Year

4 Science unit of work explanation

The central focus of this unit of work is natural and processed materials for year 4
science. Students are given the opportunity to explore different types of natural and
processed materials and their properties, applying this knowledge to determine
appropriate uses of materials for different purposes. In addition to this unit of work
focusing on science, the subjects of Maths, Design and Technology and English were
integrated into the unit. The following highlighted sections of the content
descriptors were aspects that were focused on during the unit of work:
Science

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

Science

involves

making

predictions

and

describing

patterns

and

relationships(ACSHE061).

With guidance, plan and conduct scientific investigations to find answers to

questions,

considering

the

safe

use

of

appropriate

materials

and

equipment (ACSIS065).

Consider the elements of fair tests and use formal measurements and digital
technologies

as

appropriate,

to

make

and

record

observations

accurately (ACSIS066).

Use a range of methods including tables and simple column graphs to

represent data and to identify patterns and trends (ACSIS068).

Math

Construct suitable data displays, with and without the use of digital technologies,
from given or collected data. Include tables, column graphs and picture
graphs where one picture can represent many data values (ACMSP096).

Design and Technology

Investigate how forces and the properties of materials affect the behaviour of
a product or system (ACTDEK011).

Investigate the suitability of materials, systems, components, tools and

equipment for a range of purposes (ACTDEK013).


English

Plan, rehearse and deliver presentations incorporating learned content and taking
into account the particular purposes and audiences(ACELY1689).

Year four achievement standards that were focused on in this unit of work for Science,
Math, Design and Technology and English have been highlighted below:

Science

By the end of Year 4, students apply the observable properties of materials

to explain how objects and materials can be used.

Students follow instructions to identify investigable questions about familiar

contexts and make predictions based on prior knowledge.

Students suggest explanations for observations and compare their findings with
their predictions.

Math

They construct data displays from given or collected data.

Design and Technology

Students create designed solutions for each of the prescribed technologies contexts.

They explain needs or opportunities and evaluate ideas and designed solutions
against identified criteria for success, including environmental sustainability
considerations.

They develop and expand design ideas and communicate these using models and
drawings including annotations and symbols

English

Students create structured texts to explain ideas for different audiences.

They make presentations and contribute actively to class and group discussions,
varying language according to context.

To structure this unit of work, the backward design was used through the
understanding by design framework. According to Wiggins and McTighe (2012, p. 1)
the backward design involves a three-step process with the following three goals in
mind: transfer of learning, meaning making and acquisition. Stage one of this process
is identifying the desired results; this involves establishing examined content
descriptors and reviewing curriculum expectations (achievement standards).
Essentially, this stage focuses on the transferring of learning where learners should
be engaged in authentic meaning making to develop and enhance their
understanding of essential ideas and processes (Wiggins and McTighe, 2012, p. 2).
Stage two of this process is determining the assessment evidence, where two over
arching assessment types have been distinguished-performance tasks and other
evidence (Wiggins and McTighe, 2012, p. 2). Performance tasks require students to
apply their learning to a new and authentic context where teachers are able to
assess the students ability to transfer their learning (Wiggins and McTighe, 2012, p.
2). The last stage of this process is to plan learning experiences and instruction to
address the three different goals of transfer, meaning making and acquisition
(Wiggins and McTighe, 2012, p. 2). It is fundamental that students are given
numerous opportunities to make inferences and generalisations for themselves
when applying their learning to new situations as well as receiving timely feedback
from the teacher on how to use content effectively (Wiggins and McTighe, 2012, p.
2).

This unit of work also took and inquiry based approach using the 5E model, which
follows the following sequence: engagement, exploration, explanation, elaboration
and evaluation (Tanner, 2010). This model takes a conceptual change of model
learning where the learner becomes aware and dissatisfied with their prior ideas
about a specific topic, leading them to become receptive to new ideas (Tanner,
2010). This then allows the student to integrate new knowledge learnt with into
their existing conceptual framework. In saying this, the 5E approach also takes a
constructivist approach, where the student is encouraged to identify ad change their
conceptions (Tanner, 2010). For this model to be effective, the teacher must design
learning environments that cater for diverse students and a range of learning styles

(Tanner, 2010). This is reflected in the science unit of work as students are given
opportunities to participate in practical investigations, written explanations, graphic
design and an oral presentation to demonstrate their understanding of natural and
process materials. Giving students the opportunity to demonstrate their knowledge
through a range of mediums.

During this unit of work, diagnostic, formative and summative assessment will occur
to assess student knowledge. With each assessment type there are different objects.
The diagnostic assessment in this unit of work will aim to identify the students prior
knowledge about natural and processed materials through finding out the
vocabulary that students know when creating a class word wall. Formative
assessment in this unit of work requires students to conduct science investigations
and interpret results to demonstrate their knowledge and learning of natural and
processed materials. Students are given the opportunity to conduct a number of
investigations to demonstrate their understanding about three main concepts of
absorbency, tensile strength and thermal insulation. After conducting the
investigations students will answer a number of questions explaining the results
from their investigation and contribute towards a class discuss, where new concepts
will be identify and misconceptions will be explained. The summative assessment
tasks in this unit of work caters to a range of diverse learners, as students are given
the opportunity to present their learning through a written, visual, tactile and oral
form. This will allow students to demonstrate their understanding of this topic
through a form, which they are confident with. Therefore, assessing the students
knowledge of information rather than their ability to write, which assesses English
rather than science knowledge.

