Yasmin George 32003999

SCIENCE
Planning
Document
Primary & Secondary
University of
Notre Dame
 Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard

Biological sciences  Living things have structural features and adaptations that help them to survive in their environment (ACSSU043) By the end of Year 5, students classify
substances according to their observable
properties and behaviours. They explain
Science understanding

Chemical sciences  Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) everyday phenomena associated with the
transfer of light. They describe the key features
of our solar system. They analyse how the form
 The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) of living things enables them to function in
Earth and space sciences their environments. Students discuss how
scientific developments have affected people’s
lives and how science knowledge develops
Physical sciences  Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)
from many people’s contributions.

Students follow instructions to pose questions

Nature and development  Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena for investigation, predict what might happen
Science as a human endeavour

of science  Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE081) when variables are changed, and plan
investigation methods. They use equipment in
ways that are safe and improve the accuracy of
(Year 5-6)

their observations. Students construct tables

Use and influence of  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE083) and graphs to organise data and identify
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) patterns. They use patterns in their data to
suggest explanations and refer to data when
they report findings. They describe ways to
improve the fairness of their methods and
communicate their ideas, methods and findings
using a range of text types.
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an
predicting investigation might be (ACSIS231)
Science inquiry skills (Year 5-6)

Planning and conducting  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)
 Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital
technologies as appropriate (ACSIS087)
 Use equipment and materials safely, identifying potential risks (ACSIS088)

Processing and analysing  Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or
data and information relationships in data using digital technologies as appropriate (ACSIS090)
 Compare data with predictions and use as evidence in developing explanations (ACSIS218)

Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS091)

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)
 English CONCEPT MAP
Students create an informative picture book (option 1) Digital Technology
that details the content about states of Using storyboard maker students recreate
matter. They will read their stories to the The Arts their elaborate science experiments and
younger year groups. present their stories to the class.
Students bring in a real life example of a state of
(ACELT1612) (ACELY1704) (WATPPS29)
matter (household item) and create a visual
representation (ACAVAM115)
Read an informative text about Chemical Students research online to discover a
Science (states of matter) students must range of resources they can use during
identify the key features that construct an the explain lesson to help them achieve
informative text and pin point the key their objectives. (WATPPS28)
information within the text and discuss why
the author chose to construct the text in
this way. (ACELA1504)
Concept: Chemical Science ACSSU077
Using Google slides students construct a Term: 2 Weeks: 2-8
©The University of Notre Dame 2010 developed by C McGunnigle
collaborative presentation about changing
states of matter and examples seen in our
environments.
(ACELY1707)

Maths
HASS Construct a graph illustrating the melting
Students research and create a visual timeline about the rates of solids. (ACMSP119)
history of Chemical Science. (WAHASS61)
Use examples of daily states of matter
Research the poisonous gases used during war periods. objects when learning about weight
measurement. (ACMMG108)
Introduce students to the concept of Fossil Fuels, students
research the process of creating Fossil Fuels. Identify the Students pose questions through surveys to
link between heating states of matter to create fuel. see how often their classmates change states
Students research alternative natural energy sources. of matter (through melting, heating etc.).
(ACHASSK119) (ACMSP118)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 2-8 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Chemical Science States of Matter
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

