Science Unit Oultine

Lets get physical! May the Force be with you. 4-6 weeks
Unit Tile: Duration (weeks):
(3 x 60 minutes lessons / week)
5 9
Stage: Year:
How do you apply models, theories and laws to explian phenomena and situations involving force and motion?
Key Concepts / Big Ideas
(Essential Question)
This unit of work is concerned with understanding the nature of forces and motion. One of the key concepts developed within
Unit Context:
this strand are that forces affect the motion and behaviour of objects. Through this unit program, students gain an
(Scope and Sequence understanding of how the concepts of force and motion apply to systems ranging in scale from atoms to the universe itself.
Information)
Through active participation in challenging and engaging experiences in science, students develop a positive self-concept as
Rationale:
learners and gain confidence in and enjoyment from their learning. Their understanding of science and its social and cultural
(The importance of this contexts provides a basis for students to make reasoned evidence-based future choices and ethical decisions, and to engage
learning) in finding innovative solutions to science-related personal, social and global issues, including sustainable futures.
Literacy Focus Numeracy Focus ICT Focus Differentiation

Interpreting data, defintions, vocab Analysing data, calculations, measures Resources, software, websites Gifted and talanted, scaffolding

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability

General Capabilities

Critical and creative Ethical Information and Intercultural Literacy Numeracy

Personal and social
communication technology capability
thinking understanding understanding
capability

Other learning across the curriculum areas

Civics and citizenship Difference and diversity Work and enterprise
Outcomes

Values and Attitudes

Outcomes
SC5-2VA shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures

Skills
Strand Outcomes Content
Questioning and predicting SC5-4WS WS4a., WS4b.

Planning investigations SC5-5WS WS5.1a., WS5.1b., WS5.1c., WS5.1d.

WS5.2a., WS5.2b., WS5.2c., WS5.2d., WS5.2e.
WS5.3a., WS5.3b, WS5.3c., WS5.3d.

Conducting investigations SC5-6WS WS6a., WS6b., WS6c., WS6d., WS6e., WS6f.

Processing and analysing data and information SC5-7WS WS7.1a., WS7.1b, WS7.1c, WS7d., WS7e., WS7f.
WS7.2a, WS7.2b., WS7.2c., WS7.2d., WS7.2e., WS7.2f., WS7.2g.

Problem solving SC5-8WS WS8a., WS8b., WS8c., WS8d., WS8e., WS8f., WS8g.

Communicating SC5-9WS WS9a., WS9b., WS9c., WS9d., WS9e.

Knowledge and understanding

Strand Outcomes Content
Physical world applies models, theories and PW2 The motion of objects can be described and predicted using the laws of physics.
laws to explain situations (ACSSU229)
involving energy, force and PW2a., PW2b., PW2c., PW2d.
motion SC5-10PW

Duration: Knowledge & Working Teaching and Learning Strategies Assessment For Learning Resources
Understanding Scientifically
 Content Content
1 week a. describe Questioning and Student-centred informal diagnostic Direct feedback from the PowerPoint (Digital
(lessons qualitatively the predicting assessment on Forces & The Laws of Motion Boardworks activities artefact)
1-3) relationship
Planning Assessment of students prior learning and During this Boardworks A pair of teacher-
between force,
investigations understanding of balanced and unbalanced lesson, information from the developed resources,
mass and
forces and the Newtons three laws of motion in slides can be used to provide modified from
acceleration Conducting
the form of activities on Boardworks. Informal exposition and context to the Boardworks.
investigations
diagnostic assessment is used by the teacher to students. This will build their
Resource obtained
Processing and gauge the students background knowledge previous and current
from:
analysing data regarding the content statement and content understanding, which they will
and information descriptor. later apply as students are What are Forces
Problem solving engaging the varied activities. Effects of Forces
The questions and activities
Communicating Interactive Boardworks revision activities in the PowerPoint will have
Teacher uses Boardworks PowerPoint Slides as answers once students have Website
a refresher course or revision tool to What are given them a go.
This online resource
Forces and the Effects of Forces. There are is used to design the
animations and information to go with the various experiment of
activities for students to interact with. These applying F = ma.
activities include a glossary, MCQs, anagrams
and more. Resource obtained
from:

Explicit teaching instruction on F = ma http://practicalph

Teacher re-introduces the formula, F = ma (force ysics.org/investi
equals to mass times acceleration), and gating-newtons-
identifies the written understanding of the second second-law-
law and the scientific units of each variable within motion.html
the formula, through step by step worked
examples.

