SCIENCE OVERVIEW, TERM ONE
UNIT TITLE
YEAR ONE:
How would you design and create a home to withstand a storm?
UNIT OUTLINE
Students are asked to answer the
unit question: How would you
design and create a home to
withstand a storm?
CONTENT DESCRIPTORS
Science Understanding
Earth and Space:
ASSESSMENT (A)
Assessment For Learning

Observational checklist (see assessment appendix).
Observable changes occur in the sky and Assessment As Learning
landscape.
 Anecdotal notes of discussions among students
This unit relates to students’
throughout unit and in the planning stages of their
everyday lives and applies their
model house creations.
new learnt knowledge in a Science as Human Endeavour
creative, real life context.
It
Assessment of Learningprovides
students
with Nature and Development of Science:
 Fair Test Check List (see assessment appendix).
opportunities to explore the way Science involves asking questions about, and
that Science is used in the real describing changes in, objects and events.
Criteria Sheet: Warning, Warning, Warning!
world. This is achieved through an
excursion to the Meteorological Science Inquiry Skills
Office and a visit from a
Questioning and Predicting:
community member in the
building industry. This is an Respond to and pose questions, and make
important
component
in predictions about familiar objects and events.
developing students’ scientific
literacy as they come to
understand and appreciate the
way which Science influences
society.
Diocese of Cairns, Catholic Education Services
LINKS TO OTHER LA’S

Technology

English- Literacy
DEVELOPING INQUIRING AND REFLECTIVE LEARNERS
Community Contributor
Effective Communicator
Designer and Creator
Leader and Collaborator
Active Investigator
Quality Producer
Diocese of Cairns, Catholic Education Services
CROSS CURRICULA PRIORITIES
Catholic Ethos
The overarching purpose of Catholic schools of the
past, as well as the future, is to bring the Good News
of Jesus to all who hear it. In the midst of a world of
educational, social and economic change the focus
on the holistic growth of the individual remains the
surest way catholic school can prepare students for
the uncertainties of the future.
Aboriginal and Torres Strait Islander
Education
Asian Education
Active engagement of inclusive curriculum practices
which reflect Aboriginal and Torres Strait Islander
perspectives, knowledge, histories, cultures and
spirituality.
A
genuine
commitment
to
Reconciliation, guided by principles of personal
dignity, social justice and equity, which reflects the
Gospel message and the mission of the Church.
This perspective requires students to develop skills,
knowledge and understandings related to Asia and
Australia’s engagement with Asia.
Social Emotional Learning
Inclusive Education
The curriculum provides opportunities to know,
understand and be able to:
1. Understand ‘Asia’
2. Develop informed attitudes and values
Defining Features, Diocese of Cairns
The curriculum provides opportunities to value and
3. Know about contemporary and traditional
The curriculum provides opportunities for young respect:
Asia
people to connect their curriculum experiences to a
1. traditional knowledge and practices
4. Connect Australia and Asia
living Christian faith.
2. culture and natural heritage
5. Communicate effectively with people of the
3. spirituality
Asian region both within and outside
and to critically examine and/or challenge:
Australia confidently
1. social constructs
2. prejudice and racism
Sustainability Education
Access to current information about environmental Social and emotional competencies are integral to It is by the quality of interactions and relationships
issues and promotion of a reflective and responsive academic and work success and are the basis of that all students learn to understand and appreciate
attitude towards stewardship of the gifts of creation. resilience, relational quality and social capital.
difference, to value diversity and learn to respond
with dignity and respect to all through mutually
The curriculum provides opportunities to reflect The curriculum provides opportunities to develop:
enriching interactions.
upon:
1. Self Awareness
1. the gift of creation
2. Social Awareness
The curriculum provides equitable access for and/or
2. an attitude of responsible stewardship
3. Responsible Decision Making
positive interactions with students from different
and to critically examine and/or challenge:
4. Self-Management
backgrounds and with diverse needs and abilities.
1. the impact of human interaction with the
5. Relationship Management
natural, built and social environment
2. current environmental issues
Diocese of Cairns, Catholic Education Services
GENERAL CAPABILITIES
Literacy
Students become literate as they develop
the skills to learn and communicate
confidently at school and to become
effective individuals, community
members, workers and citizens. These
skills include listening, reading, viewing,
writing, speaking and creating print, visual
and digital materials accurately and
purposefully within and across all learning
areas.
