Science integrated program summary

Phase
Engage
Explore

Lesson
Lesson 1
Vanishing water
Lesson 2
Mysterious liquid

Overview
Capture students interest on the topic and find out their scientific and alternative conceptions about change of state between liquids and gas.
Elicit and encourage students to question about whether the water had disappeared.
Students get an opportunity to experience the disappearance of liquid and discuss what they thought was a likely cause of it.

Lesson 3
Losing it

Students plan and conduct an investigation to test out if the predicted factors influence the change of state of matter between liquid and gas.

Lesson 4
Factors that matters

Find out if wind, surface area of containers, adding of heat and colour of container affect the change of matter state from liquid to gas.

Explain

Lesson 5
What a change!
Elaborate Lesson 6
Everlasting river

Evaluate

Scientific views about change of matter state from liquid to gas are introduced. Students use this understanding to explain why water and other forms of liquid
vanished.
Students apply their understanding of change of matter state from liquids to its gaseous states to explain how it influences the water cycle.

Lesson 7
Staying alive

Students apply their understanding of change of matter state from liquids to its gaseous states to explain how plants living in extreme hot conditions have
smaller leaves.

Lesson 8
What did you understand
about change of state
between liquid and gas?

Students show their understanding of change of matter state from liquid to gas and reflect on their learning during the unit.

Lesson number: One (40 minutes)

Lesson title: Vanishing water

ENGAGE

To capture students interest and find out what they think they know about the key concepts.
To elicit students questions about the key concepts.

Assessment Diagnostic
Selected
Learning
Outcomes (AC)

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class, small

groups or individual)

Find out what students already think they know and understand. This
allows you to take account of students existing ideas when planning
future learning experiences.

Think-pair-share (Whole class)

Students discuss about what happens to the water as it boils
and make predictions about the amount of liquid left in the
beaker after a day. They make predictions on where the
water went and explain why the amount of liquid in the
beaker may increase or decrease.

Diagnostic assessment
Appendix 1)

Students will:
Science
ACSSU077
English
ACELY1702
ACELY1703
ACELA1512

1. Make predictions on what will happen to Four identical clear beakers with measures on the side
the levels of different liquid types after a Orange juice
day.
Plain water
Vinegar
Salt water
2. Discuss what happens to the water Bunsen burner
during a water boiling demonstration.
Tripod stand
Beaker of water

3. Read and discuss on a concept cartoon. Concept cartoon (Refer to Resource Appendix 1.1)
Students write their response on a post-it Post-it notes
note
4. Construct a mind map for the three Blank A3 sheet of paper
matter states: solid, liquid and gas.
Lined A4 notebook as Science Journal
5. Create a word wall for boiling.
6. Create a TWHL chart for changes of KWHL chart (Refer to Resource Appendix 1.2)
states of matter from liquid to gas

Questioning (Whole class)

Student poses questions on where the water went.
Structured discussions (Whole class)
Students use the concept cartoon to explain if water
disappears, absorbed by the pot or turned into gas when it is
boiled.
Demonstrations (Whole class)
Students are given the opportunity to view the boiling of
water demonstrations. Through this demonstration,
students may make observations and make inference on
what happened.
Concept cartoon (Whole class)
Students read the cartoon and identify which cartoon
character correctly identifies what is happening to the
boiling pot of water. Students write their answer on a post-it
note.
Four corners (Individual)
Each corner of the room has the letter A, B, C or D.
Students read the cartoon and thinks about whether cartoon
A, B, C or D correctly explains where water went during
boiling.
Mind map (Group work)
Students construct a mind map which examines the
properties of solid, liquid and gas. Students works are
photocopied so that each student has a copy of their group
mind map. The mind map is pasted into their Science
Journals.