Student-centred mind map of force, mass and Completion and discussion

acceleration and their interrelationship of the concept map
Students demonstrate their knowledge and Teacher invites students to
understanding on the second law of motion by share their concept map to
drawing a concept map of force, mass and the class. This gives
acceleration. In this opportunity, student describe opportunities for students to
the definition of the each concept and how they edit information from their
link with one another through multiple branches map and/or provide their
from the broader ideas into more specific ideas. insights on their peers work.

Student-centred worksheet activity on F = ma Completion and marking of

student responses to the
Students apply their knowledge and
worksheet activities.
understanding of the interrelationship of the three
concepts using Newtons second law of motion. Teacher marks students work
Students can describe the relationship between and provide written and/or
an object's mass and the amount of force verbal feedback, specifically
needed to accelerate it by using a formula to positive reinforcement and
show that the force acting on an object is equal areas of improvement
to the mass of the object times its acceleration. depending on the response.

Differentiated student-centred worksheets Marking of literacy task(s)

Extension activity with higher-order questions for The teacher assesses the
the Gifted and Talented students once they have students literacy skills, and
completed the previous worksheet. knowledge and understanding
attained from the content.
Students are exposed to key
Student-centred comprehension and terminology from tasks prior
vocabulary of force, mass and acceleration to the spelling test,
Students demonstrate their literacy skills in the specifically the glossary from
form of a spelling test. one of the Boardworks
activities.

Discussion of practical
Student write-up of scientific report scientific report
Students predict the aim, hypothesis and method The teacher can facilitate
of the force experiment before conducting their students learning through
 investigation. Students plan the experiment by active observation, and
providing a equipment list, the controlled, discsussion before, during
dependent and/or independent variables, and a and after the practical lesson.
method of the practical. During the investigation,
students record relevant observations and data
in the results component of the scientific report. Facilitation of student
After the experiment, students should write up learning by the teacher
the discussion and conclusion sections before While student groups are
participating in a post-practical class discussion. engaging in the experiment,
the teacher can actively
observe and participate in
Student-centred experiment on the
discussion, such as effective
application of F = ma
questioning, with the students
A trolley experiences an acceleration when an to assess their understanding
external force is applied to it. The aim of this of the content.
experiment is for student groups to explore the
relationship between the magnitudes of the
external force and the resulting acceleration. Data collection and post-
practical discussion
Students log in their
obsevations and record their
data in the results section of
their scientific reports with the
appropriate units for each
variable involved in the
experiment.
After the completion of the
experiment, the teacher and
students discuss their results
and conclude the experiment.
1 week b. explain Questioning and Explicit teaching instruction on distance, PowerPoint
(lessons qualitatively the predicting speed and time
A set of presentation
4-6) relationship
Planning Teacher introduces images and equations slides made by the
between
investigations regarding the relationship between distance, teacher to aid in
distance, speed
speed and time, and identifies the understanding explaining the
and time Conducting
scientific units of each variable with the relationship between
investigations
equations, through guided examples and distance, speed and
 questions for students to problem solve. time. Images,
Processing and
examples and
analysing data
Discussion of graphic questions are
and information
Student-centred graphic organiser activity on organiser activity included in the slides
Problem solving the relationship between distance, speed and and are referred to
Teacher invites students to
time using ICT during the lecture to
Communicating share their graphic organiser
Students will demonstrate their knowledge of the to the class. This gives teach the content.
concepts regarding the content descriptor by opportunities for students to Resources obtained
defining the meanings of distance, speed and edit information from their from:
time in the form of a graphic organiser of their map and/or provide their
Speed, Distance and
choosing (this could be a flow chart, concept insights on their peers work.
Time
map, venn diagram, T charts, Frayer diagram
etc.) using information and communications Graphing Speed
technology, or ICT. Additionally, the students will
Acceleration
use these definitions to identify the variables in
each of the three formulas. The teacher provide
examples of these graphic organisers to give Image
students an idea on how they want to display
their knowledge. A visual stimulus
Marking of quiz/test activity used to show the
After the completion of the relationship between
Student-centred mathematics activity on task, the teacher will solve distance, speed and
calculating distance, speed and time and mark the answers to the time.
Students will calculate for a specific variables in questions of the activity with
a set of questions. The questions are given as the class. The teacher can
worded examples to test students literacy skills, call upon the students to
whereas problem solving using fundamental provide their answers to the
mathematic knowledge through the use of class. Feedback will be given
formulas assesses their numeracy skills. by the teacher and class
according to the students
response. Students will swap
Differentiation: Extension maths activity their work with a nearby
student and mark their work
If the more advanced students have completed
as well as giving a total score
the set of questions in the previous mathematics
of that students performance.
activity, they may solve problems and questions
from a Stage 5 maths textbook.
Maths textbook activity
The answers to these
 questions are located towards
the end of the textbook.
Depending on the students
zone of proximal
development, the teacher can
scaffold the students problem
solving through giving hints
and advice. Students can
work together and encourage
one another in hopes of Resource obtained
enhancing their learning from:
through collaboration.
Scaffolding by the teacher http://www.bbc.co
can be provided to all .uk/bitesize/stand
students, not just Gifted and ard/maths_i/numb
Talented. ers/dst/revision/1/

