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OneSchoolUnit Plan

Name: Unit 3 - Science Year 4 (V8)Duration: 10 Weeks

Year Level: Year 4

Applicable LearningAreas/Subjects: Science

Unit Plan

Material useIn this unit students will investigate physical properties of materials and consider how these properties influence the selection of materials for particular purposes. Students will consider how science involves making predictions and how science knowledge helps people to understand the effect of their actions.

Students will make predictions and use appropriate materials and equipment safely to make and record observations when conducting investigations. Students will represent data, identify patterns in their results, suggest explanations for their results, compare their results with their predictions, and reflect upon the fairness of their investigations. Students will complete simple reports to communicate their findings.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Safety

When planning and conducting ICT activities, including online activities, teachers need to refer to and apply all relevant policies and guidelines. Read the supporting learning resource Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx for advice and links to policies and resources.

Teachers need to identify safety issues and conduct risk assessments. For this unit teachers should: refer to the Health and Safety http://education.qld.gov.au/health/safety/index.html policy pertaining to schools consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

use Chemwatch GoldFFX http://jr.chemwatch.net/chemwatch.web/ to consult the safety data sheets (SDSs) for chemical safety information pertaining to cornflour, cooking oil, PVA glue, egg and any other substances used

ensure students wear personal protective equipment

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 30

Unit Plan Plan Name: Unit 3 - Science Year 4 (V8)

Year: 4Learning Areas/Subjects: Science

Duration: 10 Weeks

ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions to cornflour, cooking oil, egg and any other materials and foodstuffs used.

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher. Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.

The document Chemwatch GoldFFX FAQ Factsheet http://education.qld.gov.au/health/pdfs/chemwatch-gold-ffx-faq.pdf contains information relating to the Department's online subscription to Chemwatch GoldFFX. Detailed instructions are available to assist schools when registering for the first time, in the document Registering for Chemwatch GoldFFX online http://education.qld.gov.au/health/pdfs/chemwatch-registration-instructions.pdf.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

Absorbency investigation (Yr 04)Students understand the physical property of absorbency through investigation. Students make a prediction, use materials, tools and equipment to make and record accurate observations and represent data. Students compare results with predictions, suggesting possible reasons for their findings. Students identify the elements of a fair test, reflect on the fairness of their investigation and communicate their observations, ideas and findings.

Monitoring Science Unscheduled

Investigating properties affecting the use of ochre (Yr 04)Students investigate the observable properties of ochre mixtures and explain how they can be used in real-life situations.

Supervised assessment

Science Unscheduled

Physical properties and purpose of familiar materials (Yr 04)Students identify physical properties of materials and objects that are made from particular materials. Students explain purposes for which materials are used, use materials and equipment safely, represent data and communicate their observations and ideas.


Plastic stretch investigation (Yr 04)Students understand the physical properties of plastic through an investigation into the stretchiness of plastic samples.

Students make a prediction, plan and conduct an investigation, use materials, tools and equipment to make and record observations and represent and use data. Students compare results with predictions, suggesting possible reasons for their findings. Students identify the elements of a fair test, reflect on the fairness of their investigation and communicate their observations, ideas and findings.





Duration: 10 Weeks

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Exploring properties of materials

Elaborating on properties of materials

Materials and their purpose Assessment Reviewing and consolidating

Resources Attachments Plan Resource Bank

Assessment Monitoring – Absorbency investigation

(Yr 04) Monitoring - Physical properties and

purpose of familiar materials (Yr 04) Monitoring - Plastic stretch

investigation (Yr 04) Supervised assessment - Investigating

properties affecting the use of ochre (Yr 04)




Duration: 10 Weeks

Australian Curriculum

Science - Year 4

Year 4 Achievement StandardBy the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.

Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE062)

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE061)

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)

Planning and conducting

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Chemical sciences

Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)




Duration: 10 Weeks

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Processing and analysing data and information

Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS069)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Different materials can be combined for a particular purpose (ACSSU031) Science involves making predictions and describing patterns and relationships (ACSHE050) Science knowledge helps people to understand the effect of their actions (ACSHE051)

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)

Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083) Changes to materials can be reversible or irreversible (ACSSU095)




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

Intercultural understanding Recognising culture and developing respect Interacting and empathising with others Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction and the Learning area specific advice http://www.australiancurriculum.edu.au/generalcapabilities/overview/learning-area-specific-advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and cultures




Duration: 10 Weeks

Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum http://www.australiancurriculum.edu.au/CrossCurriculumPriorities/Sustainability and the Learning area statements http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/in-the-learning-areas.Assessing student learningAssessment name: Investigating properties affecting the use of ochreAssessment description: Students investigate the observable properties of ochre mixtures and explain how they can be used in real-life situations.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth's surface. They describe relationships that assist the survival of living things andsequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observation, consultation and samples of student work.Monitoring activitiesActivity name: Physical properties and purpose of familiar materials (Lessons 2-3)Activity description: Students identify physical properties of materials and objects that are made from particular materials. Students explain purposes for which materials are used, use materials and equipment safely, represent data and communicate their observations and ideas.Activity name: Absorbency investigation (Lesson 7)Activity description: Students understand the physical property of absorbency through investigation. Students make a prediction, use materials, tools and equipment to make and record accurate observations and represent data. Students compare results with predictions, suggesting possible reasons for their findings. Students identify the elements of a fair test, reflect on the fairness of their investigation and communicate their observations, ideas and findings.Activity name: Plastic stretch investigation (Lesson 11)Activity description: Students understand the physical properties of plastic through an investigation into the stretchiness of plastic samples. Students make a prediction, plan and conduct an investigation, use materials, tools and equipment to make and record observations and represent and use data. Students compare results with predictions, suggesting possible reasons for their findings. Students identify the elements of a fair test, reflect on the fairness of their investigation and communicate their observations, ideas and findings.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students:




Duration: 10 Weeks

thinking that the meaning of the word 'material' is limited to 'fabric' or 'cloth'. Explain that the word 'material' in its scientific context is used to describe what an object is made from. describing the physical properties of materials using personal-value statements (e.g. 'pretty' or 'yummy'). Remind students to describe the physical properties of materials using

scientific terms. thinking the words 'object' and 'material' can be interchanged. Remind students that an object is a 'thing' and that a material is what the object is 'made of'. thinking that the physical properties of materials cannot be changed. Explain that materials can be changed (e.g. by cutting, bending, warming, cooling or drying) which will change

their physical properties. thinking that the terms 'natural' and 'processed' relate only to food. Explain that 'natural' and 'processed' are terms that relate to all types of material, including food products. thinking that the terms 'water-resistant' and 'waterproof' are interchangeable. Explain that 'water-resistant' materials may resist absorbing water for a length of time, but 'waterproof'

materials never absorb water. thinking that all metals are hard and inflexible. Explain that aluminium is a highly malleable metal and provide opportunities for students to bend and fold a metal. thinking that using plastic is bad because it is not biodegradable. Explain that plastics do have advantages because of their physical properties, including being suitable for recycling. thinking that using an unlimited amount of plastics is sustainable because they can be recycled. Explain that most plastic waste is not recycled and that recycled plastics can only be

recycled a number of times before it ends up in landfill. thinking that the results of an initial test are confirmation of results. Explain that retests need to be conducted to confirm consistency and reliability of results. thinking that the term 'indigenous' applies only to the Aboriginal peoples and Torres Strait Islander peoples of Australia. Ensure students understand that many countries around the

world have indigenous peoples and they are referred to by their own names (e.g. the indigenous peoples of Canada are the First Nation peoples, Inuit peoples and the Metis peoples).




