Australian Curriculum: Science (Year 6)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  The growth and survival of living things are affected by the physical conditions of their environment By the end of Year 6, students
(ACSSU094) compare and classify different
Science understanding

types of observable changes to

Chemical sciences  Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such materials. They analyse
as burning and rusting (ACSSU095) requirements for the transfer of
electricity and describe how energy
Earth and space  Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) can be transformed from one form
sciences to another to generate electricity.
They explain how natural events
 Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) cause rapid change to the Earth’s
Physical sciences surface. They describe and predict
 Energy from a variety of sources can be used to generate electricity (ACSSU219)
the effect of environmental
changes on individual living things.
Nature and  Science involves testing predictions by gathering data and using evidence to develop explanations
Students explain how scientific
of events and phenomena (ACSHE098)
endeavour (Year 5-6)

development of
Science as a human

 Important contributions to the advancement of science have been made by people from a range of knowledge is used in decision
science making and identify contributions
cultures (ACSHE099)
to the development of science by
people from a range of cultures.
Use and influence  Scientific understandings, discoveries and inventions are used to solve problems that directly affect
of science peoples’ lives (ACSHE100) Students follow procedures to
 Scientific knowledge is used to inform personal and community decisions (ACSHE220) develop investigable questions and
design investigations into simple
cause-and-effect relationships.
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and They identify variables to be
predicting predict what the findings of an investigation might be (ACSIS232) changed and measured and
Science inquiry skills (Year 5-6)

describe potential safety risks

Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems
when planning methods. They
conducting (ACSIS103)
collect, organise and interpret their
 Decide which variable should be changed and measured in fair tests and accurately observe,
data, identifying where
measure and record data, using digital technologies as appropriate (ACSIS104)
improvements to their methods or
 Use equipment and materials safely, identifying potential risks (ACSIS105)
research could improve the data.
Processing and  Construct and use a range of representations, including tables and graphs, to represent and They describe and analyse
analysing data describe observations, patterns or relationships in data using digital technologies as appropriate relationships in data using graphic
and information (ACSIS107) representations and construct
 Compare data with predictions and use as evidence in developing explanations (ACSIS221) multi-modal texts to communicate
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108) ideas, methods and findings.
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts
(ACSIS110)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander STEM Design Brief is to be used to
integrate science across other
 Numeracy learning areas.
histories and cultures
 Information and communication technology
(ICT) competence  Asia and Australia’s engagement with
 Critical and creative thinking Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 6 LEARNING AREA/TOPIC: SCIENCE

WESTERN AUSTRALIAN CURRICULUM

General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about how electrical circuits provide a means of transferring and transforming electrical energy.
 To elicit students’ questions/ prior knowledge about how electric circuits work
 Diagnostic assessment used- in this lesson you will find out what the students already know about circuits. This will allow you to take account of students’ existing ideas when planning learning
experiences

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

(include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills

Lesso ACSS ACSH ACSIS 1. Explain existing DIAGNOSTIC Pull It Apart!

