macmillan lesson essentials: science inquiry skills

MACMILLAN L e s s o n E s s e n t i a l sMACMILLAN L e s s o n E s s e n t i a l s

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ScienceInquiry

Skills

Phil Ridden and Julie Ridden

ScienceInquiry

Skills

Science Inquiry

Skills

Science Inquiry

SkillsIWB-friendlyPDFs included!

Science In

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Implementing the Australian Curriculum

Here is a resource packed with exciting investigations and the essentials you need to integrate the Science Inquiry Skills strand of the Australian Curriculum into your Science teaching. Included are mini-posters to teach or remember each Inquiry Skill and worksheets to record investigations, observations and fi ndings. Science Inquiry task cards link to the Science Understanding sub-strands, allowing students to practise Inquiry Skills with real investigations. Assessment tools include self-assessment checklists, and assessment rubrics to clearly record students’ progress.

The bonus CD contains all the mini-posters, worksheets, assessment tools and Science Inquiry task cards from the book as PDFs for viewing on an IWB or similar device. The worksheets can be fi lled in by typing on a keyboard and are perfect for modelling. The assessment tools may also be fi lled in by typing on a keyboard.

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For review purposes only

Science Inquiry Skills PDFs

DO NOT BREAK THE SEAL OR REMOVE THE CD-ROM UNLESS YOU HAVE PURCHASED THIS BOOK.

This CD-ROM contains all the mini-posters, worksheets, assessment tools and science inquiry task card pages from the book as PDFs for viewing on an IWB or other device. The worksheets and assessment sheets may be filled in by typing on a keyboard.

User AgreementThe material on this disk is copyrighted.

Do not break the seal or remove the CD-ROM unless you have purchased this book.Unless the CD-ROM is faulty, this book cannot be returned, or credit or refund provided, if the CD-ROM seal is broken.

The individual purchaser, or purchasing school or institution, may:■ use the PDFs on unlimited computers by installing them on a single secure network server for access from one site, or on multiple

computers for access from one geographical site.■ from that one site, print the pages for use by the students in their class or classes in accordance with the Australian Copyright Act

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You may not:■ copy for, transmit to, or allow use by the staff of a non-purchasing school or institution.■ sell the product or copies to another person or institution.■ sell any modified or adapted files from the CD-ROM or allow them to be transmitted or sold to another individual or educational

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MacMillan L e s s o n E s s e n t i a l s


ScienceInquiry

Skills

ScienceInquiry

Skills

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First published in 2012 by

MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra 3141

Visit our website at www.macmillan.com.au

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Copyright © Phil Ridden and Julie Ridden/Macmillan Education Australia 2012 Macmillan Lesson Essentials: Science Inquiry SkillsISBN 978 1 4202 9868 0Publisher: Sharon DalgleishManaging editor: Janne GalbraithProduction controller: Janine BidermanDesign: Agave Creative GroupIllustration: Lloyd FoyePrinted in Australia by BIGPRINTTYPO, South Melbourne

Copying of this work by educational institutions or teachersThe purchasing educational institution and its staff, or the purchasing individual teacher, may only reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.

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© Australian Curriculum, Assessment and Reporting Authority 2012. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of the author(s).ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that:• The content descriptions are solely for a particular year and subject;• All the content descriptions for that year and subject have been used; and• The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/. This material is reproduced with the permission of ACARA.

While every care has been taken to trace and acknowledge copyright, the publisher tenders their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.

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How to Use These Lesson Essentials . . . . . . . . . . . . . . . . . . . 4

Mini-PostersQuestioning and Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Planning and Conducting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Processing and Analysing Data and Information . . 12Evaluating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

AssessmentSelf-Assessment Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Science Inquiry Skills Assessment Rubrics . . . . . . . . . 38

Science Inquiry TasksYear 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Year 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Year 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Year 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Year 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Year 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

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4

The Australian Curriculum identifies five stages in the process of scientific inquiry . These are: questioning and predicting; planning and conducting; processing and analysing data and information; evaluating; and communicating . This book contains all the essentials you need to teach these Science Inquiry Skills .

The mini-posters provide an outline of the Inquiry Skills for each Year level . However, this is not a perfectly linear process . While the mini-posters identify these stages and a number of smaller steps within this process, not every step will be applied to every investigation, not always in the same sequence, and not always with the same emphasis . You should also allow time to begin the process of inquiry with Engagement . When students first encounter a material or event, allow them time to engage with it, to play and to wonder . It is as students interact with a material or engage with an event that their curiosity is stimulated and they begin to form questions . It is therefore a critical stage, even though it may be largely unstructured .

There are three levelled versions of each mini-poster . Choose the level appropriate for your class or individual students . The mini-posters could be:■ displayed on an IWB and used as part of

a lesson■ enlarged on A3 paper and coloured in for

more permanent display on the classroom wall

■ photocopied and distributed to students to glue in their science books .

The mini-posters introduce these icons for the Inquiry Skills:

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

These icons are then used on the top of the worksheets so you can easily find a sheet to match the Inquiry Skill you want to focus on . And they are used on the task cards to

How to Use These Lesson Essentials

highlight the specific Inquiry Skill used at each stage of the investigation .

The worksheets are mostly content free . They provide formats for students to record investigations, observations and findings . Most worksheets can be used again and again in a variety of inquiries . However, please note that it is important that students focus on the investigation and develop skills of scientific investigation, most of which do not require a pen or paper . Within the context of the investigation, they may need to record some data . To identify trends or patterns in their data, and to communicate their findings to classmates, they may need to display some documentation . However, the recording should be purposeful and helpful to the investigation, not a distraction . Similarly, the reporting should be reflective and informative for others . Be wary of over-emphasising the written work at the expense of the development of the other skills .

Students should be also encouraged to use the language of Science . Teachers need to model this . Students will quickly learn to recognise, understand and use the vocabulary .

In the same way, students should be encouraged to use descriptive words to explain their observations . Words describing smells (pungent, sweet), textures (rough, smooth, gritty, powdery), tastes (sweet, sour, bitter), colours and visual observations (bubbly, cloudy) and sounds (high-pitched, loud, strident, piercing) will make for a clearer description, and have a flow-on effect to their Literacy .

The student self-assessment checklists can be used at the end of each lesson to encourage students to reflect on their use of Inquiry Skills . Clearly, students should be encouraged to be honest in their self-assessment, and to use the checklist to improve their practices next time . In some investigations, a reflection on what ‘we’ (the class or small group) did may be more relevant than ‘I’ .

Two checklists are provided for each year level . The first guides students to reflect on the process of the investigation, and the second to reflect upon the findings . However, you may choose to focus students’ attention on one area

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5

or skill within the checklist each lesson, and to explore that in more depth .

