Primary Science FPD

Year 4
Australian Curriculum: Science
Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have life cycles (ACSSU072) By the end of Year 4, students apply the
 Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073) observable properties of materials to explain
how objects and materials can be used. They
use contact and non-contact forces to describe
Chemical sciences  Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074) interactions between objects. They discuss how
natural and human processes cause changes to
the Earth’s surface. They describe relationships
Earth and space  Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
that assist the survival of living things and
sciences sequence key stages in the life cycle of a plant
 Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) or animal. They identify when science is used
Physical sciences to ask questions and make predictions. They
describe situations where science
Nature and  Science involves making predictions and describing patterns and relationships (ACSHE061) understanding can influence their own and
development of science others’ actions.

 Science knowledge helps people to understand the effect of their actions (ACSHE062) Students follow instructions to identify
Use and influence of investigable questions about familiar contexts
science
and predict likely outcomes from
 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on investigations. They discuss ways to conduct
Questioning and investigations and safely use equipment to
predicting prior knowledge (ACSIS064)
make and record observations. They use
Planning and  Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) provided tables and simple column graphs to
 Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital organise their data and identify patterns in
conducting
technologies as appropriate (ACSIS066) data. Students suggest explanations for
observations and compare their findings with
Processing and  Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068) their predictions. They suggest reasons why
analysing data and  Compare results with predictions, suggesting possible reasons for findings (ACSIS216) their methods were fair or not. They complete
information simple reports to communicate their methods
and findings.
Evaluating  Reflect on the investigation, including whether a test was fair or not (ACSIS069)

Communicating  Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports
(ACSIS071)
 CONCEPT MAP

English
Students write a letter to their local
Maths
Students will order water filtration
council to plant more wetland
appropriate trees to assist with water Concept: Water Pollution Term: 3 Weeks: 1-5 system from most to least effective.
pollution.
Students create their own River Story
using different pollutants they come
up with themselves.

Health & Physical Education

Society and Environment Students will participate in a bushwalk
Students will study the features of a lake/river/other water around the local lake and talk about the
catchment. health benefits of being active outside.
Students will look at the different ways people used water
catchments in the past, particularly Indigenous Australians.
Students will student how water travels from the top of a
mountain to the ocean.
The Arts
Students design a poster that brings awareness to human processes
that impact on water supplies, where they can be displayed at the
local wetlands.
©The University of Notre Dame 2010 developed by C McGunnigle Students will perform a River Story as an assembly item, using dance
and movement to demonstrate the way human processes impact on
water catchments.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3/ 1-5 YEAR LEVEL: 4 LEARNING AREA/TOPIC: 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 XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as a Science
Understandin Human Inquiry
g Endeavour Skills
ACSSU075 ACSSU073 Discuss different items Mystery bag
DIAGNOSTIC
Introduction
1 ACSSU073 ACSHE062
found at a lake and  Tell students a story about walking around the local lake What do you (leaves, sticks,
identify which ones are Collect sheets to think I found at dog-poo bags,
and picking up lots of items found. Create discussion
natural and man-made. assess: Can students the lake? water bottles,
identify what makes with students about what might have been found at the
How would you plastic bags,
a water lake. Pull both natural and man-made items from
Identify features of a classify these food waste etc)
polluted environment environment mystery bag and create discussion about where the items two different
by drawing and polluted? came from and what they do in this environment. types of items?
labelling them in a How did the
natural environment. environment Body
become polluted?  Show students Plastic Beach video. Use think-pair-share Plastic Beach
to discuss with class what the plastic might be doing to Where else https://www.you
the environment. might we see tube.com/watch
 Students will complete What Does Pollution Look Like this problem? ?v=qM8uvAZ2
wU0
sheet.
What Does
Pollution Look
Conclusion Like? Sheet
 Students discuss final answers with class and create a Whiteboard
How does this
class brainstorm of causes of pollution. A photo will be happen in our
taken of the brainstorm to look back on. environment?

Learner Diversity
 Olivia, Ezra and Vera will need extra scaffolding in
explaining task (this will continue over whole unit of
work).
Lesson 1
What Does Pollution Look Like?
Using the image of the lake, draw what a polluted environment might look like, and label the different features. Don’t forget to use colour to demonstrate your
ideas.

