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Skill companion · Year 4 Scienceseegongsik /au

Communicating Findings: a skill companion

Reusable sheets that grow one science skill: choose an audience and share findings with science words. Print once and slot into the science topics you already teach.

AC9S4I06
write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

Start here

  1. Read the pairing map.
  2. Print scaffolds 1 and 2 when a lesson needs this skill.
  3. Cut out scaffold 3 once; reuse all year.
  4. Open the interactive unit for a worked example.
  5. Run the mini-lesson first if you want the skill on its own.
On the board
On-screen moves include: “Pick the best way to share for the audience”, “Which sentences report findings clearly?”, “A chart communicates the result”.
seegongsik.com/au/y4/inquiry/AC9S4I06
Aligned to Australian Curriculum V9 (AC9S4I06). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
Where the skill fitsPairing map

Slot the skill into your science lessons

Fold this skill into Year 4 Understanding units.

When you teachPattern or needPromptScaffold
Food Chains and Habitats (AC9S4U01)A pattern or need in this unitHow does choose help here?Scaffold 1 then 2
The Water Cycle (AC9S4U02)A pattern or need in this unitHow does choose help here?Scaffold 1 then 2
Forces, Friction and Magnets (AC9S4U03)A pattern or need in this unitHow does choose help here?Scaffold 1 then 2
Properties of Materials (AC9S4U04)A pattern or need in this unitHow does choose help here?Scaffold 1 then 2

On-screen pictures

Scaffold 1 · PlannerOne per child

Skill planner

NameClassDate

Use this whenever you practise: choose an audience and share findings with science words.

What I notice or need

My plan or question

What I will keep the same / measure / say

Teacher note: collect one strong example for the word wall.

Scaffold 2 · Record frameOne per child

Before and after

NameClassDate

Before

Draw it

After

Did it work as I thought?Yes □   Nearly □   No □
Scaffold 3 · Sort cardsReuse all year

Sort the cards

Cut out. Sort into yes / no piles and justify why.

Can we test a question about communicating findings?

Which colour is the prettiest?

Does changing one variable keep a test fair?

Is a rainbow happy?

Should we record units with every number?

Can we ignore data that surprises us?

Does a table help us see a pattern?

Is louder always more scientific?

Can two groups compare results fairly?

Answer key is on the answers sheet.

Mini-lesson · Teacher planAbout 30 minutes

Communicating Findings clinic

Teach the skill on its own before folding it into a science topic. About 30 minutes.

We are learning to

Success criteria

Lesson flow

5 minHook

Ask: “What skill are we practising today?”

10 minCard sort
Tables sort scaffold 3 cards.
10 minWrite
Scaffold 1 then scaffold 2.
5 minExit

Ask: “Finish: Today I learned to...”

On the board
Use “Pick the best way to share for the audience” as the lead picture.
seegongsik.com/au/y4/inquiry/AC9S4I06

See answers sheet for card keys.

Answers · For the teacherModel responses

Answers and look-fors

Scaffold 3 cards

CardFit?Why
Can we test a question about communicating findings?YesIf we can watch or measure, yes.
Which colour is the prettiest?NoPrettiest is an opinion.
Does changing one variable keep a test fair?YesFair tests change only one thing.
Is a rainbow happy?NoFeelings are not measurable here.
Should we record units with every number?YesUnits make records clear.
Can we ignore data that surprises us?NoSurprises need a second look.
Does a table help us see a pattern?YesTables organise counts.
Is louder always more scientific?NoEvidence matters, not volume.
Can two groups compare results fairly?YesIf methods match, yes.

Model exit: Today I learned to choose an audience and share findings with science words.

Pair with the Understanding unit you folded the skill into that week.