Science Unit Plan

NAME:

Alyssum Williams
110146023

TIME:

5x
45
minut
e
lesso
ns

FOCUS:

Materials and
their properties

CLASS/YEAR:

Foundation

Links to Curriculum
Areas:

Science, English, Mathematics

DATE:

Term 2

Overview statement for the unit

This unit focuses on the curriculum outcome that states objects are made of materials that have observable properties
(Australian Curriculum, Reporting and Assessment Authority (ACARA) 2016c). The objects we use are made from materials,
materials are made of substances and a substance contains one or more elements (Skamp & Preston 2015). Materials can be
natural (wool, cotton, leather, wood, stone, ceramics, most metals) or manmade (plastics, glass, other metals) (Rees 2000).
The distinctive attributes of materials are called properties (Queensland School Curriculum Council 2000). Examples of
properties include (Queensland School Curriculum Council 2000):
o Absorbency will it soak up liquids or gasses?
o Density is it heavy or light?
o Flexibility can it be bent, twisted, stretched or rolled?
o Solubility will it dissolve?
o Strength can it resist force without changing form?
o Texture is it rough, smooth, sticky or grainy?
o Transparency can you see through it?
Students will first classify what the different types of materials are and the every day objects that are made from these
materials, before moving on to more explicitly learning about the properties of these materials. Students will construct
meaning for themselves through hands-on activities that connect the concepts to their experiences with objects, materials and
properties. The unit investigation gets students to solve a practical problem to do with providing a workable roof for the three
little pigs.
Class context
The class this unit is a Foundation class in a category 2 school. All 19 students are in their first year of school. Students have
limited abilities in reading and writing, and there are a few students who speak English as a second language. Lessons are
primarily hands-on and provide students opportunities to express their understanding through pictures, text or verbally.

Students have already completed a unit on magnets and have had some experience exploring materials in terms of sinking
and floating.
Generalised results from the prior knowledge activity:
o Students had a basic concept of what a material was
o Students could think about how materials are used (to fix things, make toys and clothes)
o Students were able to sort objects into four categories (wood, plastic, metal, fabric)
o Students discussed that sometimes an object can be made up of more than one material and changed the groups to fit
General outcomes
Learning outcomes:
Students will:
o Understand that everyday objects are made from materials that have observable properties (SU1, SU11, SHE13, SIS21)
o Reflect on how and why different materials are used to make objects (SU12, SHE11, SIS11)
o Observe, ask questions and describe changes when conducting experiments and investigations into materials (SHE1,
SIS1, SIS2, SIS41)
o Use learning area vocabulary to express their understandings and communicate their findings (SHE12, SIS3, SIS31,
SIS32, SIS4, SIS42)
Disposition outcomes:
o Students will develop their understanding of the world around them by understanding what makes the objects they use
every day.
Content Descriptions
General capabilities
Cross-Curricular Priorities
SU1, SU11, SU12, SHE1, SHE11, SHE12,
L1, L2, L3, N1, N2, CC1, PS1
Sustainability conservation of materials
SHE13, SIS1, SIS11, SIS2, SIS21, SIS3,
(appendix 1.2)
SIS31, SIS32, SIS4, SIS41, SIS42, E1, E2,
E3, E4, E5, M1, M2, M3 (appendix 1.1)
Thinking and Working Scientifically
Early Years Learning Framework Connections
Observing, classifying, communicating, predicting,
EY1, EY2, EY4, EY5 (appendix 1.3)
experimenting, constructing models, inferring, analysing,
questioning, evaluating (Skamp & Preston 2015)
Alternate conceptions
Material means fabric (Guest 2003) make clear in the engage stage by showing a range of materials
Classifying based on uses rather than properties (Guest 2003) provide lots of engaging & exploratory activities that
show different ways of classifying objects/materials/properties
Certain materials are used just because they are good (Guest 2003) explain the properties of materials that make