Student write-up of scientific report Discussion of practical Website

scientific report
Students predict the aim, hypothesis and method A set of online
of the force experiment before conducting their The teacher can facilitate resources which
investigation. Students plan the experiment by students learning through includes examples
providing a equipment list, the controlled, active observation, and and questions for
dependent and/or independent variables, and a discsussion before, during students to calculate
method of the practical. During the investigation, and after the practical lesson. distance, speed and
students record relevant observations and data time and how to
in the results component of the scientific report. measure each
After the experiment, students should write up variable with the
the discussion and conclusion sections before Facilitation of student correct units.
participating in a post-practical class discussion. learning by the teacher
Student-centred experiment on the While student groups are
application of distance, speed and time engaging in the experiment,
The aim of this experiment is for student groups the teacher can actively
to explore the relationship between the speed observe and participate in
and time of an object to determine its distance. discussion, such as effective
Also, students observe different speeds and questioning, with the students
distances to work out the time and that changes to assess their understanding
in speed and/or direction can result in change in of the content.
 the overall time and distance.
Resource obtained
from:
Data collection and post-
practical discussion
http://www.bbc.co.
Students record their data in uk/bitesize/standar
their scientific reports with the d/maths_i/number
appropriate units for each s/dst/revision/1/
variable involved in the
experiment. http://www.bbc.co.
uk/bitesize/standar
d/maths_i/number
s/dst/revision/2/
http://www.bbc.co.
uk/bitesize/standar
d/maths_i/number
s/dst/revision/3/
http://www.bbc.co.
uk/bitesize/standar
d/maths_i/number
s/dst/revision/4/
http://www.bbc.co.
uk/bitesize/standar
d/maths_i/number
s/dst/revision/5/

Website: maths
activity
Resource obtained
from:

