Unit Title: Duration of Unit : 5 weeks

Matter Matters! Subject: Science - Chemistry

Year Level:6
Date Created: 15/3/2016 Date to be reviewed: End of Term 2 2017&
during weekly PLTs
Teaching Team- Mary, Sandhya, Mariam, Jackson, Gadir, Sartini&Nafisa
Web Quest Link: http://mattersmatterns2017.weebly.com/

Stage 1 Desired Results

AusVELS Achievement Standards:

Science understanding
Changes to materials can be reversible, including melting, freezing, evaporating, or
irreversible, including burning and rusting (VCSSU077)

Science Inquiry Skills

Questioning and predicting
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and
predict what the findings of an investigation might be based on previous experiences or general rules
(VCSIS082)
Planning and conducting
With guidance, plan appropriate investigation types to answer questions or solve problems and use
equipment, technologies and materials safely, identifying potential risks (VCSIS083)
Decide which variables should be changed, measured and controlled in fair tests and accurately
observe, measure and record data (VCSIS084)
Recording and processing
Construct and use a range of representations, including tables and graphs, to record, represent and
describe observations, patterns or relationships in data (VCSIS085)
Analysing and evaluating
Compare data with predictions and use as evidence in developing explanations (VCSIS086)
Suggest improvements to the methods used to investigate a question or solve a problem (VCSIS087)
Communicating
Communicate ideas and processes using evidence to develop explanations of events and
phenomena and to identify simple cause-and-effect relationships (VCSIS088)

Specific Topic Goals (What do we want the children to achieve at the end of this Unit?):

For students to develop their understanding of

Matter undergoes Physical and chemical changes

Physical changes are reversible
Chemical changes are irreversible
Recycling is the process of changing waste into useful products
Recycling involves chemical changes to materials

AusVELS Content Descriptions:

Knowledge and Understanding Skills Cross Curriculum
priorities/links
Understandings
investigate changes of state
All matter is made up of atoms and molecules caused by heating and cooling
that are constantly moving. and why these are classified as
reversible changes
Reversible or irreversible changes to materials
investigate changes to material
can be caused by heating, cooling or combining.
such as burning and composting
Some mixtures appear to be solutions but are and why these are classified as
not. irreversible changes
collate observations using a
range of representations
pose questions to guide fair and
safe investigations about
make predictions, measure and
record data from investigations,
compare predictions with
collected data and develop
explanations
communicate ideas, explanations
and processes in a variety of
ways.
compare and classify different
types of observable changes to
materials
use equipment and materials
safely, identifying potential risks
Essential Questions (Questions that will foster inquiry, understanding and transfer of learning):
1) What makes matter change between states?
2) What characteristics define whether the change to matter is reversible or irreversible?
3) What processes are involved in recycling and why is it useful?

Science understanding (knowledge that can Science Inquiry Skills(skills that can be observed):
be tested objectively): Students will be able to:
Students will know: Questioning and predicting
With guidance, pose questions to clarify practical problems or
Changes to materials can be reversible, inform a scientific investigation, and predict what the findings
such as melting, freezing, evaporating; of an investigation might be
or irreversible, such as burning and Planning and conducting
rusting With guidance, select appropriate investigation methods to
Science involves testing predictions by answer questions or solve problems
gathering data and using evidence to Use equipment and materials safely, identifying potential risks
develop explanations of events and Processing and analysing data and information
phenomena Construct and use a range of representations, including tables
and graphs, to represent and describe observations, patterns or
relationships in data using digital technologies as appropriate
Evaluating
Suggest improvements to the methods used to investigate a
question or solve a problem
Links to Other Learning Areas: (English, Mathematics, Science, etc)
English Mathematics ICT Critical and Personal and Intercultural
Composing Using special Investigating with Creative Thinking Social Understanding
texts through reasoning ICT Inquiring Capability Interacting and
speaking, Using Creating with ICT identifying, Self- emphasis with
writing and measurement Communicating with exploring and management others
creating. ICT organising Social
Word Managing and information and awareness
knowledge operating ICT ideas Social
Visual Generating ideas, management
Knowledge Reflecting on
thinking and
processes

