All lessons › Week 5 science review · Grade 5 › Lesson 1
Australian primary science · Grade 5 · Lesson 1 of 1
Week 5 science review · Grade 5
Inquiry question: What can I explain using the science we investigated in Weeks 1–4?
Marked no materials needed
Review and individual assessment
What students learn
Recall, apply and explain the science actually taught in this class; identify useful next steps.
Success criteria
- I can answer independently.
- I can use observations to explain a scientific idea.
- I can identify an idea to revisit.
Preparation and materials
Before this lesson: Week 1 Overview (context only); Week 2 Condensation / Cold cup drips; Week 3 Yeast Balloon; Week 4 Oobleck
- Teacher screen — 1
- Individual assessment device or printed questions — 1 per student
- Science notebooks and pencils — 1 per student
Teacher setup
- Confirm that the listed lessons were taught; exclude or postpone any untaught question before assigning. Overview is not given assumed content.
- Assign ONLY this Grade 5 review to the matching class. Use one student per signed-in account/device; no pair submissions.
- For private assessments, set the class to PIN mode, provide individual secret cards or PINs, close student joining and sign everyone out to end older sessions. Name-only sign-in is unsuitable. Do not share scores on the projector.
- Check working classroom saving with fictional accounts first. Paper alternative: each student records question number and A–D answer plus their explanation; teacher keeps and marks these privately.
Safety and adaptations
- Keep your own responses private. Do not use another student’s account.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Revise the taught ideas with a partner for 10 minutes.
- Work alone for 15 minutes: choose ONE answer for each question, then write the short explanation. A blank answer is unattempted.
- Check your answers, save and hand in. Wait for confirmed hand-in.
- Complete the 15-minute challenge after assessment: Pairs play fair-test repair: name a control for the oobleck test, a possible source of inconsistent ratings and a practical improvement. Swap roles and challenge a different control; explain why repeat trials matter.
- Reflect for 10 minutes: what can you now explain, and what do you want to revisit?
Teacher modelling prompt
10 min revision: use familiar lesson objects or read the lesson titles. Partners recall one observation each. Ask for reasons, then stop discussion before the assessment. Do not project the answer key. 15 min assessment: independent answers; read wording aloud if needed without giving clues. 15 min challenge: Pairs play fair-test repair: name a control for the oobleck test, a possible source of inconsistent ratings and a practical improvement. Swap roles and challenge a different control; explain why repeat trials matter. 10 min reflection: discuss one changed idea and one area to revisit, after responses are handed in. Do not announce individual scores.
Record and explain evidence
Recording question: What can I explain about our recent science?
| Question | Choice (0–3) |
|---|---|
| ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which idea would you like to practise?
Check understanding
What should pupils know? In three tries, slow spoon movements received ratings 0, 0, 1 and quicker movements received 2, 2, 2. What conclusion is supported? Use the ratings and give one limitation.
Explain with evidence: Which idea would you revisit?
Apply the idea: What evidence helped you?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.