2/1 ACSSU0 ACSIS23 Students will be able DIAGNOSTIC Introduction: 5 Minutes What clues help Ginger Garrett,
77 1 to represent their Select five students you decide if an Solids, Liquids
 Hand out design brief, get students to read and
current understanding to assess object is a solid, and Gasses book.
contemplate what we might be exploring in this unit.
of the three states of diagnostically liquid or gas?
matter as they: based on  Read Solids, Liquids and Gases book by Ginger Garrett to Grouping strategy
1. Recognise and conversations to students. (Appendix 1) Can you provide images.
identify the three assess level of  Bring students attention to the different examples examples of the
states of matter in understanding provided in the book. three states of 12 Plastic
about the three matter? containers with
various formations  Explain to students that we are starting a new topic
states of matter. lids (mystery box,
and contexts. Focus Questions: about the three states of matter and today we will be What did you vary to suit class
2. Provide at least What do students discovering what these are and examples that can be notice about size).
two examples of know about the found. the three states
each state of three states of of matter? Solids:
matter. matter? Can they Activity One: 25 Minutes Where they Clothing items,
3. Describe the basic provide several  Introduce the mystery box stations as shown on design different if so stationary, blocks
examples? how? etc.
differences brief. Students can follow along with instructions on
(Appendix 4)
between the three brief however, if necessary details are below. Liquids: Water
states of matter Collect student  Thee purpose of this activity is to see what they know filled container.
based on Bingo worksheets already about the three states of matter
observations. and observational  Students identify what state of matter is inside each box Gas: Empty
notes to use as first with their eyes closed. Once they have guessed they
anecdotal records Observational
must record their prediction.
recording work
 After their predictions students may look inside the box sheet.
 to see if they were correct and identify/list 3 key
observations about each state of matter and record their Three plastic
findings on the work sheet. (Appendix 3) bottles one filled
with sand, water
 Once activity is completed discuss findings as a class.
and air.
 Get students to compare their observations and see if
they all agree. Bingo Sheets.
 Did all students identify the three states of matter https://myfreebin
correctly? gocards.com/bing
o-card-
generator/results
Activity Three: 15 /pp9vut
 Bring student attention to three bottles, one is filled
with sand, water and air, pass these bottles around.
 Get students to turn them upside down, shake them and
observe how they move inside the bottle.
 Verbally question the class: What do they notice? How
do these substances vary inside the bottle?
 How do you distinguish between them to know what
one is a solid, liquid or gas?
 Share understandings amongst class.
 Focus questioning on the five students chosen for
diagnostic assessment.
 Come up with a class definition of what a solid, liquid
and gas is. Write it on the Science chart board. (This list
can be added to and modified as more information and
understanding is gathered throughout the unit.)

Conclusion: 10 Minutes
 Students will head outside to complete Bingo activity.
(Appendix 2)
 Explain that the aim is to find answers to all of the
questions on the Bingo card based on what they can find
/ see outside.
 They must answer as many question as possible in the
time provided and whoever finishes first with all the
correct answers is the winner.

Safety:
 Mystery Boxes: Ensure mystery boxes are large enough
 so that multiple students can place their hands inside at
once.
 Remind students of respect and waiting their turn if too
many people are around the mystery box activity – go
find another box.
 Make sure all objects inside the mystery boxes are safe
and not sharp to touch.

Modifications:
 Students with writing difficulties can draw the objects
they see in the mystery box and draw the answers to the
Bingo card.
 Bingo sheet questions can be differentiated. Harder and
easier sheets can be created to suit learning abilities of
students.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

3/2 ACSSU0 ACSHE0 ACSIS08 Students will be able FORMATIVE Introduction: 5 Minutes What is one https://youtu.be/
77 81 6 to: Select five students thing you can C33WdI64FiY
 Set the scene and remind students of previous lessons
ACSIS23 1. Identify that gas to assess orally tell me about
1 through teachings. Moving onto gas today. gas? Butcher paper
takes up space and
conversations and  Watch video to refresh memory. Follow up video with and pens.
can be trapped.
observations some key questions. Is air a gas?
2. Work
throughout lesson. Why? Bicarbonate soda.
collaboratively in a
group to conduct
Assessing to Activity One: 5 Minutes
determine whether  Group students into three large groups by using the What happened Vinegar.
an experiment and students grasp the during the
picture card strategy.
make simple concept that gas experiment? Salt.
takes up space.  Test their knowledge by having three large pieces of
predictions about
paper with the questions: what to do you know about Do you think Plastic cups.
the experiment.
Collect student gas? What is an example of a gas? What would you like the amount of
3. Identify that not
experiment sheets to know about gas? vinegar / Mixing spoons.
all solids and and group bicarbonate
 Each group has 30 seconds to write down as many things
liquids can be brainstorm to use soda mattered? Funnels.
possible then rotate paper until every group has
combined to make as anecdotal
records. answered questions. Would anything Balloons.
gas.
 Have a quick discussion by asking each group to read out change if we
Experiment sheet something from the paper. used a bigger or Gloves.
marking smaller bottle?
guide/checklist. Activity Two: 15 Minutes Experiment sheet.
(Appendix 6)  Break groups into smaller groups for experiment phase How do you (Appendix 5)
think we could Experiment
of lesson.
trap more gas instruction cards.
 Can mixing a solid and liquid create a gas? Mix salt and next time?
vinegar together and bicarbonate soda and vinegar to
see which mixture creates a gas. Think of
 Students predict what will happen first then will household
complete experiment. items that trap
 Provide roles to groups: leader, scribe and manager. gas in your
home.
 Debrief experiment and discuss their observations
(smell/see/hear).

