Year 5 Science – Sequence of Lessons

Unit Name: Now You See It

Overview of Unit:
In this unit, students will investigate the properties of light and the formation of shadows. They will investigate reflection angles, how
refraction affects our perceptions of an object's location, how filters absorb light and affect how we perceive the colour of objects, and the
relationship between light source distance and shadow height. They will plan investigations including posing questions, making predictions,
and following and developing methods. They will analyse and represent data and communicate findings using a range of text types, including
reports and labelled and ray diagrams. They will explore the role of light in everyday objects and devices and consider how improved
technology has changed devices and affected peoples' lives.
Prior Knowledge: Achievement Standard (Australian Curriculum)
 Shadows By the end of Year 5, students classify substances according to their observable properties and
 Reflection behaviours. They explain everyday phenomena associated with the transfer of light. They describe the
 Colour of Objects key features of our solar system. They analyse how the form of living things enables them to function in
 Object Materials their environments. Students discuss how scientific developments have affected people’s lives, help us
(Transparent, Translucent solve problems and how science knowledge develops from many people’s contributions.
and Opaque) and how these
affects light transfer.
Students follow instructions to pose questions for investigation and predict the effect of changing
variables when planning an investigation. They use equipment in ways that are safe and improve the
accuracy of their observations. Students construct tables and graphs to organise data and identify
patterns in the data. They compare patterns in their data with predictions when suggesting explanations.
They describe ways to improve the fairness of their investigations, and communicate their ideas and
findings using multimodal texts.
Lesson 1: Reflection and Refraction Lesson Overview Assessment Differentiation
 Prior knowledge – what  Formative assessment –  Explicit instruction and
do students already know Light bulb template. scaffold (students to work
about light? (Use light  Observation sheets. either independently or
bulb template). watch me demonstrate at
 Swap with partners and the front).
share knowledge.  Working with students 1
 Whole class activity – on 1.

Lesson 2: Refraction and Fair
Investigation
reflection. Scaffold and
explicit instruction.
 Half class activities –
refraction. Two activities
to complete on refraction
and created observation
template for students to
use.
 Class discussion – what
did you see? Why does it
look different with water?
Lesson Overview Assessment Differentiation
 Whole class discussion:  Observation of student  Working in pairs.
What did we learn about responses to class  Verbally communicating
last lesson? discussion. discovered results (instead
 Discuss in partners previous  Observation sheet of writing).
lesson (students away last template.  Drawing observations –
lesson). extend to label as well.
 YouTube video – explaining
one investigation students
completed prior lesson.
 Refraction investigation –
created observation
template for students to
use.
 Class discussion – can you
explain the process
happening in the
investigation?
 Teacher led discussion – Fair
Testing (use PowerPoint for
visual).

Lesson 3: Assessment (Part 1)
Lesson 4: Assessment (Part 1)
Lesson 5: Assessment (Part 2)
 Eliciting student
understanding on fair
testing.
 Class discussion: What we
just investigated for
refraction – was this a fair
test? Why/why not?
Lesson Overview Assessment Differentiation
 Discuss and show GTMJ  Participation and responses  Scaffold.
criteria for fair test in booklet.  Organised partners based
experiment. on mixed abilities to
 Explain booklet given to complete assessment.
students – encourage to
read through pages and
familiarise themselves with
what areas are needed.
 Scaffold how to write a
question for experiment.
 Students to complete (with
guidance) to complete front
page of booklet (fair test
criteria).
Lesson Overview Assessment Differentiation
 Students to complete  Science experiment booklet.  Scaffold.
booklet and start  Organised partners based
experimenting (measuring on mixed abilities to
shadows using a torch, glue complete assessment (same
stick, ruler and measuring from prior lesson).
screen).
 Students to complete the
rest of the booklet
assessment.
Lesson Overview Assessment Differentiation

Lesson 6: Assessment (Part 2)
Lesson 7: Presentation
 Explain second part of
assessment (multimodal
texts, presentation to Buddy
class and shadow puppet
making).
 Discuss and show GTMJ
criteria.
 Work through created
PowerPoint (print a
handout for students to
refer to when completing
their presentation).
 Students work in same pairs
to collaborate on how they
will present.
 Students to start their
second part of the
assessment.
Lesson Overview:
 Students to continue to
complete their
presentation.
 Groups that finished to start
making shadow puppets.
Lesson Overview
 Students practice their
presentations.
 Students present to Buddy
class.
 Created multimodal texts.
Assessment:
 Observation of multimodal
presentations.
 Observation of shadow
puppets.
Assessment
 Presentations (marking
GTMJ while presenting).
 Give students questions
(from PowerPoint) that they
must answer in
presentation, which aligns
to GTMJ requirements.
 Give students options on
how they can present their
assessment (speech, poster,
booklet, PowerPoint etc).
Differentiation
 Give students questions
(from PowerPoint) that they
must answer in
presentation, which aligns
to GTMJ requirements.
 Give students options on
how they can present their
assessment (speech, poster,
booklet, PowerPoint etc).
Differentiation
 Give students questions
(from PowerPoint) that they
must answer in
presentation, which aligns
 to GTMJ requirements.
 Give students options on
how they can present their
assessment (speech, poster,
booklet, PowerPoint etc).
 Ask questions after
presentation to give
students opportunity to
explain in more detail –
aligning to GTMJ criteria.