n1 U097 E098 105 ideas of how a
battery works. Monitor students Introduction Ask students Group role
ACSS ACSH ACSIS 2. Identify developing what is lanyards
U219 E098 107 science enquiry  Students will be organised into their science required from
evidence that groups (groups of 3) and will be given familiar
shows a battery skills. each role.
ACSIS roles within their groups (manager, director,
221 is working. Elicit what speaker). This will ensure collaborative learning. What do you Answergarden
3. Illustrate how a students already  Students will open answergarden and will type in know about https://answerg
ACSIS torch works, know and batteries? arden.ch/80385
a) What is a battery? And b) What do batteries do?
110 through drawing 5
understand  Teacher will discuss what was said in
a cutaway about how Where do you
answergarden. Battery
diagram. find
circuits work.  Introduce a collection of battery-operated devices operated
batteries?
and explain that all of the devices need a circuit devices
A class checklist
and battery to operate. These are in the box
will be used to
record whether
students meet labelled ‘battery-operated devices’ in the science
their learning cupboard.
What is safe
objectives.  Explain to students that they will be working in
practice?
groups to try to deduce how a circuit is formed
Science journals
and how it works.
will be collected
 Before students commence their deconstruction
to make a
of devices, the teacher is to explicitly remind them
diagnostic
of safety procedures. Students will not put any
assessment
equipment in their mouths and will show respect
about where
to equipment and others.
students are in
terms of Body
understanding Science
circuits.  Groups will collect 3 battery-operated devices. What do you journals
Anecdotal notes Each group will have at least one torch. think would
 Students will deconstruct devices, they will happen if….. Science
will be taken
explore and they will discuss their findings as a was Journal
throughout the
group. removed? worksheet
lesson.
 Each student will record observations for at least Would it still
Teacher will three battery-operated devices in their science work?
analyse results journals (on a worksheet to be glued in). At least
by colour one will be of a torch.
coordinating  Students will draw a labelled cutaway diagram of a
them. torch on their worksheets.
Diagnostic Conclusion
assessment will
guide further  As a class, students will contribute to facilitated
lesson planning class discussion. They will recount what they
as it will deduce observed and will disclose what they found. Butcher paper
students  Teacher will record observations and key and markers
strengths and vocabulary on a large piece of paper, as a STEM handout
weaknesses. mindmap. This will be displayed in the classroom
so students can continue to make further
reference.
 Before students leave, they will be given a STEM
handout that details their term project.
 Teacher will go through the design brief briefly

Learner Diversity

Students who experience difficulty will be placed in

groups with their buddy. Buddies chosen are
patient and are happy to help their peers. If Buddies
are not able to help, the teacher will help to facilitate
the requirements of the students who are struggling
 by guiding the group. The teacher will explain the
design brief to these students one on one.

The teacher will recommend more complex battery-

operated devices for Students who are to be
extended. The complexity of the extension devices
will require higher levels of critical thinking. More
complex battery-operated devices will be
recommended for extension students. It may also
be recommended that these students include a
switch in their circuit.

General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of the structure of a circuit

 To support students to investigate and explore ideas about how circuits are created
 Formative assessment

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

(include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills

Lesso ACSS ACSH ACSIS 1. Make a scientific FORMATIVE When Life Gives You Lemons – Lemon Batteries Lemons,
n2 U097 E098 232 prediction about copper wire,
how many Students will be Introduction zinc nails, LED
ACSS ACSH lemons it will formally lightbulb,
U219 E100 assessed  A closed box will already be placed on the desks
take to power a (for each group), containing all materials needed alligator clips
light bulb, in a against a rubric. (with cords)
This will be for the experiment.
circuit.
2. Construct and against the work  Students will commence with a Go Noodle video. What are https://www.yo
test circuits and presented within Students will be asked to remember one thing that some of the utube.com/wat
record their science ensures thinking like a scientist. ways we can ch?v=DChofjU
observations. journals, as well  Students will be seated in groups of 3. Groups will think like H488
3. Work as observations. be allocated with students of all abilities, to scientists?
collaboratively promote a social learning environment and to
in a group. Feedback will be
foster group work skills.
provided to
 Establish prior learning: Students will be directed
students, along Missing words
to the interactive whiteboard where they will work
with their activity
as a class to fill in the missing words.
marked rubrics,
 Group roles will be allocated.
to assist them in
identifying their  Group manager will collect worksheets for each
student in their group and one laminated lemon. Laminated
strengths and
weaknesses,  Each group will write one fact about lemons and lemons,
stick it to the lemon tree drawn on the whiteboard. bluetack
assisting them
to target areas  Teacher will read facts and will reveal that lemons What do you Worksheet
that need can be used to facilitate circuits. know about
improvement.  Teacher will explain to students that they will work lemons?
in groups of 3 to create circuits using lemons.
Formative They need to figure out how many lemons it will
assessment will take to light an LED lightbulb.
assist the  Teacher will explain the lesson objectives. And
teacher to reflect will remind students of safe practices when
on their conducting experiments. For this experiment,
pedagogy and students will have to wear safety goggles.* Is your circuit Safety goggles
lesson planning, complete?
improving their Body How do you
practice. know?
 Students will gather around the teacher who will
explicitly model how to create a circuit, using
lemons. The instruction slide will be left up for the
Does a lemon
duration of the experiment
generate
 Students will fill in their worksheets and will
electricity?
commence their experiments.**
Do you think
Conclusion
you could
 Speaker from each group will be asked to share light brighter
how many lemons they had to use. bulbs? What
 Class discussion to be facilitated. would you
 Students will complete an exit ticket. They will need to
write one thing they learnt today and will stick it to change?
the door as they leave the classroom to wash their
hands. (staggered). Exit ticket
Learner Diversity
 Students will be placed in groups of mixed abilities. Group roles
will be allocated accordingly and students who are less capable
will be given the scribe role, or, they will be placed in groups as a
fourth member, who is to be in charge of keeping time (if need
be). Students who are more capable will be required to ensure all
students are included within their groups. If required, groups will
be given extra assistance from the teacher and teacher’s
assistant.