How did the lake get to be this way? What were some of the causes of the pollution?

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as a Science
Understandin Human Inquiry
g Endeavour Skills
ACSSU075 ACSHE062 Describe how human Interactive
FORMATIVE
Introduction
22 ACSSU073
processes shape the  Students will be reminded of causes of pollution whiteboard
Earth’s surface. Checklist: Could Previous week’s
from previous brainstorm. Discuss with students if
students identify brainstorm
one impact human they had thought of anymore ideas to add.
List at least one effect
the process has on processes has on:
- plants & Body
vegetation, physical
vegetation  Gather students around group of tables and give
structure of the Earth What does the River Story
and people/animals. - physical surface them a substance. They will listen to the River Story river look like? file:///Users/alyce
of land to find out what to do with the substance. What could we gulvin/Downloads
- people and  While reading the river story teacher will make use it for? /river-murray-
animals story-resource-
reference to the teaching moments from the story
and link them to the information provided in the What does the package-early-to-
previous lesson. river look like? primary-years-
Could we use gen%20(1).pdf
 Students will look at the result of pouring the the river in the
substances in the river and discuss what they can see. same way we Observation sheet
 Students will return to their tables to fill in the did at the top of
Observation Sheet. the river?

Conclusion
 Students will write on a post-it-note one effect the
process of pollution has on the Earth’s surface. This
will need to be named and handed to the teacher on
the way out the door.

Learner Diversity
 Olivia, Ezra, Vera and Will may draw their answers
to the sheet. Callum, Grace and Luke will include the
effects on these variables without the impact of
human processes using a different colour.
Lesson 2

What process did you investigate?

Describe the human process you have investigated today. What do you think causes it? What happens when it occurs?

What effect do you think human processes would have on the Earth’s surface?
Describe at least one effect you think human processes would have on the physical surface of the earth, plants and vegetation, people and animals.

Physical Surface of the land Plants & Vegetation People & Animals
e.g. hills, cliffs, mountains, ground
 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
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as Science
Understandin a Human Inquiry
g Endeavour Skills
ACSSU075 ACSHE0 ACSIS064 Describe how one Whiteboard
FORMATIVE
Introduction
3 ACSSU073 62
human process shapes  Review different ways human activity causes water
the Earth’s surface and Rubric
pollution using a class brainstorm.
one solution for this Student assessed on
process through an description of what
the process is, how Body
informational poster.  Teacher will pair up students. They will then pull a
it gets into water Pollutants cards
catchments, and pollutant (one talked about during River Story) out
cut up
how to solve of a hat. Hat
problem.  Teacher will project task sheet onto interactive
whiteboard as well as provide one for each student. Task sheet
 Students will work in pairs to create a solution Interactive
poster. These will be hung up around the school to whiteboard
A3 poster paper
help students understand what goes into our water
and how to fix it.

Conclusion
 Students will leave posters on desks.
 Class will participate in gallery walk. At the end of
the gallery walk, class discussion about some
interesting facts they learnt while on their walk.

Learner Diversity
 Students will be paired according to ability and
encouraged to work collaboratively. Students in need
of extension will assist weaker students throughout
activity. Students partnered with Ezra and Olivia will
be checked up on regularly.
Lesson 3

Water Pollution
Solution Poster
Your teacher will provide you and your
partner with a pollutant. You will need to
work together to create an information
poster.

Your poster needs to include information

about your pollutant. This includes what it
is and how it gets into our water
catchments.
Your poster also needs to include
information on how to stop this pollutant
entering our water or reduce its impact on
our environment.
Use your iPad to gather information. QR
codes on this sheet will direct you to
helpful websites.
Lesson 3

Assessment: Rubric
Formative Assessment

Student Name:
Date:
Lesson Objectives: Describe how one human process shapes the Earth’s surface and one solution for this process through an informational poster

Developed Developing Not Developed

Student can describe human process

that pollutes water.

Student can identify how human

processes affect water catchments.