them useful in certain circumstances

Certain materials are only used for one purpose (Queensland School Curriculum Council 2000) provide examples of
materials used in multiple ways (e.g. wood in a table, pencil, shelf, toy)
Might not understand the distinction between an objects properties and a materials properties (Guest 2003) make
clear in the engage stage
Evaluation of the outcomes
Assessment Methods:
Formative observational notes: all stages
Summative investigation: elaborate & evaluate stages (appendix 5.1)
Summative unit checklist: combines both above assessment pieces (appendix 5.2)
Resources
Teacher resources:
Australian Academy of Science 2012, Teaching primary science, Australian Academy of Science, viewed 7 May 2016,
<https://primaryconnections.org.au/about/history/research-and-evaluation/teaching-primaryscience.pdf&sa=U&ved=0ahUKEwj28p7Ih8fMAhUBn5QKHfSjBu0QFggOMAU&client=internal-udscse&usg=AFQjCNH6bmAcYH3nmo9uCkFElWCSWdeJHA>.
Bell, B 1993, Childrens science, constructivism and learning in science, Deakin University, Geelong, Victoria.
Faire, J & Cosgrove, M 1988, Teaching primary science, Waikato Education Centre, Hamilton, New Zealand.
Guest, G 2003, Alternative frameworks and misconceptions in primary science, University of the West of England, viewed 11
April 2016, <http://www.ase.org.uk/documents/p4160bmisconceptionsprimaryscience/p4.1-6.0b-misconceptions-primaryscience.doc>.
PrimaryConnections 2012, Whats it made of?, Australian Academy of Science, Canberra.
Queensland School Curriculum Council 2000, Why materials are used for particular purposes, The State of Queensland, viewed
7 May 2016, <https://www.qcaa.qld.edu.au/downloads/p_10/kla_sci_sbm_npm_202.pdf>.
Rees, J 2000, Thats Chemistry!, The Royal Society of Chemistry, Piccadilly, London.
Skamp, K & Preston, C 2015, Teaching primary science constructively, 5th edition, Cengage Learning, Victoria.
TES Australia Primary Team 2013, 3 little pigs materials investigation, TES Australia, viewed 5 May 2016,
<http://www.tesaustralia.com/teaching-resource/3-Little-Pigs-Materials-Investigation-6024511/>.
Vanstone, E 2015, Is wood waterproof?, Science Sparks, viewed 8 May 2016, <http://www.science-sparks.com/2015/03/22/iswood-waterproof/>.
Student resources:
Games:
Characteristics of materials
News Story
Videos:
Wouldnt it be nice?

Others:
Appendix 2.1, 3.1, 3.2, 4.1

ENGAGE
The ENGAGE stage of the 5E inquiry model aims to get students interested in the topic, spark curiousity, make connections to prior
experiences to make the learning meaningful, find out students own questions about the topic and reveal students conceptions
(Australian Academy of Science 2012). Students express their before views by stating what they know about the topic and begin to
think about questions to help them learn more (Faire & Cosgrove 1994).
Resourc Modificatio Assessme
Lesson Focus
Learning Outcomes
Activities
es
ns
nt
Prior knowledge Students will:
o Students discuss what they know about the Objects,
o Peer
Observatio
activity (already
o Draw on their
hoops,
nal notes
word materials.
support
completed)
materials
- take
prior knowledge
o In pairs, discuss and group objects into
photos
to classify
hoops based on what type of material they
and record
materials based
are.
statement
on their
s
properties, and
begin to
understand that
objects we use
everyday are
made from
materials.
Students
will:
o Write the word materials up on the
Smartboa o Students
Observatio
Lesson 1
rd
nal notes
Smartboard, ask students to state things
can
creating a word o Be introduced to
(F)
learning
area
they
know
about
the
word.
Also
ask
where
answer
wall
- what do
vocabulary and
they may have seen materials before.
with the
students
involved
in
making
o
Create
a
word
wall
(PrimaryConnections
help
of
This lesson
Materials
already
meaning of the
their
2012) by putting labels of the types of
involves
and
know?
concept
terms
by
thinking
materials and common observable
students in
propertie
- are they
classifying objects
partner.
properties onto a thick piece of cardboard.
connecting
s
labels
making
(SU11,
SHE13,
SIS21,
Under each word, attach a small zip lock
learning area
(appendi
connection
M1, L3, EY5)
bag. Lay out on the ground piles of objects
vocabulary to
x
2.1),
zip
s to prior
o
Reflect
on
their
that represent the words on the word wall,
physical objects,
lock
knowledge
current
putting out the materials first and then
which will be on
bags,
by
understandings of
property words. Go through each word with
display to
small
connecting
materials and
the students and ask them to discuss with
visually assist
objects
representa
properties by
their partner next to them which pile they
them during the
tions to
discussing previous
think belongs to the word before selecting a that
rest of the unit.
represent
words
experiences (SHE11,
student to come up and place the pile into
This lesson leads
each
accurately
SHE12, PS1, EY2)
the corresponding zip lock bag. When
straight on to
material
?
o Be actively involved
finished, put the word wall up in the
the explore

stage as
students begin
to think about
properties.

