SCIENCE FORWARD PLANNING DOCUMENT: Joshua Antulov

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: 1: 1-5  To capture student interest and find out what they know about XXXXX TOPIC: Earths Place in Space
 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

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGR TEACHING AND LEARNING EXPERIENCES RESOURCE
ATION S/KEY
(Year 1 QUESTIONS
& 2 only)
Science Understanding Science as a Science OUTCO
Human Inquiry Skills
MES
Endeavour
The Earth is part of Lesson 1: Engage Lesson
a system of planets The focus of the Engage phase is to spark students’ interest, stimulate their curiosity, raise
orbiting around a questions for inquiry and elicit their existing beliefs about the topic. These existing ideas can then
star (the be taken into account in future lessons.
sun) (ACSSU078)
Introduction:
1. Display photo of the Solar System (Appendix 1) and space ambient music as students Appendix 1
enter the classroom (Appendix 2) and 2
2. Conduct a think-pair-share. Ask students what they think the next 5 lessons could be
about based on the photo and music.
3. Introduce the learning intentions for today.

WALT (We Are Learning To) = Showcase our knowledge of the solar system by completing
various activities.
WILF (What I’m Looking For) = Identifying not just your knowledge of the planets but all your
previous ideas of space, the size of the Earth, the role of the sun and other planets.
TIB (This Is Because) = Before we explore these ideas further, it is important to recognise our
pre-existing knowledge to reflect on in the final lesson to appreciate our learnings.

Lesson Steps:
1. Teacher will explain the sharing our prior knowledge activity and display lesson steps for
the activity on the board (Appendix 3).
Appendix 3

i. View the A5 card that is on your desk.

ii. Re-group with the students who have the same card as you.
 iii. Pick a coloured pen, texter or pencil that is different to all the others in your group.
iv. Discuss and write down everything you know about space, the sun and solar system
with your unique selected colour.
v. Allocate a spokesperson and share with the class.

2. Give students time to complete the activity then share responses as a class.
3. Show students the model of the paper plate solar system (Appendix 4).
4. Outline the activity steps on the board. Appendix 4
i. Collect your paper plate and resources at the front of the classroom.
ii. Use a pencil to outline where you will cut your spiral.
iii. Use a wide range of colours and labels to draw on the planets and the sun in the
correct order. (HINT: Think about the relative size of each planet!)
iv. Cut along the line of your spiral.
v. Attach string to the top of the spiral using the whole punch.

5. Students will complete the activity.

Differentiation:
Extending: Students will be challenged with placing moons, satellites and asteroid belts on the
paper plate diagram.
Enabling: Students will receive a plate that is already cut out and has string attached. If further
assistance is required, the teacher can place dots of where some planets should be on the plate.

Conclusion:
1. Students will now need iPads or a laptop to complete the Socrative ticket out the door
questions. These questions focus on the role of the sun, order of the planets and
Aboriginal Australians interactions with the stars (e.g. how the Aboriginal Australians
used the sun to guide their hunting seasons).
2. Students will scan the QR code that will take them directly to the questions (Appendix 5).

Safety Considerations: Appendix 5

- Students will be using scissors and potentially walking around the classroom. Inform
students of safe practice when doing so.
 LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Place at least 5 planets in the correct order on a
paper plate model of the solar system individually.
 Individually, draw the sun in the middle of the solar
system as the star the planets orbit around.
 Illustrate individually, the relative size of the Earth
compared to each planet on a paper plate solar
system.
ASSESSMENT (DIAGNOSTIC)
The purpose of diagnostic assessment in the engage
lesson is to collect data on student’s prior knowledge to
then accordingly adjust future lessons to meet the needs of
every student.

A diagnostic checklist, work samples, anecdotal notes and

Socrative data will be used to assess the student’s success
from the lesson objectives. These objectives cover the
main content areas of the Earth in Space unit.

(Appendixes 6 and 7)
Lesson Objective 1 = Checklist, anecdotal notes and
Socrative data.

Lesson Objective 2 = Checklist, anecdotal notes and work

samples.

