FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 weeks 6-10 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Chemical Science

General Capabilities:
Literacy Numeracy x ICT x Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
x thinking x Competence x
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ AUSTRALIA SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO N OBJECTIVE (what & how) EXPERIENCES
N CURRICUL (include learner diversity)
UM
LINKS
Science
Understanding

Week Changes to Formative Introduction word wall

materials can be plan and conduct an
6 Science journals to Gauge prior knowledge about fizzing substances. Have students answer the Fizzing
reversible, such
lesson investigation follow be reviewed for any following question in their science journal what do you know about things that fizz?
6
as melting, remaining
Students to share their ideas with class. investigation
freezing, directions to investigate misconceptions.
evaporating; or students to predict what they think would happen if they combine water, sodium camera to record
irreversible, such a chemical reaction that Observations on bicarbonate and tartaric acid. students findings
as burning and team work and
rusting produces the gas investigation skills Revise how to create a fair test.] 6 teaspoons of
ACSSU095 carbon dioxide Go through questions on the Fizz Investigation resource. sodium bicarbonate
1 Label the 4 bottles with the following information:
Bottle 1: bicarb + acid 6 teaspoons of
identify the features that
Bottle 2: bicarb + water tartaric acid
Science as a made their investigation 3 cups of non-acidic
Human Bottle 3: acid + water
Endeavour a fair test water (
Bottle 4: bicarb + acid + water Label the balloons 1, 2, 3 and 4.
1 cup measure
4 transparent bottles of the same size (350400mL approximately)
Work collaboratively in a 1 teaspoon
group by demonstrating 2 Add 2 teaspoons of sodium bicarbonate to balloons 1, 2 and 4 by placing the
funnel into the opening of each balloon. 4 transparent bottles
active listening and
3 Wipe funnel carefully with a piece of paper towel. Discard paper towel. of the same size
teamwork skills within a
Science (350400 ml
Inquiry Skills
group setting. 4 Add 2 teaspoons of tartaric acid to balloons 1, 3 and 4 by placing the funnel
approximately)
ACSIS232
into the opening of each balloon. 4 balloons
ACSIS104
ACSIS221 5 Wipe funnel carefully with the second piece of paper towel. Discard paper towel. 1 labelling pen
6 Add 1 cup of water to bottles 2, 3 and 4 by placing the funnel into the mouth of 1 funnel
each bottle. adhesive tape
7 Have one team member carefully t the opening of each balloon over the mouth of 4 pieces of paper
their corresponding bottle while another holds the balloon so that no powder falls in. towel
Pull the stem part of the balloon down so that it will not come off easily. If it is loose,
stick it down with a piece of masking tape to make it airtight.
8 Carefully upend Balloon 1 so that its contents fall into Bottle 1. Mix the contents
gently. Observe the bottle carefully, and record your observations in your science
journal.
9 Repeat step 8 for each of the bottles.
Students to write prediction about experiment in journal.
Discuss safety measures.

REVISION/CONCLUSION:
English Ask students to summarise what they have learned in their science journal. Update
the word wall with words and images.

Key questions
Why do you label the bottles? (To keep track of each since the solutions are all clear and
colourless.)
Why do you label the balloons? (To keep track of each since the powders are both white.)
Why do you put the powder in the balloons? (To make sure that the powders are added at
the same time, after the balloon is upended.)
Why do you wipe the funnel each time? (So you dont accidentally add some powder into
the wrong bottle.)
Why do you discard the paper towel? (To make sure you dont accidentally wipe powder
onto the funnel.)
What are the bubbles? (A gas.)
Do the bubbles come from the sodium bicarbonate? Why do you think that? (No, because
then they would appear when the sodium bicarbonate dissolved.)
Do the bubbles come from the tartaric acid? Why do you think that? (No, because then
they would appear when the tartaric acid dissolved.)
When do the bubbles appear? (When both solutions are mixed together.)
Why do you think that they only appear then? (Because all three substances are needed
for the reaction.)
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)
Science
Understanding

Week 7 Changes to -make predictions about which Formative Introduction

lesson materials can be features of candles allow them Science journals to word wall
7 reversible, such to burn be reviewed for any Show students a new candle, a burnt candle and a candle that has candles
as melting, -plan an investigation of how a remaining been burning and it melted wax. matches
freezing, burning candle is affected by the misconceptions. lump of wax on a metal
evaporating; or amount of air available What has happened to this candle? Why do you think that? Why is skewer
irreversible, such -use oral, written and visual Observations on length of wick
team work and
as burning and language to report observations
investigation skills there only a stub left? Where has the wax gone? What do I need to foil tray
rusting of candles tea-light candles
ACSSU095 light the intact candle? glass jar
timer
Light a candle and have students watch.
Science as a
Human What do you need for a candle to burn? Where does the wax go
Endeavour
when the candle is burning? What happens when a candle is
burning? Questions on the board. Answers in the science journal.
Introduce the separate wick, the wax, a candle and a jar and ask
Science
students to record, in their science journal, their predictions and
Inquiry Skills supporting reasons about:
ACSIS105 What will happen if I light this wick? What will happen if I light this
ACSIS107 wax? What will happen if I put a jar over a lighted candle?
What things will affect the time the candle stays alight?. Record
students suggestions
Introduce the term variables as things that can be changed,
measured or kept the same in an investigation. Change: the size of
the jar Measure/Observe: how long the candle stays alight Keep the
same: the size of the candle, the wax of the candle, the air around.
Discuss how to make it a fair test, by only changing one variable and
keeping all others the same.
Discuss how to measure how much air is contained in each jar, for
example, by measuring the amount of water each jar holds.
Draw attention to the equipment available for each team. Ask teams
 English to wipe the inside of the jars clean before beginning the investigation.
This is important to remove any water residue that might be inside the
jar.
Form teams and allocate roles. Ask Managers to collect team
equipment.
Allow time for students to complete the investigation. Ask teams to
observe their jars carefully and draw and describe what they see in
their science journal.
Ask team Speakers to share their findings with the class. Discuss the
purpose and features of a line graph. Create a class line graph using
the data from the teams and record in the class science journal.
Ask students to use the graph to predict how long a candle will burn
under a 400 ml jar.
Discuss why the candle goes out under the jar, and why the candle
takes longer when the jar is bigger.
Discuss where the wax might have gone (changed into carbon
dioxide and water). Ask students to describe what they found inside
the jar after burning candles in them (water droplets).
Ask students to summarise what they have learned in their science
journal. Update the word wall with words and images.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)
Science
Understanding