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

5 Lessons Exploring properties of materials Lesson 1: Physical properties of a mystery substance Lesson 2: Describing materials and their physical properties Lesson 3: Materials and their uses Lessons 4-5: Examining natural and processed materials

6 Lessons Elaborating on properties of materials Lesson 6: Physical properties of fabrics Lesson 7: Investigating fabrics Lesson 8: Physical properties of metals Lesson 9: Investigating metals Lesson 10: Physical properties of plastics Lesson 11: Investigating plastics

4 Lessons Materials and their purpose Lessons 12-13: Packaging challenge Lesson 14: Exploring how indigenous peoples of the world use natural materials Lesson 15: Exploring how Aboriginal peoples and Torres Strait Islander peoples use natural materials

3 Lessons Assessment Lessons 16-18: Assessing student learning

2 Lessons Reviewing and consolidating Lessons 19-20: Consolidate physical properties of materials

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Exploring properties of materials Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students are introduced to the physical properties of materials, both natural and processed, and how the materials are used.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Physical properties of a mystery substance

Lesson objectivesStudents will:

Understand that materials have different physical properties.Evidence of learningCan the student:

Identify the physical properties of a non-Newtonian fluid?Example learning sequence

Introduce materials science Explore a mystery material Identify properties of a material

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Science inquiry skills poster Years 3-6 Supporting learning resource - C2C: Science glossary Supporting learning resource - Emails from a materials scientist: Professor Polly Supporting learning resource - 'Mystery material': Teacher note

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Attachments Lesson plan

Lesson 2

Describing materials and their physical properties


Understand that familiar materials can be described by their physical properties.

Evidence of learningCan the student:

Name and describe the physical properties of familiar materials?Example learning sequence

Identify a mystery object and describe its physical properties Describe the physical properties of familiar materials

Resources Supporting learning resource - Materials and equipment list Slideshow - Materials science terms Sheet - Some properties of materials Sheet - Characteristics and properties Sheet - Physical properties and purpose of familiar materials Supporting learning resource - Describing materials and their physical properties:

Teacher note Supporting learning resource - Physical properties and purpose of familiar materials

(Answers)


Lesson 3 Lesson objectivesStudents will:

Resources Sheet - Physical properties and purpose of familiar materials




Duration: 10 Weeks

Teaching Sequence

Topic Exploring properties of materials Topic Duration 5 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students are introduced to the physical properties of materials, both natural and processed, and how the materials are used.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Materials and their uses

Understand how familiar materials are suited to a particular purpose.


Describe how familiar materials are suited to a particular purpose?Example learning sequence

Identify purposes for familiar materials Identify that physical properties of materials can be changed Discuss suitable and unsuitable materials Explain the suitability of a material

Slideshow - The physical properties and uses of materials Video - Properties of materials and how they can change Sheet - Would it work? Discussion cards Sheet - Email from Professor Polly: New shelves Sheet - Email response template Supporting learning resource - Physical properties and purpose of familiar materials

(Answers)


Lessons 4-5

Examining natural and processed materials


Recognise that natural materials can be processed.Evidence of learningCan the student:

Identify if a material is natural or processed? Explain how a natural material can be processed?

Example learning sequence Examine natural materials and processed materials Classify natural materials and processed materials Research natural materials and processed materials Share information on natural materials and processed materials

Resources Supporting learning resource - Materials and equipment list Slideshow - From natural materials to processed materials Sheet - Natural or processed? Sheet - Natural and processed materials Supporting learning resource - Websites and videos on processing materials:

Teacher noteHelpful information

Video - The story of cotton (YouTube, UTIA)https://www.youtube.com/watch?v=AAUQNMldp_Y

Video - How it's made-butter (YouTube, HowItsMade513)https://www.youtube.com/watch?v=qwb2uZLSLhw

Video - Educational video for kids: How paper is made (YouTube, Miles Rose) https://www.youtube.com/watch?v=7IP0Ch1Va44





Duration: 10 Weeks

Teaching Sequence

Topic Elaborating on properties of materials Topic Duration 6 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will investigate physical properties of common materials and relate the properties to their uses.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 6

Physical properties of fabrics


Recognise the common physical properties of fabrics. Understand that fabrics are selected for clothing based on their

physical properties and intended use.Evidence of learningCan the student:

Describe physical properties of some fabrics? Choose fabrics that suit the particular purpose of a garment?