http://www.bbc.co.
uk/bitesize/quiz/q8
5891036
~2 weeks c. relate Questioning and Explicit teaching instruction on acceleration Website: Hot
acceleration predicting in relation to speed and/or direction Wheels Track
(lessons
7-12) qualitatively to a
Planning In order for students to understand how change Resource obtained
change in speed investigations in speed or direction affects the net force of from:
and/or direction something, the teacher revisits the concepts from
as a result of a Conducting http://www.physics
previous lessons, acceleration and speed, and
net force investigations
how they relate to an objects resultant force. classroom.com/m
Processing and The teacher and students distinguishes between media/kinema/avd
analysing data the two concepts in the form of a Venn diagram. .cfm
and information The general rule of thumb to note for this lesson
Problem solving is that when an object is slowing down, the
direction of the acceleration is in the opposite
Template
Communicating direction of the objects motion and that speed
or velocity is the distance covered over time A worksheet
(Speed = Distance/Time or S = D/T) whereas developed by the
acceleration is the rate of change of speed. teacher and provided
to students to aid with
Discussion of Venn their scientific writing
Whole classroom activity: Venn diagram diagram of the report.
The class participates in a compare and contrast Teacher draws the graphic Resource obtained
activity in the form of a Venn diagram. In this organiser and adds the class from:
task, students and teacher explain and portray contribution to it.
the differences between speed and acceleration. https://i.pinimg.co
m/originals/b5/7f/a
Assessment criteria b/b57fabdd0931f9
Assessment In order for students to d98b0f64dc9b10d
Students will work collaboratively in small groups understand how to work 3ec.jpg
to design an experiment to test the effect of scientifically, there will be
acceleration to a change in speed and/or dedicated lesson(s) set out by
direction which results in a net force. Students the teacher to help guide
will plan and choose equipment suitable to their students in the right direction.
experimental design. They will also need to write Also, a template will be given
up a scientific report for their first-hand to students to scaffold their
investigation, and must include the following: skills in writing the scientific
title, introduction, aim, prediction/hypothesis, report. In addition to the
equipment, method, results (including marking of the scientific
observations, calculations and charts such as report, students will be
tables and graphs), justification/conclusion, and assessed on their group
evaluation/improvements to experimental design. contribution and how well
their investigation turned out. Website
Online resource that
 contains variety of
Student-centred summative activity: PMI
graphic organisers/
Chart
PMI Chart
Resource obtained
A student-centric activity where students share
Students contribute to the from:
things that they found positive, negative and
making of the class PMI chart
interesting about learning this part of the unit. https://www.edupl
by recalling their experiences
This provides a opportunity for the class to ace.com/graphicor
working with the class, the
review the content descriptor.
teacher and the content of the ganizer/
unit.
~2 weeks d. analyse Questioning and Explicit teaching instruction: What are YouTube
qualitatively predicting Newtons laws of Motion?
(lessons An online audio and
everyday
13-18) Planning The teacher leads the lesson with a lecture on visual resource to
situations
investigations what are the three laws of motion with some immerse the students
involving motion
everyday applications of each law. Students can and provides
in terms of Conducting
get involved in the explanation by providing their commentary and
Newton's laws investigations
own examples or experiences of these laws in annotation from both
Processing and action. The purpose of the teaching instruction is the clip and teacher
analysing data to engage students, explore new content whilst respectively. The
and information challenging their pre-existing knowledge and videos are used to
Problem solving understanding of physics, explain what each law display real-life
is, elaborate how each law works, and evaluate applications of
Communicating each law with its application in the real world. Newtons laws in
motion.
Resource obtained
Student-centred think-pair-share co-operative
from:
learning activity
Students predict the outcome of a few situations https://www.youtu
involving motion with the person next to them. be.com/watch?v=
Student co-operate to solve the problems and kKKM8Y-u7ds
they get the chance to share their answers at the
end of the activity to the rest of the class.

Student-centred brainstorming activity Class brainstorm

An activity where students brainstorm all the
 possible examples that they can think of when it
The students ideas will make
comes to everyday situations involving the laws
up the class brainstorm which
of motion.
will be drawn by the teacher.

Student-centred analogies activity

An informal assessment where students get to
Judging of analogies
come up with their own analogies to describe
any one of the three laws of motion or one Feedback of the students
everyday situation that involves one of these funny and witty analogies by
laws. Essentially, this activity allows the student the class and teacher.
to be The inventor/The Isaac Newton of their
own law of motion.

Teacher-facilated lessons
Student-centred infographic research task on the research task
and presentation using ICT
The teacher operates as a
Pairs of students will design and present a poster facilitator to ensure that
relating to Newtons three laws of motion in students are working
action in their day-to-day lives. Student pairs will scientifically in the classroom.
analyse these everydays situations involving This allows students to have
motion according to Newtons laws by time in class to work on their
conducting investigations such as research, and research, poster, presentation
processing and interpreting data and information script etc. and gives the
from the research such as primary and teacher insight into the
secondary sources. collaborative work that the
pairs are putting into their
task.