Stage 2 - Assessment evidence

(Assessment OF Learning):
Prior knowledge

(Assessment FOR Learning):

Rubrics
Post-test
Project Work

(Assessment As Learning):
Reflection
Learning Journal
Observation of students performances

Stage 3 Learning Plan

Week Learning activities Resources

1
Extensive class discussion is made and students are all given Class Website
Engage: opportunity to input to a class mind map on the different states of

LI: We are
matter and their characteristics.
o Identify 3 states of matter and give examples from everyday Web Quest
learning
about the 3
life. Matter can be classified as a solid, liquid, or gas.
o This task is intended to recall previous learning. Emphasise that Link
States of students current understanding of matter is probably limited to
physical change
Matter.
Watch Matters Matter
https://www.youtube.com/watch?v=ELchwUIlWa8 http://matters
Interactive Matter matterns201
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/skoool/chem/si
m/Change%20of%20State%20-%20Water/index.htm 7.weebly.co
m/
Make a table on the board with two columns titled can change back
again and cant change back again. Issue each student with a
different scenario on a card and have read their card to the class.
They predict the outcome and then come to the board to place it in Science Books
the correct column. They class has to agree or disagree. If they are
unsure have them test it at home and come in with their answer
tomorrow.

Observe substances changing phases. Demonstrate: Burning a

candle to observe wax go from solid to liquid (and then resolidify
upon cooling) Boiling a kettle to observe the steam and then
observing the water vapour condense on a cold surface held over
the kettle.
 o Students then make predictions of states of matter and their
changes. Each student interviews one other. Students critique
the given answer and make judgments or hypothesis of their
own.
2. Engage SOLUBILITY Questionnaire doc -attached
Some substances are soluble in water, and some substances may to planner
LI: We are appear to dissolve but are actually insuspension.
learning
Questionnaire is the first entry in the science journal created
about
specifically for this unit.
solubility.
Engagement:
Investigation: Use 6 clear cups of distilled water. Add a variety
ofsubstances to each beaker, stirring well after substances have
beenadded. Suggestions are:
Powdered milk, Small amount of liquid milk, Sugar, Oil, Salt

Organisation: Students observe each of the mixtures and separatethem

into 2 groups those that are solutions and those that are not. Howdid
they decide which were solutions and which were not?

Information: Read about what actually happens when substances are

insolution. http://www.chem4kids.com/files/matter_solution.html

Investigate whether a mixture is a solution or a colloid. Pour some of

theliquid into a smooth, clear glass. Place a piece of cardboard with a
smallhole over a bright torch, so that the only light you see comes
through thehole. Press the light and cardboard tightly against the glass
with themixture. If the beam of light is visible, the liquid is a colloid.
It can be noticed when asunbeam is visible in a room ona sunny day.
The dust particles scatter the light making thesunbeam visible, whereas
themolecules which make up air aretoo small to scatter light.Particles in
a colloid will scatter the light. This is known as the TyndallEffect. If the
beam of light going through a liquid isnt visible then the liquid
is a solution with smaller, molecule-sized particles. Substances to mix
withwater to test are coffee, tea, orange juice, maple syrup, salt water
and honey.