Students become numerate as they
develop the capacity to recognise and
understand the role of mathematics in the
world around them and the confidence,
willingness and ability to apply
mathematics to their lives in ways that are
constructive and meaningful.
Literacy involves students engaging with
the language and literacy demands of each
learning area.
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As they become literate students learn to:
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interpret, analyse, evaluate, respond to
and construct increasingly complex texts
(Comprehension and composition)
understand, use, write and produce
different types of text (Texts)
manage and produce grammatical
patterns and structures in texts
(Grammar)
make appropriate word selections and
decode and comprehend new (basic,
specialised and technical) vocabulary
(Vocabulary)
use and produce a range of visual
materials to learn and demonstrate
learning (Visual information)
As they become numerate, students
develop and use mathematical skills
related to:

Calculation and number
Patterns and relationships
Proportional reasoning
Spatial reasoning
Statistical literacy
Measurement.
Critical and Creative
Thinking
Information and
Communication Technology
Numeracy
Students develop ICT competence when
they learn to:
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Investigate with ICT: using ICT to plan and
refine information searches; to locate and
access different types of data and
information and to verify the integrity of
data when investigating questions, topics
or problems
Create with ICT: using ICT to generate
ideas, plans, processes and products to
create solutions to challenges or learning
area tasks
Communicate with ICT: using ICT to
communicate ideas and information with
others adhering to social protocols
appropriate to the communicative context
(purpose, audience and technology)
Operate ICT: applying technical knowledge
and skills to use ICT efficiently and to
manage data and information when and
as needed
Apply appropriate social and ethical
protocols and practices to operate and
manage ICT.
Students develop critical and creative
thinking as they learn to generate and
evaluate knowledge, ideas and
possibilities, and use them when seeking
new pathways or solutions. In learning to
think broadly and deeply students learn to
use reason and imagination to direct their
thinking for different purposes. In the
context of schooling, critical and creative
thinking are integral to activities that
require reason, logic, imagination and
innovation.
As they develop critical and creative
thinking students learn to:
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Diocese of Cairns, Catholic Education Services
pose insightful and purposeful questions
apply logic and strategies to uncover
meaning and make reasoned judgments
think beyond the immediate situation to
consider the ‘big picture’ before focussing
on the detail
suspend judgment about a situation to
consider alternative pathways
reflect on thinking, actions and processes
generate and develop ideas and
possibilities
analyse information logically and make
reasoned judgments
evaluate ideas and create solutions and
draw conclusions
assess the feasibility, possible risks and
benefits in the implementation of their
ideas
transfer their knowledge to new situations
Ethical Behaviour
Students develop ethical behaviour as they learn to
understand and act in accordance with ethical principles.
This includes understanding the role of ethical principles,
values and virtues in human life; acting with moral
integrity; acting with regard for others; and having a
desire and capacity to work for the common good.
As they develop ethical behaviour students learn to:
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recognise that everyday life involves consideration of
competing values, rights, interests and social norms
identify and investigate moral dimensions in issues
develop an increasingly complex understanding of ethical
concepts, the status of moral knowledge and accepted
values and ethical principles
explore questions such as:
o What is the meaning of right and wrong and can I be
sure that I am right?
o Why should I act morally?
o Is it ever morally justifiable to lie?
o What role should intuition, reason, emotion, duty or
self-interest have in ethical decision making?
Personal and Social Competence
Students develop personal and social competence as they
learn to understand and manage themselves, their
relationships, lives, work and learning more effectively.
This involves recognising and regulating their emotions,
developing concern for and understanding of others,
establishing positive relationships, making responsible
decisions, working effectively in teams and handling
challenging situations constructively.
As they develop personal and social competence students
learn to:
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recognise and understand their own emotions, values and
strengths, have a realistic assessment of their own abilities
and a well-grounded sense of self-esteem and selfconfidence (Self-awareness)
manage their emotions and behaviour, persevere in
overcoming obstacles, set personal and academic goals,
develop self-discipline , resilience, adaptability and
initiative (Self-management)
perceive and understand other people’s emotions and
viewpoints, show understanding and empathy for others,
identify the strengths of team members, define and accept
individual and group roles and responsibilities, be of service
to others (Social awareness)
form positive relationships, manage and influence the
emotions and moods of others, cooperate and
communicate effectively with others, work in teams, build
leadership skills, make decisions, resolve conflict and resist
inappropriate social pressure (Social management).