Summative Assessment Description: Outcomes Assessed:

The PMI activity is used as a student-orientated task where students share SC5-2VA
things that they found positive, negative and interesting about learning this SC5-4WS
part of the unit. This provides a opportunity for the class to summarise the SC5-5WS
PW2c content descriptor. SC5-6WS
SC5-7WS
SC5-8WS
SC5-9WS
SC5-10PW
Evaluation of Teaching and Learning:

a. Kahoot quiz score and feedback from the teacher

b. Direct feedback from the Boardworks activities
c. Completion and discussion of the concept map
d. Completion and marking of student responses to the worksheet activities.
e. Marking of literacy task(s)
f. Discussion of practical scientific report
g. Facilitation of student learning by the teacher
h. Data collection and post-practical discussion
i. Discussion of graphic organiser activity
j. Marking of quiz/test activity
k. Maths textbook activity
l. Discussion of Venn diagram
m. Assessment criteria
n. PMI Chart
o. Class brainstorm
p. Judging of analogies
q. Teacher-facilated lessons on the research task

References:
1. BBC. (2014). Distance, speed and time. Accessed on October 4, 2017 from: http://www.bbc.co.uk/bitesize/standard/maths_i/numbers/dst/revision/1/
2. BBC. (2017). Distance, speed and time Test. Accessed on October 4, 2017 from: http://www.bbc.co.uk/bitesize/quiz/q85891036
3. CrashCourse. (2016). Newtons Laws Crash Course Physics #5. Accessed on October 4, 2017 from: https://www.youtube.com/watch?v=kKKM8Y-
u7ds
4. Houghton Mifflin Harcourt. (2017). Graphic Organizers. Accessed on October 4, 2017 from: https://www.eduplace.com/graphicorganizer/
5. Institute of Physics. (2006). Investigating Newtons second law of motion. Accessed on October 4, 2017 from: http://practicalphysics.org/investigating-
newtons-second-law-motion.html
6. Pinimg. (2017). Layers of Learning. Accessed on October 4, 2017 from:
https://i.pinimg.com/originals/b5/7f/ab/b57fabdd0931f9d98b0f64dc9b10d3ec.jpg
7. The Physics Classroom. (2017). Direction of Acceleration and Velocity. Accessed on October 4, 2017 from:
http://www.physicsclassroom.com/mmedia/kinema/avd.cfm
8. Vuong, M. (2017). Acceleration
9. Vuong, M. (2017). Effects of Forces
10. Vuong, M. (2017). Graphing Speed
11. Vuong, M. (2017). Speed, Distance and Time
12. Vuong, M. (2017). What are Forces
Digital artefacts:
Justification

Understanding by design (UbD), alternatively refered to as backwards design, is an

essential act of the teaching career, where teachers are mindful of their students,
and design teaching and learning experience to meet specified purposes in their
lives (McTighe & Wiggins. 2012). The three stages in the process of UbD starts with
the teacher identifying desired results, followed by determining acceptable
evidence and ending with planning learning experiences and instruction. The
approach essentially allows teachers to design a unit of work from the back to the
front, and this paper will elaborate on a Stage 5 Physical World unit of work
produced by a pre-serived teacher following this design philosophy.

This first stage of UbD, the teacher considers goals, examine established content
standards and review curriculum expectations (McTighe & Wiggins. 2012). Teachers
should ask themselves what should students know, understand, and be able to
do?, what is worthy of understanding? and what enduring understandings are
desired? Henceforth, the key outcome (or essential question) of the unit of work is
how students can apply models, theories and laws to explain phenomena and
situations involving energy, force and motion. This relates to the Fourteen Big Ideas
in Science, as Harlen (2010) suggests that two of the big ideas in science is
Changing the movement of an object requires a net force to be acting on it and
Scientific explanations, theories and models are those that best fit the facts known
at a particular time. When teaching these big ideas in science, the goal is not about
reciting knowledge of a body of facts and theories but rather how students progress
towards key ideas which enable understanding of events and phenomena of
relevance to their lives (Harlen, 2010). The unit of work was designed to target the
skills that students would have developed over the course of the program, in hopes
that they will able to demonstrate and apply their knowledge and understanding in
making creative and logical choices in the future, as well as solving the personal,
social and global issues of science. When adopting the UbD strategy, the teachers
should first have an idea on what the end result would look like and how do they get
students to that endpoint through quality lessons and diverse activities and the use
of assessment.