Example learning sequence Investigate how silk is used Examine items of clothing to determine physical properties of

fabrics Design an outfit Discuss development of fabrics over time

Resources Supporting learning resource - Materials and equipment list Video - Silk Sheet - Physical properties of fabric Sheet - Design an outfit Slideshow - History of textiles timeline Supporting learning resource - 'How it's made' videos: Teacher note

Helpful information Video - AMNH - Silk Road - Making silk (YouTube, American Museum of Natural

History) https://www.youtube.com/watch?v=IFo3SxqH2-A Video - Textile trials (PBS & WGBH Educational Foundation)

http://www.pbslearningmedia.org/resource/7d54b7c2-e873-49ba-967f-7d92bd371465/textile-trials/ Video - Smart textiles at Ghent University (YouTube, Ghent University)

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


Lesson 7

Investigating fabrics


Understand that materials can have different levels of absorbency and this may influence their use.


Investigate absorbency of materials and make a justified recommendation about the most suitable material for a lab coat?

Example learning sequence Discuss physical properties of fabrics for a specific purpose Conduct an investigation about absorbency Recommend a material based on results of investigation

Resources Supporting learning resource - Materials and equipment list Sheet - Email from Professor Polly: Operation lab coat Sheet - Absorbency investigation Sheet - Email response template Slideshow - Fair tests Supporting learning resource - Absorbency investigation: Teacher note Supporting learning resource - Science inquiry skills poster Years 3-6





Duration: 10 Weeks

Teaching Sequence




Lesson 8

Physical properties of metals


Understand the common physical properties of metals.Evidence of learningCan the student:

Explain how an object can be identified as metal by identifying its physical properties?

Example learning sequence Share prior knowledge of metals Complete a metal hunt Identify the physical properties of metal Consider the importance of recycling metals

Resources Supporting learning resource - Materials and equipment list Sheet - Classroom metal hunt Slideshow - The physical properties and uses of metals Slideshow - Recycling metals

Helpful information Learning object - Metal munchers (TLF L37)

https://learningplace.eq.edu.au/cx/resources/items/65f0c5e1-189d-1873-4f3e-8b457ff00ac8/0/ViewIMS.jsp (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/

Video - Recycled steel (Science Channel) https://www.sciencechannel.com/tv-shows/how-its-made/videos/recycled-steel

Website - Scrap metal recycling factsheet (Clean Up Australia Ltd) https://www.cleanup.org.au/PDF/au/scrap-metal-recycling-factsheet.pdf

Sheet - Recycling and the Australian Curriculum (Qld Museum) http://www.qm.qld.gov.au/Learning+Resources/Resources (To find resource, type 'Recycling' into search box.)


Lesson 9

Investigating metals


Apply their understanding of the physical properties of metals.Evidence of learningCan the student:

Use evidence from testing to identify an object as metal or non-metal?

Example learning sequence Determine whether a material is metal

Resources Supporting learning resource - Materials and equipment list Sheet - Email from Professor Polly: Metal or not? Sheet - Testing stations: Instructions Sheet - Testing materials: Metals Sheet - How to set up a circuit Sheet - Email response template Supporting learning resource - Testing stations: Teacher note

Helpful information Video - How to make a metal detector (Science Kids)




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Participate in an investigation of metals http://www.sciencekids.co.nz/videos/howto/metaldetector.html


Lesson 10

Physical properties of plastics


Understand the common physical properties of plastic. Understand that the physical properties of plastics affect their use.


Identify the physical properties of plastics? Describe the advantages and disadvantages of plastics?