Activity Three: 20 Minutes

 Next experiment shows that gas takes up space.
 Discuss with students ways we could trap gas – using a
balloon and blowing it up.
 List other household items that trap gas – soda can, oil
spray, basketball etc.
 Tell students you have a challenge for them: how can
you trap the gas into the balloon without blowing it up
with air?
 Through the gas we made before (bicarbonate soda and
vinegar).
 Run through instructions with students.
 Get them to predict what they think will happen / will it
work or not?

Activity Conclusion: 10 Minutes

 After experiment get students to have a whole class
debrief based on what they observed during experiment
(ask key questions).

Safety:
 Must use gloves.
 Never place anything into your mouth.
 Wash hands after experiments.
 If an accident occurs tell teacher.
 Explain to students that all substances used today are
safe.

Modifications:
 Students with writing difficulties can be the group
manager.
 Students can draw their observations instead of writing.
  Peer buddy system can be utilised.
 Extension: students can try adjusting the amounts of the
variables to see what happens.
 Experiment instruction cards will be readily available for
all to use.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

4/3 ACSSU0 ACSHE0 ACSIS09 Students will be able FORMATIVE Introduction: 10 minutes Does this Magazines.
77 81 3 to: Based on student change your
 Students form same groups of four as in explore lesson.
1. Classify objects Science journal: understanding A3 sheets of
Checklist (appendix  Explain that Scientists often look for clues to help them of what a solid, paper.
into states of
13) students able with their understanding in the world around them. liquid and gas
matter and
to define and  Today students will be examining various magazines to is? Butcher paper.
compare results.
comprehend find examples of the three states of matter.
2. List and discuss (melting, freezing, Why do you Scissors and glue.
 Provide students with two magazines per group.
observations used condensation and think that is a
to classify the  They must go through and cut out and glue as many
evaporation) and (solid, liquid or Jelly, shaving
three states of identify this items into correct states of matter category. (Appendix gas)? cream, honey,
matter. process as 7) gel, melting ice
3. Research and something that  Assign roles to students using 2x leader (finds and cut Why can some cubes, steam
changes waters examples out in magazine) and 2x manager (glues in objects exist as coming from
discuss given topic
state of matter. examples into correct categories). two states of liquid etc.
of either (melting, matter?
freezing,  Tell students to cut out three examples of items that
Based on discussion
condensation and comprehend that they struggle to categories as one of the states of What happens
evaporation) objects can exist as matter. when rain turns
4. Compile examples two states of  Discuss their findings with class. into hail?
of either (melting, matter.  Discuss items they noticed that were hard to categorise.
Read out examples found by students to the class. We What happens
freezing,
Collect student to a glass when
condensation and will be coving this in the next activity.
group work sheets, we put
evaporation) and group something
brainstorm to use Activity One: 10 minutes really cold into
as anecdotal it?
records.  Arrange students into three large groups.
 Using butcher paper with the headings for each state of
matter give students 30 seconds to write observable key
properties for each heading.
 Provide students with an example - remind / bring back
the bottle of sand, although sand can be poured and it
takes the shape of the container it is not a liquid so what
about sand shows us that it is a solid.
 Students rotate paper in clockwise direction until all
groups have contributed to each paper.
 Discuss and share their findings come up with a class list
to add on the class science chart board under each state
of matter about what helps us classify states of matter
based on observable properties. (Appendix 8)
 This will help the teacher identify misconceptions
students may still have about states of matter.

Activity Two: 10 minutes

 Using the class classification list created get students too
try classify harder examples.
 Direct student attention to the various tricky states of
matter around the room.
 Explain that sometimes Scientists find things that they
struggle to classify or label as a solid, liquid or gas.
 Students will individually and silently walk around the
room and record in their Science journals what state of
matter they think the object is by placing a tick next to
either a solid, liquid or gas. (Appendix 9)
 Students can pick up the objects, move them around in
the container and feel them.
 Discuss and share their findings as a whole class.
 Which objects were hard to classify and why?
 Go through each one asking is… jelly a solid or a liquid?
How do we know? Discuss and agree as a class.
 Spray shaving foam into the palm of your hand. Is this
solid or liquid? It’s wet, yet formed a mound on your
hand. It is tricky to classify. Some items can’t fit into a
 simple category and actually exist as both states.