Once teachers have identified their outcome(s), the next stage is to determine what
types of assessment are suitable for checking students understanding and
performance ((McTighe & Wiggins. 2012). Part of being a scientist is to plan and
conduct intellectual and practical investigations based around specific scientific
phenomena through observation and experiment. Students that want to contribute
ideas and find innovative solutions using science must follow a process called The
scientific method. At its core, the scientific method is a problem-solving approach
used to find answers that are logical and supported by evidence by following 6 main
steps: 1) Make an observation, 2) Ask a question, 3) Form a hypothesis, or testable
explanation, 4) Make a prediction based on the hypothesis, 5) Test the prediction,
and 6) Use the results to make new hypotheses or predictions (reference). There are
one example of formative use of assessment in the unit program that allowed for the
practice of inquiry-based learning, individual and social constructivism (Khan
Academy, 2017). In this instance, students will work in small groups to design an
experiment to test the effect of acceleration due to a change in speed and/or
direction resulting in a net force. The task requires students write up a scientific
report their investigation which follows the steps of the scientific method. Thus,
students will need to first make an observation relating to the laws of motion, and
then go on to question and predict what will happen in their experiment, plan and
choose appropriate equipment to create and conduct their experiment, and come to
a justification/conclusion and/or make any evaluation or modifications to their
hypotheses or predictions. Formative assessment is a major component in science
education and should always been built into teaching programs, as it promotes
understanding and responsibility for students learning (McTighe & Wiggins. 2012).

In the final stage, teachers plan for quality teaching instructions and diverse activities
for student learning (McTighe & Wiggins. 2012). This is evident in the program where
students apply their previous knowledge and understanding in order to carry out the
task, which is derived from lessons and activities leading up to the assessment task.
These activities include PowerPoint presentations, informal Kahoot quizzes, concept
development mapping activities such as using mind maps, flow charts and Venn
diagrams, and numeracy exercises (Victoria State Government, 2017).
Differentiation is crucial factor to consider, especially when teachers are planning
teaching and learning experiences for student-centred activities. (Eick, C., Meadows,
L., & Balkom, R. 2005; Pedaste, M., et al., 2014). The unit program caters to both
Gifted and Talented students as well as students in the zone of proximal
development, and scaffolding can be seen in the form of providing additional, more
advanced tasks, offering guidance and active supervision, and using effective
questioning. The strategies for teaching and learning aim to challenge and engage
students interest and participation in science. For that reason, these aforementioned
activities were chosen for this unit of work so that students develop a positive self-
concept as learners and gain confidence and enjoyment from their learning, so that
they are become logical and innovative thinkers of future society.

In conclusion, UbD can be a useful pedagogical approach when it comes to planning

and designing a unit of work. With this notion in mind, a teacher establishes content
is worthy and needful of understanding according to the syllabus, determines
evidence to assess student understanding, and provides learning experiences could
promote this understanding in students (McTighe & Wiggins. 2012). The unit of work
provides evidences of how the teacher elaborately designed and planned their
strategies for each of the three stages in the UbD process. UbD is just one of the
many pedagogical frameworks that teachers can implement when designing their
program for any kind of curriculum unit.
References:

1. Eick, C., Meadows, L., & Balkom, R. (2005). Breaking into Inquiry. Retrieved
from: https://vuws.westernsydney.edu.au/bbcswebdav/pid-3006931-dt-
content-rid-
24168290_1/courses/102087_102088_102089_2017_2h/Breaking-into-
Inquiry-_-Eick.pdf?target=blank
2. Harlen, W. (2010). Principles and big ideas of science education. Retrieved
from: https://vuws.westernsydney.edu.au/bbcswebdav/pid-3006934-dt-
content-rid-
24168291_1/courses/102087_102088_102089_2017_2h/principles-and-big-
ideas-of-science-education.pdf?target=blank
3. Khan Academy. (2017). The Scientific Method. Retrieved from:
https://www.khanacademy.org/science/biology/intro-to-biology/science-of-
biology/a/the-science-of-biology
4. McTighe, J. & Wiggins, G. (2012). Understanding by Design Framework.
Retrieved from:
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.
pdf
5. Pedaste, M., Meots, M., Siiman, L.A ., de Jong, T., van Riesen S.A.N.,
Kamp, E.T., Manoli, C.C., Zacharia Z.C., & Tsourlidak, E. (2014). Phases of
inquiry-based learning: Definitions and the inquiry cycle. Retrieved from:
https://vuws.westernsydney.edu.au/bbcswebdav/pid-3006930-dt-content-rid-
24168289_1/courses/102087_102088_102089_2017_2h/Phases%20of%20in
quiry.pdf?target=blank
6. Victoria State Government | Education and Training. (2017). Concept
Development Maps. Retrieved from:
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/
science/continuum/Pages/conceptmaps.aspx#3