Diocese of Cairns, Catholic Education Services
Intercultural Understanding
Students develop intercultural understanding as they
learn to understand themselves in relation to others. This
involves students valuing their own cultures and beliefs
and those of others, and engaging with people of diverse
cultures in ways that recognise commonalities and
differences, create connections and cultivate respect
between people.
As they develop intercultural understanding students
learn to:
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identify increasingly sophisticated characteristics of their
own cultures and the cultures of others
recognise that their own and others’ behaviours, attitudes
and values are influenced by their languages and cultures
consider what it might be like to ‘walk in another’s shoes’
compare the experiences of others with their own, looking
for commonalities and differences between their lives and
seeking to understand these
reflect on how intercultural encounters have affected their
thoughts, feelings and actions
accept that there are different ways of seeing the world
and live with that diversity
stand between cultures to facilitate understanding
take responsibility for developing and improving
relationships between people from different cultures in
Australia and in the wider world
contribute to and benefit from reconciliation between
Indigenous and non-Indigenous Australians.
WEEKLY PLANNER
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
9
10
CROSS CURRICULAR PRIORITIES
CE SEL IE
Engage 
Explore 
Explain 
ENGAGE
Elaborate 
Evaluate
RESOURCES
Student Resources:
Newspaper Articles
Lesson 1:
Photos
Brainstorm what students know about the weather and seasons using a KWL chart or Y chart. Begin a pictures
graffiti wall by recording the students’ responses.
Teacher Resources:
- Paper for KWL/Y Chart
Lesson 2:
- Pens
Elicit questions about what we need to learn about weather e.g. What makes a storm? Why does it rain
- Pictures/photos of weather
so much? Why doesn’t it snow here?
- Newspaper
- Learning Space – Graffiti Wall
Students are asked to bring in pictures, newspaper articles, photos etc of weather and seasons. These are
to be added to the graffiti wall.
Factual texts: Stormy weather
Pike, Katy (Go facts readers level 3 series,
Lesson 3:
Blake Publishing, 2004, 12pp.)
Draw/paint and label pictures of the sky at night and during the day. Use topic sight words e.g sky, moon, ISBN: 1865093017 available as a big book
stars, rain, sun, cloud, day and night. Also add these words to the graffiti wall.
– ISBN: 1865093033
Diocese of Cairns, Catholic Education Services
DIFFERENTIATION
ASSESSMENT OPPORTUNITIES
Assessment For Learning
Observational checklist
SCIENTIFIC LANGUAGE
sky, moon, stars, rain, sun, cloud, day and night, graffiti, weather, seasons, storm, snow, record.
REFLECTION
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
9
10
CROSS CURRICULAR PRIORITIES
CE SEL IE
Engage 
Explore 
Explain 
EXPLORE
Elaborate 
Evaluate
RESOURCES
This unit requires a student to be a ‘Weather Watcher.’ This requires the student or pairs to go and Student Resources:
photograph the sky and landscape (ongoing/daily experience).
Teacher Resources:
Lesson 4:
- Camera
Begin a weather table as a whole class activity. Headings for table may include- What the sky looks like.
- Weather table
How is the land affected by the wind and rain? Weather forecast and Science Words (see unit resources).
- Paper for concept map
Diocese of Cairns, Catholic Education Services
This weather table is added to the graffiti wall.
-
Pens
Computer
pictures)
printer
(to
print
Lesson 5:
In pairs or as rotational activities, students play the interactive weather games on Scootle to consolidate
Narrative texts: Seasons
their learning e.g. Weather- Early Learning.
Burningham, John (Red Fox, 1993, 40pp)
ISBN: 0099899701
Lesson 6:
Students take an excursion to the Meteorological Office (Cairns Airport- General Aviation). Meteorologist An account of the changes in landscape
and weather that occur through the
speaks to students specifically about wind and rain experienced in the local Cairns area.
seasons. Each of the seasons is
introduced with the same scene from a
Lesson 7:
different stage of the yearly cycle of
Introduce unit question: How would you design and create a home to withstand a storm?