in their learning by
posing questions to
discover more about
materials (SIS1,
SIS11, CC1, EY4)
T&WS: observing,
classifying, questioning

classroom so students can refer to it to help and

their understanding of words and their
property,
spelling.
large
o With the teacher recording on the
cardboar
d, hoops
Smartboard, students think of questions
about the materials and properties
discussed that they could ask to find out
more (Bell 1993).
Also in this stage, students will go on a walk around the school to identify different materials in their environment. Students will
also group and classify toys based on the materials they are made of to make connections to their immediate world.

EXPLORE
The EXPLORE stage aims to provide hands-one experiences of the concept, inquire into students queries and investigate and
solve problems (Australian Academy of Science 2012). Students will be fully immersed in experiencing the topic for themselves
(Faire & Cosgrove 1994). Students will be focusing on classifying the types of materials and examining their observable
properties in a hands-on manner.
Lesson
Learning
Resourc Modification
Activities
Assessment
Focus
Outcomes
es
s
o Place a collection of objects made
Large
o Before
Observational
Lesson 2 Students will:
o Observe and
bag,
notes (F)
from different materials inside a bag
giving
exploring
assorted
- can they group
classify
(PrimaryConnections 2012; Rees
students
properties of
based on
properties of
2000). Students one at a time put their objects,
the post it
materials
hoops,
materials (SU1,
hands inside the bag and grab one
notes make observable
material
properties?
SU11, SHE13,
object, not taking it out. They then
sure to
The aim of
types
- can they
SIS2, SIS21,
describe what the object feels like to
clearly
this lesson is
labels
explain what
M1, M3, N1,
the rest of the class. They then guess
explain
to allow
(appendi
each property
EY2)
what the material is with the
what each
students to
x 2.1)
means?
o Understand
assistance of the rest of the class.
word is by
experience
Then the student places the object in
using the
that materials
and describe
its corresponding material hoop on the
word wall.
are used in
the physical
ground.
o Students
objects in their
properties of
Questions to help students think about
environment
can use
different
the properties of the objects:
(SU12, SHE11,
their post it
materials.
- Is it heavy or light? (density)
SIS1, SIS11,
notes to
Post
it
- Can you bend or twist it (flexibility,
EY2)
help them
notes
strength)
o Make
spell the
- Is it rough or smooth? (texture)
material
connections
o Using post it notes that have the
name.
between
names of different materials on them,
learning area
students take one and put it on an
language and
object in the classroom that is that
everyday
material and stay next to their object.
objects
Ask students to state what their object Science
through
books,
and material is and the properties of
drawing
that material that helped them work it pencils
(SIS32, SIS42,
out.
E5, L3, PS1,
o Students then draw their object in
EY5)
T&WS: observing,
their science books and write the
classifying,
name of the material next to it. They
inferring,
can also record the properties of the

analysing

material using the word wall to help

their spelling.
o Share their pictures in table groups.
Students will explore all possible materials and make connections to the objects they use everyday by looking at objects in
their environments.

EXPLAIN
The EXPLAIN stage aims to introduce tools for students to use to interpret and explain ideas, construct represent
their learning through multiple modes, compare ideas and consider current scientific views (Australian Academy of
Science 2012). Students will be thinking about why we use certain materials for certain purposes and where
different materials come from.
Learning
Resourc
Lesson Focus
Activities
Modifications
Assessment
Outcomes
es
o Students watch the
Video
o Ask students
Observational
Extra Lesson Students will:
(reklamy2
notes (F)
Cadbury commercial
to explain
would it really be o Provide and
0
2010),
- can students
share
Wouldnt it be nice
what they
nice?
Smartboa
describe why we
examples of
and discuss the pros
have drawn
rd
use certain
reasons why
and cons of using
and the pros
This lesson
properties and
materials are
chocolate for building
of properties
focuses on why
link to their
used for
houses and other
and write
we use certain
certain
objects. Record on
them down for hands-on
materials for
experiences that
purposes
Smartboard.
them if they
specific purposes
Science
demonstrated
(SU12, SIS11,
o Students draw a
struggle.
by getting
books,
what these
SIS32, SIS42,
picture of a silly chair
student to
pencils
properties were
E3, M2, L3,
that is made from
consider
by using correct
PS1 EY4)
something that wont
alternatives.
terminology to
T&WS:
serve the purpose of
express their
predicting,
a chair and why.
ideas?
analysing,
o Then students draw a
questioning,
picture of a chair
communicating
made out of
wood/metal/plastic
and what properties
of those materials
make the chair serve
its purpose.
o Students share their
pictures with table
group.
Students
will:
o
Students
play the
Game
o Students may
Observational
Lesson 3
o Interpret and
(Educatio
game News Story
use cut outs of notes (F)
where does it
n
- are students
represent
together
to
find
out
the game to
come from?
making
information
the process of making Services
create their
Australia
connections to
about
the
a
newspaper.
flow
charts
Students learn
Ltd
how this learning
production of
Questions to extend
(appendix