(Refer

to

Assessment

TKWL Chart and Concept Cartoon

Assessed using a checklist with students either
achieving, partially achieving or not achieving.
The TKWL chart provides teachers with the students
prior knowledge on change of matter state.
Alternative and scientific conceptions could be
identified through this chart.
Students that chooses A or D of the concept cartoon
have partial understanding of the topic while
students who chooses C as their answer have no
understanding of the topic. Students who choose B
have understanding of matter state of change.
Mind map
Assessed using a checklist with students either
achieving, partially achieving or not achieving. The
mind map provides teachers with an understanding
of students prior understanding of the properties of
matter. Alternative and scientific conceptions could
be identified.

Science Journal (Individual)

Students
TKWL chart (Whole class)
Students write their responses on post-it notes and paste
them onto a class TKWL chart. What do you already know
about where the water went? What would you like to know
about what happened to the water?
Differentiation:
Carefully group lower ability students with higher ability
students.

Lesson number: Two (60 minutes)

Lesson title: Mysterious liquid

EXPLORE

To provide hands-on experiences of the phenomenon or concept.

To provide shared experiences of the phenomenon or concept.

Assessment Formative
Selected
Learning
Outcomes (AC)
Science
ACSSU077
ACSIS231
ACSIS086
ACSIS087
English
ACELY1699
ACELY1796
ACELA1512

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class, small

groups or individual)

Look for evidence of students use of appropriate ways to represent

what they know and understand and give them feedback about how
they can improve their representation.

Using five senses (Individual)

Students use their senses to explain how the hand sanitiser
feels like. How does it look like? How does it smell like? How
does it sound like? Students are informed that the sense of
taste should never be used in the science classroom.

Formative assessment (Refer to Assessment

Appendix 2)

Students will:
1. Measure the amount of liquid left in the
beaker.
2. Identify and discuss if the liquid levels
have increased or decreased.
3. Report on how the physical appearance Five-senses worksheet (Refer to Resource Appendix 2.1)
of the hand sanitiser using their 5 senses
4. Understand that the sense of taste is
never used in science classroom
5. Draw and present an annotated picture Science journal
to depict what happened to the hand
sanitiser. Paste this drawing into their
science journals.
6. Discuss what happened to the hand
sanitiser after a small amount is placed
on their hands.
7. Compare how the change of state of the
hand sanitiser is similar and different to
the disappearance of water in lesson
one.
8. Discuss the factors that are likely to Square of nine worksheet (Refer to Resource Appendix
cause liquids to vanish.
2.2)
9. Design an experiment to investigate on Investigation planner worksheet (Refer to Resource
how wind change of state, of water, from Appendix 2.3)
liquid to gas.
10.Understand that only one variable is
changed to have a fair test.
11.Paste all worksheet into Science journals
12.Update word wall

Drawings (Group work)

Students draw a picture illustrating what happened to the
hand sanitiser. They provide a short explanation to their
diagrams.
Questioning (Whole class)
Students pose questions on how the hand sanitiser
vanished.
Compare and contrast (Whole class)
What does the hand sanitiser experiment, boiling of water
demonstration and loss of liquid overnight have in common?
Think-pair-share (Whole class)
Students discuss on the variables that result in liquids
turning into gas.
Cooperative learning (Group work)
Students work collaboratively to decide on how to change
the wind factor in the experimental condition while keeping
all other variables in the experiment the same.
Differentiation:
Students with weaker literacy capabilities will provide a
verbal explanation to the teacher.

Five senses chart and annotated drawing

Drawings accompanied with verbal and written
explanations can be used as formative assessment.
A checklist for content understanding can be used
to identify students who have understanding of
change of state and students who do not. Do
children understand that gas exists? Do students
understand that liquids can change its state to gas?
Investigation checklist
A checklist is used to assess if students have
designed a fair test to answer scientific questions.

Lesson number: Three (60 minutes)

Lesson title: Losing it

EXPLORE

To provide hands-on experiences of the phenomenon or concept.

To provide shared experiences of the phenomenon or concept.

Inspiration taken from the Primary Connections unit planner

Assessment Formative
Selected
Learning
Outcomes (AC)
Science
ACSSU077
ACSHE081
ACSIS231
ACSIS086
ACSIS087
English
ACELY1699
ACELY1796
ACELY1700
ACELA1512
Mathematics
ACMMG108

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class, small

groups or individual)

Look for evidence of students use of appropriate ways to represent

what they know and understand and give them feedback about how
they can improve their representation.