The Science Inquiry Skills assessment rubric is a tool on which to record each student’s progress . Each Inquiry Skill is expanded to describe a basic understanding of the skill, an acceptable understanding, and an advanced understanding . You may choose to colour and date a cell in a student’s rubric as you see them demonstrating that standard of proficiency . There is also room to add other short comments . Of course, it is unlikely that you would score every student in every lesson . The ‘Content’ column is to provide a focus on students’ understandings of the concepts involved in the investigations .

The Science Inquiry tasks suggest investigations in areas specified in the Science Understanding strand of the Australian Curriculum . At the top of each task card you will find the appropriate Year level . There is also an icon indicating the Science Understanding sub-strand, followed by the topic key words .

Sub-strand icons:

Biological sciences

Chemical sciences

Earth and space sciences

Physical sciences

Other icons used:

Work in a group

Extension activity

Safety warning

This is not a complete program . While completion of all investigations will allow students to experience all areas of the curriculum content, this does not ensure that they understand each concept adequately, or that they will be able to apply all Inquiry Skills effectively . Additional investigations may be needed .

Investigations can be generated by inviting students to brainstorm questions . Some of these can be expressed in the form, “What would happen to . . . if we change . . . ?” Questions in this format can be investigated scientifically, as the form of the question implies how the question can be investigated . The mini-posters outline this process .

The heart of Science is its particular process of inquiry . Scientific inquiry seeks answers by direct observation and manipulation of materials or events . While research may be useful in clarifying understandings, and in providing information that students cannot access by direct observation, the process of scientific inquiry requires students to interact directly with materials .

While it is often appropriate for teachers to define the question students will investigate, especially in the early years, students should be encouraged to articulate their own questions . This is supported by the Australian Curriculum, which progresses from teacher directed questions in the early years to student generated questions in later years . It is therefore important for students to be able to distinguish between questions that can be investigated directly from those that cannot . The quality of the investigation, and the quality of the learning, will be influenced by the quality of the question . In the early years, have students investigate parts of a question, sharing findings to create wider understanding . In later years, sharing of findings and learning from classmates is still important .

Students like to ask why things happen in a particular way . There are many things scientists know about, and can confidently manage and predict, but cannot explain unequivocally . A scientific theory is an explanation that is accepted as fitting certain facts, but cannot yet be proven . “Why” questions are more appropriately answered by exploring what happens, how, when, under what conditions, and resulting in what changes . When students observe what is happening, question what will happen if they change the conditions, observe the consequences of their interventions, and share their observations with those of classmates, they will be able to infer explanations for what they observe . Research may assist in checking their explanation .

In the mini-posters, task cards and worksheets students are asked to consider whether they have conducted a fair test . Scientists refer to this as ‘controlling variables’ . It simply, but importantly, means changing just one thing at a time so the student can be confident that what they changed caused the effect they saw . For example, one toy car cannot be said to roll better than another if different students pushed the two with different force on different surfaces . To be a fair test, the conditions must be (as much as possible) the same for both cars .

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6Macmillan Lesson Essentials: Science Inquiry Skills © Phil Ridden and Julie Ridden/Macmillan Education Australia. ISBN 978 1 4202 9868 0

Mini-Poster 1 ■ Questioning and Predicting ■ Years 1-2

Question and PredictEngageWhat can I see, hear, feel, smell or taste?

QuestionWhat is interesting or unexpected about this?

What is changing?

When and how is it changing?

Why might this be happening?

What will happen if . . . ?

What other questions do I have?

PredictWhat do I think might happen?

Only taste things if your teacher tells you it is safe to do so.

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■ Questioning and Predicting ■ Years 3-4 Mini-Poster 2


Use My KnowledgeWhat do I already know about this?

Have I seen something like this before?


What is changing?




How will this change if . . . ?

What do I want to know about this?

What questions could I investigate?

What would be useful questions to investigate?



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Mini-Poster 3 ■ Questioning and Predicting ■ Years 5-6



Use My KnowledgeWhat do I already know about this?

Have I seen something like this before?

What happened then? Might something similar happen here?


What is changing?




How will this change if . . . ?

What do I want to know about this?

What questions could I investigate?

What would be useful questions to investigate?


Why do I predict that?

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■ Planning and Conducting ■ Years 1-2 Mini-Poster 4

Plan and Conduct InvestigationsResearchWhat can I find out from books, the internet or other people?

PlanHow can I use scientific investigation to find answers?

What senses should I use?

Should I measure to make more accurate observations?

Should I take photos or collect samples?

InvestigateWhat will I do?

Collect DataWhat can I observe?

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Plan and Conduct InvestigationsResearchWhat can I find out from books, the internet or other people?

PlanHow could I investigate this scientifically?

Should I measure to make more accurate observations?

What tools will I use to measure?

What data will I need to record?

What might work best?

What problems might I have?


Plan for SafetyWhat could be unsafe in this investigation?

What safety rules should we have?

Collect DataWhat can I observe?

Mini-Poster 5 ■ Planning and Conducting ■ Years 3-4

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Plan and Conduct Investigations

■ Planning and Conducting ■ Years 5-6 Mini-Poster 6

ResearchHow might I find answers to my questions?

What can I find out from books, the internet or other people?

PlanHow could I investigate this scientifically?What ways do I know of ? What might work best? What problems might I have? How will I solve them?What data will I need to record?

Refine the QuestionIs this the best question to ask?Should I refine the question to make it more focused or easier to investigate?


Plan for SafetyWhat could be unsafe in this investigation?What safety rules should we have?

Collect DataWhat senses will I use?Should I measure to make more accurate observations?What measuring tools will I use?What data will I need to record and how should I record it?

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Mini-Poster 7 ■ Processing and Analysing Data and Information ■ Years 1-2

Process and Analyse DataRecord DataHow will I record my data, for example in a table, graph or drawing?

Sort DataHow could I sort and group things?

ExplainWhat happened?Can I answer my question?Is this what I predicted?What have I learned?

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■ Processing and Analysing Data and Information ■ Years 3-4 Mini-Poster 8

Process and Analyse DataRecord DataHow will I record my data, for example in a table, graph or drawing?

What presentation would be most useful?

Organise DataHow could I sort and group my data?

Are there graphic organisers I could use?

Analyse DataWhat patterns or trends can I see in the data?

ExplainWhat happened?

Can I answer my question?

Is this the answer I predicted?

If not, can I explain this?

What have I learned?

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Mini-Poster 9 ■ Processing and Analysing Data and Information ■ Years 5-6

Process and Analyse DataRecord DataHow will I record my data, for example in a table, graph or drawing? What would be most useful?

Organise DataHow could I sort or classify my data?

What graphic organisers could I use?

Analyse DataWhat patterns or trends can I see in the data?

What have I found out?

Review PredictionsWhat happened?

Was my prediction correct? If not, why?

ExplainHow can I explain my findings?

Can I answer my question?

What do I now know?

How has my thinking changed?

How might this apply to other situations?