Lesson Objective 3 = Work samples and checklist.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPICS: Earth;s Place in Space
 To support students to investigate and explore ideas about XXXXX
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
 Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEG TEACHING AND LEARNING EXPERIENCES RESOURCE
RATIO S/KEY
N (Year QUESTIONS
1&2
only)
Science Understanding Science as a Science Inquiry OUTC
Human Skills
OMES
Endeavour
The Earth is part Lesson 2: Explore Lesson
of a system of The Explore phase is designed to provide students with hands-on experiences of the science
planets orbiting phenomenon. Students explore ideas, collect evidence, discuss their observations and keep
around a star (the records, such as science journal entries. The Explore phase ensures all students have a shared
experience that can be discussed and explained in the explain phase.
sun) (ACSSU078)
Introduction:
1. Review the engage lesson. Ask students the following questions to re-cap prior What did the
knowledge. task ask us
to do? What
What did the task ask us to do? What did this look like? What were some elements I placed on did this look
my solar system? like? What
were some
2. Show students a model of the teacher’s paper-plate solar system. elements I
placed on my
What are the similarities and differences between theirs and your model? solar
system?
3. Introduce the learning intentions for today.

WALT (We Are Learning To) = Use our movement and illustration to represent how the planets
orbit around the sun. What are the
WILF (What I’m Looking For) = Planning in your group to illustrate where you will stand and orbit similarities
(Plan in your science journals!) Then, move into creating your roleplay. and
TIB (This Is Because) = The Earth is just one planet in our solar system that revolves around our differences
sun. Understanding the way, the planets orbit will enhance your science knowledge as you between
progress through school. theirs and
your model?
4. Read the children’s literature ‘Me and My Place in Space’ by Joan Sweeney once
through for enjoyment (Appendix 8). Appendix 8
5. When re-reading, focus on page 3 and 4. Ask the students the key questions.

What does this page remind you of? What features make it similar to the previous activity? What
do the white lines represent?
 6. Read through pages 10-11 on ‘Me and My Place in Space.’ Focus on the definitions of Appendix 9
the sun, orbits and gravity (Appendix 9 and 10) and 10
7. Represent this page using students from the class. Assign 1 student the role of the sun,
1 student the Earth and 1 student Mars.
8. Conduct a think-pair-share of how they think the ‘Earth’ student will move around the sun
in the middle and how will the ‘Mars’ student’s movement be different to the Earth?
9. Share these answers as a class.

Lesson Steps:
1. In groups, students will now create a roleplay encompassing how the planets orbit
around the sun. This activity will lead then be discussed and explained in the explain
phase.
2. Place the activity steps on the board.
Appendix 11.
i. Receive your planet handout in your group (Appendix 11)
ii. Find your colour co-ordinated group.
iii. Illustrate in your journals a plan on how the planets orbit.
iv. Start with the sun and work outwards.
v. Practice your orbits – which planet goes where. Refer to the children’s literature at
the front of the classroom for inspiration.

3. Students are given time to complete their roleplay and illustrate in their journals.

Differentiation / Learner Diversity:

1. Extending Task: A student will be assigned the moons of Saturn and Earth. Answer the
questions: What planet has the shortest year? Which planet has the longest year?
Which planet am I the oldest on? If I am 10 on Earth, how old am I on Saturn? Act this
out.
2. Enabling Task: The teacher will demonstrate the orbit of the Earth to these students and
re-visit the concept from the previous lesson.

Conclusion:
1. Students will now share their roleplays with the class. Questions can be asked of the
group and to allow for peer teaching.

Safety Considerations:
1. Movement around the classroom. Students will be moving at varied paces in their
groups to perform and practice their roleplay. Ensure there Is sufficient room, so
students do not trip or knock anything over.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Demonstrate through a roleplay in groups of 5,
how the planets orbit around the sun.
 Illustrate how each planet has a different orbit
around the sun in their science journals.

ASSESSMENT (FORMATIVE)
Formative Assessment will be used in the explore lesson.
This is because the data collected will be used to intervene
where necessary and track student learning over the next
sequence of lessons. Decisions can then be made whether
students will need enabling or extending prompts going
forward.

(Appendix 12 and 13)

The lesson objectives will be assessed formatively through

the anecdotal observations throughout the lesson, final work
samples and a self-check/teacher-check.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: Earth’s Place in Space
representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/K
ON (Year 1 & EY QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
The Earth is part Lesson 3: Explain Lesson
of a system of In the Explain phase students develop a literacy product to represent their developing
planets orbiting understanding. They discuss and identify patterns and relationships within their
around a star (the observations. Students consider the current views of scientists and deepen their own
sun) (ACSSU078) understanding.