Cooperative learning
Children work in groups to design and carry out a fair test to
increase the loss of water in a beaker or plate. They must
reach a consensus on which material(s) they will use and
where the beaker of water will be placed. Additionally, they
must speak softly, take turns and perform their team roles
accordingly.

Formative assessment (Refer to Assessment

Resource 2)

Students will:
1. Discuss the factors that are likely to Square of nine worksheets completed in Lesson Two
cause liquids to vanish.
(Refer to Appendix 2.2)
2. Design and carry out an experiment to Investigation planner worksheet (Refer to Resource
find out how to lose the most water after Appendix 2.3)
a day.
Beaker
Plate
Portable fan
Water
Black tape
3. Discuss how they could find out if their
experimental design has a decrease in
water level.
4. Draw an annotated drawing to show Investigation planner illustration worksheet (Refer to
their experimental and control designs.
Resource Appendix 3.1)

5. Measure out same amount of water for Measuring cylinder

each experimental condition.
Measuring tape
Beaker
Water
6. Present planned design to the class.
7. Paste all worksheets into Science journals
8. Update word wall

Collaborative learning
Each student in a group is given a team role: Manager,
Director and Speaker. The Manager is responsible for
collecting the necessary equipments and returning them at
the end of the class. The Director ensures that the students
are on task and is responsible for encouraging and
supporting his/her team members. The speaker is held
accountable for seeking help from the teacher when the
team needs help in resolving a problem. They present their
finished work, which is put together by all other team mates
in the group, to the class.
Conducting experiment
Students design a fair test where only one variable is
changed while keeping every other variable the same.
Drawings
Students provide an annotated drawing to illustrate their
experimental condition. They give details of the material
used and give a short explanation of why they chose to use
it.
Class discussions
Students provide suggestions on how they could find out if
the variable they chose have an effect on decrease in water
level. They also discuss on how they would measure the
water level.
Differentiation:
Teacher guides students by carefully scaffolding the
investigation process. Students may be given a specific
factor to investigate instead. For instance, students may
investigate how wind affect the loss of water.

Investigation checklist
A checklist is used to assess if students have
designed a fair test to answer scientific questions.
Annotated drawings
Drawings of experimental designs can be used to
assess if students have conducted a fair test. The
fair test checklist can be used for assessment.
Discussions
Class discussions can be used as formative
assessments to identify alternative conceptions
that may still exist. A checklist for content
understanding can be used to identify students
who have understanding of change of state and
students who do not. Do students understand that
the presence of some factors such as wind and
wind increases the rate at which liquid changes its
state to gas?

Lesson number: Four (60 minutes)

Lesson title: Factors that matters

EXPLORE

To provide hands-on experiences of the phenomenon or concept.

To provide shared experiences of the phenomenon or concept.

Assessment Formative
Selected
Learning
Outcomes (AC)
Science
ACSHE077
ACSIS090
ACSIS218
ACSIS091
ACSIS093
English
ACELY1699
ACELY1796
ACELY1700
ACELT1703
ACELA1512
Maths
ACMSP119
ACMSP120

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class, small groups or

individual)

Look for evidence of students use of appropriate ways to

represent what they know and understand and give them
feedback about how they can improve their representation.

Jigsaw (Small groups)

Students from each group, except one, moves to other groups to learn
about what variables they changed for the experiment and what the
result was. One group member stays behind in their group to explain
their experiment and results to their classmates from other groups.
They then return to their home group where they share the information
and make inferences on the factors that affect the loss of water.

Formative assessment (Refer to Assessment

Appendix 2)

Students will:
1. Measure the amount of water left in Measuring cylinder
their containers from Lesson Three.
Measuring tape
2. Plot the results into a bar chart.

Graph paper
Blank A4 paper

3. Share their results with other groups.

Making inferences (Small groups)

Using results from their experiment, as well as results from other
groups, students make inferences on the variables that affect the
disappearance of water.