Different recording formats will be used when assessing student learning to allow for
more topic specific or general assessment. For example, using a checklist with
general concepts and questions is useful when assessing the students
understanding of general concepts and related questions. Anecdotal notes on the
other hand is useful for writing more specific notes where the teacher is able to
identify specific aspects of a topic that the student either has or has not grasped. In

this unit of work, this is used in diagnostic assessment to specifically identify

concepts and key terms, which students may or may not understand. A rubric is
used for summative assessment in this unit; to identify the level of understanding
the each student has for specific topics and concepts. With the use of this
assessment type, the teacher is able to determine the level of understanding that
each student has related to different topics; rather than assessing if students have a
general understanding or a topic.

The summative assessment for this unit of work requires students to construct an
out fit with an appropriate design and with the use of appropriate materials for a
specific scenario. This enables students to connect and apply their knowledge to the
real world in authentic ways, as they must firstly understand the properties of
materials to then identify appropriate uses for each material. Making choices about
the type of clothing that one chooses to wear is a daily decision, which is affected by
ever changing weather and climate. This is the reason that this task heavily reflects
ideas in the real world in an authentic way as students conduct a number of
experiments to determine the thermal insulation, absorbency and tensile strength of
different materials and then apply this knowledge to make appropriate decisions.
This assessment task is rich as students are presented with a range of scenarios,
which cover the main ideas in the unit of work; therefore analysing all aspects of the
unit objective. Students are encouraged to use their knowledge of the properties of
materials and apply this to the range of scenarios given. This assessment task is
creative as students are able to design their own outfit based on their new learned
knowledge. Students physically create their outfit using a range of materials ranging
from plastics, wool, fabric and so on, making this a unique and creative hands on
experience for students. Lastly, students present their design through an oral
presentation, describing the design and materials used for their outfit giving
students an enriching experience to think about their choices and listen to the
choices and reasoning that their peers have made for their choice of outfit.

During this unit of work, students will be given informal feedback while conducting
their investigations; this includes asking students questions to prompt them to delve

deeper into an idea. Students will be given verbal, high quality descriptive feedback
about their developing work while completing their investigations and the effects,
which it has on the assessor (the teacher) as a viewer. It is important to point out
information that has been observed then to identify aspects that may or may not be
working in the investigation (Readman & Allen, 2013, p. 103). This way the students
can use this information in context and are aware of specific improvements that can
be made, to rectify the issues identified (Readman & Allen, 2013, p. 159). E.g. Nick,
well done for setting up the investigation and recording your results, can you record
your results in a way that will be easier for me to read? In this way the individual
needs and learning goals for students are met as they are directly and specifically
asked to think of ways that they can improve as an individual through verbal
feedback.

The method of learning for this unit of work is through the 5E model approach,
where students develop their conceptual understanding of a topic through a
carefully considered sequence. The initial key learning tasks allow students to
participate in a hands on investigation process, which develops their skill
acquisition; where they will explore and identify the properties of different materials
through their own investigations. This aligns with the achievement standards, as
students are required to make predictions about their investigation prior to
conducting the experiment and then explain their observations and compare their
findings with their predictions. Key learning tasks from here on requires students to
apply their knowledge learned through the hands on experience to real world
situations such as the carrying dilemma lesson (lesson four), developing students
reasoning skills. This task aligns with the achievement standards, as students are
required to apply their knowledge of the properties of materials to explain how they
can be used. Through these carefully sequenced tasks, deep learning is encouraged
as students use their new knowledge and apply this to different real world
situations, explaining their reasoning for the choices that they have made. Students
will also be asked questions while conducting their investigation to deepen their
thinking about the concepts explored in each investigation.

Effective reporting refers to providing information to the intended audience (parent

or guardian) about their childs progress towards specific learning outcomes and
providing evidence of this progress or the lack of it (Readman & Allen, 2013, p. 159).
By providing explanations and constructive advice about methods that can be used
to achieve the intended outcomes, student improvement will increase (Readman &
Allen, 2013, p. 159). Verbal reporting to parents through face-to face meetings every
semester will allow the teacher to have an intimate conversation about the students
progress in all learning areas, specifically areas that require improvement. This form
of reporting is effective in our rapid communication era where the teacher is able to
provide direct feedback and methods that the parent can assist to implement in
improving their childs progress.

Buzzmob is a platform used for communication that connects and engages
classroom and school communities with each other and with parents. Using this
application, teachers have the ability to send instant updates and personal messages
to parents about their students progress. Teachers and school administrators can
also use this application to send updates and messages to the whole school
community (teachers and parents) through this simple data base where the
receivers of the information (teachers and parents) can choose to receive the
notifications through a text message, email or through the mobile app. This choice of
reporting is effective as teachers are able to provide parents with current feedback
about their student through a simple and secure base without having to physically
meet with each parent. Teachers are able to craft their information thoughtfully and
provide strategic ways that parents can assist their student in making improvements
in their learning.

Class messenger is an application that teachers can use to directly communicate
with parents about their childs potential, progress, strengths and weaknesses. This
versatile application can be used on the computer, mobile phone and tablets,
making it convenient for different users of technology. This is a two-way
communication platform where the parent is able to send messages back to the
teacher to discuss the progress of their child. Through this application, teachers can

not only send messages to parents but they are able to send out test results,
reminders and photos and videos of their childs work during class; keeping parents
up to date with learning tasks that are developing their childs learning experiences.
This application could be used throughout this science unit of work while students
are busy getting involved in their investigations; where the teacher can send current
updates to parents about the learning activities that their child is participating in.