Week 3 to 4 Students are given the opportunity to experiment with change of matter, Appendix 2
Explore: both physical and chemical. Four workstations will be arranged, each
station will have a simple experiment set up for students to do. Two will
LI:By the end demonstrate chemical change, and two will demonstrate physical Physical vs. Chemical
of this week change. Students will work through the experiments, using instructions
students will provided.
be able to:
Warm Up: Physical and Chemical Changes Teacher created resources
Describe the https://www.youtube.com/watch?v=yIJ2qnUOOwQ
conditions and
influences
involved in a Materials (physical items you will use in the lesson)
change of Set up two stations of each experiment, so that each group can
state participate at once.
Experiment Work Sheet for each group (Appendix 2).
Recognise Experiment 1: 6 tbsp. bicarbonate soda, 3 cups vinegar, 6 plastic
that chemical bottles, and 6 balloons.
change is the Experiment 2: 1 large & 6 small beakers. Kettle. Chocolate pieces.
transformation
Experiment 3: 6 disposable plastic plates, 3 syringes (each with
of one
different food colour), and small, labelled container with detergent.
substance into
Experiment 4: 6 small glass jars. 1.5 litres cream (at room temperature).
another by
observing the
reactions
Students rotate their way to work through experiments. When all four
within the
experiments have been completed, students discuss their observations.
given Was it a chemical reaction or a physical change? Students work
experiments collaboratively to write a formal conclusion for one of the experiments.
Conclusion should include: 1) what matter was used, 2) how did it
Work change, 3) describe what happened during the process, and 4) what is
collaboratively the end result (teacher should use document to project these for easy
to formulate reference on the IWB (Appendix 2.1)). Students, who complete the task
interpretations early, should use IPads to view other chemical/physical reactions.
and ideas of
observations Key Questions to Ask as students do their experiments:
made during 1) Is the matter changing state?
the 2) Is the matter producing bubbles, change in colour, or change in
experiments smell?
3) Is the substance changing in shape or form?
Have you recorded all the observations?

In class Assessment
1) During the task, check group tables and notes. Are observations
recorded thoroughly (systematically, comprehensively, and
descriptively)? Have students noted the changes of state and
changes of end product in their table? Give formative feedback
during the lesson.
2) Observe groups to ensure students are working together. Input
from each group member. Anecdotal notes to ensure.
3) Group presentation

Class presentations. Allow for questions or comments after each

presentation. As presentations are given, teacher will record major
observations in a table (Appendix 3.2) on the IWB.

Week 5 Straight into class presentations. Allow for questions or comments after
Explain: each presentation. As presentations are given, teacher will record major
LI: For observations in a table (Appendix 3) on the IWB.
students to
Use data in table to expound on the differences between physical and
be able to: chemical changes. Refer back to experiments in week 1. Visit website to
Use the show students videos on the differences Physical vs. Chemical Teacher created resources
data (https://www.youtube.com/watch?v=vW9of4JYHY0). Engage
collected class in discussion: what are some of the characteristics of physical http://www.sciencekids.co.nz
through the change? Emphasises the process of water to ice to water. Cake batter to /quizzes/statesofmatter.html
experiment cake. Introduce reversible and irreversible. Demonstrate quickly by
scrunching up a piece of paper. Ask students if this is still a piece of
s to paper. Explain that is has changed shape/form, but is still paper. Ask
describe in students to go back over their observations table. Which http://www.bbc.co.uk/bitesize
their own experiments/mixtures are reversible and which ones are irreversible. /quiz/q47730333
words the
difference For your science journal, draw diagrams for two of the four experiments.
Ensure one is a chemical change and the other is a physical change.
between a Use arrows and carefully label the diagrams. Use colour to make the
chemical diagrams attractive and vibrant. Ensure that you annotate the process
change and that changed each of the substances. Summarise each diagram with a
a physical paragraph explaining why this is a physical or chemical reaction.
change. (Students may sit in their groups for this activity. However, each student
needs to present his or her own two diagrams).

Apply End lesson by doing super-quick quiz

understandi Use this to reinforce learning. Try to determine what other learning might
ng of the need to be covered for students to understand the difference between a
difference chemical change and a physical change.
between Encourage students to visit the Class Website during free activity time to
physical play the games provided to reinforce learning.
and http://www.sciencekids.co.nz/quizzes/statesofmatter.html
chemical
http://www.bbc.co.uk/bitesize/quiz/q47730333
changes to
recognise
Key Questions to Ask
that 1) Characteristics of a physical change are?
physical 2) Characteristics of a chemical change are?
changes 3) What process or processes change matter?
are 4) If something is reversible, it can be
reversible, 5) If something is irreversible, it
whereas
chemical
changes
are
irreversible.

