Year 6 Science

Course and Assessment Overview 2019

Week Content Assessments

Term 1

1 – 2

Marvellous organisms

Lesson 1 – The Y factor

Session 1 Exploring bread

⦿ observe, taste and record information about different types of bread

⦿ share and discuss observations.

Session 2 The bread-making process

⦿ use a flow chart to represent what they think they know about the breadmaking process.

Session 3 Anton van Leeuwenhoek: Microscope maker

 ⦿ read and discuss a factual recount about Anton van Leeuwenhoek

⦿ discuss the words ‘microscope’ and ‘micro-organism’

⦿ reflect on the lesson

Diagnostic assessment

 ⦿ ‘Observation record: Exploring bread’ (Resource sheet 1)

⦿ Flow chart ⦿ Science journal entries

⦿ TWLH chart and discussion

3

Lesson 2 – Yeast feast

⦿ review what they think they know about yeast

⦿ read and discuss a procedural text

⦿ observe, record and deduce that yeast produces a gas when mixed with some ingredients.

Formative assessment

⦿ TWLH chart

⦿ Discussion about safety

 ⦿ Science journal entries

4

Lesson 3 – Putting the heat on yeast

⦿ discuss conditions that promote yeast activity

⦿ read and discuss a procedural text

⦿ work in collaborative learning teams to investigate the best temperature to support yeast activity

Formative assessment

⦿ Discussions

⦿ Science journal entries

5

Lesson 4 – Knead the loaf

⦿ review what they know about yeast

⦿ discuss the role of yeast in the bread-making process

⦿ observe the breadmaking process using a bread machine.

Formative assessment

⦿ TWLH chart

⦿ Discussion

⦿ Science journal entries

6

Lesson 5 – Food observations

Work in teams to create summaries of their yeast investigations

⦿ review their flow chart from Lesson 1

⦿ work in teams to generate a flow chart that represents their current understanding of the bread-making process

⦿ share their current understanding in teams.

Formative assessment

⦿ Summary

⦿ Flow chart

 ⦿ Science journal entries

7

Session 1 – A nightmare in my lunch box

⦿ observe samples of mould

⦿ read and discuss an information report about mould

Session 1 – Investigating mould

⦿ work in teams to plan and set up an investigation to determine factors that affect mould growth on food

⦿ observe and record the results of their investigations.

 
8

Lesson 7 – Medical microorganisms

⦿ review their food mould investigation

⦿ read a factual recount of the role of Fleming and Florey in the discovery and development of penicillin.

Summative assessment of Science as a Human Endeavour

⦿ Science journal entries

9

Lesson 8 – Micro-organisms experts

work in collaborative teams to prepare a presentation on the role of micro-organisms in their lives

⦿ make presentations to an audience.

Summative assessment of Science Understandings

⦿ Presentations

⦿ Science journal entries

10 REVISION  

Term 2

1

Change Detectives

Lesson 1 – Mess scene investigation

Observe and record information about some common changes to materials

⦿ share and discuss observations.

Diagnostic assessment

⦿ Through discussion share ideas and questions about changes to materials

⦿ Science journal entries ⦿ Class discussion

⦿ Team summary

⦿ Word wall contribution

2

Session 1 Mostly melting

⦿ test whether melted or frozen objects can be returned to their original state

⦿ observe and record the factors that make an ice cube melt the fastest. Session 2 Playing particles

⦿ represent what happens when a solid melt.

Session 3 Evocative evaporation

⦿ discuss why they can smell evaporated liquids

⦿ observe and record the factors that make a liquid evaporate the fastest

⦿ describe what happens when a liquid evaporates.

Formative assessment

⦿ Science journal entries ⦿ Class discussion

⦿ PROE responses

⦿ ‘PROE record: Purely physical’ (Resource sheet 1)

⦿ Role-play representation

3 – 4

Lesson 3 – Slippery solutions

Session 1 Delightful dissolving

⦿ observe salt dissolving in water

⦿ devise and conduct tests to retrieve the salt in its original form.

Session 2 Gas bags

⦿ observe and record what happens when a bicarbonate soda solution mixes with a tartaric acid solution.

Formative assessment

⦿ Science journal entries

⦿ Class discussion about safety

⦿ Class discussion about predictions

⦿ ‘Salt dissolving table’ (Resource sheet 2)

5

Lesson 4 – Candle capers

Observe candles and their separate parts

⦿ investigate how candles need air to keep burning.

Formative assessment

⦿ Science journal entries ⦿ Class discussion

⦿ ‘Candle capers’ graph

6

Lesson 5 Classifying changes

⦿ discuss descriptions of physical and chemical change ⦿ classify changes as physical or chemical changes.

Formative assessment

⦿ Science journal entries ⦿ Class discussion

⦿ Venn diagram

⦿ ‘Changes card sort’ (Resource sheet 4)

7

Lesson 6 – Fizz wiz

Formulate a question for investigation

⦿ plan and set up an investigation to determine factors that affect the rate of reactions ⦿ observe, record and share results.

Summative assessment

of Science Inquiry Skills

⦿ Science journal entries

⦿ Questions for investigation

⦿ Class discussion about safety

⦿ ‘Tablet investigation planner’

(Resource sheet 5)

8 – 9

Lesson 7 – Intrepid reporters

Create a final report of their ‘Mess scene’ findings

⦿ reflect on their learning during the unit.

