’ ability The teacher will turn off the lights in the classroom and walk light come 4 x shoe
Light from a  Answer the to answer the 4 into the room shining a torch on the floor in front of her. from? boxes
source forms key questions. Teacher will ask students what the torch does to engage prior 2. What does 1 x Sticky
questions:
shadows and
1. Where does knowledge. Teacher to use pop stick questioning to do so in light do for note for each
can be absorbed,
light come Anecdotal notes order to randomise student answering. us? student
reflected and
refracted from? of common 3. How does
(ACSSU080) 2. What does misconceptions Body: light benefit
Science Inquiry light do for us? among students. Students will be split into 4 groups where they will complete us?
Skills: 3. How does light a jigsaw information activity. Students will brainstorm ideas 4. What is the
With guidance, benefit us? about: absence of
pose questions 4. What is the 1. Where does light come from? light?
to clarify absence of 2. What does light do for us?
practical light? 3. How does light benefit us?
problems or 4. What is the absence of light?
To the best of
inform a (Each question will be on a piece of paper in a show box. Students will
their ability,
scientific write their ideas on a sticky note and put it in the shoe box)
engaging their
investigation, Students then split into groups where one student from each
and predict what prior
question is and share their answers.
the findings of knowledge.
an investigation
Conclusion:
might be
(ACSIS231)
Students share answers with teacher, who will debug any
myths that have been brought up.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of light energy.
 To support students to investigate and explore ideas about light energy.
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week 2 Science Students will be Checklist of Motivation: Mirrors

Monday Understanding: able to: lesson Teacher to ask key questions from last lesson, using pop Torches
Light from a source  Verbally explain objectives. stick method of questioning. Teacher to introduce the Black Card
forms shadows and Blankets
how a shadow is Mark students’ key terminology for the topic: Reflection, Refraction,
This can be absorbed, Spoon
lesson made. scientific Absorption, Shadow. Add these to the word wall. 1. How did Glass of
reflected and
may be refracted  Describe how diagrams. you make water
completed (ACSSU080) the light from Body: the Worksheets
over a the torch Activity 1: shadow?
series of interacts on Students will go into the forts they created earlier.
days to 2. What
different Students will have a checklist of shadows they must makes
ensure
materials. make with their hands. Students will take a photo of shadows?
students
complete  Label a each shadow and Airdrop it to the teacher for later
all scientific sharing. Teacher to ask key questions 1 & 2.
activities. diagram. Activity 2: 3. How did
Students will have black card, mirrors and the the mirror
worksheet. Students to shine the torch on the objects and and the
draw the path of the light. black card
Activity 3: interact
Students will have a glass of water and compare how with the
light shines through and then put a metal spoon in the light?
glass. Students to draw a scientific diagram of what
happens.

Conclusion:
Students will discuss what they did in their activities
and explain what key terminology applied to their
activity.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week 4 Science Students will be Checklist of Motivation: Oval

Monday Understanding: able to: lesson Students will be outside after lunch. The teacher Water
After lunch Light from a source  Identify an objectives. will use a hose/water source to create a rainbow. Torch/Sun
forms shadows and important factor iPad
Teacher will ask students why they think a rainbow
*Must be a can be absorbed, in creating a White surface
sunny day has been created. Periscope
reflected and rainbow.
refracted
 Explain what a Body:
(ACSSU080)
periscope does Students will be doing activities to explore how
in relation to light can be manipulated. Class will be split in half
Science Inquiry
Skills; Evaluating; light and will swap activities after 15 minutes.
Compare data with terminology. Activity 1:
predictions and use Students will use a glass of water and light source
as evidence in to create a rainbow. Students will fill the glass full
developing of water and position it in different locations, with
explanations a white surface underneath. Students will try
(ACSIS218)
different locations until they see a rainbow through
the glass. What key
Activity 2: terminology
Students have made a periscope in a previous D&T can be linked
lesson. Students to test the periscope in different to the making
locations and record what they see. of rainbows
and using a
Conclusion: periscope?
Teacher will open discussion about how light can
be manipulated. Teacher to ask students about how
the activities link into the key terminology.
 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 SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Week 5 Science Students will be Teacher will Motivation: 1. When will Chalk
Monday Understanding: able to: mark sheet of Teacher will dim the lights and do a puppet shadow your Basketball
Light from a source  Predict the size predictions. on the wall. The teacher will ask students to think shadow be Court
*This forms shadows and and direction of Worksheet
As there is no back about how shadows are made, and how we the
lesson will can be absorbed, their shadow at iPad
be done in correct answer, can manipulate them. biggest?
reflected and different times
15-minute the teacher will 2. In relation
refracted throughout the
intervals (ACSSU080)
be assessing the Body: to the sun,
throughout day. students’ ability In partners, students will go outside and trace the where is
the school to make shadow of themselves standing on the basketball your
Science Inquiry
day. predictions. court. Students will do this at 9am, 12pm and shadow
Skills; Evaluating;
Compare data with 2:45pm. Each time before students go outside, they throughout
predictions and use will fill in their worksheet to predict what their the day?
as evidence in shadow will look like and how big it will be. They
developing will then, fill in what it actually looks like.
explanations Students will engage in discussion about how their
(ACSIS218)
shadow changes and why.
Students to take a photo at the end of the day to
show how their shadow has changed throughout the
day.

Conclusion:
Teacher to open discussion of how students
predicted, focussing on how accurate it was and
what the evidence says about the shadows. Teacher
to ask key questions as an exit slip for students.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about light energy and represent what they know about light.
 Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

LESSON
CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LINKS OBJECTIVE (include learner diversity)

Week 6 Science Students will be Interview and Motivation: A4 paper

Monday Understanding: able to: Checklist of Students go around in a circle, each saying something
Light from a source  Explain the Objective 1 different about what they have learnt about light. The
forms shadows and teacher will ask students for specific examples of the
key
can be absorbed,
terminology Poster for key terminology.
reflected and
associated with objective 2
refracted
(ACSSU080) light. Body: What is
 Give examples Students will be creating an individual poster reflection?
Science Inquiry of how displaying each aspect of the key terminology, giving What is
Skills; refraction, examples of how they can be shown in science refraction?
Communicating; reflection, activities and everyday life. What is
Communicate ideas, absorption and As students are working, the teacher will call on them absorption?
explanations and shadows can individually to interview them, asking the key What is a
processes in a variety be shown. questions: shadow?
of ways, including 1. What is reflection?
multi-modal texts
2. What is refraction?
(ACSIS093)
3. What is absorption?
4. What is a shadow?

Conclusion:
The teacher will close the topic by asking students to
share their favourite piece of information that they
have learnt over the unit. Students are to go to lunch
and tell these fun facts to a year 4 friend.