about the
production of
paper with a
focus on
sustainability.

paper (SIS11,
SIS3, SIS32,
SIS42, E1, E2,
L1. L3, EY4)
o Demonstrate
an
understanding
of what
sustainability
looks like in
the production
and disposal
of paper
(Sustainability
, SU12, CC1,
EY2)
T&WS: inferring,
analysing,
communicating

learning:
2016),
- Where does the
Smartboa o
paper come from to
rd
make newspapers?
- Is wood a natural or
man made material?
- Why do we need to
recycle?
- What will happen if
we keep cutting down
trees?
o Students create flow
charts by drawing the Science
books,
process from cutting
pencils
down the tree to
recycling the
newspaper. Model the
beginning steps on
the Smartboard.
o Finish the flow chart
on the Smartboard
together as a class
and revisit what
happens at each step
Students will continue to look at where different materials come from (natural or
videos, reading big books and making more flow charts.

3.1).
Students who
finish early
can draw a
picture for a
news article
about
sustainability
(appendix
3.2).

effects their
every day lives
and the objects
they use?
- can students
explain the
production
process either
through pictures
or verbally? Can
they do both?

manmade) through watching

ELABORATE
The ELABORATE stage aims to see students using and applying concepts contextually to test them for themselves and
reconstruct and extend explanations in different modes (Australian Academy of Science 2012). Students will be inestigating
open-ended questions to apply their learning to (Faire & Cosgrove 1994).
Learning
Resource
Lesson Focus
Activities
Modifications
Assessment
Outcomes
s
Students will:
o Read the students The Three
Three
o Students need to Investigation
Lesson 4 - the
o
Conduct
an
Little
Pigs
(S)
Little Pigs
be paired to
three little pigs
book
experiment that
Examples of discussion
support students - based on
need a roof!
examines what
questions:
who have a lower discussions
with
happens when
- What is this material made
level of reading
This lesson
students,
different
from?
to help them
introduces the
grids,
materials get wet
- Do you think this material
when using the
unit
pictures,
(SU12, SHE1,
will be strong enough?
grids.
investigation
SIS1, SIS11, SIS2,
Why/why not?
o Confident writers models
which is to
SIS21, L1, N2,
o Introduce the investigation
can write the
examine
EY4)
(based on TES Australia
changes they
waterproof or
o Apply their
Primary Team 2013):
observed, and
water resistant
previous learning
We know that bricks are a
students who are
properties in
by making
good material for the walls of
less confident will
different
predictions and
the house now that the wolf
be asked
materials.
understanding
has been defeated, but what
questions and
the observable
about the roof? Your task is to
their answers will
properties of
investigate what materials the
be written for
materials (SU1,
pigs could use to protect them Lego
them.
houses,
M2, CC1, EY4)
against rain. Get students to
o Students who
sheets of
o Work
predict verbally.
finish early can
materials
o Investigation task
collaboratively
begin drawing
(wood,
with their peers
(Vanstone 2015): In pairs,
their house ready
metal,
and use learning
students examine what
for construction.
area vocabulary
happens to different materials fabric, tile,
plastic),
to communicate
when water is sprayed on
paper
and share ideas
them by placing the material
sheets,
(SHE12, SIS3,
on top of premade Lego
spray
SIS31, SIS4,
houses. To test wether or not
SIS41, E3, L2, L3,
the material will keep the pigs bottles
PS1, EY1, EY5)
dry, students place a piece of
T&WS: observing,
paper inside the Lego house.
predicting,
If the paper gets wet then the

experimenting,
constructing
models, inferring,
analysing,
questioning

material is not effective.

o Before sending students to do
their individual investigations,
Grids
go through what happens
when paper and wood get wet (appendix
4.1)
as a class.
o Each student records their
pairs findings using a grid
and then selects one material
to continue exploring.
o At the end of the lesson,
students will bring their
findings together in a class
discussion.
Students will continue their investigation by drawing labelled pictures of their waterproof house design and then will make
models. They will also look in to where their chosen material comes from and its properties.