Summative assessment of Science Understanding

⦿ Science journal entries ⦿ Class discussion

⦿ ‘Mess scene’ investigation report

10 REVISION  

Term 3

1

Earthquake explorers

Lesson 1 – Earthquake encounters

⦿ use visual materials to observe the effects of earthquakes ⦿ create a storyboard using observations from the visual materials

⦿ discuss ideas and questions for a TWLH chart.

Diagnostic assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Word wall contributions

⦿ Storyboards

⦿ Glossary

2

Lesson 2 – Energetic earthquakes

Read and analyse numerical and factual information about the measurement of earthquakes

⦿ observe the effects of earthquakes and discuss and compare them.

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Word wall contributions

⦿ ‘Question placemat’ (Resource sheet 2)

3 – 4

Lesson 3 – Unearthing quakes

Session 1 Modelling earthquakes

⦿ use models to explore the Earth’s tectonic plates and the plate movement that results in earthquakes

⦿ discuss the use of scientific models to represent a scientific idea

⦿ use plasticine and an egg to represent their understanding of tectonic plate movement. Session 2 Interior insights (optional)

⦿ use an egg as a model of the internal structure of the Earth

⦿ compare the layers of the egg with the layers of the Earth.

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Word wall contributions

5

Lesson 4 – Explaining Earthquakes

Session 1 Places on the move

⦿ read and discuss a factual text about earthquakes

⦿ use plasticine and descriptions to represent their understanding of tectonic plate movement. Session 2 Changes over time

⦿ discuss the movement of tectonic plates and suggest reasons for movement.

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Word wall contributions

⦿ Model of plate movement

6

Lesson 5 – Earthquakes down under

review what they have learned about earthquakes

⦿ compare and discuss data about the occurrence of earthquakes in Australia and neighbouring countries

⦿ suggest reasons for the higher rate of occurrence of earthquake activity in some of Australia’s neighbouring countries

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Word wall contributions

⦿ Graphs

7

lesson 6 – So you want to be a seismologist?

⦿ review their understanding of how earthquakes are measured

⦿ make a simple seismometer.

Summative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Word wall contributions

8

Lesson 7 – On location

⦿ present a ‘seismologist’ report from a recent earthquake ⦿ reflect on their learning during the unit.

Summative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Word wall contributions

⦿ ‘Seismologist’ report

⦿ ‘Quality matrix and Radar chart’

(Resource sheet 14)

9 REVISION  

Term 4

1

It’s electrifying

Lesson 1 – What makes it go?

Observe and record information about the working of different battery-operated devices

⦿ draw a cutaway diagram of how they think a torch work

⦿ share and discuss observations.

Diagnostic assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Class scientists’ chat-board contributions

⦿ Cutaway diagrams

2

Lesson 2 – Light up my life

Construct and test circuits

⦿ represent a functioning circuit

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Class scientists’ chat-board contributions

⦿ Circuit diagrams

⦿ ‘PROE record: Lighting up my life’

(Resource sheet 1)

3

Lesson 3 Light bulb explorers

Construct and test circuits

⦿ represent a functioning circuit

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Class scientists’ chat-board contributions

⦿ Labelled diagrams

⦿ ‘Inside a light bulb’ (Resource sheet 3) *

4

Lesson 4 – Alessandro

Volta: Battery maker

Read and discuss a biography about Alessandro Volta

⦿ discuss the way scientists develop and change their ideas

⦿ represent their ideas about the biography.

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Class scientists’ chat-board contributions

 ⦿ Literacy product based on reading the biography of ‘Alessandro Volta: Battery maker’ (Resource sheet 4)

⦿ ’Chronological list: Alessandro Volta’ (Resource sheet 5)

5

Lesson 5 – Enacting electrons

Participate in a whole-class role-play of an electric circuit ⦿ discuss the role of the components of an electric circuit ⦿ represent their understanding using a circuit diagram

Formative assessment

⦿ Science journal entries ⦿ Class discussions

⦿ Class scientists’ chat-board contributions

⦿ Circuit diagrams

⦿ Role-plays

6

Lesson 6 Problem solvers:

What’s it all about

Formulate a question for investigation ⦿ construct a circuit and test their question for investigation ⦿ observe, record and share results ⦿ discuss materials that conduct electrical energy.

Summative assessment of Science Inquiry Skills ⦿ Science journal entries ⦿ Class discussions including about what to investigate

⦿ Class scientists’ chat-board contributions

⦿ Discussion about what question to investigate

 ⦿ ‘Problem solvers: Investigation planner’ (Resource sheet 7)

7

Lesson 7 – Switched on

discuss the role of switches in an electric circuit ⦿ create a circuit diagram including the switch symbol.

 
8 – 9

Lesson 8 – Bright sparks: Sharing what we know

participate in a word loop activity

⦿ work in cooperative learning teams to prepare a model of a torch

⦿ prepare a description that communicates the main ideas of their model and how an electric circuit works

⦿ share models and descriptions with an audience

⦿ reflect on their learning during the unit.

Summative assessment of Science Understanding

⦿ Science journal entries ⦿ Class discussions

⦿ Class scientists’ chat-board contributions

⦿ Presentations based on models

⦿ ‘Bright sparks: Reflecting on my learning’

(Resource sheet 11)