LESSON OBJECTIVES Introduction:

1. Teacher will revise the explore lesson the students participated in. What concepts
As a result of this lesson, students will be able to: did we cover last
lesson? What
 Explain how the Earth rotates and orbits around the 2. Inform students that today we will be explaining those ideas and making
representations of these. did you learn or
sun in their science journal. explore that you
 Match at least 8 puzzle pieces together correctly had not heard of
WALT (We Are Learning To) = Explain how the Earth rotates around the sun.
regarding the order of the planets and sun. before?
WILF (What I’m Looking For) = Making observations from the live stream to represent
your understanding from the previous two lessons. Using the children’s literature to
assist you.
ASSESSMENT (FORMATIVE) TIB (This Is Because) = Being able to apply our understanding to real life scenarios is
Formative Assessment will be used in the explain lesson. This is an essential skill to have in the work force and in high school.
because the data collected will be used to guide future lessons
where students have not grasped the concepts taught in the 3. Review page 10-11 (Appendix 10) and talk about the similarities from last
explore lesson. lesson.

Appendix 16 Lesson Steps:

A formative rating scale out of 5 will be used to assess the work 4. Show students the rotation in real life. View the live stream from NASA that
samples of both the science journals and puzzle activity. shows the Earth from space in real time.
Appendix 14
https://www.youtube.com/watch?v=DDU-rZs-Ic4

5. Explain to students the concept of orbiting after they have viewed the video for
2 minutes.
6. Refer to page 12-13 of My Place in Space to further define the terms and
visualise for students (Appendix 9 and 10)
Appendix 9 and
As the Earth slowly orbits the Sun, it rotates on its axis once every 24 hours (a day. 10
The rotation of the Earth causes the apparent rising and setting of the Sun and is the
reason we experience alternating night and day. The tilt of the Earth’s axis does not
change as it goes around the Sun. This causes the seasons.

Planets are kept to their orbits around the Sun by the force of gravity between them
and the Sun. The further a planet is from the Sun, the longer it takes to go once
around the Sun (its year). The four inner planets (Mercury, Venus, Earth and Mars)
consist of dense rocky material. The four outer planets (Jupiter, Saturn, Uranus and
Neptune) are collections of gases and are much less dense.

7. In their science journals, get students to respond to the following questions

while viewing the live stream.
 What do you notice about the Earth on the livestream?
Is it different to what you expected to see? If yes, how?
Is the Earth rotating on its axis in a stationary position or does it orbit as well as
rotating?

8. Students will now complete a formative puzzle match activity. The teacher will
introduce the activity and display the steps on the board. After completion,
students will upload this picture to see saw (Appendix 15).

Step 1: Receive your puzzle pieces.

Appendix 15
Step 2: Match the puzzle pieces to the corresponding planet or star and glue them into
your science journal.
Step 3: Take a photo of your completed puzzle.
Step 4: Upload this photo to our class Seesaw page.

Conclusion:
1. Review the uploaded photos to Seesaw and celebrate key learnings as a
class.

Safety Considerations:
- Pre-load the YouTube videos to ensure no inappropriate advertisements are
shown.
- Ensure students walk around the classroom when moving to collect resources.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC: Earth’s Place in Space
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCE
ON (Year 1 & S/KEY
2 only) QUESTIONS
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
The Earth is part Compare Lesson 4: Elaborate Lesson (Primary Connections Elaborate)
of a system of data with In the Elaborate phase students plan and conduct an open investigation to
planets orbiting predictions apply and extend their new conceptual understanding in a new context.
around a star (the and use as It is designed to challenge and extend students’ science understanding
sun) (ACSSU078) evidence in and science inquiry skills.
developing
explanation Introduction:
s 1. Display ‘celestia.space’ as students enter the classroom.
(ACSIS218) 2. Review the previous 3 lessons that students have completed. https://celes
tia.space/
What have we learnt so far?

