Australian Curriculum: Science (Year 4)

Sub-strands Content Descriptions Achievement Standard

• Living things have life cycles (ACSSU072) By the end of Year 4, students apply the
Biological sciences
Science understanding • 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
• Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) relationships that assist the survival of living
Earth and space things and sequence key stages in the life
sciences cycle of a plant or animal. They identify when
• Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) science is used to ask questions and make
Physical sciences predictions. They describe situations where
science understanding can influence their own
• Science involves making predictions and describing patterns and relationships (ACSHE061) and others’ actions.
Nature and
endeavour (Year 3-4)
Science as a human

development of science
Students follow instructions to identify
investigable questions about familiar contexts
and predict likely outcomes from
• Science knowledge helps people to understand the effect of their actions (ACSHE062) investigations. They discuss ways to conduct
Use and influence of
investigations and safely use equipment to
science
make and record observations. They use
provided tables and simple column graphs to
organise their data and identify patterns in
data. Students suggest explanations for
• With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on observations and compare their findings with
Questioning and their predictions. They suggest reasons why
prior knowledge (ACSIS064)
predicting
Science inquiry skills (Year 3-4)

their methods were fair or not. They complete

• Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) simple reports to communicate their methods
Planning and and findings.
conducting • Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital
technologies as appropriate (ACSIS066)

• Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
Processing and
analysing data and • Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
information

• Reflect on the investigation, including whether a test was fair or not (ACSIS069)
Evaluating
• Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports
Communicating (ACSIS071)

General Capabilities Cross Curriculum Priorities Notes:

• Literacy • Aboriginal and Torres Strait Islander histories and
• Numeracy
cultures
• Information and communication technology (ICT)
competence • Asia and Australia’s engagement with Asia
• Critical and creative thinking
• Sustainability
• Ethical behaviour
• Personal and social competence
• Intercultural understanding
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 (Wk 6-10) YEAR LEVEL: 4 (four) LEARNING AREA/TOPIC: Earth and Space Science (Science)
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal & Torres Strait Islander histories & 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 X
• To elicit students’ questions/ prior knowledge about X
• Diagnostic assessment used- in this lesson you will find out what the students already know about X. This will allow you to take account of students’ existing ideas when planning learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (Include learner diversity)
Science Science Science
Under- as a Inquiry Skills
standing Human
Endeavour
INTRODUCTION
Week 6 DIAGNOSTIC 1. Begin the lesson and tie in the topic of soil through Was there Exploring
Lesson 1 Earth & Processing & Identify and reading Exploring Soils: A Hidden World Underground by something in the Soils: A
Space Analysing discuss the Anecdotal notes Dr Samantha Grover book you Hidden
Science Information similarities on what the 2. On the board there is a whole class interactive KWL Chart already knew World
Earth’s & Data and children are connected to Googledocs about? (Access Undergroun
surface Use a range of differences putting into the 3. Ask the student to fill our the following sections of the prior d by Dr
changes methods between the ‘What I already KWL in their groups about the text Exploring Soils by knowledge) Samantha
over time including soil samples knew column’ Sam Grover Grover
as a tables and and taking that as - What I already knew What is
restful of simple column List some of a basis for their - What I want to know something Googledocs
natural graphs to the possible prior knowledge - What I learnt mentioned in (KWL chart)
process represent data uses for each the book you
and and to identify soil sample Focus on one BODY want to know Devices (at
human patterns and group of students 4. The class will be split into small groups of 3-4 and given more about? least one per
activity trends and assess their two zip lock backs with different soils in them. (Gain an group)
(ACUSS (ACSIS068) ability to work in 5. In their groups they will discuss what they can see and feel understanding
U075) a group through a in the soil and record down their observations into their of the students
checklist based on groups tables on the same Googledocs. interest)
- Cooperation 6. The table asks them what they see and feel that is the same
- Behaviour or different in each sample. What are some
- Understanding 7. Review the each groups table and have a class discussion similarities?
- Time about different things each group learnt What are some
management differences?
- Conversations CONCLUSION
8. Introduce the word wall and add on any words that we
have learnt throughout today’s lesson e.g. soil, grow
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of X
• To support students to investigate and explore ideas about X
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS S
OBJECTIVE (include learner diversity)
Science Science Science Inquiry
Under- as a Skills
standing Human
Endeavour
INTRODUCTION
Earth & Communicating Students will FORMATIVE 1. Review the previous lesson discussing the different soil Why do you Two clearly
Week 6 Space Represent & be able to types that we assessed and what were some observations think there are labelled jars
Lesson 2 Science communicate draw and label Students we recorded (refer to last weeks Googledocs) different of soil for
Earth’s observations, two different assessed with a 2. Inform the students about the properties of soil and what levels? each group
surface ideas and findings soil solutions checklist based different soils are made up of – Add new words to the (Ocean soil
changes using formal and that they on their labelled our Earth and Space Science word wall e.g. Gritty, What’s and park
over time informal observed diagrams. Did it particles, fertile, nutrients, weathering something that soil)
as a restful representations - Levels include is the same?
of natural (ACSIS071) - Colour - Title BODY Diagram
process - Materials - Labels 3. Students will split into groups of 3-4 and on their desks What’s comparison
and human - Written in will be two large jars filled with different soil solutions, something that sheet
activity pencil students will observe as a group is different?
(ACUSSU - Clear picture 4. Instruct student that they will create a diagram of the two Pencils
075) - Measurements soil solutions (discuss the differences between a diagram What is it Rulers
of the different and a picture – labels, title, pencil, etc) made out of?
levels 5. In their same groups the students will now record their (What do you At least one
observations onto their allocated Googledocs table see?) device per
Using padlet to - What can you see? group
gain an - What are the different parts? Where do you (Laptop,
understanding - Where do you think the soil came from? think this soil iPad, etc)
of what the - What could this soil be used for? came from?
students have 6. Go through each groups table and highlight the key The
learnt so far – elements mentioned from each group What do you following
Can alter think this soil website
lessons in the CONCLUSION is good for? links…
future 7. Each group is then allocated a question, answering it as a - Prezzi
depending of group and then informing the class of their answer - Googledoc
what the - Similarities between the two soils? - Padlet
students have - Differences between the two soils?
understood - What is it made out of?
- Different levels and separation?
8. Students go onto Padlet and write a word or comment on
what they learnt in today’s lesson – discuss the key ideas
 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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science Science
Under- as a Inquiry
standing Human Skills
Endeavour
INTRODUCTION
Week 7 Earth & Identify the FORMATIVE 1. Students will begin by reviewing the last two lessons through peer Youtube:
Lesson 3 Space origin of one teaching. Half have the topic of the first lesson and the other half, the Why does Types of Soil
Science soil through Rubric on the second lesson – students will then pair up climate
Earth’s the students 2. Students can refer to Googledocs/worksheets to enhance their have an 4 types of
surface properties of Character explanation effect on crushed soil
changes the soil profile – Could 3. Students will then watch the soil? (fine powder)
over time the student https://www.youtube.com/watch?v=dsfjRwZXaVK
as a restful Explain why identify 4. Discuss the video, adding any words that we may not have heard Why is - Paper cups
of natural soils are - Colour before onto our Earth and Space Science word wall, e.g. sand, silt, some soil
- Properties - Stocking
process different clay and loam dry and
and human colours - Location 5. Educate students on the different types of soil, why they are sorted some soil - Saucepan
activity - Texture into different groups and what are the properties of each (colour, moist?
- Melted wax
(ACUSSU Create a texture, etc)
075) crayon made 6. Explain why soils have different colours and where we can find What is - Centrifuge
of one type Focus on one certain types (e.g. dry, red sand found in hot climates) loam the
group of tube (x25)
of soil (sand, perfect
Natural silt, clay or students and BODY mixture - Pop sticks
and loam) assess their 7. Students will be allocated a soil type and will create a crayon of?
ability to work 8. The class will be separated into 4 and each group will have an adult - Heatproof
processed
materials in a group supervisor who will be in charge of the hot wax gloves
have a through a 9. Students will pour a teaspoon of soil into their centrifuge tube using a
checklist based funnel and put on heatproof gloves and go to their adult and get wax - Funnel
range of
physical on poured into their tube - Teaspoon
properties; - Cooperation 10. Students will then mix in the soil with the wax with a pop stick, then
- Behaviour put the lid on their tube and put it in an ice bath for 15 minutes - Ice / water
These
properties - Understanding 11. Students will then create a short character profile on their allocated - Metal spatula
can - Time soil, explaining the colour, possible origin, texture and properties
influence management
- Conversations CONCLUSION 3 Educational
their use
12. After 15 minutes the students will get their tube and scrape our their Assistants /
(ACSSU07
crayon from the tube with a metal spatula Parent helpers
4)
13. Getting into groups of 4 (3 people with different coloured crayons) / Prac students
students will create a 4 square table (corner each) and draw their (adults)
origin of their crayon, in their crayon colour.
 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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science Science
Underst as a Inquiry
anding Human Skills
Endeavour
INTRODUCTION
Week 7 Earth & Processing Students SUMMATIVE 1. Students will be presented with the Design Brief What’s - Shoebox
Lesson 4 Space & activate prior Science Inquiry ‘Earthworms Need a Home’ something you
- Earthworms
Science Analysing knowledge and Skills 2. Instruct that the students will be given all the research taught
Earth’s Information create a suitable materials listed and have half of the lesson to you? - Soil
surface & Data table of Rubric will be used work with their partner and research the best
- Silt
changes Compare observations to asses the students environment for the Earthworms How did you
over time results with (see, feel, on their Science research - Sand
as a predictions, change, etc) Inquiry skills… BODY influence what
3. Using their prior knowledge of soil about the four - Clay
restful of suggesting you put in your
natural possible Students make a Prediction – different groups and their knew knowledge on the soil - Loam
process reasons for soil combination Evidence of Earthworms environment they will create a combination?
and findings that is based on research what soil custom soil for their habitat and record the exact
- Food scraps
human (ACSIS216) research and combination is best measurements of each soil they used e.g. 6 cups What soil
activity previous for an Earthworm of silt, 1 cup of sand and 1 cup of clay solution are you - Measuring cups
(ACUSS knowledge (e.g. no/limited 4. Explain to the students that the aim of the design going to make?
U075) (properties, sand as it is brief if to investigate what soil mixture is best for Why?
textures, irritating to the the Earthworms Devices (at least
Living nutrients) worm) 5. Students will create a table in their partners that What are we one per group)
things they will use for three weeks to record observing?
have life Conducting – observations
cycles Making the soil 6. This table is to be made completely by
Previous
(ACSSU combination themselves in their partnership, using their
072) (Correct knowledge of previous observation tables Googledocs and
measurements) completed in prior lessons
observation tables
Communicate – CONCLUSION
through recording 7. All students will be provided with the same
amount of food to give to the words and have a Prepared partners
findings and
observations (Clear responsibility to upkeep the habitat
recordings) 8. Students will observe any changes and record
their findings over the next three weeks
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about X and represent what they know about X
• Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour

Week 10 Earth & Use and Communi- Students clearly SUMMATIVE INTRODUCTION Previous
Lesson 5 Space Influence cating communicate Science 1. Review the entire unit of work completed over the What was lesson
Science of Science Represent & their findings Understanding prior weeks your soil Googledocs,
Earth’s Science communicate through their - Feeling soils combination presentations
surface knowledge observations, presentation A rubric will be - Observing soils consist of? and
changes helps ideas and used to assess - Soil solutions worksheets for
over time people to findings using Students are the students - Crayons How many students to
as a restful understand formal and able to back up overall - Creating soil combinations Earthworms look back on
of natural the effect informal their understanding - Researching soil preferences for Earthworms are left in
process of their representations observations of the unit of - Carrying out their own individual experiment on a the habitat? Students
and human actions (ACSIS071) with recording work through soil combination Earthworm
activity (ACSHE0 sheets/tables their 2. Direct the students attention to the word wall that was What did habitats
(ACUSSU 62) presentation created of the unit of work, go over the terminology you do to
075) Students work - Understanding and vocabulary that we learnt upkeep your Students
effectively in - Correct habitat? recordings,
pairs vocabulary & BODY observations
- Cooperation terminology 3. In their pairs students will present their findings to the or tables
- Behaviour - Evidence of class, their presentations will be recorded and posted
- Conversations further onto Seesaw (can refer back to the presentations for Seesaw app
- Understanding research assessment, also allows parents to view)
- Time - Suitable soil 4. Their presentation must include; explanation of their Device for
management combination soil combination and how they reached that filming the
- Peer work combination, different observations they recorded presentations
- Clear records down over the three weeks, how many worms they
of observations have left in their habitat (did they gain any?) and Life in a
finally what they would change if they did the Bucket of Soil
Self evaluation experiment again by Alvin
- What I did 5. After each pair has presented discuss which Silverstein
well partnerships soil combination worked best and get
- What I need to everyone to write that soil combination in their book
improve on
- Scale from CONCLUDE
1-10 on my 6. Students will complete a self evaluation on their
overall presentation on how they think they went
performance 7. Conclude the lesson by reading ‘Life in a Bucket of
Soil’ by Alvin Silverstein
 Concept Map