Activity Three: 20 minutes

 Show students the image of water existing as the three
states of matter. (Appendix 10)
 Introduce the concept of how water as a liquid can
change state.
 Read the story aloud and show visual cues. (Appendix
11)
 Ask students when the water changed state of matter?
Do they know what processes it went through (melting,
freezing, condensation and evaporation)
 In pairs using the laptops students must research and
come up with definitions and images of their given word
(melting, freezing, condensation and evaporation).
 Each group will present their research to the class.
Students will print off images to place inside their
Science journals and will fill in questions individually in
Science journals. (Appendix 12)

Conclusion: 5 Minutes
 Revise each word to check for understanding and add
definitions to Science chart board.

Safety:
 Remind students to scissor safety
 Remind students of group work rules and how to act
responsibly when completing collaborative activities.
 Make sure all objects used in activity two are safe for
handling.
 Remind students not to place any items into their
mouths (jelly).
 Take care when using the laptops – need to be
responsible.

Modifications:
 Peer learning / buddying utilised for activity one if
 students have difficulties with using scissors.
 Extension: Students can draw and label their own
cartoon that illustrates the word they have researched.

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU0 ACSHE0 ACSIS21 Students will be able SUMMATIVE- Science What are https://www.yout
5/4-5 Inquiry Skills
Introduction: 5 Minutes
77 81 8 to: variables we ube.com/watch?v
 Get students in pairs to review the topic content so far
ACSIS09 1. Write questions need to keep =tuE1LePDZ4Y
0 Investigation by completing a matching game. Students match cards the same to
for investigation.
ACSIS08 planner (refer to to a state of matter. (Appendix 14) make this a fair Revision task
2. Formulate
7 inquiry skills rubric  Ask students if there is anything else they want to add to test? matching cards
predictions for an appendix 17)
ACSIS08 science chart board. (Appendix 14)
6 investigation and How will you
ACSIS23 give reasoning’s Science Journal record Science chart
for choices. entries: Student Activity One: 10 Minutes
1 observations? board.
provides their  Introduce the investigation topic by watching video clip.
3. Identify features
understanding and  Discuss that the focus of the investigation is to test to Why does Investigation
of a fair test and
reflection on see how solids can change into a liquid due to changing planners.
choose which outcome of their temperature changes and to discover if different solids temperature
variables to experiment why it change into liquids quicker. make the solid Frozen water that
change and did or did not change state? has food
succeed and what  Introduce the term variable as things that can be
control. colouring and
they could have changed, measured or kept same in an investigation.
4. Work If we kept on various other
done differently. - Reflect on past experiments completed where all heating the substances.
collaboratively in
measurements were kept the same to provide solid once it
teams to safely
Class and group context / examples. turned into a Clear plastic cups.
plan and conduct discussions based  Students will determine their own variables based on liquid what
an investigation on on key questions.
materials provided. would happen? Warm water.
changing states of
matter through  Add the definitions of variable and control variable to
Do all liquids Stopwatches.
heat. the science chart board. turn into solids?
5. Observe and - Show a variables video if you think students require iPads.
record the results Does the
 of their it. evidence Investigation
investigations support your instructions sheet
6. Discuss and Model Experiment/Investigation Planner: claim? If so for students.
how?
analyse results 20 Minutes https://www.you
from all group  Run through a quick demonstration experiment by tube.com/watch?
findings to placing frozen water (solid) into hot water and show v=0A55QRyJHPM
determine which students how it changes states due to temperature
group had the change.
most success and  Explain that this will be your test experiment to use in
elaborate on why order to determine if other solids change state faster.
this was the case  Record time it took on white board; repeat it three times
(to be achieved in to ensure validity.
subsequent  Model how to develop questions for an investigation
lesson) and explain how to use the investigation planner.
(Appendix 15)
 Students will be working in their same groups as explore
lesson.
 Investigation Question: What you are testing?
 Variables: Students will choose two frozen solids to
compare (honey, water, juice, soft drink, milk).
 Control variables: What are we controlling to ensure it is
a fair test? Ask students and discuss ideas.
- Size of the solid is the same and temperature and
amount of warm water used.
- Container used to place solid in warm water.
- Repeat experiment more then once.
 Prediction and reasoning: Why they think a specific solid
will change state quicker; does the amount of water and
size of the container have an impact to melting rate?
 Equipment needed: Stopwatches for measuring change
time rate.
 Procedure: What are you going to do step by step? This
will be written down.
 Observations: How will they record what happened?
Students can choose to record experiment on iPad
camera, through drawings and labels, taking pictures on
iPad camera and or through writing down what they
saw. Explain that they must decide how to record
 observations, as they will be presenting their findings to
the class after.
 Provide students with roles: Use height order and
birthday month strategy.
- Leaders will collect materials and present their
findings to class later.
- Scribes collect writing tools and investigation
planner.
- Manager set up investigation and complete
experiment.