1. Introduce the learning intentions for today.

WALT (We Are Learning To) = Interpret data to create a scaled model of the
solar system.
WILF (What I’m Looking For) = Finding reliable and accurate information to fill out your given
Form. Using a variety of sources.
Bill Nye’s
1. Perform a full zoom of celestia.space for students which continually Video
zooms out from Earth – showcasing the true size and comparison of each space Demonstrat
planet and objects to each other. ion:
2. Play students Bill Nye’s video demonstration of the distance
between planets to familiarise yourself with its information.
Distance
3. In the same groups as the explain lesson, students will now between
complete the solar system information organiser for their planet (Appendix 18). planets.
Provide them with the children’s literature, scaled planets table and c https://www
elestia.space and internet links to research these questions. .youtube.co
Lesson Steps:
m/watch?
1. Explain that the class is going to work together to create a Solar System v=97Ob0xR
that accurately represents the distances between planets. 0Ut8
2. Each student will now be asked to select a different sized ball to represent
their planet (Appendix 17) Appendix
3. Position the student representing the Sun in the centre of the space
and hand them the rope. Ask the student representing Neptune to
17
walk the rope out to 97 metres. Ask the other students to take position
along the rope as to where their space object should be.
Use the tape measure as necessary. 100m Rope
4. Ask students representing space objects to walk around the Sun,
maintaining their distance from the student representing the Sun,
and stop when they have completed an orbit. Discuss how long or
short the orbits were and what this might mean in terms of ‘years’
and how fast the planet is moving.

Conclusion: Science
1. Students will respond to the following questions in their science journal.
 Journal
What did you find challenging about making a model to scale?
What have you found out?
Draw the Earth in relative size to these planets. Earth to Mercury,
Saturn and Neptune.
Would you change anything about your research process or planet scale?

Differentiation:
Extending: Students will be tasked with creating an accurate scale that allows
the solar system to be represented in the classroom.
Enabling: A small group can stay on the mat instead of the completing their journals. The teacher
will complete a walkthrough using the space objects.

Safety Considerations:
- Safe Researching Practice: Ensure students are aware of safe searching
and the resources provided are reliable sources.
- Students will be going outside, ensure they have the appropriate sun
protection and all students are within the teacher’s vision when spreading
out.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Research data to create a scaled model of the
solar system.
 Illustrate the relative size of the Earth in relation to
other planets in their science journals.

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

Summative Assessment will be used to assess the lesson
objectives of the lesson.

This will be achieved by the collection of science journal

portfolio illustrations and research data collection work samples
(Appendix 18).

These work samples will be assessed via a summative rubric

based upon the two lesson objectives.

SCIENCE FORWARD PLANNING DOCUMENT

 5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC: Earth’s Place in Space
represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/K
ON (Year 1 & EY QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
The Earth is part of Communicate Lesson 5: Evaluate Lesson
a system of planets ideas, In the Evaluate phase students reflect on their learning journey and create a literacy
orbiting around a explanations and product to re-represent their conceptual understanding.
star (the processes in a What body of
sun) (ACSSU078) variety of ways, Introduction: work did we
including multi- 1. Teacher will review the previous 4 lessons. complete in
modal texts each? What
(ACSIS093) 2. Introduce the learning intentions for today’s lesson. were our key
LESSON OBJECTIVES learnings from
WALT (We Are Learning To) = Create an informative iMovie, oral speech or poster each lesson?
As a result of this lesson, students will be able to:
on our new learnings from the previous 4 weeks.
 Re-call at least 7 planets in the correct order on a WILF (What I’m Looking For) = Using the success criteria. Using a new colour to
poster or oral presentation. write your learnings on your sheet from week 1 and referring to your science journal,
 Demonstrate the relative size of the Earth on a poster literature and media used to enhance your literacy product.
or oral presentation. TIB (This Is Because) = Celebrating and summarising our learning makes us
 Explain individually, the role the sun has in the orbit appreciate all the good work we have done over the previous lessons.
time of each planet. Appendix 3
3. Students will receive back their planet match prior knowledge activity from
ASSESSMENT (SUMMATIVE – Science Understanding) the engage lesson.
The Evaluate lesson will be use summative assessment. 4. Give students 5 minutes in a new colour to update their knowledge on the
order and distance of the planets, the role of the sun and the relative size of
Lesson Objectives 1,2 and 3 will be assessed through the collection the Earth.
of the presentation work samples and then judged against the
marking key (appendix 20). Lesson Steps:
1. In pairs, students will now create either a poster, oral speech or iMovie
(script to deliver to the class) to explain the four concepts they have learnt
during the last 5 lessons. Students can refer to their science journals,
children’s literature read, and multi-media videos watched.
 - Order of planets
- Distance between planets
- Relative size of the Earth
- The role of the sun (gravity in orbits)

2. Students will receive the success criterion (marking key) for the task.
Appendix 20
Conclusion:
1. The final 10 minutes of the lesson will be used to showcase the student’s
creations.