* Explicitly remind students that they will not put any equipment
in their mouths and will show respect to equipment and others.
Students will also be advised to wash their hands after the
experiment and during, if they get lemon juice on their hands. Be
aware of students who have skin conditions (eczema, psoriasis)
as lemon juice may flare up their conditions – give these
students cloves to wear.

**A voltage meter should be present. This is just in case students

can not get their lemons to work in a circuit. It can be used to
show students that a single lemon has current running through
it.

General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- EXPLAIN (1 lesson)

 To support students to represent and explain their understanding of electrical circuits and to introduce current scientific views.
 Formative assessment

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

(include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills
Lesso ACSS ACSH ACSIS 1. Label the key FORMATIVE Act Out a Circuit
n3 U097 E098 232 components of
a circuit. This involves Introduction
ACSS ACSIS 2. Identify the monitoring
U219 103 students  Students will be instructed to sit on the mat at the What is one https://www.yo
source of front of the class. independent utube.com/wat
electrical development of
ACSIS understandings,  You Tube clip will be played on the interactive variable used ch?v=QZPURS
105 energy in a whiteboard. While students are watching, they will in the frog’s F5iH4
circuit. regarding how
energy is be asked to remember one independent variable. experimentin
ACSIS 3. Explain the
transformed  Class discussion will be facilitated about g?
107 role of
within electrical independent variables.
electrons in
ACSIS circuits and how  Establish prior knowledge: Students will take part
carrying Plickers,
221 batteries store in a plickers quiz. Questions will include:
electrical plickers cards,
energy around energy that can
ACSIS What is a circuit? Smart phone
a circuit. be used to
108 What is a variable?
generate an What is an independent variable?
ACSIS electric circuit. What is a dependent variable?
110 What are controlled variables?
Students
Does a circuit have to be complete to work?
science inquiry
 The answers recorded will assist the teacher in
skills will also be
their checklist.
monitored.
 Teacher will explain learning objectives for the
A class checklist lesson and will advise students that they will be
will be used to taking part in an interactive role play activity.
formatively
Body
assess students
labelling  Students will walk quietly to a shaded and
worksheet. grassed area outside. Teacher will ask two
Levels will be students to carry the battery and bulb cardboard
colour coded to costumes , the rope and the box of pegs.
allow a better  Teacher will lay out the rope in an oval shape on
understanding the grass. Cardboard cut
of the class  Explain that a role play is used as a physical out costumes
progression. representation of a system, process or situation. of a bulb and
 Two students will be selected to be the battery battery. Box of
and the bulb. They will put on the costumes. pegs. Long
 Position the ‘battery’ at one end and then the ‘bulb rope.
at the other.
Where should
 The remaining students will be spaced evenly and
the bulb go?
equally on each side of the ‘circuit’, along the
rope. This will assist students understanding that What name
electric currents are constant throughout circuits. could be
 Teacher will explain that everything is made from given to the
atoms and surrounding the atoms are electrons. path taken by
the students
 Within wires, there are electrons. The role of each who are
student standing on the rope is to be an electron. standing in
 Teacher will explain that electrons carry energy the circuit,
around the circuit. representing
 Teacher will introduce the pegs as energy that the the wire?
battery will provide to the electrons.
Where will
 The ‘battery’ will pass a peg to the first student to
the electrical
their right.
energy be
 Teacher will remind students of safety measures,
sourced? (the
including ensuring laces are tied and the
battery)
requirement to walk slowly without pushing each
Where will it
other.
travel? (the
 The simulation will begin by the battery signalling bulb)
all electrons to start moving in a clockwise
direction. As each electron passes, they will be
given a peg by the battery. When the electrons
reach the bulb, they drop the peg into the pouch, How many
the bulb shakes the pouch to signify connection
transformation of energy and electrons continue points are
along the circuit. (do this to allow two laps for there on a
each electron). bulb?
 Teacher will explain that the bulb turns the energy Battery?
into heat and light. Why are there
 As a class, discuss and act out the following two wires?
scenarios:
 - what happens if the circuit is not complete?
 - what happens when the battery runs out of
energy?
 - what happens if another element is introduces,
like wood?
 Students will reform the complete circuit. They
will count the number of ‘energy’ pegs before they
begin one cycle of the simulation and then again
when they finish.
 Teacher will explain that energy carried by the
electrons is not lost, it is transformed.