Example learning sequence Identify physical properties of plastics Explore uses for plastic materials

Resources Supporting learning resource - Materials and equipment list Sheet - Fantastic plastic Supporting learning resource - Fantastic plastic activity (Answers) Slideshow - What is plastic? And why is it so popular? Slideshow - The physical properties and uses of plastics Supporting learning resource - Sourcing videos: plastics - Teacher note

Helpful information Video - Plastics (Science Channel)

https://www.sciencechannel.com/tv-shows/greatest-discoveries/videos/plastics


Lesson 11

Investigating plastics


Understand that the physical properties of plastic influence its use.Evidence of learningCan the student:

Investigate the stretchability of plastic and explain reasons for use?

Example learning sequence Understand the impact of plastics Investigate the stretchability of different plastics Understand that physical properties can influence use

Resources Supporting learning resource - Materials and equipment list list of advantages and disadvantages of plastic, created in Lesson 10 (Physical

properties of plastics) Sheet - Like diamonds, plastics are forever (cycle poster) (Australian Marine

Conservation Society) Used with permission. Sheet - Like diamonds, plastics are forever (Australian Marine Conservation

Society) Used with permission. Sheet - Email from Professor Polly: Stretchy plastic Sheet - Plastic stretch investigation Supporting learning resource - Plastic stretch investigation: Teacher note Supporting learning resource - Science inquiry skills poster Years 3-6 Slideshow - Fair tests




Duration: 10 Weeks

Teaching Sequence




Helpful information Video - Recycled polyester yarn (Science Channel)

http://www.sciencechannel.com/tv-shows/how-its-made/videos/how-its-made-recycled-polyester-yarn/ Video - How it's made: Plastic bottles & jars (YouTube, TRR56)

https://www.youtube.com/watch?v=ZfyPCujUPms Video - Why is plastic marine debris so common? (PBS & WGBH Educational

Foundation) http://www.pbslearningmedia.org/resource/noaa-interactive-32/why-is-plastic-marine-debris-so-common-ocean-today/





Duration: 10 Weeks

Teaching Sequence

Topic Materials and their purpose Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore how materials, both natural and processed, are selected for use by peoples from around the world according to their physical properties.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 12-13

Packaging challenge


Apply their understanding of how materials are selected for a purpose based on their particular physical properties.


Select and test materials to create a package for a purpose?Example learning sequence

Investigate packaging for a particular purpose Plan a package design Construct the package Test the package for its properties Explain results

Resources Supporting learning resource - Materials and equipment list Sheet - Email from Professor Polly: Packaging challenge Sheet - Packaging challenge Supporting learning resource - Packaging challenge: Teacher note


Lesson 14

Exploring how indigenous peoples of the world use natural materials


Understand how indigenous peoples select and use natural materials.


Name some natural materials that are used by indigenous peoples from around the world?

Describe ways that indigenous peoples from around the world use natural materials?

Example learning sequence Examine natural materials found in the environment Identify traditional ways indigenous peoples of the world use

natural materials Explore using natural materials to make an object

Resources Supporting learning resource - Materials and equipment list Slideshow - Indigenous peoples of the world use natural materials Sheet - Indigenous peoples of the world use natural materials





Duration: 10 Weeks

Teaching Sequence

Topic Materials and their purpose Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore how materials, both natural and processed, are selected for use by peoples from around the world according to their physical properties.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 15

Exploring how Aboriginal peoples and Torres Strait Islander peoples use natural materials


Understand how Aboriginal peoples and Torres Strait Islander peoples select and use natural materials.


Name some natural materials that are used by Aboriginal peoples and Torres Strait Islander peoples?

Describe ways that Aboriginal peoples and Torres Strait Islander peoples use natural materials?