4. Compare the obtained results and

discuss what some groups have done to
increase water loss and what other
groups have done which are effective
ways of retaining water.
5. Make inferences on the factors that
increase water loss and share it with the
class.
6. Create a class cause and effect chart
displaying the effects wind, surface area,
heat and colour of container have on
change of matter state between liquid
and gas
7. Write their predictions and give reasons
on which plant (Cactus or sunflower) will
be able to survive by Lesson Seven
without given water. Prediction index
cards are pasted onto prediction chart.

8. Take a picture of both plants.

9. Paste all worksheets into Science journals
10.Update word wall

Class discussions (Whole class)

Students discuss their inferences during class discussion.
Compare and contrast (Whole class)
Students compare how some results are similar because of similar
experimental settings while some results are different because of
Cause and effect chart (Refer to Resource different experimental settings.
Appendix 4.1)
Graphics organiser (Individual)
Using create a cause and effect chart based on their inferences they
made. How does the type of container (beaker or large plate) affect the
loss of water? How does the presence of the fan affect the loss of
Pot of cactus
water? How does placing water in the refrigerator affect the loss of
Pot of sunflower
water?
Prediction index card (A6 size) (Refer to Resource
Appendix 4.2)
Photographs (Whole class)
Plant survival prediction chart (Refer to Resource
Students take a photograph of the plants so that they could use it as
Appendix 4.3)
evidence to compare the differences in subsequent lessons.

Camera

Making predictions (Individual)

Students use their prior knowledge on structural adaptations of plants
to make predictions on whether a cactus or sunflower will survive
under a lack of water condition. Each student writes their predictions
on a prediction index card which will be displayed on a plant survival
predictions chart.
Differentiation:
Teacher guides students in making inferences by carefully scaffolding
the investigation process

Investigation checklist
A checklist is used to assess if students have
recorded and collected appropriate data to
answer the question. Are data shown in a
table or graph? Are bar graphs drawn
correctly? Are they able to draw conclusions
from the investigation?
Cause and effect chart
Can be used as a formative assessment to
find out if students are able to draw
conclusions based on evidence from their
experiments. This can be used for the
Investigation checklist.

Lesson number: Five (40 minutes)

Lesson title: What a change!

EXPLAIN

To support students to develop explanations for experiences and make representations of developing conceptual understanding.
To introduce current scientific views.

Assessment Formative
Selected
Learning
Outcomes (AC)
Science
ACSSU077
English
ACELY1703
ACELY1704
ACELA1512

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class,

small groups or individual)

Look for evidence of students use of appropriate ways to represent what

they know and understand and give them feedback about how they can
improve their representations.

Students will:
1. State their observations from the hand
sanitiser experience and experimental
design on water loss from Lessons Two
and Three.

Completed Five-senses worksheet (Refer to Resource

Appendix 2.1)
Completed Investigation planner illustration worksheet
(Refer to Resource Appendix 3.1)

2. Recall on what they already know about

an ice turning into water.
3. Watch a video which explains on why The magic school bus How water changes
liquids disappear.
(http://www.youtube.com/watch?v=oaCUyZw4Tjo)
4. Use their understanding of change of
matter state to draw conclusions about
the vanishing hand sanitiser and water
from Lessons Two and Three.
5. Discuss what happens when heat is
applied to liquid as demonstrated in
Lesson One.
6. Discuss how water can exist as a solid, Recording sheet (Refer to Resource Appendix 5.1)
liquid and gas.
7. Read and analyse The case of the The case of the disappearing water by Susan McMaster
disappearing water by Susan McMaster. (Refer to Resource Appendix 5.2)
8. Write a letter to Frank explaining that Science journal
there was no water thief and where the
water went to.
9. Paste all worksheets into Science journals
10.Update word wall

Compare and contrast

Students compare how the two experiments (hand
sanitiser experience and water loss experiment) are
similar.
Discussions
Students discuss how different liquid disappears at
different rate. They also discuss on how change of matter
states from liquid to gas is quicker when heat is applied to
the liquid source.
Draw conclusions
Students use their knowledge of change of matter states
from the video to explain the hand santiser experience and
water loss experiment.
Summary (Small groups)
Students read the Resource Appendix 5.2 and provide a
verbal summary to their desk partners.
Letter writing
Students use their understanding of change of matter state
to write a letter to the fictional character in Resource
Appendix 5.2 explaining that the water in the cup was not
stolen by a thief. Rather, students are expected to explain
that water have changed its matter state to gas.
Differentiation:
Group less skilled readers with higher skilled readers to do
choral reading instead of individual reading.
Students who are less skilled writers could draw a matter
of state cycle.