Students create a concept map about their knowledge of storms. Students then brainstorm questions to nature.
further their knowledge about storms. Questions may include: What can we build a house out of? What
does a house look like? What materials are weather proof? How strong are winds during a storm? What
DIFFERENTIATION
does the sky look like when there is a storm? How much rain falls during a storm? Where does the water
go after a storm?
ASSESSMENT OPPORTUNITIES
SCIENTIFIC LANGUAGE
Weather, day, night, photograph, table, heading, watcher, ongoing, daily, experience, sky, land, observation, affected, wind, rain, forecast,
interactive, meteorological, meteorologist, cairns, floods, cyclones, dry season, wet season, rainfall, withstand, home, storm, concept map,
knowledge, brainstorm, materials, weather proof, strong winds, water cycle, moon, stars, rain, sun, cloud, graffiti, seasons, snow, record.
REFLECTION
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
9
10
CROSS CURRICULAR PRIORITIES
CE SEL IE
Engage 
Explore 
Explain 
EXPLAIN
Lesson 8:
Fair Tests
Discuss- What is a fair test? What are the variables of our test?
All fair tests will require the following materials:
- coat hangers
- paddle pop sticks (wooden home)
- small brick or stone
- cardboard (fibro home)
- aluminium foil (tin home)
- cloth (tent)
- Hairdryer
- Leaf blower
- String
- Water
- Watering can
- Spray bottle
- Bucket
Diocese of Cairns, Catholic Education Services
Elaborate 
Evaluate
RESOURCES
Student Resources:
Teacher Resources:
Fair Test
- coat hangers
- paddle pop sticks
- small brick or stone
- cardboard
- aluminium foil
- cloth
- Hairdryer
- Leaf blower
- String
- Water
- Watering can
- Spray bottle
- Bucket
- Observation table
resources)
(see
unit
DIFFERENTIATION
Fair Test- Wind
In groups attach materials to a coat hanger with string. Hang coat hanger outside. Record observationsWhich material moved in the wind?
ASSESSMENT OPPORTUNITIES
Repeat process with hair dryer and leaf blower. Record observations discussing which material would be
best to build a house with withstand gale force winds (see unit resources).
Fair Test- Rain
In groups and using the same materials on the coat hanger, test the effect of rain (see unit resources).
Assessment of Learning:
Fair Test Check List
Fair Test- Wind and Rain
Using the same materials on the coat hanger, test wind and rain combining the wind (hair dryer and leaf
blower) and rain (bucket, watering can and spray bottle) tools. Record observations and discuss findings
(see unit resources).
SCIENTIFIC LANGUAGE
strong wind, heavy rain, fair test, variable, material, record, observations, movement, explain, weather, day, night, photograph, table, heading,
watcher, ongoing, daily, experience, sky, land, affected, wind, rain, forecast, interactive, meteorological, meteorologist, cairns, floods, cyclones, dry
season, wet season, rainfall, withstand, home, storm, concept map, knowledge, brainstorm, materials, weather proof, strong winds, watercycle, hair
dryer, leaf blower, bucket, watering can, spray bottle.
REFLECTION
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
9
10
CROSS CURRICULAR PRIORITIES
CE SEL IE
Engage 
Explore 
Explain 
ELABORATE
Elaborate 
Evaluate
RESOURCES
Student Resources:
Teacher Resources:
- Glue
- Sticky tape
- Paint
- Scissors
- Shoe boxes
Lesson 9:
- Card
A local builder visits the class to speak about building a house to withstand gale force wind and rain.
- Card rolls
- Paper
Use the information gained from the fair tests to design and create a house that withstands strong gale
- Tissue paper
force wind and rain.
- Foil
- Paddle pop sticks
- Fabric
Diocese of Cairns, Catholic Education Services
DIFFERENTIATION
ASSESSMENT OPPORTUNITIES
Assessment As Learning
Anecdotal notes
SCIENTIFIC LANGUAGE
Builder, gale force winds, rain, information, fair tests, design, create, withstand, strong wind, heavy rain, , variable, material, record, observations,
movement, weather, day, night, photograph, table, heading, watcher, ongoing, daily, experience, sky, land, affected, wind, rain, forecast, interactive,
meteorological, meteorologist, cairns, floods, cyclones, dry season, wet season, rainfall, withstand, home, storm, concept map, knowledge,
brainstorm, materials, weather proof, strong winds, watercycle, hair dryer, leaf blower, bucket, watering can, spray bottle.