Represent
their
findings
using
various
formats
such as
annotated
and
labelled
diagrams.
Week 6 We have physical changes that are reversible and chemical changes, Teacher created resources
Elaborate: which are irreversible.
LI: By the Everything that we can see or feel is matter. But, it all had to start
end of this somewhere. Lets for a moment reflect on the beginning of matter. Look
at this bottle, this computer screen, or your book. What is it made of?
lesson We need to appreciate that all things started as something else. Very
students often, things are made by combining different types of matter or by
will be able processing matter through heat, pressure, compaction and other
to: processes.
Demonstrat
Today we will look at the broader use of chemical changes or reactions.
e Discuss some of the ways we encounter changes to matter or chemical
understandi reactions in our everyday life (scrambled eggs, boiling water, combustion Stack of A4 white cardboard
ng of the heater etc.). Visit: Class Website - A glass jar and a recyclable
chemical Games(http://www.strangematterexhibit.com/index.html) to play (with the plastic bottle
changes whole class) the Matter game, which demonstrates how processes
change matter into new products. Relate this to recycling. Quick chat
that are about the process of recycling. We throw rubbish into recycle bin, truck
part of collects, depot separates and so on. Then, depending on what it is, the
recycling material will undergo change (all sorts of changes) and be restructured
today by into new materials.
creating a
Students are given link to class website recycling page
poster that http://mimjaeger.wixsite.com/edp225a2/recycling
illustrates (Class Website - Recycling). They are to choose one of the following:
the cycle paper, plastic or glass. Two links plus a video per material have been
provided. One link is focused on graphic representation of its recycling
Apply their stages; the other is in written form.
During the research process, students should dot points of interest and IWB links on the topic Pdf
understandi learning into their journals. When the full cycle of recycling that material in Chemistry folder
ng of is known, students will (as a group) create an A4 poster of the recycling
chemical process of their chosen material. Students will work together to devise a
change to slogan that promotes recycling or the benefits thereof.
its use in The posters will be scanned and printed into each journal.
everyday Emphasise the issues the world would have if there were no way to
life by recycle. Material scientists are people who are constantly working on
detecting designing new materials as well as improving the ones we already have
and the processes of recycling. Research on the importance of recycling
the process and the role of a material scientist.
in recycling
Key Questions to Ask
Reflect on 1) When researching the recycling process, think about the Ipads
the value of experiments in lesson 2.
recycling as 2) What caused change in state or product?
part of 3) What processes are involved?
sustaining
Assessment
and caring 1) Make careful observation to ensure all students participate in the
for, the research and poster task.
environmen 2) Give verbal feedback as students work.
t by 3) Tell students to reflect on the process. Why is it important that
proposing a we recycle? The slogan should reflect this thinking.
4) Give feedback and bonus score for slogans that reflect the value
slogan for and benefits of recycling on the environment.
their 5) Mark the poster using the rubric.
posters.
Week 7
Evaluate: Recap on the job and responsibilities of Material Scientists. Engage
students by sharing excerpts from the "Chemistry in India" IWB links on the topic Pdf
LI:By the end videohttps://www.youtube.com/watch?v=SkgbB2zK5EE in Chemistry folder
of this lesson . Discuss how understanding of chemical sciences can prevent such
students will disasters. Teacher created resources
be able to:
Explain in This is the last of our chemical science lessons. The task for this lesson
their own is to reflect on our learning in this unit.
words the
difference Students write approximately one page on the issues covered in this
between unit.
physical and Encourage students to look back in the journal. Headings may be used.
chemical Encourage students to write a first draft on scrap paper. Students may
changes using also choose to use the class computers for this task. The following
vocabulary topics must be covered:
acquired 1. The difference between physical and chemical change
throughout the 2. My predications vs. experiment results
unit such as 3. Chemical changes are used in everyday life
reversible, 4. Why I would like to be or would not like to be a Material
irreversible, Scientist!
chemical (project these headings on IWB
reaction, Chemical vs. physical changes are only a small part of the
heating, chemical sciences. But, as learned, they make up an important
cooling... part of everyday life. Students who finish tasks early are
welcome to visit videos, games, and links on the Class Website -
Respond to Games
their learning
in this unit by
completing a
personal
reflection on
topics covered
this unit.