Example learning sequence Understand that natural materials are sourced from the local

environment Identify ways Aboriginal peoples and Torres Strait Islander

peoples use natural materials traditionally Understand that ochre is a natural material used in artworks of

Aboriginal peoples and Torres Strait Islander peoples

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Supporting learning resource - Materials and equipment list Sheet - Indigenous peoples of the world use natural materials Slideshow - Indigenous peoples of the world use natural materials Slideshow - Aboriginal peoples' and Torres Strait Islander peoples' use of natural

materials Sheet - Aboriginal peoples' and Torres Strait Islander peoples' use of natural

materials Slideshow - Use of ochres in Aboriginal peoples' art

Helpful information Website - Genuine art ochres (Rick Roser) http://www.rickroser.com/aArtochres.htm





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 3 Lessons

Overview Students will complete the assessment task involving an investigation about the physical properties of ochre when combined with another substance and explaining the uses of these ochre mixtures in real-life situations.


Lessons 16-18

Assessing student learning

Assessment purposeTo investigate the observable properties of ochre mixtures and explain how they can be used in real-life situations.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards Conduct the assessment

Resources Supporting learning resource - Materials and equipment list Assessment task - Investigating properties affecting the use of ochre Assessment task - Investigating properties affecting the use of ochre: Teaching

notes Assessment task - Investigating properties affecting the use of ochre: Model

response Assessment task - Investigating properties affecting the use of ochre: Student

resource 1 Assessment task - Investigating properties affecting the use of ochre: Student



resource 4Helpful information

Website - Genuine art ochres (Rick Roser) http://www.rickroser.com/aArtochres.htm Website - Ochre Aboriginal art of the East Kimberley (Artlandish Aboriginal Art)

http://www.aboriginalartshop.com/ochre-aboriginal-art/ Website - Traditional Aboriginal painting methods (Aboriginal Art Online)

http://www.aboriginalartonline.com/methods/methods.php Website - Aboriginal art history (Gondwananet.com)

http://www.gondwananet.com/aboriginal-art-history.html





Duration: 10 Weeks

Teaching Sequence

Topic Reviewing and consolidating Topic Duration 2 Lessons

Overview Throughout this lesson series, students will consolidate their learning by designing a sign constructed from materials suited to a purpose.


Lessons 19-20

Consolidate physical properties of materials


Explain why particular materials are selected for a specific purpose.


Justify choices about the use of materials based on their physical properties?

Example learning sequence Investigate suitability of a product for a particular purpose Plan a product design Construct a prototype of the product Test the product for its properties Explain results Discuss and evaluate learning throughout the unit

Resources Supporting learning resource - Materials and equipment list Sheet - Email from Professor Polly: Outdoor sign design Sheet - Outdoor sign design Supporting learning resource - Outdoor sign design: Teacher note





Duration: 10 Weeks

ResourcesUnit Plan Section Resource Attachments*

Sequence - Exploring properties of materials

Lesson plan - Sci_Y04_U3_LP01.docx



Lesson plan - Sci_Y04_U3_LP04_05.docx

Sequence - Elaborating on properties of materials







Sequence - Materials and their purpose

Lesson plan - Sci_Y04_U3_LP12_13.docx



Sequence - Assessment Lesson plan - Sci_Y04_U3_LP16_18.docx

Sequence - Reviewing and consolidating Lesson plan - Sci_Y04_U3_LP19_20.docx

Sequence Learning object - Metal munchers (TLF L37) https://learningplace.eq.edu.au/cx/resources/items/65f0c5e1-189d-1873-4f3e-8b457ff00ac8/0/ViewIMS.jsp (Education Services Australia) CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/au/




Duration: 10 Weeks

Unit Plan Section Resource Attachments*

list of advantages and disadvantages of plastic, created in Lesson 10 (Physical properties of plastics)

Sheet - Aboriginal peoples' and Torres Strait Islander peoples' use of natural materials

Sheet - Absorbency investigation

Sheet - Characteristics and properties

Sheet - Classroom metal hunt

Sheet - Design an outfit

Sheet - Email from Professor Polly: Metal or not?