Conclusion
Circuit diagram
 Students will walk back to class. worksheet
 All students will collect a diagram of a circuit and
will label all of the parts.
 Diagrams will be collected for formative
assessment.
  Students will then be given time to work on their
STEM projects.

Learner Diversity

The role play is an inclusive whole class activity.

Students who are less capable will be positioned
throughout the electrons. Students will be extended
through class discussion and prompting for
answers that have greater depth.

Students are familiar with plickers as a form of

assessment. For some students, who require
assistance, they will be asked questions verbally
and will be able to give a verbal answer (throughout
the lesson).

General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- 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 support students to plan and conduct an investigation of the function of switches in an electric circuit
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

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

(include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills
Lesso ACSS ACSH ACSIS 1. Construct two SUMMATIVE Switched ON
n4 U097 E098 105 types of
electrical A checklist will Introduction What did you https://www.yo
ACSS ACSH ACSIS switches. be used to do to turn utube.com/wat
U219 E100 107 record  Establish prior knowledge and consolidate your torch ch?v=VnnpLaK
2. Explain how learning with Youtube video. Advise students to
switches are summative on? sqGU
ACSH ACSIS assessment of connect the knowledge they have about circuits
E220 110 used to control with that in the video. Why did this
the flow of the learning
objectives for  A torch will be placed on all students desks. make the
electrical Torches, per
this lesson.  Students will be instructed to turn their torches on bulb light up?
energy around student
at the same time.
a circuit. What is the
Observations  Class discussion to be facilitated on why the
3. Follow a will be recorded difference
bulbs lit up.
procedure to regarding between a
 Teacher will refer to the class diagram of a circuit closed and
conduct an students and will add in a switch, showing students how a open circuit?
experiment. abilities to work switch can be represented on a diagram. (this will
well in group then be removed for the remainder of the lesson) Why are
situations and  Students will brainstorm when/ how/ why they use procedures
their ability to Group role
switches in their daily lives, as a class. important?
follow a lanyards
 Teacher will explain to students that they will be
procedure. following a procedure to conduct experiments. Procedure text
Science journals The teacher will also advise students of their
objectives for the lesson as well as the WILF. Per group:
will be collected
What did the batteries, light
and work will be Body switch do in bulbs,
marked on the
the circuit? insulated wires
checklist.  Students will be placed in groups of 3 and will be
with ends
allocated group role lanyards.
The checklist stripped, split
 Group managers will collect the procedure sheet pins, A4 card,
will be copied
and the materials listed. paperclips,
and provided to
 Before students commence their experiment, the tape,
the student with
teacher is to explicitly remind them of safety corrugated
comments
procedures. Students will not put any equipment card squares,
written on the
in their mouths and will show respect to alfoil
bottom. This will
equipment and others.
allow students
to understand  Students will conduct their experiments by Science journal
following procedure.
areas for
improvement  On completion of conducting experiments,
and areas where students will draw an annotated circuit diagram in
they are their science journals that includes a switch,
excelling. explaining how switches are used to control the
flow of electrical energy around a circuit.
 Teacher will collect diagrams for assessment. Do you think
this type of
Conclusion switch would
be used in
your house or
  Class discussion will be facilitated about the in this
importance of switches. classroom?
 Allow students to have free play with the circuits
before packing up and moving on to the next
lesson.