Formulate a
personal
interpretation
of the benefits
of chemical
changes and
their use
today in their
reflective
writing task.
WEEK 8 Oral Presentations

Assessment
Research Project

Due Date: Term 2, Week 8

Assessment will be marked out of a total score of 28.

Dear Students, this term in science you are learning about different changes to matter. To show your learning
you are going to create a booklet or a poster. In your booklet or poster you need to include ALL of the
following three sections.

Physical And Chemical Chemical Changes are Reflection:

Change used in Everyday Life

How can you make a
reversible change happen?
How can you make an
irreversible change happen?
Using an example of a matter
changing explain the
difference between physical
and chemical change. Use
terminology that describes
the characteristics of a
chemical/physical change
(such as reversible).
Why are physical changes
reversible and chemical
changes irreversible?
Explain what is recycling,
using your scientific
knowledge.
Choose one of the following:
paper, plastic or glass. Then
represent its recycling
stages. Elaborate on how
chemical changes are used in
the recycling process that
you researched.
Include pictures of products
which were created using the
recycled material chosen.
In your reflection answer the
following questions:
What is a Material; Scientist.
Why I would like to be or
would not like to be a
Material Scientist!
Was there something in this
unit that really fascinated
you?
Have you been inspired to
research a certain material or
process? Why?
You will presentwhat you have learnt in a
5 minute oral presentation.
Students Name : ____________________________________ Grade : _______

Criteria 4 3 2 1
Clear Title. Clear Title. Clear Title. Work not No clear Title. No
Presentation Presentation divided in Presentation divided in divided up into sections paragraphs used. Not
Of Work appropriate section. Easy appropriate section. Neat or paragraphs. Neat with neat and lack of colour in
to read with no with few grammatical few grammatical errors. the presentation.
grammatical errors. Neat errors. Colourful and No colour.
and colourful. Pictures pictures used.
used.
Student shows a full Student shows a good Student shows a good Does not seem to
Content understanding of content. understanding of content. understanding of parts of understand the topic very
All requirements are All requirements are the topic. Some parts f well. Requirements are
Physical And Chemical covered in detail. covered but lacks detail. the requirements are covered very briefly.
Change covered.

Student shows a full Student shows a good Student shows a good Does not seem to
Content understanding of content. understanding of content. understanding of parts of understand the topic very
All requirements are All requirements are the topic. Some parts f well. Requirements are
Chemical Changes are covered in detail. covered but lacks detail. the requirements are covered very briefly.
used in Everyday Life covered.

Student shows a full Student shows a good Student shows a good Does not seem to
Content understanding of content. understanding of content. understanding of parts of understand the topic very
All requirements are All requirements are the topic. Some parts f well. Requirements are
Reflection: covered in detail. covered but lacks detail. the requirements are covered very briefly.
covered.
Identified useful Identified useful Work is shows evidence Work shows no evidence
Research resources in many resources in one format of research. There are no of research. There are no
formats (books& Internet (Internet). Quoted as quoted references. quoted references.
etc.) references.
Quoted as references.
Student is completely Student seems pretty Student is somewhat Student is not at all
Speaks Clearly & prepared and obviously prepared but might have prepared but it is clear prepared to present.
is Prepared rehearsed. Speaks clearly needed more rehearsal. that rehearsal was Student often mumbles
and distinctly all the Speaks clearly and lacking. Speaks clearly and cannot be
time. Volume is loud and distinctly all the time. and distinctly most of the understood. Volume often
enough to be heard by all Volume is loud and time. Volume is loud and too soft to be heard by
audience throughout the enough to be heard by enough to be heard by audience.
presentation. 90% audience throughout 90% audience throughout
the presentation. the presentation.
Stands up straight, looks Stands up straight and Sometimes stands up Slouches and/or does not
Posture and Eye relaxed and confident. establishes eye contact straight and establishes look at audience at all
Contact Establishes eye contact with everyone in the eye contact. during presentation.
with everyone in the room during presentation.
room during presentation.

Mark : ______/28

Teachers Comments :