Student can provide solutions to

water pollution as a result of human
processes
 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
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as a Science
Understandin Human Inquiry
g Endeavour Skills
ACSSU075 ACSHE061 ACSIS0 Students can make Glass of muddy
SUMMATIVE-
Introduction
4 ACSHE062 64 predictions about  Hold up glass of muddy water. Invite students think- How can we water
Science Inquiry
ACSIS
216 materials that will be pair-share about what they might be able to do with reuse this
effective in making a water?
ACSIS Skills the muddy water. Create class discussion about
071 water filter.
reusing dirty water.
Rubric
Students can make
Students assessed Body
observations about
effectiveness of
on ability to make  Students will be presented with a task. Teacher will Design brief
predictions, read out task from design brief.
different materials in
understanding
filtering water.  Teacher will provide all materials and place them at
purpose of water
the front of the room. Student assigned to Materials for
filter, and making
“materials” will be collecting materials on behalf of filtration system
observations on
the group. (see design brief)
effectiveness of
water filter.  Students will follow instructions on task sheet and
fill out predictions and observations sheet with group Prediction/Observ
members. Each student will do their own individual ation sheets
sheet. Which filter was
 As a class, students will order water filtration most effective?
Why? What Desk at front of
systems from most to least effective, and work on
materials did it room
observation sheet. use?
Conclusion
 Class discussion about which filtration method
worked best.
 Class brainstorm about different materials that could
be used to filter water.

Learner Diversity
Students will be grouped according to ability and encouraged
to work collaboratively. Students in need of extension will
 assist weaker students throughout activity. Students partnered
with Ezra and Olivia will be checked up on regularly.

Lesson 4

Assessment: Rubric
Summative Assessment (Science Inquiry Skills)

Student Name:
Date:
Lesson Objective: Students can make predictions about materials that will be effective in making a water filter.
Students can make observations about effectiveness of different materials in filtering water.

Developed Developing Not Developed

Student can make predictions about

which materials will filter muddy
water.

Student can make predictions about

what will happen when their muddy
water is filtered.

Student can make observations about

most effective filtration system.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as Science
Understandin a Human Inquiry
g Endeavour Skills
5
ACSSU075
ACSSU073
ACSHE0
62
ACSIS064 Explain Everything
Students will present
an Explain Everything SUMMATIVE-
Introduction
 Show students slideshow of all photos taken of
What would a
polluted water
Interactive
whiteboard
Science
detailing how human
processes impact on
important water
Presentation Guide
Understanding
environment and class from Herdsman Lake
excursion. Create class discussion about the different
catchment mean
for the
animals/plants/
Slideshow of
Herdsman Lake
excursion
pollutants that can be found there according to their
catchments and wildlife?
Follow theRubric
solutions to water steps to create your Explain
Students assessed
pollution in their local
guide. What kinds of
pollutants would
Body
area.
Everythingonidentify
presentation!
ability to
importance  Students will create a plan to reduce pollution in
you see at
Herdsman iPads
1. Createofcatchments,
awaterbrainstorm
how of your information.
Herdsman Lake. They will brainstorm their ideas
using a mind map.
Lake?

human processes  They will present their ideas using Explain

This should
impact on water include: Everything.
catchments, and Presentation guide

- Whysolutions
a waterto the catchment
pollution caused by
is and why they
Students will use the presentation information sheet
as a guide to know what they need to include in their
sheet

are important
human processes. Explain Everything.

Conclusion
- 3 human processes that will
 Students cause water
watch class members’ presentations.
They will be put on thumb drive and sent to the
pollution wildlife centre at Herdsman Lake.

- 3 Solutions to help Learnerreduce

Diversity water Differentiated
 Ezra, Olivia, Vera and William will need a guide sheet
pollution differentiated information sheet with lines for
writing. Callum, Grace and Luke will do their
2. Use Explain Everything researchto present
on the your
ocean rather than Herdsman Lake.

ideas. You can use photos from our

Herdsman Lake excursion and draw
pictures.
Use the QR codes to find any information to
help with your presentation.
Lesson 5

Assessment: Rubric
Summative Assessment (Science Understanding)

Student Name:
Date:
Lesson Objective: Students will present an Explain Everything detailing how human processes impact on important water catchments and solutions to water pollution in their local area.

Developed Developing Not Developed

Student can identify importance of a

water catchment

Student can describe human

processes that impact the Earth’s
surface

Student can explain solutions for

human processes that cause pollution
in water catchments