Sheet - Email from Professor Polly: New shelves

Sheet - Email from Professor Polly: Operation lab coat

Sheet - Email from Professor Polly: Outdoor sign design

Sheet - Email from Professor Polly: Packaging challenge

Sheet - Email from Professor Polly: Stretchy plastic

Sheet - Email response template

Sheet - Fantastic plastic

Sheet - How to set up a circuit

Sheet - Indigenous peoples of the world use natural materials

Sheet - Like diamonds, plastics are forever (Australian Marine Conservation Society) Used with permission. Sheet - Like diamonds, plastics are forever (cycle poster) (Australian Marine Conservation Society) Used with permission.




Duration: 10 Weeks


Sheet - Natural and processed materials

Sheet - Natural or processed?

Sheet - Outdoor sign design

Sheet - Packaging challenge

Sheet - Physical properties and purpose of familiar materials

Sheet - Physical properties of fabric

Sheet - Plastic stretch investigation Sheet - Recycling and the Australian Curriculum (Qld Museum) http://www.qm.qld.gov.au/Learning+Resources/Resources(To find resource, type 'Recycling' into search box.)

Sheet - Some properties of materials

Sheet - Testing materials: Metals

Sheet - Testing stations: Instructions

Sheet - Would it work? Discussion cards

Slideshow - Aboriginal peoples' and Torres Strait Islander peoples' use of natural materials

Slideshow - Fair tests

Slideshow - From natural materials to processed materials

Slideshow - History of textiles timeline Slideshow - Indigenous peoples of the world use natural materials




Duration: 10 Weeks


Slideshow - Materials science terms

Slideshow - Recycling metals

Slideshow - The physical properties and uses of materials

Slideshow - The physical properties and uses of metals

Slideshow - The physical properties and uses of plastics

Slideshow - Use of ochres in Aboriginal peoples' art

Slideshow - What is plastic? And why is it so popular?

Supporting learning resource - Absorbency investigation: Teacher note

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Describing materials and their physical properties: Teacher note

Supporting learning resource - Emails from a materials scientist: Professor Polly

Supporting learning resource - Fantastic plastic activity (Answers)

Supporting learning resource - 'How it's made' videos: Teacher note

Supporting learning resource - Materials and equipment list

Supporting learning resource - 'Mystery material': Teacher note

Supporting learning resource - Outdoor sign design: Teacher note Supporting learning resource - Packaging challenge: Teacher note




Duration: 10 Weeks


Supporting learning resource - Physical properties and purpose of familiar materials (Answers)

Supporting learning resource - Plastic stretch investigation: Teacher note

Supporting learning resource - Science inquiry skills poster Years 3-6

Supporting learning resource - Sourcing videos: plastics - Teacher note

Supporting learning resource - Testing stations: Teacher note

Supporting learning resource - Websites and videos on processing materials: Teacher note Video - AMNH - Silk Road - Making silk (YouTube, American Museum of Natural History) https://www.youtube.com/watch?v=IFo3SxqH2-A

Video - Educational video for kids: How paper is made (YouTube, Miles Rose) https://www.youtube.com/watch?v=7IP0Ch1Va44

Video - How it's made: Plastic bottles & jars (YouTube, TRR56) https://www.youtube.com/watch?v=ZfyPCujUPms

Video - How it's made-butter (YouTube, HowItsMade513) https://www.youtube.com/watch?v=qwb2uZLSLhw

Video - How to make a metal detector (Science Kids) http://www.sciencekids.co.nz/videos/howto/metaldetector.html

Video - Plastics (Science Channel) http://www.sciencechannel.com/tv-shows/greatest-discoveries/videos/100-greatest-discoveries-shorts-plastics/

Video - Properties of materials and how they can change Video - Recycled polyester yarn (Science Channel)http://www.sciencechannel.com/tv-shows/how-its-made/videos/how-its-made-recycled-polyester-yarn/

Video - Recycled steel (Science Channel)https://www.sciencechannel.com/tv-shows/how-its-made/videos/recycled-steel

Video - Silk

Video - Smart textiles at Ghent University (YouTube, Ghent University) https://www.youtube.com/watch?v=vFOIYouKKSQ