EVALUATE
The aim of the EVALUATE stage is to provide students the opportunity to review and reflect on what they have learnt and
their new understanding and skills and examine their growth from the start of the topic (Australian Academy of Science
2012). Students will reflect on their learning which will reveal things that still need to be sorted out (Faire & Cosgrove 1994).
Learning
Resourc
Lesson Focus
Activities
Modifications
Assessment
Outcomes
es
o In pairs, students present
o For students
Investigation (S)
Lesson 5 what Students will:
o
Communicate
their investigation and
who have not - based on
have we learned
their
discuss why they picked their
demonstrated students sharing
to make us feel
of their models
investigation
particular material.
one of the
proud?
results by using
Questions to ask
outcomes yet,
Unit checklist (S)
learning area
(PrimaryConnections 2012):
talk with
Students will
- mark using
vocabulary
- what material did you chose?
them during
share their
investigation
effectively and
- why did you chose that
game time
investigation
using their
material?
and ask them and
results and reflect
observational
communication
- why did you use that
questions to
on what they
skills (SU1, SU11,
material and not _____?
see if they do notes
have learned.
SU12, SHE12,
- what are some of the
or do not
SIS1, SIS11, SIS2,
properties of that material?
know the
SIS3, SIS32, SIS4,
- where have you seen the
content.
SIS41, E2, E3, E4,
material used?
E5, M2, L2, L3,
- is the material man made or
CC1, PS1, EY1,
natural?
EY2, EY4, EY5)
- encourage other students to Game
(Topmark
o Reflect on what
ask questions
s Online
o Students play the game
they have
Ltd 2016)
learned through
Characteristics of materials
participating in
and test all the materials
games that
using everything they have
require them to
learned over the unit.
apply their
Students will predict what will
knowledge and
happen before they test each
skills (SU1, SU11,
material.
SU12, CC1, EY4)
o Students play What material
T&WS: classifying,
am I? one student picks a
communicating,
material and quietly tells the
predicting,
teacher, then the other
analysing,
students have to ask yes/no
evaluating,
questions to work out what

questioning,
the material is.
inferring
Students will also revisit their grouping activities and group objects based on their type of material and their properties to
consolidate knowledge.

Appendix
1. Curriculum links

1.1 Content descriptors

Itallics = strand
Underlined = sub-strand
- = elaboration

SCIENCE

(ACARA 2016c)

Science Understanding
Chemical sciences: Objects are made of materials that have
observable properties (ACSSU003)
- sorting and grouping materials on the basis of observable
properties such as colour, texture and flexibility
- thinking about how the materials used in buildings and
shelters are suited to the local environment
Science as Human Endeavour
Nature and development of science: Science involves
observing, asking questions about, and describing changes
in, objects and events (ACSHE013)
- recognising that observation is an important part of
exploring and investigating the things and places around us
- sharing observations with others and communicating their
experiences
- exploring and observing using the senses: hearing, smell,
touch, sight and taste
Science Inquiry Skills
Questioning and predicting: Pose and respond to questions
about familiar objects and events (ACSIS014)
- considering questions relating to the home and school and
objects used in everyday life
Planning and conducting: Participate in guided
investigations and make observations using the senses
(ACSIS011)
- using sight, hearing, touch, taste and smell so that
students can gather information about the world around
them
Processing and analysing data and information: Engage in
discussions about observations and represent ideas
(ACSIS233)
- taking part in informal and guided discussions relating to
students observations
- using drawings to represent observations and ideas and
discussing their representations with others
Communicating: Share observations and ideas (ACSIS012)
- working in groups to describe what students have done
and what they have found out
- communicating ideas through role play and drawing

ENGLISH

(ACARA 2016a)