REFLECTION
Diocese of Cairns, Catholic Education Services
WEEK
1
2
3
4
5
6
GENERAL CAPABILITIES
7
8
9
10
CROSS CURRICULAR PRIORITIES
CE SEL IE
Engage 
Explore 
Explain 
EVALUATE
Elaborate 
Evaluate
RESOURCES
Student Resources:
Criteria Sheet
Teacher Resources:
- Design for model house.
- Model house for oral presentation
- Criteria Sheet
- Observational Check List to be
Lesson 10:
used throughout the unit as
Students orally present their design and model of house to a known audience. Students reflect on the
ongoing assessment
effectiveness of their design.
DIFFERENTIATION
ASSESSMENT OPPORTUNITIES
Assessment of Learning
Criteria Sheet: Warning, Warning, Warning!
Diocese of Cairns, Catholic Education Services
SCIENTIFIC LANGUAGE
Orally, present, design, model, known, audience, reflect, effectiveness, Builder, gale force winds, rain, information, fair tests, create, withstand,
strong wind, heavy rain, , variable, material, record, observations, movement, weather, day, night, photograph, table, heading, watcher, ongoing,
daily, experience, sky, land, affected, wind, rain, forecast, interactive, meteorological, meteorologist, cairns, floods, cyclones, dry season, wet season,
rainfall, withstand, home, storm, concept map, knowledge, brainstorm, materials, weather proof, strong winds, watercycle, hair dryer, leaf blower,
bucket, watering can, spray bottle.
REFLECTION
Diocese of Cairns, Catholic Education Services
Resources for Unit
What I
Know
What I
Want to Learn
Diocese of Cairns, Catholic Education Services
What I Have
Learnt
What does weather
What does weather
Look like
Sound like
What does weather
Diocese of Cairns, Catholic Education Services
Feel like
Weekly Weather Watcher Table
Date Range
What the sky looks
like?
How is the land
affected by the wind
and rain?
Weather forecast
Diocese of Cairns, Catholic Education Services
Science Words
Wind Test
Test Material
paddle pop
sticks
small brick or
stone
Wind (Natural)
Hair dryer
Rain Test
Leaf Blower
Watering Can
Bucket
Spray Bottle
cardboard
aluminium foil
cloth
Test Material
Element
Wind and Rain Test
Wind
Rain
Wind (Natural)
Watering Can
Bucket
Hair dryer
Spray Bottle
Watering Can
Bucket
paddle pop
sticks
small brick or
stone
cardboard
aluminium
foil
cloth
Diocese of Cairns, Catholic Education Services
Leaf Blower
Spray Bottle
Watering Can
Bucket
Spray
Bottle
Assessment Tools
Observational Checklist
Student Name:
Student contributed to KWL Chart
Student contributed to Concept Map
Student can describe features of Student can explain how land is Student can generate questions
the sky using correct terminology.
affected by wind and rain.
about weather and relate these
questions to real life.
Diocese of Cairns, Catholic Education Services
General Notes
Fair Testing Checklist
Student understands
that variables need to
be constant in a fair
test.
Wind Test
Least
Effective
Material
Most
Effective
Material
Rain Test
Least Effective
Material
Most Effective
Material
Wind and Rain Test
Least Effective
Material
Student name
Student name
Student name
Student name
Student name
Student name
Diocese of Cairns, Catholic Education Services
Most Effective
Material
Student
can
identify
appropriate materials to
use when designing and
creating their house.
Glossary
KWL Chart
A table that shows what students already know; want to learn and have learnt about a specific topic.
Y Chart
A chart that shows what students think a specific topic looks like; sounds like and feels like.
Graffiti Wall
Strong Wind
Heavy Rain
Fair Test
A wall dedicated to the developing knowledge of the students. Student knowledge, questions, sight words, etc are put on a wall
which displays their knowledge as the unit develops.
Large branches in motion; whistling heard in telephone wires; umbrellas hard to use.
(The leaf blower test should be used to demonstrate this)
Lots of rain that may eventuate into minor or major flooding.
(The bucket should be used to demonstrate this)
A test carried out under fair conditions. Variables must be limited and constants must remain the same (as much as possible).
Diocese of Cairns, Catholic Education Services