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■ Evaluating ■ Communicating ■ Years 1-2 Mini-Poster 10

Evaluate

Communicate

Review the InvestigationWas I able to carry out my investigation?

What problems did I have?

How might I solve them next time?

Tell OthersHow can I display what I found out so that others can understand it?Can I draw a picture, take a photo, make a chart, or do a role-play of my investigation?

Share FindingsWhat did others find out?What is the same? What is different?What have we learned from each other?

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Mini-Poster 11 ■ Evaluating ■ Communicating ■ Years 3-4

Evaluate

Communicate

Evaluate the InvestigationDid I ask a question I could investigate?

Did my investigation help to answer my question?

What went well? What didn’t?

Did I use a fair test?

What might have improved my investigation?

Tell OthersHow can I show what I found out so others can understand it? For example, as a diagram, model or movie?

Share FindingsWhat did others find out?What is the same? What is different?What have we learned from each other?

Share Ideas about InvestigatingHow did others investigate? How did others record and communicate their data?

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■ Evaluating ■ Communicating ■ Years 5-6 Mini-Poster 12

Evaluate

Communicate

Evaluate the InvestigationDid I ask a question I could investigate?

Did my investigation help to answer my question?

Am I confident in my findings?

Did I conduct a fair test?

How could I have improved my investigation?

Tell OthersHow can I show what I found out so others can understand it? For example, as a chart, diagram, graph, model or movie.

Share FindingsWhat did others find out?

What is the same? What is different?

What have we learned from each other?

Share Ideas about InvestigatingHow did others investigate?

How did others record and communicate their data?

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Worksheet 1

Name ____________________________________________ Date _____________________

What am I Observing?

What surprised you most? ________________________________________________

________________________________________________________________________

_______________________________________________________________________

Draw or write your observations using your five senses .

Be Safe! Only use taste if it is safe to do so .

See

Hear Smell Taste

Touch

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Worksheet 2

Name ____________________________________________ Date _____________________

What am I observing? __________________________________________________

Here is a drawing or diagram of what I see . (Remember to label the diagram .)

Drawings and Diagrams

What did I find interesting or surprising? ___________________________________

________________________________________________________________________

_______________________________________________________________________

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Worksheet 3

Name ____________________________________________ Date _____________________

Draw or describe an object or living thing in each of the four outside boxes . Remember to label each box . In the centre box, list the similarities .

Comparing

What is similar?

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Name ____________________________________________ Date _____________________

Draw or paste all the objects into the top box . Then, separate them into the boxes beneath . Remember to write how you have sorted them on each line .

Branching Chart

Worksheet 4

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Worksheet 5

What did I find out? ______________________________________________________

________________________________________________________________________

________________________________________________________________________

Name ____________________________________________ Date _____________________

What do I want to know? _______________________________________________

_____________________________________________________________________

Observations

Is this what I predicted?_________________________________________________

First Observation Second Observation Third Observation

Looks like

Feels like

Smells like

Sounds like

Tastes like

Observing Changes

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Worksheet 6

Name ____________________________________________ Date _____________________

My question __________________________________________________________

_____________________________________________________________________

The sequence of events:

Sequence of Events

What I have learned _____________________________________________________

________________________________________________________________________

_______________________________________________________________________

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Worksheet 7

Name ____________________________________________ Date _____________________

Investigation 1

What is my question? _______________________________________________________

____________________________________________________________________________

What will I do? _____________________________________________________________

____________________________________________________________________________

Here is my data in a table . (Remember to label the columns and rows .)

What patterns or changes do I see? ___________________________________________

____________________________________________________________________________

What have I learned? _______________________________________________________

___________________________________________________________________________

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Worksheet 8

Name ____________________________________________ Date _____________________

Investigation 2

My question is ______________________________________________________________

____________________________________________________________________________

My plan is _________________________________________________________________

____________________________________________________________________________

My data

My inference is _____________________________________________________________

____________________________________________________________________________

What could I do to investigate further? ________________________________________

____________________________________________________________________________

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Worksheet 9

Name ____________________________________________ Date _____________________

What is my question? ____________________________________________________

_______________________________________________________________________

What am I changing? ________________________________________________________

____________________________________________________________________________

What am I measuring? ______________________________________________________

____________________________________________________________________________

Some tests are difficult to measure, so we need to repeat each step three times and take an average . Here is a table in which to record your data .

Can I graph this? Yes No

What patterns or changes do I see? ________________________________________

_______________________________________________________________________

_______________________________________________________________________

What I am changing

Trial 1 Trial 2 Trial 3 Average

Investigation: Several Trials

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Worksheet 10

Name ____________________________________________ Date _____________________

Investigation 3What do I want to test? __________________________________________________

_______________________________________________________________________

How could I test this? ________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What do I predict will happen? _______________________________________________

____________________________________________________________________________

How will I record my tests? __________________________________________________

What have I found out? __________________________________________________

_______________________________________________________________________

Was my test fair? ______________________________________________________

How will I communicate my findings? ___________________________________

_______________________________________________________________________

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Worksheet 11

Name ____________________________________________ Date _____________________

Research 1What is my question?

What do I already know about this question?

Where will I gather information to help me answer this question?

What have I found out from my sources?

How could I communicate my findings to others?

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Worksheet 12

Name ____________________________________________ Date _____________________

Research 2On the mind map, write all you know about your topic . Then, write all the questions you have . Write what you know in one colour . Write questions in another colour .

Topic

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Worksheet 13

Name ____________________________________________ Date _____________________

Fieldwork 1What is my question?

Where did I find my samples?

What senses did I use to make my observations?

What did I observe?

What is interesting or surprising about my observations?

What could I investigate further?

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Worksheet 14

Name ____________________________________________ Date _____________________

Fieldwork 2My question ____________________________________________________________

_______________________________________________________________________

My observations

My comments __________________________________________________________

_______________________________________________________________________

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Worksheet 15

Name ____________________________________________ Date _____________________

Testing 1Our question ___________________________________________________________

______________________________________________________________________

Our findings ________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What we have learned ______________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Test Observations

Test 1

Test 2

Test 3

Test 4

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Worksheet 16

Name ____________________________________________ Date _____________________

Testing 2

Material What was tested What happened

Our question ___________________________________________________________

______________________________________________________________________

Our findings ________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

What we have learned ______________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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Worksheet 17

Name ____________________________________________ Date _____________________

Testing 3

What do we want to know? _______________________________________________

________________________________________________________________________

What will we do? ________________________________________________________

________________________________________________________________________

________________________________________________________________________

How will we make it a fair test? __________________________________________

________________________________________________________________________

What did we observe or measure? ________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

What did we find out? ___________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

What went well? ________________________________________________________

________________________________________________________________________

________________________________________________________________________

What didn’t go well? ____________________________________________________

________________________________________________________________________

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■ Self-Assessment ■ Years 1–2 Assessment 1

My Science Inquiry How did I do?