Duration: 10 Weeks


Video - Textile trials (PBS & WGBH Educational Foundation)http://www.pbslearningmedia.org/resource/7d54b7c2-e873-49ba-967f-7d92bd371465/textile-trials/

Video - The story of cotton (YouTube, UTIA) https://www.youtube.com/watch?v=AAUQNMldp_Y

Video - Why is plastic marine debris so common? (PBS & WGBH Educational Foundation) http://www.pbslearningmedia.org/resource/noaa-interactive-32/why-is-plastic-marine-debris-so-common-ocean-today/

Website - Aboriginal art history (Gondwananet.com) http://www.gondwananet.com/aboriginal-art-history.html

Website - Contemporary practice resource: Sciencehttps://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Genuine art ochres (Rick Roser) http://www.rickroser.com/aArtochres.htm

Website - Ochre Aboriginal art of the East Kimberley (Artlandish Aboriginal Art) http://www.aboriginalartshop.com/ochre-aboriginal-art/

Website - Scrap metal recycling factsheet (Clean Up Australia Ltd) https://www.cleanup.org.au/PDF/au/scrap-metal-recycling-factsheet.pdf

Website - Traditional Aboriginal painting methods (Aboriginal Art Online) http://www.aboriginalartonline.com/methods/methods.php

Assessment Planner - Investigating properties affecting the use of ochre

Assessment task - Sci_Y04_U3_AT_InvestPropAffOchre.docx

Assessment task - Sci_Y04_U3_AT_MR_InvestPropAffOchre.docx

Assessment task - Sci_Y04_U3_AT_SH1_InvestPropAffOchre.docx




Assessment task - Sci_Y04_U3_AT_TN_InvestPropAffOchre.docx

Assessment Assessment task - Investigating properties affecting the use of ochre

Assessment task - Investigating properties affecting the use of ochre: Teaching notes

Assessment task - Investigating properties affecting the use of ochre: Model response




Duration: 10 Weeks


Assessment task - Investigating properties affecting the use of ochre: Student resource 1







Duration: 10 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

Investigating properties affecting the use of ochre (Yr 04)Type Supervised assessment

Date

Description Students investigate the observable properties of ochre mixtures and explain how they can be used in real-life situations.

Learning Area Science

Science understanding Science inquiry skills

Apply the observable properties of materials to explain how objects and materials can be used.

Identify question and make predictions. Describe ways to conduct investigations.Use tables to organise data. Suggest explanations for observations and compares findings with predictions. Suggest reasons why a test was fair or not.Communicate observations and findings.

A ◄ Explains why the observable properties of ochre mixtures affect their use. ◄

Links the question, prediction and chosen method to what is being measured and investigated.Links relationships to observations and explanations.Identifies changes to improve the fairness of the investigation.Communicates using accurate scientific language and representations.

B ◄ Links the observable properties of ochre mixtures to knowledge of their use in a real-world context. ◄

Predicts using science understanding.Reasons for fairness linked to method or identified flaws in the investigation.Communicates using scientific language and representations.

C ◄ Applies the observable properties of ochre mixtures to explain how they can be used. ◄

Identifies an investigable question and makes a prediction.Identifies safety risk management. Describes a reason for choosing a method. Records accurate observations.Suggests explanations for observations. Compares observations with prediction.Suggests reasons why the investigation was fair or not.Uses formal and informal ways to communicate their observations and findings.

D ◄ Generates ideas of how the properties of ochre mixtures affect their use. ◄Safely follows a selected method.Identifies whether observations match prediction or not.Uses drawings and everyday language.

E ◄ Identifies an ochre mixture to be used for a purpose. ◄ States a prediction.Safely conducts investigation.Identifies an observation.




Duration: 10 Weeks

Assessment Task – Marking guide

AssessmentTask Name

Investigating properties affecting the use of ochre (Yr 04)Type Supervised assessment

Date

Description Students investigate the observable properties of ochre mixtures and explain how they can be used in real-life situations.

Learning Area Science

Science understanding Science inquiry skills

Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

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