The Change Detectives unit (Primary Connections, 2012) was selected because the learning outcomes were closely aligned with the topic of Part A of the assignment and the learning outcomes of the Australian program. The unit is also integrated with important science pedagogy, such as the 5E format, inquiry-based learning, collaborative teamwork, and a constructivist approach (Skamp and Preston, 2015). Additionally, it introduces physical changes before chemical changes, which research shows benefits students when introducing the concept of particles (Skamp and Preston, 2015). Additionally, assessment tasks are embedded within the unit and form an essential part of the teaching and learning process, which is an important feature. The purpose of formative assessment is to track where students are in their learning, what they need to learn next, and what teaching strategies in the future (Hodgson, 2010). Formative assessment takes place over a period of time and takes place while students are learning (Raban, 2010). There are many types of formative assessment that can be used: questioning, observation, checklists, brainstorming, and card sorting (DET, n.d.). Questioning and observation were formative assessment strategies used throughout the exploration and explanation lessons. Questioning is an important strategy for getting students to understand a topic, it is also a valuable tool that can be used to provide guidance, feedback and, if higher order questions are used, engage and motivate students (Overall & Sangster, 2006). This allows the teacher to provide timely, individual and effective feedback, which will lead to improved learning and performance (DET, nd). Observation is an important assessment strategy because it allows teachers to evaluate a wide range of evidence (Maxwell, 2001). Observation also has the advantage of being able to assess students while they are naturally engaged in learning, it is not external or separate from the learning (Maxwell, Additionally, summative assessment will help clarify the he effectiveness of the program in terms of whether learning was successful for all students or only for certain cohorts of students (Raban, 2010). Analytical rubrics were used for summative assessment to determine whether students had achieved it. unit learning outcomes, as they allow learning outcomes to be assessed independently. It is easier to identify which learning outcomes have been achieved and which have not. (Bookhart, 2013) Using an assessment rubric ensures that all students are assessed according to the same criteria (DET).).,