Name ________________________

Date _________________________

The question I investigated:

______________________________

______________________________

Did I find an answer to my part of the question?

Can I explain the differences between my prediction and my observations?

Did I explain my findings clearly to others?

In my next investigation I would:

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________


Name ________________________

Date _________________________


______________________________

______________________________

Did I predict what might happen?

Did my plan help me to investigate?

Did I observe what happened?

Did I record my data?

What did I learn?

______________________________

______________________________

______________________________

______________________________

______________________________

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Assessment 2 ■ Self-Assessment ■ Years 3–4


Name _________________ Date _______


____________________________________

____________________________________

Did I find an answer to my part of the question?

Did I explain the differences between my prediction and my observations?


Did I explain my findings clearly to others?


____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


Name _________________ Date _______


____________________________________

____________________________________

Did I choose a useful question to investigate?

Did I use my knowledge to predict what might happen?


Did I anticipate any problems?

Did I work safely?

Did I collect and record useful data?

What did I learn?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

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■ Self-Assessment ■ Years 5–6 Assessment 3


Name _____________________ Date ________


________________________________________

________________________________________

Did I find an answer to the question?

Did I explain the differences between my prediction and my observations?


Did I present my findings in a convincing way?


________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________


Name _____________________ Date ________


________________________________________

________________________________________

Did I think of useful questions to investigate?

Did I use my knowledge to predict what might happen?


Did I anticipate problems?

Did I work safely?

Did I observe what happened?

Did I use suitable measuring tools?

Did I collect and record useful data?

What did I learn?

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Assessment 4 ■ Rubric ■ Years 1–2

Science Inquiry Skills Assessment

Australian Curriculum Content Description*

Questioning and predictingRespond to and pose questions, and make predictions about familiar objects and events(ACSIS024) (ACSIS037)

Engages with materials and events with curiosity

Asks questions about materials and events observed

Makes predictions to answer questions

Planning and conductingParticipate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources(ACSIS025) (ACSIS038)

Uses the senses to make observations

Follows instructions to conduct investigations

Plans investigations to answer questions

Planning and conductingUse informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate(ACSIS026) (ACSIS039)

Makes comparisons between observations

Uses simple measurements to compare observations

Measures and records data using a variety of tools and digital technologies

Processing and analysing data and informationUse a range of methods to sort information, including drawings and provided tables(ACSIS027) (ACSIS040)

Records observations with drawings

Identifies patterns and trends in data

Uses provided organisers to sort and rank information

Processing and analysing data and informationThrough discussion, compare observations with predictions(ACSIS212) (ACSIS214)

Describes observations Uses language effectively to describe predictions and observations clearly

Explains what happened in an investigation and suggests why

EvaluatingCompare observations with those of others(ACSIS213) (ACSIS041)

Compares their own observations with those of peers.

Integrates information gathered by classmates into a ‘whole’ picture

Explains whether or not a test was fair and the data accurate

CommunicatingRepresent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029) (ACSIS042)

Communicates observations using drawings and role play

Communicates observations using a variety of devices including oral and written language

Communicates findings, ideas and understandings using a variety of formats

ContentHow well does the student understand the content of the investigations?

Cites what was observed

Explains what was observed or learned

Identifies concepts that can be applied to new situations or examples

Student name Class

*© Australian Curriculum, Assessment and Reporting Authority 2012

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■ Rubric ■ Years 3–4 Assessment 5



Questioning and predictingWith guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge(ACSIS053) (ACSIS064)

Asks questions about materials and events observed


Uses own knowledge and past experience to predict answers to questions

Planning and conductingSuggest ways to plan and conduct investigations to find answers to questions(ACSIS054) (ACSIS065)

Follows instructions to conduct investigations


Brings together information from past experience, research and others’ knowledge to plan and conduct investigations

Planning and conductingSafely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate(ACSIS055) (ACSIS066)

Uses simple measurements to compare observations


Identifies ways to measure and record data to verify observations, and handles tools and materials safely

Processing and analysing data and informationUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends(ACSIS057) (ACSIS068)

Identifies patterns and trends in data


Uses a variety of methods to represent and sort data in order to identify patterns and trends

Processing and analysing data and informationCompare results with predictions, suggesting possible reasons for findings(ACSIS215) (ACSIS216)

Uses language effectively to describe predictions and observations clearly

Compares findings with predictions and explains outcomes

Provides a data based explanation and uses prior knowledge to explain unexpected or inconsistent findings

EvaluatingReflect on the investigation, including whether a test was fair or not(ACSIS058) (ACSIS069)

Integrates information gathered by classmates into a ‘whole’ picture


Identifies difficulties involved in an investigation and how they might have been resolved

CommunicatingRepresent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports(ACSIS060) (ACSIS071)

Communicates observations using a variety of devices including oral and written language


Integrates information gathered by others and presents it in multi-modal formats


Cites what was observed

Explains what was observed or learned


Student name Class


j jj jjj

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Assessment 6 ■ Rubric ■ Years 5–6




Questioning and predictingWith guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231) (ACSIS232)


Uses own knowledge and past experience to predict reasonable answers to questions

Identifies and composes questions which can be investigated scientifically

Planning and conductingWith guidance, plan appropriate investigation methods to answer questions or solve problems(ACSIS086) (ACSIS103)


Brings together information from past experience, research and others’ knowledge to plan and conduct investigations

Conducts investigations and devises fair tests to produce data to answer questions

Planning and conductingDecide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate(ACSIS087) (ACSIS104)


Identifies ways to measure and record data to verify observations

Conducts multiple tests and selects digital and other tools to ensure accurate data are obtained

Planning and conductingUse equipment and materials safely, identifying potential risks(ACSIS088) (ACSIS105)

Uses tools and equipment safely

Anticipates potential risks and suggests safety measures

Identifies and resolves difficulties and dangers during investigations

Processing and analysing data and informationConstruct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate(ACSIS090) (ACSIS107)


Uses a variety of methods to represent and sort data in order to identify patterns and trends

Selects appropriate ways to represent data in order to support explanations

Processing and analysing data and informationCompare data with predictions and use as evidence in developing explanations (ACSIS218) (ACSIS221)

Compares findings with predictions and explains

Provides data based explanation and uses prior knowledge to explain unexpected or inconsistent findings

Compares own and classmates’ predictions and findings and uses relevant evidence to suggest explanations

EvaluatingSuggest improvements to the methods used to investigate a question or solve a problem (ACSIS091) (ACSIS108)


Identifies difficulties involved in an investigation and how they might have been resolved

Critiques the accuracy of own and others’ data in terms of the process of investigation

CommunicatingCommunicate ideas, explanations and processes in a variety of ways, including multi-modal texts(ACSIS093) (ACSIS110)


Integrates information gathered by others and presents it in multi-modal formats

Integrates data from a variety of sources and presents explanations in a critical and compelling way


Cites what was observed Explains what was observed or learned


Student name Class

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Macmillan Lesson Essentials: Science Inquiry Skills © Phil Ridden and Julie Ridden/Macmillan Education Australia. ISBN 978 1 4202 9868 0


Science Inquiry Year 1 Task 1 Characteristics of Animals

An animal’s characteristics are the things we can observe about it, especially what it looks like and what it does to survive. What is the same about all animals?