Differentiation:
Extending: Students will be given additional challenges to showcase in their literacy
product. These students will be briefed that they are presenting to the group of year
5’s next year and have to create a multi-media presentation with an accompanying
PowerPoint.
Lesson 1:

Appendix 1: Photo of Solar System

Appendix 2: Ambient Space Music

https://www.youtube.com/watch?v=8wLwxmjrZj8&t=4961s
Appendix 3: Planet Match Activity for Prior Knowledge
Appendix 4: Paper Plate Solar System

Appendix 5: QR Code for Socrative

Appendix 5: QR Code to Socrative

Appendix 6: Diagnostic Checklist for Lesson Objectives including Anecdotal Notes/Observations.

Name: Lesson Objective 1: Lesson Objective 2: Lesson Objective 3: Notes:

Place at least 5 planets in the Individually, draw the sun in Illustrate individually, the
correct order on a paper plate the middle of the solar system relative size of the Earth
model of the solar system as the star the planets orbit compared to each planet on a
individually. around. paper plate solar system.

Appendix 7: Socrative Data Collection

Lesson 2:

Appendix 8: Me and My Place in Space by Joan Sweeney

https://www.youtube.com/watch?v=d6othEERKKU

Appendix 9: Pages 10-11 Definitions

Appendix 10: Orbits from Children’s Literature
Appendix 11: Planet Cards (White)
Appendix 12: Self-Check/Teacher-Check and Feedback.

Self-Check Have I… Teacher-Check

Illustrated in my science journal a diagram of

how the planets orbit around the sun?

Ensured my groups planets are orbiting in the

correct order around the sun?

Ensured all group members are moving at the

same pace when orbiting around the sun?

Labelled my illustration in my science journal?

Feedback:

Appendix 13: Anecdotal Observations

 Lesson: 2 Year: 5 Assessment: Roleplay Date: 19th of September

James Jordy Josh Nick Sally

Barbara Shannon Derick Katie Jack

Lesson 3:
Appendix 14: NASA Live Stream of Earth from Space

https://www.youtube.com/watch?v=DDU-rZs-Ic4

Appendix 15: Puzzle Match Activity

Appendix 16: Formative Rating Scale

Name: Lesson Objective 1 Lesson Objective 2 Notes:

= No understanding. Revisit next lesson.

= Limited understanding. Clarify with student next lesson.

= Satisfactory Achievement. Has achieved the lesson objective.

= Above average. Has exceeded the lesson objective.

= Elite work – has demonstrated ability above the year level. 5/5. Extend next lesson.

Appendix 17: Different sized balls to represent relative size of planets.

Appendix 18: Collecting Data for Oval Activity
Appendix 19: Summative Rubric

Name: A B C D
Lesson Objective 1: Research collected was Research collected was Research collected was Did not meet the
accurate, from reliable accurate, from reliable accurate and answered requirements of a C
sources and answered the sources and answered the most of the key questions. Grade.
key questions with key questions
sources referenced.

Lesson Objective 2: Illustrated the relative size Illustrated the relative size Illustrated the relative size Did not meet the
of all planets in of the majority of planets of some planets in requirements of a C
comparison to the Earth. In comparison with the comparison to the Earth. Grade.
Earth.

Appendix 20: Summative Marking Key

Name: Lesson Objective 1: Lesson Objective 2: Lesson Objective 3: Notes:

Re-call at least 7 planets in the Demonstrate the relative Explain individually, the role
correct order on a poster or size of the Earth on a poster the sun has in the orbit time
oral presentation. or oral presentation. of each planet.
 = Limited

= Satisfactory

= Good

= Excellent
References:

Hackling, M. (2020). Earth’s place in space: Australian Academy of Science.

Peekaboo Kidz. (2015, June 24). SOLAR SYSTEM – The Dr. Binocs Show [Video]. YouTube. https://www.youtube.com/watch?v=w36yxLgwUOc

Peters, J. (2005). My place in Space/Me and my place in space. New York: MSI Information Services.

Skamp, K., & Preston, C. M. (2017). Teaching primary science constructively (6th ed.). South Melbourne, Vic;South Melbourne;: Cengage Learning Australia.

School Curriculum and Standards Authority. (2014). SCSA. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8#year-1-syllabus

School Curriculum and Standards Authority. (2014). SCSA. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8#year-3-syllabus

School Curriculum and Standards Authority. (2014). SCSA. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-
v8#year-5-syllabus