1. Year 4 Science 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
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.
Evidence of Student Work – Lesson 1
Not applicable - Jen was away for this lesson
Evidence of Student Work – Lesson 2
Not applicable – jen was away for this lesson, as was most of the class (swimming carnival)
Evidence of Student Work – Lesson 3
Summary of task: Students were engaged in a unit about erosion and how water can
impact the Earth’s surface samples such as soil and sand. They had discussed how
minerals were valuable rocks. For this task, students undertook a sorting activity of plant and
rock minerals. During the focal task students were provided with rehabilitation images which
were used to construct a storyboard. And at the end of the lesson students partook in the
Kahoot interactive erosion quiz.
2. This activity was a
collaborated piece of
evidence. The student
worked with a peer and was
scaffolded by teachers to
construct a storyboard to
communicate ideas on the
process of rehabilitation on
a mine.
This activity was a
collaborated piece of
evidence. The student
worked with the rest of
her peers to identify
and categorise the
different rock and
plant minerals
Results from
Kahoot Quiz.xlsx
The student was able to correctly
answer all questions asked. She
identifies the importance of
topsoil, whether salt is classified
as a mineral, how we can
minimise erosion,what problems
the rehabilitation process face as
well aswhatrehabilitationmeans.
3. Evidence of Student Work – Lesson 4
Summary of task: Students were engaged in a unit about erosion and how water can
impact the Earth’s surface. They had discussed how rehabilitation can occur from erosion.
For this task, students conducted a guided investigation into the effect of water on sand i.e.
eroding sand castles. They were provided with an investigation planner sheet to complete
and each stage of the investigation was scaffolded through paired group an individual
discussion. At the end of the experiment Jen used the leftover resources to design a larger
scale sand castle from which water from above, creating a trench.
This evidence shows the
student, with teacher
guidance, was able to
construct a question to be
investigated.
The student was able to
identify the variables to be
changed and measured and
suggests some variables to be
controlled.
The student was able to
identify a strategy for
minimising erosion of the
sand castles
This evidence shows the
student designing a similar
(larger scale) sand castle
experiment that
communicates her ideas,
methods and understandings
from the previous experiment
4. Evidence of student work – Lesson 5
Summary of Task: Students investigated how water affects soil movement across different
landscapes. They designed and compared the three different landscapes using soil, rocks
and plants. They then conducted an investigation to gather data to support their ideas. They
used three water bottles as containers to represent three different landscapes. They tested
how much water and how dirty the water came out of the bottles.
The students conducted the investigation in pairs, with some teacher guidance, and
completed a two page record of their investigation. They were asked to reflect on the
findings of the experiment and to make an inference from their results on what strategy they
could use to minimise the effect of erosion.
The investigation planner
shows evidence of the
student completing a simple
investigation planner,
including an annotated
diagram, to communicate
ideas and findings.
The student uses science
understanding to make
predictions
5. Video “transcript” Jen explaining her findings -
Plants were the clearest (the cup of water which came out of the
plant bottle experiment) cause I think they absorbed most of the
water, cause they need to grow so that needed the water, not
many minerals came out because they absorbed the water before
they could take the minerals away. So that’s why it was clear with
just a bit of minerals at the bottom.
But the rocks one was just a bit more dirty because it had a bit
more soil and it was a bit dirtier the water and because when
we put in all the rocks were mixed but the rocks kind or
prevented it (water) from going so deep into the soil so it didn’t get as murky and only a tiny
bit of soil came out.
And then but the soil one, it was really murky and had heaps of soil at the bottom because it
was just soil and there was nothing that prevented it (the water) from taking all the minerals
away.
The students identifies the
difference of water residue
from the three landscapes
The student constructs a
conclusion based on her
observations on the
experiment. She was able to
explain her findings and
suggests an explanation for
these findings.
6. Evidence of student work – Lesson 6
Summary of Task: The students are to design a strategy for minimising erosion. They were
given a scenario that explains that they are to model their strategy design throughout an
investigation process to see if their strategy is effective. The students designed their strategy
using an investigation planner.
The studentshowsa developing
understanding of identifying
variables that can be changed
and measured
The student follows instructions
to identify investigable
questions
about familiar contexts and
make predictions based on
prior knowledge
The student organises her data
in a pictorial format