Observe four animals . Draw or photograph them .

What is the same about them all? Why do they all have this characteristic? What would happen if they didn’t have it?

Share your observations with your classmates . What characteristics do all animals have?

Are You an Animal?

Investigate plants in the same way . What characteristics do all plants have?

Science Inquiry Year 1 Task 2 Habitats

An animal’s habitat is the place it lives naturally.Where do animals live?

Find a small animal to observe; for example, a bird, frog, insect, lizard or snail . Where did you find it? Draw or photograph its habitat .

Why does your animal live here? Could it live somewhere else? Where could it not live? Why? What might happen to your animal’s habitat so that it can no longer live there?

Where do You Live, Little Creature?

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Science Inquiry Year 1 Task 3 Changing Materials


How does a sweet change if I leave it in my mouth for a period of time?

Put a sweet in your mouth . Don’t bite it or swallow it! After three minutes, take the sweet out of your mouth . Draw or write about what you observe then put it back in your mouth . Keep doing this until the sweet disappears .

What observations did you make? What caused the changes to the sweet?

Share your findings with your classmates . Who was able to make their sweet last the longest time?

How can we change materials?

Here are some ways we can change materials: bending, stretching, twisting, pressing, cooling, heating or wetting . Can you think of other ways to change materials?

Some everyday materials are wood, thick plastic, plastic wrap, polystyrene, aluminium and cardboard . Can you think of any others?

Choose an everyday material such as cardboard, plastic, or wood . Draw what happens when this material is bent, cooled, stretched, or wet .

Share your observations with your classmates .

How Sweet It Is

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Science Inquiry Year 1 Task 5 Observing and Communicating

Science Inquiry Year 1 Task 6 Observing Changes

How can we describe our observations?

Make a list of words that help us describe what we see, smell, hear, feel and taste .

Your teacher will let you watch an animal .

• What do you see?

• What do you smell?

• What do you hear?

Share your observations with your classmates . Choose descriptive words that will help them understand what you have observed .

How do things change during the day?

Choose three objects in your schoolyard (for example, a tree, a playground, a puddle) to observe during the day .

Look at them in the morning . Draw a picture .

Look at them in the afternoon . Draw them again .

Did the objects change? If so, how? Is this what you expected? What might have caused the changes?

What Did You See?

It Wasn’t Like That Before

How do you think the objects will change over the next few days?

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Science Inquiry Year 1 Task 7 Making Sounds

Science Inquiry Year 1 Task 8 Musical Sounds

balloons

bottles

cardboard boxes

cellophane

elastic bands

hoses

paper

plastic bags

plastic containers

pots and pans

Ideas for musical items

flute

guitar

ukulele

pan pipe

recorder

violin

xylophone

Instrument ideas

How can we create sounds?

In a group, choose two everyday items that could be used to make music .What sounds can you make with these items? Can you make different sounds by using your items together?

Share your results with your classmates . Did they find ways to make sounds that your group did not think of?

Group the items by the way they were used to make sounds .

Pitch is how high or low a note sounds.How can we change the pitch of sounds from a musical instrument?Blow across the top of a bottle . The sound this makes is a musical note . Put some water in the bottle and try again . What do you notice about the pitch of the note?Look at some musical instruments . How can you change the pitch of the sound an instrument makes?Can you see a pattern in how to change the pitch of a musical instrument?

What a Racket!

Musical Mayhem

Form a class band and use your items to make music .

What other instruments could you test? Can you make your own musical instruments that change pitch?

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Science Inquiry Year 2 Task 1 Growth

Science Inquiry Year 2 Task 2 Propagating Plants

Potted FunHow can we propagate new plants?

Try growing some plants from seeds, cuttings, roots or leaves . Draw or photograph the plants as they grow .

What have you learned about how plants can be propagated?How did the plants change as they grew? With your classmates, group the plants you grew with others that grow in the same way .

african violets from leaves

geraniums from cuttings

grasses from seeds

potatoes from tubers

Plants to try

Hello Baby

How will the same plants grow under different conditions? Try growing them in different soils, watering them with different liquids, or growing them in different places .

How do animals grow?

Research an animal whose baby looks like its mother and father . Draw the mother, father and baby .Find an animal that lays eggs . Draw the different stages in the growth of this animal from egg to adult .

With your classmates, group these animals with others that have similar life stages .

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Science Inquiry Year 2 Task 3 Mixing Substances

Science Inquiry Year 2 Task 4 Classifying Materials

What happens when we mix substances together?Choose a liquid and some powder . Mix both together with some water . Choose two liquids . Mix them together . What do your concoctions look like after mixing? Draw a picture or take a photo to record your results .What did you find out? Share your results with your classmates . Make a chart of liquids that mix and those that do not . Make a chart of powders that do and do not dissolve in water .

What materials do we use in our school?Draw some of the things you see in your classroom or schoolyard . Label the parts of them that are made of wood with W, plastic with P, metal with M, fabric with F . Why do you think each object has been made out of a particular material? Share your drawings with the class .

Concoctions

What Is It Made Of?

cooking oil

methylated spirits

milk

cordial

instant coffee

salt or sugar

talcum powder

cornflour

Liquids Powders to try to try

fabrics threads

plastics wood

metals

Materials to try©

Macmillan Education Aus

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Science Inquiry Year 2 Task 5 Recycling

Science Inquiry Year 2 Task 6 Use of Resources

What materials can be reused (by you or someone else) or recycled (made into new materials)?What materials can be put in your recycling bin or recycled in other ways?With your classmates, make a chart of things that can be reused, recycled, or reduced in use .

How is water used in your school?

Draw three ways in which water is used at your school .

Is water ever wasted at your school? How? What could your school do to save water?

Trash and Treasure

Drips and Drops

Discuss how you might reuse, recycle or reduce the use of some of these materials in your class .

Use books or the internet to research how water gets from your local water supply to the tap .

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Science Inquiry Year 2 Task 7 Forces

Science Inquiry Year 2 Task 8 Gravity

How can we make a toy that is easy to push or pull?

Find some toys that need to be pushed or pulled . Discuss what makes them easy to move .How could you use these ideas to build a push or pull toy? What materials would you use? Build a push or pull toy with your group . Test it . What is slowing your toy down? How could you make it easier to push or pull?

Demonstrate your toy to the class .

The Earth pulls things towards itself. The force that does so is called gravity. Do objects vary in the time they take to fall to the ground? How?