Activity Two: 30 Minutes

 Students conduct experiment.
 Once experiment is completed students will individually
review investigation and record findings and conclusions
in their own Science journals. (Appendix 16)

Conclusion: 5 Minutes
 Students pack up.
 Explain that next lesson all groups will present their
findings to compare results.
 Bring students onto the mat to debrief through
discussion and verbal questions (refer to next column).

Safety:
 Clean up spills immediately.
 Do not throw or toss any of the items.
 Wash hands after touching materials.
 Do not eat the solids or drink the liquids.
 Do not run or play with materials.
 Careful placement of solid into warm water.
 Managers if required will wear special plastic apron to
protect from warm water spilling.
 Child safe selection of solids will be used.

Modifications:
 Students with writing difficulties/disabilities can record
 their Science journal entry on Google Docs page using
voice to text or have an oral conversation with the
teacher.
 Strategic organisation of groups’ students who are
weaker will be placed with stronger students to
encourage peer teaching.
 Students who have writing or reading disabilities will be
given manager role.
 Instructions can be recorded verbally on Talking
Recorder Buttons or pictorially for students who require
it; otherwise all groups will have access to written
explicit instructions.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (What & how) EXPERIENCES QUESTIONS
(Include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

6/6 ACSSU0 ACSIS09 Students will be able SUMMATIVE Introduction: 10 Minutes What Graphic
77 3 to: observable organiser.
 Review previous lessons using the student science
ACSIS09 Contribute their properties tell
1. Demonstrate and knowledge during journals and class science chat-board. you an object is Writing
summarise their the class discussion  Ask students several key questions to encourage a solid? stationary.
knowledge of (try ensure all discussion.
states of matter
students answer).  Play the connect four game: students work in groups of What are the Connect four-card
three. Two people play and the third person is properties of game.
through the use of Science graphic solids/liquids/ga
a graphic adjudicator / checker. Place pile of cards face down
organiser check list ses? iPad.
organizer. between to players. Each player takes a turn to pick up
– were students
2. Express their able to correctly one card and call out an example to the description What happens https://play.kaho
thoughts and answer the written on the card. First player to get four cards right in summer ot.it/#/k/ceb6188
opinions about questions. wins. Players then swap. when we are at 0-fec0-40ce-917a-
(Appendix 18)  Students will have 5 minutes to complete this task. This the beach bcd0fc9a6737.
their learning
will help identify if there are still any misconceptions. swimming then
journey in video get out of the
Reponses to video
recording based reflection are (Appendix 20) water wet but
on 7 questions. insightful and start to dry?
correct. Activity One: 50 Minutes
What is an
 Students work individually to complete the graphic
example of an
organiser (appendix 19) to assess their knowledge.
object that has
 Model how to complete the graphic organiser and more then one
explicitly explain expectations. Best work, neat, take state of matter?
their time, this is being assessed, want to know their
understanding. They must reflect on what they have What happens
learnt in previous lessons and can use examples we have to a solid when
we heat it?
explored during class.
How can we
Activity Two: Throughout Class create a gas?
 Individually pull students out throughout this lesson to
record a reflection video based on their learning journey Particles that
through this unit. These videos will be shown on parent are rigid and
night. don’t move are
what state of
 Ask questions, such as:
matter?
 What did you think about … at the start of the unit?
 What did we want to find out about…?
 What have you learned about...?
 Why do you think that now?
 Can you show me how a solid/liquid/gas moves?
 Can you tell me a fun fact about..?
 What observable properties does a …. have?
 What activity did you enjoy most of all? Why?
 What activity did you find the most challenging? Why?
 What are you still wondering about?

Conclusion:
If there is time we can watch some of the video reflections.
Alternatively students can play the Kahoot Quiz.
Safety:
 Students keep hands to themselves when playing the
game.
 Do not throw or toss any of the items.
Modifications:
 Students with writing difficulties/disabilities can record
their assessment on Google Docs page using voice to
text or have an oral conversation with the teacher.
 Graphic organiser can be differentiated so that students
draw their answers.
 Extension students who finish early can start creating
their own states of matter card game drawing
inspiration from the examples used in this unit.