FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science

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

n/a

Notes about device access in the classroom: Students have an iPad at a 1:1 ratio.
 WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Lesson 1. Outline at least 4 1.Formative Introduction: 1. Observable

properties of a solid, a assessment at the 1. Students are given iPads at a 1:1 ratio. properties
2 CHEMICAL
beginning using
liquid, and a gas using the 2. Kids complete the online Kahoot to assess and reflect on Kahoot:
SCIENCES Kahoot to check
online Table creator. prior knowledge. https://play.kah
understanding of
Solids, liquids 2. Demonstrates Solids, liquids and oot.it/#/k/ea7b
Body:
and gases have understanding of 3 non gases based on 1. Introduce students to the ‘mystery bag’ and explain that 746e-f10e-
different observab observable properties of a previous lessons. inside the bag are items that need to be classified as a 4acb-b13c-
leproperties and solid a liquid and a gas. c71a04b5e6ee
behave in solid, a liquid or a gas.
2. Before removing the item from the bag students must 2. Online table
different ways
write down into the online table ( http://truben.no/table/ creator:
(ACSSU077) http://truben.n
) whether the item belongs into a solid a liquid or a gas,
the properties it has and what they think the item is. o/table/
 3. ‘mystery bag’
3. Once a prediction has been made, students can then
remove the item to see if their estimation was correct. including a
4. Students can compare answers in pairs ensuring they are variety of items
as specific as possible. such as water
bottle filled,
5. Repeat the process with the remaining items of the bag.
balloon filled
Conclusion with air, a pen.
1. As a class discuss any difficulties with classifying the
items, especially those that might consist of more than
one property; it could contain both a liquid and a solid
etc.
2. Students can now make corrections to their table of
properties and must be able to show a completed
diagram on the iPads as a way to complete the lesson.

Copy this page above as many times as required for each lesson. Usually one (or maybe two) of these per lesson is sufficient to describe your activities.