Select some objects . Put them in order from those you think will fall fastest to the one you think will fall slowest .Now test them . Make sure your test is fair . You will need to measure the time it takes for each object to reach the floor .

Record your data . What did you find out? What did your classmates find?

How could you have conducted a better test?

Pushmi-Pullyu

Down to Earth

Have a competition to see which group’s toy is the easiest to move . Think about how to make this a fair test; for example, by pushing with the same force or running on the same surface . Why does the winning toy work so well?

featherpolystyreneball of paperplastic bag

sheet of papertennis ballwooden block

Objects to try

What can you do with a sheet of paper to make it stay in the air longer?

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Join My Group!How can we group animals with common characteristics?

Draw or find pictures of different animals . Identify a characteristic you can observe in some animals but not others; for example, having feathers or eating meat . Group the animals according to this characteristic . Now, look at your groups again . Think of another characteristic . Sort your animals into other groups or groups within groups .

Think of a way to display your findings; for example on a branching chart . Label each group according to characteristic; for example, has feathers, eats meat, or has no legs .Find out how scientists group animals; for example, what is the same about all animals, insects, or birds?

Make a class chart of animal groups .

How can we group or classify non-living things?

Collect 10 toys . With a partner, play these games:•Chooseaproperty,suchassize,easeofrolling,orweight.

Put the toys in order from the most to the least .•Askyourpartnertoidentifythepropertyyouhavechosen

for your toy .•Makeagroupoftoyswiththesamecharacteristic;forexample,

having the same colour, having wheels, or being made from plastic . Can your partner identify the characteristic?

•Describeoneofthetoys. Can your partner identify it?

Form a Team

Try this activity again using a collection of leaves .

Try classifying plants in the same way .

Science Inquiry Year 3 Task 1 Classifying Non-living Things

Science Inquiry Year 3 Task 2 Classifying Animals

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What happens to the properties of a material when it is heated or cooled?

Choose a material . Record what it looks like, feels like, smells like and sounds like . Check what it tastes like .Put your material in the freezer for an hour . Test the same properties again and record your observations .Put your material in the sun for an hour . Test it again . Record what happens .

What changes did you notice? How can we use heat or cold to change a material and make it more useful?

Wanted Dead or Alive

Getting Warmer

Science Inquiry Year 3 Task 3 Classifying Living and Non-living


Be Safe! Only taste things if your teacher says it is safe .

aluminiumegghoneyplasticmodelling clay

spaghettisteelwaterwood

Materials to try

How can we sort objects into living, non-living, once living or products of living things?

Bring six objects or substances to school . As a group, combine your objects, then sort them into the four groups above .

Glue or draw your items on four large class charts .

Are some objects difficult to classify? Why?

Share your charts with the class . Ask your classmates for help in classifying difficult objects .

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Materials have properties such as their colour, flexibility, smell, solubility, hardness, or smoothness. Some properties may change with heating or cooling.How can we change the properties of materials? Choose a material . Record what it looks like, feels like, smells like and sounds like .Create a question such as: How does my material change if I . . . (for example, stretch it, soak it in water, put it in methylated spirits) .Investigate the answer to your question . Record your observations in a table . What changes did you notice? Share your findings with classmates . Did you see any similarities or differences?

Nothing Stays the Same


aluminiumegghoneyplasticmodelling clay

spaghettisteelwaterwood

Materials to try

How do shadows move as the earth rotates?

Work out how to make a sundial by standing a straight stick upright on the playground . Ask your partner to draw around the stick’s shadow with a piece of chalk . Repeat in the same place, later in the day . What do you observe?Use the stick as a sundial . Every 30 minutes, mark a cross at the end of the shadow made by the sundial . Label the cross with the time . At the end of the day, take a photo or draw a diagram to show how the shadow has moved .

How did the shadow move? Can you see a pattern? Could you use the marks on the ground to tell the time tomorrow? Would the shadow be different if you repeated this next term? How?

Why do you think sundials are no longer used?

Chasing Shadows

Science Inquiry Year 3 Task 6 Earth Rotation

Make a sundial for your school, then make a moon dial .

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Science Inquiry Year 3 Task 8 Measuring Temperature

Science Inquiry Year 3 Task 7 Transferring Temperature

aluminiumcardboardnailmetal spoon

plastic hoseplastic pipeplastic spoon

Materials to try

Leave the cups until the end of the day . Test them again . What did you find?

Find examples of useful and not so useful transfer of temperature .

How can we transfer temperature from one object to another?

Place objects made from differing materials in the sun for an hour . Put cold water into several cups . Then, put each object in the water for ten minutes . How have the objects changed? How has the water changed?

How can you explain your observations? Where did the cold and heat go?

Did your team work safely and accurately?

How can we measure temperature?

Fill three containers with water . Change the temperature of each one . For example, you could add ice to one, put one in the sun or near a heater and put another in the fridge .Swap your containers with another group . Find a way to sequence their containers of water from the coolest to the warmest . How will you test the temperature of the water? What tools could you use to measure accurately? Draw a picture of your test and record your data .

Were you able to accurately compare the temperature of the water?

How did your classmates conduct their investigations?

From Here to There

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Science Inquiry Year 4 Task 2 Interdependence

Science Inquiry Year 4 Task 1 Life Cycles

Factors to think abouttemperaturerainfallpredators

How are animals and plants interdependent?

Watch the animals and plants in an area . Draw two living things that are interdependent .

Share your observations with the class .

As a class, sort your observations into groups, such as:•apredatoranditsprey•ananimalfeedingonaplant(a‘consumer’ and ‘producer’)•ananimalthateatsadecomposinganimal(a‘decomposer’) •ananimalprotectedbyaplant•ananimallivinginoronanotheranimal•aplantlivingonanotherplant.Which of these relationships are competitive (one party benefits, the other does not)? Which are mutually beneficial (both parties benefit)?

Circle of Life

Let’s Get Together

How do plants and animals grow?

Choose a plant or animal to observe . Draw or photograph the stages in its life cycle . How might environmental factors affect the change from one stage to the next in the life cycle?

Now, work with the rest of your class to sort the animals and plants into groups with similar life cycles .

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Science Inquiry Year 4 Task 4 Soils

Science Inquiry Year 4 Task 3 Properties of Materials

aluminiumglasspaper

perspexPVCsteel wool

Materials to try

colourdampnessglossgrittiness

humussaltinesssizestickiness

Properties to observe

What properties make some materials dangerous to humans or the environment? The environment includes the air, animals, plants, water and weather . What materials with these properties do we discard?

Dig a hole . Collect soil samples at various depths . Then, test the properties of each sample as in your previous investigation .

How do the properties of materials vary?

In a group, list some properties of materials . For example, can they be bent or cut? Can they float in water? Are they malleable? Choose a range of materials . Test them for these properties . On a chart, describe the effect of each test on each material .

