The Change Detectives (Primary Connections, 2012) unit was selected as the learning outcomes were closely aligned with the topic of Part A of the assignment and the learning outcomes of the Australian Curriculum. The unit is also integrated with important science pedagogies, such as the 5E format, inquiry-based learning, collaborative teamwork, and a constructivist approach (Skamp & Preston, 2015). Additionally, it introduces physical changes before chemical changes which research suggests is beneficial to students when introducing the concept of particulate matter (Skamp & Preston, 2015). Furthermore, assessment tasks are integrated into 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 monitor where students are in their learning, what they need to learn next, and what strategies to teach in the future (Hodgson, 2010). Formative assessment takes place over a period of time and occurs while students are learning (Raban, 2010). There are many types of formative assessment that can be used, questions, observation, checklists, brainstorming, and card sorting (DET, n.d.). Questioning and observation were formative assessment strategies used during exploration and explanation lessons. Asking questions is an important strategy for stimulating students' understanding of a topic, it is also a valuable tool that can be used to provide guidance, feedback and, if higher order questions are used, to engage and motivate students (Overall & Sangster, 2006). It enables the teacher to provide timely, individual, and effective feedback that will lead to improved learning and performance (DET, n.d.). Observation is an important assessment strategy as it allows teachers to evaluate a wide range of evidence (Maxwell, 2001). Observation also has the advantage of being able to evaluate students while they are naturally engaged in learning, it is not external or separate from the learning (Maxwell Furthermore, a summative evaluation will help to clarify the effectiveness of the program in terms of whether it has had success for all students or only for some groups of students (Raban, 2010 were used for summative assessment to assess whether students had achieved the learning outcomes of the unit because they allow the learning outcomes to be assessed independently). easier to identify which learning outcomes have been achieved and which have not (Bookhart, 2013) Using a grading rubric ensures that all students are assessed against the same criteria (DET,