Week 8 Changes to create categories to group Formative Introduction word wall

lesson materials can be different changes Science journals to each team members
8 reversible, such explain the difference between be reviewed for any Discuss the different changes that students have investigated. science journal
as melting, physical and chemical change remaining 1 copy of Changes card
misconceptions.
freezing, create a Venn diagram to Discuss why categorisation is important in science. sort
evaporating; or present information. A3 sheet of paper or
irreversible, such Observations on butchers paper
as burning and
team work and students will group the changes they have investigated.
investigation skills
rusting Introduce the set of cards produced from the enlarged copy of Changes
ACSSU095
card sort
 Science as a
Human
Discuss how to represent classification, for example, by placing the cards in
Endeavour
a Venn diagram. Discuss the purpose and features of a Venn diagram.
ACSHE100 Ask students to decide on categories, for example, students might decide
to put all changes producing gas into one group, and all the non-gas
producing changes in another group.
Science Explain that some scientists group changes into physical and chemical
Inquiry Skills
changes.
discuss each teams classifications.
Ask students to summarise what they have learned in their science journal.
Update the word wall with words and images.

English

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES
N LINKS (include learner diversity)
Science
Understanding

Week 9 Changes to formulate a question and Summative Introduction word wall

lesson materials can be make predictions about what Students to each team members
9 reversible, such factors affect the speed of a Set up a Safety zone where you can prepare hot (from the tap), science journal
as melting, chemical reaction be assessed room temperature and ice-cold water. Decide on a safety procedure 1 copy of Tablet
freezing, plan and conduct fair tests of against rubric investigation planner
evaporating; or different factors to see if they and work for students to collect hot, room temperature and ice-cold water. (Resource sheet 5), A4 or
irreversible, such affect the speed of a chemical A3 sized, for each student
as burning and samples from Discuss what kind of change a tablet fizzing in water is. Discuss why
reaction
rusting 3 fizzy tablets
ACSSU095 provide evidence to support the 3 plastic cups
their conclusions and suggest the tablets are designed to fizz. 12 cup measure
improvements to their curriculum spoon
students will be working in collaborative learning teams to investigate
Science as a investigation methods. and first timer
Human
Endeavour steps. the rate of reaction of a tablet fizzing in water hot water (see
Preparation)
Ask students to brainstorm what things (variables) might affect the room temperature water
ice-cold water
rate of this reaction
Model how to use the variables grid to plan a fair test by only
Science Inquiry changing one variable and keeping all others the same.
Skills
Discuss why replication is necessary to produce reliable results and
With guidance, list possible reasons for variation (for example, the tablets are not
pose questions to
clarify practical identical).
problems or
inform a scientific
Introduce students to the process of writing questions for investigation
investigation,
and predict what

the findings of an each team will conduct a test using liquids of each temperature. Each
investigation
might be
team will then join with two other teams to discuss their results and
ACSIS232 calculate and plot their averages on the graph in the Presenting
With guidance, results section of the Tablet investigation planner
plan appropriate
investigation Ask teams to plan their investigation on the Tablet investigation
methods to
answer questions
planner
or solve problems students to conduct the investigation, record their results, discuss
ACSIS103
Decide which them with two other teams and present them in the Presenting
variable should
be changed and
results section of the Tablet investigation planner
measured in fair Analyse and compare graphs as a class and look for patterns and
tests and
accurately relationships
observe, measure
and record data, Ask students to summarise what they have learned in their science
using digital
technologies as journal. Update the word wall with words and images.
appropriate
ACSIS104
Use equipment
and materials
safely,
identifying
potential risks
 English

WEEK/ AUSTRALIA SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSO N OBJECTIVE (what & how) EXPERIENCES
N CURRICUL (include learner diversity)
UM
LINKS
Science
Understanding

Week Changes to Summative Introduction word wall

materials can be -describe different
10
lesson
reversible, such changes and why Students to Review the purpose and features of a report
10
as melting, be assessed Explain that the report will have two sections. The first section science journal
freezing, they have occurred against rubric
evaporating; or includes information on each change present in the original Mess
irreversible, such -identify changes as and work
as burning and
samples from scene
rusting
reversible and
the The second section includes a brief summary of investigations
ACSSU095 irreversible
Science as a curriculum completed and the conclusions reached, for example, how long ago
Human -prepare an analytical and first
Endeavour the mess was made.
report of their steps.
Scientific investigations which Describe the features you will be looking for to assess
understandings,
Provide students with time to plan, prepare and publish their reports.
discoveries and demonstrates
inventions are Allow time for students to discuss the mode of their report, for
used to solve understanding of example, a printed report, a PowerPoint presentation, a Kahootz
problems that
directly affect
physical and chemical presentation or a poster.
peoples lives changes
ACSHE100 Ask students to conduct a self-assessment of learning
Science Inquiry
Skills
ACSIS110

English