Show your chart . Describe the properties of one material . Then, ask the other groups to identify it from your chart .

How do soils differ?

In small plastic bags, collect samples of soil . Label each bag to record where you collected each sample .

How do the soils differ? Use sight, sound, smell and touch to observe properties . Record your observations in a table .

Share your samples with the class . Describe the different properties of each sample . Can you explain why the soil samples differ?

Mystery Materials

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Science Inquiry Year 4 Task 6 Friction

Science Inquiry Year 4 Task 5 Soils

How can we reduce friction between two materials? Test your ideas . Remember to use the same materials to make it a fair test . Look around your school, home and community to identify materials that are used to increase or reduce friction . Why is this necessary?

How can we test soil properties?

In small plastic bags, collect samples of soil . Label each bag to record where you collected each sample . Create a test to measure the grittiness of the soils . For example, make a range of sandpapers by gluing each soil sample to pieces of cardboard . Testing how the sandpapers smooth wood will give you a measure of the soils’ grittiness .

What other properties could you measure? How?

Are you able to rank the soils according to the property you chose?

Was your test accurate?

With your classmates, discuss why soils from particular locations have certain properties .

How does friction affect objects?

Rub some sandpaper on a piece of wood . What changes can you observe in the wood or the paper? Don’t judge only by sight; use other senses as well, such as smell or touch . Repeat the investigation by rubbing other materials together, such as cloth on cloth, cloth on plastic, or metal on metal .

What are the effects of friction? When is friction useful? When is it a problem?

I Dig Soil

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Science Inquiry Year 4 Task 8 Magnetism

Science Inquiry Year 4 Task 7 Force

Be Safe! Make sure your device is safe and that the marble will not hit anyone .

What materials allow magnetism to pass through them? Hang a paperclip from a magnet . Pick up another paperclip on the end of the first, without it actually touching the magnet . How many paperclips can you pick up this way? What materials block magnetism? Create a test to find an answer .

How does the distance a marble travels vary with the force applied to it?

Design a device to roll a marble across the floor . You will need to be able to change the force of the marble . For example, you could design a ramp that can be tilted to various heights . Test how far the marble rolls as you vary the force applied to it . Find a way to measure the force applied to the marble and the distance it travels . Record your data in a table .

Graph your results . Can you see a pattern?

Was the test fair? How could you have planned it better?

Share your findings with your classmates .

Magnetic materials are attracted to (pulled towards) a magnet.Which materials are magnetic?

Collect objects made of various materials . Test them to see if they are magnetic . Record your results on a chart . How does the strength of their magnetism vary? Using the magnetic materials, measure the distance at which the magnet ‘‘grabs’’ them . Record your results on a table .

Rank the materials by strength of magnetism .

Don’t Lose Your Marbles

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Science Inquiry Year 5 Task 1 Adaptions

An adaption is a characteristic of a plant or animal that helps it to live in a particular environment.How are plants and animals adapted to their environment?

Observe animals and plants in your local area .

What adaptations can you see? Here are two questions to help you:•Is there a characteristic common to animals or plants in your area?•Is there a characteristic unique to an animal or plant in your area?

Observe how it survives . Does this explain why it has this characteristic?

Share your findings with the class .

Are You Adaptable?

Identify plants or animals living in unusual or harsh places, such as a plant growing in a crack in a rock . How have these living things adapted to survive in this place? What changes would threaten their survival?

How can we show that air takes up space?

Design an investigation to show that air takes up space or impedes things moving through it . You will need to convince your classmates of your findings by recording them in graphs or photographs, as models, or in some other way .


Does your investigation convince them that air takes up space?

If I Can’t See It, is It Really There?

Science Inquiry Year 5 Task 2 Air and Space

balloonsbubblespapertoy parachutes

Investigations to try

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Substances exist as solids, liquids or gases. We can change between these using heating or cooling. How can we recognise and change the states of substances?

What are the properties of a solid, a liquid and a gas? Record these . Are any substances difficult to classify?In small groups, choose a selection of materials . Test by leaving them in a warm or cold place for a period of time . Which materials have changed state? In what way have they changed?

Discuss with classmates other solids, liquids and gases that can change state easily .

What factors affect the time a paper plane will stay aloft?

Look at the State You’re In!

Winging It

Make a paper plane like this:

How is the time the plane stays in the air affected by length of wing, nose weight, or type of paper? Record your data .

Display your data in a way that reveals any patterns, such as a graph . What have you found out?


Now, use this information to make a plane that will stay aloft the longest . Have a class competition .

fold 5 or 6 timesHold here. Release gently

1cm

crease

Paper clip

fold flap fold flap

fold flapfold flap

sheet of paper

Be Safe! Use only the sun to heat the materials .

Science Inquiry Year 5 Task 4 Changing States of Matter

Science Inquiry Year 5 Task 3 Air and Space

chocolateicejellymarshmallow

milkmodelling claywater

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What factors affect the nature of shadows?

Make a shadow puppet from cardboard . Project its shadow onto a screen or wall .•Howdoestheshadowchangeusingdifferentlightsources?Projectyour shadows using a projector, sunlight or torch . Draw the shadows made by different light sources in a table .

•Howdoestheshadowchangewhenthedistanceofthepuppetfromthe screen or the light source is changed? Draw the shadows in your table .

•Howmighttheshadowchangeifthepuppetwasmadefromdifferentmaterials? Project shadows of opaque, translucent and transparent materials . Draw the shadows made by these materials in your table .

What pattern do you see in your data?

Share your findings with your classmates . Discuss how lighting in homes, schools, shops and other buildings uses this information .

Shady Characters

Science Inquiry Year 5 Task 6 Shadows

Science Inquiry Year 5 Task 5 Solar System

In a group, make a mind map or diagram of what you already know about our solar system . List questions your group would like to have answered .

Try to answer some of your questions through your own observations, as the earliest astronomers did . Then, use books or the internet to confirm your observations .

Share your information with other groups .

Out of This World

Be Safe! Never look directly at the sun, even with sunglasses on, as it will damage your eyes .

Our sun is gradually cooling and its heat and light are weakening . These changes are taking place over millions of years, so are unnoticeable except to scientists . Imagine such changes taking place over the course of a year . What would be the effect on the earth?

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If you repeated this investigation using the path of a ball bouncing off pieces of wood, what would you find?

Research how mirages and rainbows are formed .

Science Inquiry Year 5 Task 7 Reflecting Light Using Mirrors

How can a beam of light be directed around corners?

Bounce sunlight or torchlight off a mirror . Can you steer the light to wherever you want it? Use two or three mirrors to steer the light beam around a tree or around a corner . Draw the path of the light beam .

Can you see a pattern in the angles at which the light beam hits the mirror and reflects from the mirror?

How will you present and share your findings?

Mirror, Mirror on the Wall

Science Inquiry Year 5 Task 8 Refraction of Light

Be Safe! Never shine a light directly into someone’s eyes .

