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Female student
Earth science
Learning area:ScienceLevel: Years 5 and 6

Description

Nature of the assessment task

Students imagine themselves to be building consultants who operate from an online business. They use information that they have collected from their investigation into the properties of rock materials to prepare advice in response to questions their clients submit by email.

Students demonstrate their understanding of the relationship between physical and chemical properties of rock types and the use of rocks in building and construction.

The success criteria for the completed assessment task are:

  • an ability to distinguish between properties of rock materials and between physical and chemical change
  • an ability to apply their science understandings by making a connection between properties of materials and their uses
  • an ability to communicate their understandings effectively.

State and Territory Curriculum Connections

Australian Capital Territory

Activities leading up to the assessment task involve the students in aspects of Essential Learning Achievement 19.

The actual assessment task focuses on the Later childhood and Early adolescence bands ELA10 (Science): 19.LC.6, 19.LC.18, 19.EA.7 and 19.EA.16.

In addition the task may involve aspects of ELA1 (Interdisciplinary) and ELA10 (English).

New South Wales

Activities leading up to the assessment task involve the students in aspects of Built Environments, and Investigating.

The actual task focuses on Stage 3 Science and technology: Built Environments BES3.1, Earth and its Surroundings ESS3.6; and Stage 3 English: Writing WS3.9, 3.10, 3.11 and 3.12.

Northern Territory

Activities leading up to the assessment task involve learners in elements of the Working scientifically; and Concepts and contexts.

The actual task focuses on Band 3 Science: Concepts and contexts 3.1 and Working scientifically 3.2.

In addition, the task reflects aspects of the EsseNTial Learning Creative Learner 2 and Cross Curricula Perspectives Literacy, Numeracy, Environmental Perspectives and Vocational Learning.

Queensland

Activities leading up to the assessment task involve the students in aspects of Ways of working; Knowledge and understanding (Earth and beyond).

The actual task focuses on Science Essential Learnings by the end of year 5: Knowledge and understanding (Earth and beyond; natural and processed materials) and English Essential Learnings by the end of year 5: Knowledge and understanding (Writing and designing).

South Australia

Activities leading up to the assessment task involve the students in aspects of Earth and space; and Working scientifically.

The actual task focuses on Standard 3 Science: Matter 3.7; and aspects of Working scientifically and Standard 3 English: Texts and contexts 3.4; Language 3.8; Strategies 3.12.

In addition, the task and activities reflect the Essential Learnings of futures, identity, interdependence, thinking, communication.

Tasmania

Activities leading up to the assessment task involve the students in aspects of Scientific inquiry; and Science as a body of knowledge – matter.

The actual assessment task focuses on Standard 3 Science: Scientific communication; Science as a body of knowledge – matter; and Standard 3 English: Writing and representing.

Victoria

Activities leading up to the assessment task involve the students in aspects of Science: Science knowledge and understanding, and Science at work; Communication: Listening, viewing and responding; Interpersonal Development: Working in teams.

The actual task focuses on the standards for Level 4 Science: Science knowledge and understanding, and Science at work; Level 4 English: Writing.

Use of the student rubric provides students with an opportunity to manage their own learning. (Personal Learning: Managing personal learning.)

Western Australia

Activities leading up to the assessment task involve the students in aspects of Natural and processed materials; and Communicating scientifically.

The actual task focuses on Level 4 Science: Natural and processed materials NPM4 and Communicating scientifically.

In addition, the task and activities reflect aspects of the Curriculum Council's Overarching Learning Outcomes 1, 3, 7 and 12 and aspects of English: Viewing, and Writing.