Formative assessment
Appendix 2)

(Refer

to

Assessment

Recording sheet
Used as a formative assessment to identify if
students understand that water do not vanish or
disappear but rather, it changes to its gaseous
state. Can students identify the three states? Can
students identify water can exist as ice in its solid
state, water as a liquid state and water vapor as a
gaseous state. A checklist is used to assess this.
Letter writing
Used as a formative assessment to identify if
students understand that water do not vanish or
disappear but rather, it changes to its gaseous
state. A checklist is used to assess this.

Lesson number: Six (60 minutes)

Lesson title: Everlasting river

ELABORATE

To challenge and extend students understanding in a new context or make connections to additional concepts through a student-planned investigation.
To support students to plan and conduct an investigation.

Assessment Summative
Selected
Learning
Outcomes (AC)
Science
ACSSU077

Learning Experiences

Teaching Strategies and Group Structure (whole class, small

groups or individual)

Look for evidence of the extent to which students have achieved the
investigating outcomes.

Reading factual information on Swan River

(Individual/Small groups)
Students gain an understanding of Swan Rivers history
through the factual information from the online article.

Summative assessment (Refer to Assessment

Appendix 3)

Students will:
1. Read an online article about Swan River

English
ACELT1608
ACELY1702
ACELY1703
ACELA1512

2. Create a timeline of all the floods that

happened between 1800 to 2000

Maths
ACMMG108

3. Use the online article to identify the

cause of decrease in flood rates.

History
ACHHS098

Resources

Online article from:

http://www.wanowandthen.com/Swan-River.html
Computers for each pair of student
Blank A3 paper

4. Brainstorm ideas on the reasons behind

rivers that never dry up despite existing
for hundreds of years.
5. Explain how the change of state from
liquid to gas affects the existence of
clouds.

Construction of timeline (Small groups)

Students construct a timeline of the floods occurring
between the years 1800 and 2000. They will construct a
timeline with regular intervals where each interval of equal
distance apart represents the same number of years.
Reading comprehension (Individual)
Students use their understanding of the online article to
construct a timeline. They also use the article to identify the
causes of decrease in flood rates.

Blank A4 paper
Discussion (Whole class)
Using their knowledge of change of matter state, students
discuss and explain how rivers and seas never dry up.

6. Construct a water cycle.

7. Paste all worksheets into Science journals
8. Update word wall

Construct a water cycle (Individual)

Students construct a water cycle using information they
know about change of matter states. They provide a short
explanation to describe the water cycle.
Differentiation:
Students who are less skilled writers may provide a verbal
explanation of their diagram.

Water cycle diagram and explanation

The diagram accompanied with verbal and written
explanation can be used as summative assessment.
Students will be assessed on whether they are able
to apply knowledge, about change of matter state
from liquid to gas, to everyday life context. A rubric
is used to assess this.

Lesson number: Seven (40 minutes)

Lesson title: Staying alive

ELABORATE

To challenge and extend students understanding in a new context or make connections to additional concepts through a student-planned investigation.
To support students to plan and conduct an investigation.

Inspiration taken from the Primary Connections unit planner

Assessment Summative
Selected
Learning
Outcomes (AC)
Science
ACSSU043
ACSSU077
ACSIS090
ACSIS093
English
ACELY1699
ACELA1512
Maths
ACMMG108

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class,

small groups or individual)

Look for evidence of the extent to which students have achieved the
investigating outcomes.