How can we make light rays change direction or bend?

Fill a transparent container with water . Place a variety of objects into the water . Look at the objects from a variety of angles . Does what you see change as you change your point of view?

Can you draw the path of the light rays? Here is a clue: They change direction as they leave the water and travel through air . We call this refraction . Can you find other materials that cause the light rays to refract?

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Science Inquiry Year 6 Task 1 Environmental Factors

Science Inquiry Year 6 Task 2 Growth of Plants

Be Safe! Wear gloves and wash hands after handling your mini-beast .

What factors change the rate of growth of a plant?Brainstorm factors that might change the growth rate of a plant; for example, water, light, temperature, location or soil . Brainstorm things to observe in a plant’s growth, such as height, rate of growth, depth of roots, colour of leaves, shape or taste of fruit .Define a question to investigate such as: How does . . . affect the . . . of the plant? For example, How does the kind of fertiliser affect the rate of growth of the plant?

Design your investigation . Remember to change only one thing so you know what caused the changes to the plant . Find a way to record your results, such as measurement, tables or a sequence of photographs .

What have you learned? Present your findings in a way that will convince your classmates .

Share your findings with your classmates . Do your findings apply to all plants?

How do animals respond to their environment?

Choose a mini-beast . Collect three or four specimens to see if they all behave in the same way . Make sure to return your mini-beast back to its habitat when you have finished .How does the mini-beast respond to:•music •colours•changesintemperature •differentsoils•rainorwind •othermini-beasts•lightWhere does this mini-beast prefer to shelter? How much does it eat? What is its favourite food? Investigate each of your questions .

Write a diary entry or an interview of your mini-beast .

What’s Growing On?

Do You Know What I Like?

snailsslatersearthworms

millipedesmealwormssilkworms

Mini-beasts

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Science Inquiry Year 6 Task 3 Growth of Mould

Science Inquiry Year 6 Task 4 Solubility

How do various factors influence the rate of growth of mould?

Place a piece of bread, cake or fruit in a sealed plastic bag or transparent container . Seal with tape . Record the growth of the mould, using diagrams, measurements or photographs .

Brainstorm all the factors that might affect the rate of growth of mould .

Test one of these factors . Devise a question such as, How will the rate of growth of mould change if I change the . . . ?

What did you find out?

With classmates, identify how various factors affect the rate of growth of mould .

What factors affect the solubility of a solid in water?

Obtain a solid that is soluble in water . Measure a quantity of water into a container . Find a way to measure the solid; for example, a teaspoon . Add the solid a little at a time, watching it dissolve, until no more of it dissolves . Record on a table how much solid you were able to add before the liquid was saturated . Repeat the investigation several times, each time changing the water, the solid or how you mix them to try to get more to dissolve . Record how much you were able to dissolve each time .

What have you found out?

Did your classmates obtain the same results?

Was your test fair? How could you improve it?

Old and Mouldy

Where Did It Go?

Some mould is useful; some is harmful . Research how we can stop mould growing in our homes .

Be Safe! Do not open the containers . Some mould may be harmful if you breathe it . Dispose of the samples safely .

coffeedrinking chocolatesalt

sugarwashing powder

Solids to try

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Science Inquiry Year 6 Task 5 Reversible Changes

Science Inquiry Year 6 Task 6 Earth’s Changing Surface

How do natural disasters change the landscape?

Collect newspaper photos or watch media reports of floods, earthquakes, volcanoes, fires, droughts, tsunamis and storms . •Researchthewaysinwhichtheseeventshavechangedtheearth. Which changes have been temporary? Which have been permanent? Which have been good for the land, for humans, or for the ecosystem? Which have not?

•Howdoscientistsmeasuretheseevents?Howdotheypredictthem?•Whichoftheseeventscanbepreventedorreducedintheireffects? How might we be able to do this in the future?

What a Disaster!

Visit an area of land near your school . What evidence can you see of natural changes to the landscape? What evidence can you see of man-made changes?

How can we reverse a change?

Obtain a solid that is soluble in water . Measure a quantity of water into a container . Dissolve as much of the solid in the water as you can . Measure and record how much solid you add each time . Devise a way to get the solid back from the water . Think and plan carefully with your group before starting . Can you get back as much of the solid as you dissolved?

How can you ‘‘un-dissolve’’ a solid?

Share your ideas with your classmates . Make a list of changes that can be made to other materials, for example bending or cooking . Highlight the changes that are reversible and those that are not .

Fast Rewind

Test some changes that are not reversible .

coffeedrinking chocolatesalt

sugarwashing powder

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Science Inquiry Year 6 Task 8 Electrical Circuits

Get Connected

How is the flow of electricity affected by materials in a circuit?

Create an electrical circuit, using several bulbs . Place some other materials in the circuit .Can you create switches in your circuit? Can you turn one light off and the others on? Examine and draw the electrical circuit in a torch or a battery-powered toy . Classify the materials that act as conductors of electricity (allow electricity to light the bulb), and insulators (block electricity) .

Expecting Good Conduct?

Science Inquiry Year 6 Task 7 Electrical Circuits

Test the life span of various brands of batteries . Which is the best value?

How can we make an electrical circuit?

Use a battery and some electrical wire to light a bulb . When you get it to work, draw your electrical circuit . Can you find another way to wire your circuit? Draw each successful example .

Look at your successful circuits . Can you create a rule for making an electrical circuit?

Compare your diagrams with those of your classmates .

Now introduce more batteries, wires and bulbs into your circuit and observe what happens . Draw each circuit carefully, and record what happens .

Review your circuit diagrams . Can you see some patterns? Can you identify some rules about circuits?

aluminiumpipegluenailpaper

paperclipplasticsolderwaterwood

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MACMILLAN L e s s o n E s s e n t i a l sMACMILLAN L e s s o n E s s e n t i a l s

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Communicate

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ScienceInquiry

Skills


ScienceInquiry

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Science Inquiry

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Science Inquiry

SkillsIWB-friendlyPDFs included!

Science In

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www.macmillan.com.au

Implementing the Australian Curriculum

Here is a resource packed with exciting investigations and the essentials you need to integrate the Science Inquiry Skills strand of the Australian Curriculum into your Science teaching. Included are mini-posters to teach or remember each Inquiry Skill and worksheets to record investigations, observations and fi ndings. Science Inquiry task cards link to the Science Understanding sub-strands, allowing students to practise Inquiry Skills with real investigations. Assessment tools include self-assessment checklists, and assessment rubrics to clearly record students’ progress.

The bonus CD contains all the mini-posters, worksheets, assessment tools and Science Inquiry task cards from the book as PDFs for viewing on an IWB or similar device. The worksheets can be fi lled in by typing on a keyboard and are perfect for modelling. The assessment tools may also be fi lled in by typing on a keyboard.

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macmillan lesson essentials: science inquiry skills

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