CODE
SU1
SU11
SU12
CODE
SHE1
SHE11
SHE12
SHE13
CODE
SIS1
SIS11
SIS2
SIS21
SIS3
SIS31
SIS32
SIS4
SIS41
SIS42

Language
Expressing and developing ideas: Understand that texts can
take many forms, can be very short (for example an exit
sign) or quite long (for example an information book or a
film) and that stories and informative texts have different
purposes (ACELA1430)
Literacy
Interacting with others: Listen to and respond orally to texts
and to the communication of others in informal and
structured classroom situations (ACELY1646)
Interacting with others: Use interaction skills including
listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact
(ACELY1784)
Interacting with others: Deliver short oral presentations to
peers (ACELY1647)
Creating texts: Create short texts to explore, record and
report ideas and events using familiar words and beginning
writing knowledge (ACELY1651)

MATHEMATICS

CODE
E1
CODE
E2

E3
E4
E5

(ACARA 2016b)

Number and Algebra

Patterns and algebra: Sort and classify familiar objects and
explain the basis for these classifications. Copy, continue
and create patterns with objects and drawings (ACMNA005)
Measurement and Geometry
Using units of measurement: Use direct and indirect
comparisons to decide which is longer, heavier or holds
more, and explain reasoning in everyday language
(ACMMG006)
Statistics and Probability
Data representation and interpretation: Answer yes/no
questions to collect information and make simple
inferences (ACMSP011)

CODE
M1
CODE
M2
CODE
M3

1.2 General capabilities (ACARA 2016a; ACARA 2016b; ACARA

2016c)
Literacy
CODE
Comprehending texts through listening, reading and
viewing
- comprehend texts
L1
- navigate, read and view learning area texts
- listen and respond to learning area texts
Composing texts through speaking, writing and creating
- compose texts
L2
- compose spoken, written, visual and multimodal learning
area texts
- use language to interact with others

Word knowledge
- understand learning area vocabulary

L3

Numeracy
Recognising and using patterns and relationships
- recognise and use patterns and relationships
Using measurement
- estimate and measure with metric units

CODE

Critical and Creative Thinking

Inquiring identifying, exploring and organising information
and ideas
- pose questions
- identify and clarify information and ideas

CODE

Personal and Social Capability

Social management
- communicate effectively
- work collaboratively

CODE

N1
N2

CC1

PS1

1.3 Early years learning framework (Australian Government

Department of Education, Employment and Workplace Relations
2009)
Outcome 1: Children learn to interact in relation to others
CODE
with care, empathy and respect
Children learn to interact in relation to others with care,
EY1
empathy and respect
Outcome 2: Children are connected with and contribute to
CODE
their world
Children become socially responsible and show respect for
EY2
the environment
Outcome 4: Children are confident and involved learners
CODE
Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity
Children develop a range of skills and processes such as
problem solving, enquiry, experimentation, hypothesising,
researching and investigating
EY4
Children transfer and adapt what they have learned from
one context to another
Children resource their own learning through connecting
with people, place, technologies and natural and processed
materials
Outcome 5: Children are effective communicators
CODE
Children interact verbally and non-verbally with others for a
EY5
range of purposes
Children engage with a range of texts and gain meaning

from these texts

Children express ideas and make meaning using a range of
media

2 Engage
2.1 material label cards

wood
fabric
paper
transpar
ent

metal
plastic
cerami
cs
soft

smoot
hard
h
rough strong
flexible proper

ty
propertie materi
s
al
3 Explain
3.1 screenshots from Education Services Australia Ltd (2016)

3.2 newspaper headline

Stop cutting down

trees!
4 Elaborate
4.1 investigation grid (image from Velasco n.d.)

The three little pigs need a

roof!
Which materials will work?
Material
Wood

Tiles
Plastic
Metal

Fabric

Yes

No

Why?

5 Assessments
5.1 investigation
Group:

Not
evident

Needs
more
work

Compete
nt

Excelle
nt

Not
evident

Needs
more
work

Compete
nt

Excelle
nt

Describe materials in
relation to their
properties (including
absorbency, texture,
flexibility) and purposes
Explain the reasons for
their decisions
Label parts of their
models and pictures
verbally and/or through
written word using
correct terminology
Notes:

5.2 unit checklist

Name:
Understand that
everyday objects are
made from materials that
have observable
properties (SU1, SU11,
SHE13, SIS21)
Reflect on how and why
different materials are
used to make objects
(SU12, SHE11, SIS11)
Observe, ask questions
and describe changes
when conducting
experiments and
investigations into
materials (SHE1, SIS1,
SIS2, SIS41)
Use learning area
vocabulary to express

their understandings and

communicate their
findings (SHE12, SIS3,
SIS31, SIS32, SIS4, SIS42)
Notes:

References
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