English Concept: Soil (Earth & Visual Arts

Space Sciences)
Write a procedure for how
to create a suitable
environment for
Earthworms.
Including what you will
need (materials), how to
create it (method) and how
to upkeep it.
Students use the four
coloured crayons they
Year: 4 (Four) made from different soils,
to create a landscape of
Weeks: 6 – 10 Australia. Using materials
from the land to enhance
the meaning of the
Term: 2 landscape.

Humanities & Social Science

Learn about different places around

the world through how their soil is
different than ours. Hot vs. cold
countries, dry vs. moist soil.
 Earthworms Need a Home!
In pairs you and your partner will need to create a
happy home for the Earthworms to live and strive in.
Attention Year 4’s!
I need your help! My
To start the process you and your partner will be
family and hundreds of other worms
given…
have lost our homes! We need a new
• Cardboard shoebox (17cmX12cm)
environment that is suitable for all
• 12 Earthworms
of our needs! Can we count on you
• 8 cups of soil
to create us new homes?
• Food (scraps) provided for 3 weeks
CURRICULUM LINKS
Earth’s surface changes over time as a restful of natural process and human activity (ACUSSU075)
Engage and react to objects and events (ACSISO014a)
There are objects in the world around me (ACSHE013a)

After studying different soils and understanding what soil properties are good for living organisms, you and your
partner are going to investigate the effectiveness of a custom soil combination for the Earthworms.

You will have half the lesson to use the iPad and investigate what environment Earthworms best strive in. Then the
second half of the lesson you and your partner will create the perfect soil combination, recording the exact
measurements of each aspect. The soil will be made out of the four key soils we have been focusing on (sand, silt,
clay, loam). Students will then pour the soil into the shoebox along with the 12 Earthworms.

Over three weeks it is you and your partner’s job to feed and upkeep the environment for your worms
and investigate how your soil is affecting the worms (positive or negative). Record observations.

At the end of the Term students will assess which habitat has the most successful by how worms are
left or if there are more! Then identifying what their soil solution was.