Learner Diversity

Students will be placed in groups of mixed abilities.

Group roles will be allocated accordingly and
students who are less capable will be given the
scribe role, or, they will be placed in groups as a
fourth member, who is to be in charge of keeping
time (if need be). Students who are more capable
will be required to ensure all students are included
within their groups. If required, groups will be given
extra assistance from the teacher and teacher’s
assistant.

One group of highly capable students will be formed

and those students will be extended by being asked
to experiment with how many switches they can
have in a circuit.

The teacher will walk around and monitor students

progress, while taking anecdotal notes when
necessary. Teacher intervention when students
appear to be struggling.

General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- EVALUATE (1 lesson)

 To provide opportunities to represent what they know about how electrical circuits provide a means of transferring and transforming electrical energy, and to reflect on their learning during the unit.
 Summative assessment of science understanding
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS

(include learner diversity)

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills

Lesso ACSS ACSH ACSIS 1. Link scientific SUMMATIVE Bright Sparks!

n5 U097 E098 232 terms related
to circuits with The Introduction
ACSS ACSH ACSIS their accumulation of
U219 E100 105 anecdotal notes  Teacher will play a montage of the videos that the Montage video
definitions. students created in the last lesson (about the
2. Construct a taken
ACSH ACSIS throughout the history of electricity and how circuits work,
E220 107 circuit to light including what conductors and insulators are).
unit will be used What are
up a ‘torch’.
by the teacher to  As a class, students complete the scientific some of the
ACSIS 3. Reflect on
mark off a vocabulary word wall for the unit. This is scientific
221 personal
checklist of the displayed in the classroom for further reference. terms
learning
ACSIS curriculum, for  Teacher will explain the lesson objectives to the missing from
achievements
108 each student. students and will explain that students will be our word
within the unit.
Colour coding doing a self-assessment activity at the end of the wall?
ACSIS lesson.
will be used to
110
highlight: green
Body
= excelling,
Yellow = most of  Students will cut out the word loop activity and Word Loop
the time, Red = will glue the correct definition next to the word, in Activity Sheet
not yet. their science journals. Torch
 Students will then move on to cut out their torch template,
Teacher will look
template. They will construct their torch using cellophane,
at the self-
sticky tape, the template and cellophane. sticky tape
reflections of the What
students and will  When they have constructed their torch, they will
happens to Circuit
address any create a circuit with a switch, to light up a bulb. To
the energy in components
misconceptions do this, they will use their gained knowledge
a circuit?
with students throughout the unit. They will then place their
one on one. constructed torch on top of the circuit, lighting up
the torch.
 The teacher will then walk around and will prompt
students to ask questions about their torch
circuits.

Conclusion Self-
 Students will collect and complete their self- assessment
assessment reflection. These will be glued into worksheet
 science journals and will be collected by the
teacher for analysis.
 The class will move outside and will re-enact the
‘Act Out a Circuit’ role play, but this time they will
include the role of the switch. The teacher will call
out scenarios and the students will adapt their
circuit, as a group, to what was called out.
 - closed circuit
 - open circuit
 - switch
 - any ideas by students.

Learner Diversity

Students who will require help will be seated

towards the front of the classroom, in the middle.
The teacher will focus their attention on this group
and will provide assistance. If need be, the teacher
will model how to connect a circuit step by step for
these students. Teachers assistant may be required,
if available.

Students who are more capable will be extended by

creating shadows of the components of circuits (eg.
Battery symbol, bulb symbol etc.).