Students will:
Discussion
1. Discuss and explain their predictions Completed prediction index card (A6 size) (Refer to Students discuss and explain their predictions about the
about cactus and sunflower survivor Resource Appendix 4.2)
survival of cactus and sunflower. Why did you make that
without water from Lesson Four.
prediction? How would you find out if your predictions are
right/wrong?
2. Compare how the plant is different, in
appearance, to the picture taken from
Compare and contrast
Lesson Four.
Students compare the picture of the plant taken from
Lesson Four and the current appearance of the plant. How
3. Compare and measure the size of leaves Plants worksheet (Refer to Appendix 7.1)
are they different? Which plant survived and adapted
on the cactus and the sunflower.
Graph paper
better under scarce water condition? How do you know?
Measuring tape
Students compare the leaves sizes of the sunflower and
cactus. How do leaves sizes affect the survival of plants
4. Explain how smaller leaves reduces the
under scarce water conditions? How do you know?
loss of water from plants
Make inferences
5. Explain how leaves size affect survival of
Students draw on knowledge about the water loss
plant in a water-scarce environment.
experiment from Lesson Three and Four to make
conclusions about the relationship between leaves size and
6. Discuss why the cactus has spike-like
water loss from the plant.
leaves while the sunflower does not.
Questioning
7. Illustrate the structural adaptations of a Science journal
Students question why different plants have different
cactus and a small explanation
adaptations to the environment.
accompanying each adaptation.
Drawings
Students draw an annotated diagram of the cactus. A short
8. Paste all worksheets into Science journals
description of the structural adaptation of cactus is
accompanied.
9. Update word wall
Differentiation:
Students who are less skilled writers may provide a verbal
explanation of their drawings.

Summative assessment
Appendix 3)

(Refer

to

Assessment

Comparing of leaves sizes, drawing and explanations

The diagram accompanied with verbal and written
explanation can be used as summative assessment.
Students will be assessed on whether they are able to
apply knowledge, about change of matter state from
liquid to gas, to everyday life context. A rubric is used
to assess this.

Lesson number: Eight (50 minutes)

Lesson title: What did you understand about change of state between liquid and gas?

EVALUATE

To provide opportunities for students to review and reflect on their learning and represent what they know.

Assessment Summative
Selected
Learning
Outcomes (AC)
Science
ACSSU077
ACSIS087

English
ACELY1701
ACELY1702
ACELY1703

Teaching Strategies and Group Structure (whole class, small

groups or individual)

Look for evidence of the extent to which students have achieved the
conceptual outcomes.

Worksheets
Explain why a pavement may be dry, Assessment worksheet (Refer to Resource Appendix Students complete a worksheet which assesses their
following a rain, after an extended a 8.1)
understanding of the change of matter states from liquid to
period of time.
gas. They also complete another worksheet which assess on
their understanding about conducting a fair test.
Identify liquids that are matter which will Assessment worksheet (Refer to Resource Appendix
turn into gas.
8.1)
Journals
Students record their understanding in a summary form of
Design a fair test to test if the material of Assessment worksheet (Refer to Resource Appendix the topic. They provide examples to support these
the container holding the liquid is a 8.1)
understandings.
factor that influences the rate of matter
change from liquid to gas.
Discussion
Students discuss about what they wanted to learn on Lesson
Write a summary of what they learned Science journal
One. How have what you wanted to learn have been
about the change of matter state from
addressed over the past seven lessons? Which activity
liquid to solid.
helped you to understand why there is a liquid loss?

Summative assessment (Refer to Assessment

Appendix 3)

Learning Experiences

Resources

Students will:
1.

2.

3.

4.

5. Provide examples where matter states Science journal

are changed in the nature.
6. Discuss if what they want to know, which
is stuck onto the TKWL chart, is
addressed.

Differentiation:
Students who are less skilled writers may use annotated
diagrams to assist in writing the summary.

Completed worksheets
Completed worksheets will be marked. A checklist
will be used to assess the scientific content
knowledge while a rubric will be used to assess the
investigation process.
Summary
Summaries will be assessed using a rubric with scales
of achieved, partially achieved and not achieved
scales.