CHEMICAL
SCIENCE
Phase:
Explore Provide hands-on
experience of the
phenomenon
Learner Diversity
- Group students in groups
of four for behaviour
management. When
grouping students identify
which students do and don’t
work collaboratively
- For students that may
have more of an
understanding of mixtures,
have those students work
together and give them more
substances to mix, these
students are to hypothesise
by reflecting on why there is
differences between the
slimes when there is one
ingredient that is the same
in each of them
- Students that need
enabling they are to work
with students that will
encourage and model what is
expected to do when mixing
the substances
Assessment
- 8 Students will be assessed
- Anecdotal notes: to assess
students current
understanding of mixtures
and how different materials
can be combined to create a
mixture
- Checklist: To see if
objectives were met
Lesson Format
- Chemical Science, mixing two different
materials/substances to make a mixture
- Year 2
- Students will make two different types of
slimes. Both of which share one of the same
ingredients, and two different ingredients to
make a mixture. Allowing students to
hypothesise, make predictions, through a hands-
on experience using their senses to explore the
differences between the two mixtures.
Curriculum Links
Science Understanding
Chemical Science: Different materials can be
combined for a particular purpose (ACSSU031)
Science as a Human endeavour
Science involves observing, asking questions
about, and describing changes in, objects and
events (ACSHE034)
Science Inquiry skills  
Pose and respond to questions, and make
predictions about familiar objects and events
(ACSIS037) 
Prior Lesson
- Students have examined a range of different
mixtures in both the indoor and outdoor
classroom; what they’re used for, where they can
be found, where you would mix them.
 Motivation
- Using the iPads, students are
to use the QR finder to bring
up the Padlet to recap their
previous lesson and existing
understanding of mixtures.
Lesson
- Introduce the lesson to the
students. Explain that students
are going to be making two
different mixtures. Both using
cornflour, one with water and the
other with conditioner. students
are to participate in a ‘think, pair,
share’ with their partner, to make
predictions about what they think
will happen with the two different
mixtures
- Split groups into groups of four,
they are to number themselves
one – four. Using the procedure
that is given to them, each
student gets a chance of doing
something, one goes first through
to four (for the second mixture
four goes first and one goes last)
- Once they have made the slime
they are to all feel it, smell it etc.
and they are to each write
describing words on the
brainstorm sheet about their
observations
SINEAD &
BRIANNA
Closure
- To conclude students are to go back
to their original partner and do a
‘think, pair, share’ about how their
predictions went. As a class we are to
discuss their original predictions, what
they observed between the two
mixtures
References
- Ciphers. (2009). Pouring slime out of
its bucket [Photograph]. Retrieved
from
https://commons.wikimedia.org/wiki/Fil
e:Pouring_Slime.JPG
- Australian academy of Science.
(2012). Primary connections: All mixed
up, Year 2 Chemical Science. Retrieved
from
www.science.org.au/primaryconnection
s
- Government of Western Australia.
(2014). School Curriculum and
Standards Authority: Science v8.
Retrieved from
https://k10outline.scsa.wa.edu.au/home/
teaching/curriculum-browser/science-
v8