SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4/1+2 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science -> Chemical Science
(Natural/Processed Materials + Properties)

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 Natural and Processed Materials
•
• To elicit students’ questions/ prior knowledge about Natural and Processed Materials
• Diagnostic assessment used- in this lesson you will find out what the students already know about Natural and Processed Materials. This will allow you to take account of students’ existing ideas
when planning learning experiences

WEEK AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS LESSON (what & how) EXPERIENCES QUESTIONS
LESS OBJECTIVE (include learner diversity)
ON Science Science as Science
Understandin a Human Inquiry Skills
g Endeavour
1/1 Chemical Use and Questioning Students will be DIAGNOSTIC Introduction:
Science Influence of and able to: • Word Wall
Natural and Science Predicting
Activity 1 -> Natural/Processed Material Sort
• Define natural • Book Creator
Processed Science Identify Students will each have a picture of a natural or processed material What category do Natural/Processed
materials knowledge questions in and processed
under their chair. One at a time, students will come to the front of the you think your item Material Photos
have physical helps familiar materials
properties people to contexts that
class and place their picture under the category which it represents belongs to? Why
• State the Checklist do you think that? Category Headings
that influence understand can be (natural/processed).
• Define natural
their use the effect investigated difference Ø Teacher will not tell students if they are
(ACSSU074) of their scientifically materials
between wrong or right
actions and make • Define
(ACSHE06 prediction natural and
processed
2) based on processed Body:
prior materials
materials Activity 2 -> Natural/Processed Material Discovery
knowledge • State difference
(ACSIS064) using The teacher will have 2 tables, one with natural materials and one with
between natural What does the
examples processed materials (tables will be labelled).
and processed natural/processed Natural/Processed
Students will be split into two groups (one looks at natural, the other
materials materials look like, Materials
at processed).
• Provide feel like?
Ø Within the groups, students will be in pairs,
examples of
each pair has an iPad What types of iPads (BookCreator)
natural and
materials are they
processed Students will examine the materials in front of them (feels like, looks made of?
materials like, what they’re made of).
Ø Using Book Creator on the iPads, students
will take photos of the materials and can
note down anything they notice about
them

Students will swap tables and repeat Step 5.

Each pair will share what they discovered about natural and processed
materials.
Ø Students will airdrop their Book Creators to
the teacher
Ñ Remind students that the natural items on the table were all taken
when they were not living any more. E.g. Leaves used were picked
up off the floor.
Ñ Remind students of iPad contracts
Ñ Partner Roles -> ICT Manager + Reporter

Activity 3 -> Correct Natural/Processed Material Sort

Go back to the natural/processed material sort from the start of the
lesson and ask students if there needs to be any changes. Do we need to
Extension make any changes
If students have grasped the concept give them time to work to our material
individually to make changes before sharing with the class. sort?
Difficulty Why would you
Students who are having difficulty grasping the concept will work with move that item?
a partner to make any changes before sharing with the class.

Conclusion:
Activity 4 -> Word Wall
Students will work together to come up with a class definition of
Natural and Processed materials. How would you
Each student will receive half an A5 piece of paper and every second describe a
natural/processed A5 Paper
student will draw a natural material, the other students will draw a
material?
processed material.
The teacher will type up their definitions and stick them onto the work Can you give some
wall. examples of each?
Ø Each students’ drawing will be laminated
and stuck underneath the correct heading
on the word wall
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of different materials and their properties
• To support students to investigate and explore ideas about properties
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS LESSON (what & how) EXPERIENCES QUESTIONS
N OBJECTIVE (include learner diversity)
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour
1/2 Natural and Science Identify Students will be FORMATIVE Introduction:
Processed knowledge questions in able to: • Property What different
materials helps familiar
Activity 1 -> Read Book
• Name a Testing materials did you
have people to contexts that The teacher will read book ‘What if Rainboots were made of Paper?’ by
physical understand can be variety of Recording Sheet hear about in the ‘What if Rainboots
Kevin Beals and P. David Pearson.
properties the effect investigated Properties book? were made of Paper?’
• Word Wall Students will discuss
that of their scientifically by Kevin Beals and P.
• Explain the Ø Type of properties
influence actions and make Why do you think David Pearson.
their use (ACSHE06 prediction purpose of a
Ø Examples some materials (Resource 1)
(ACSSU07 2) based on variety of Checklist work better than
4) prior • Name a variety Ø Why they worked/why not
properties others for certain
Science knowledge
involves (ACSIS064)
of properties purposes?
making • Identify the Body:
predictions With purpose of a Activity 2 -> Best Material for a Certain Purpose Did you notice any
and guidance, properties in the
variety of Students will be in groups of 3. Each group will receive 3 of the same
describing plan, and
object but made in different materials. book?
patterns conduct properties
and scientific They must test to see which material best achieves the objects main
relationship investigations
purpose/s.
(ACSHE06 to find Which material do
1) answers to Ø Group 1 = Bouncy Ball (Rubber, Wood, Plastic) you think will best
questions, Ø Group 2 = Bowl (Plastic, Play dough, Clay) achieve its objects
considering
Ø Group 3 = Hockey Stick (Wood, Plastic, Metal) purpose?
the safe use
of Why do you think
Ø Group 4 = Money/Cash (Paper, Plastic/Normal cash, Rubber) this?
appropriate
materials and Ø Group 5 = Paint Brushes (Rubber bristles, Straw bristles,
equipment What properties did Material Testing
Plastic bristles)
(ACSIS065) the different Worksheet
Ñ Remind students to be careful of the objects they are using when
objects have? (Resource 2)
Represent
and
being tested.
communicate Ñ Group Roles -> Resource Collector, Information Recorder, Reporter
observations,
ideas and
findings using Once in their groups, students will write their predictions onto their
formal and ‘Material Testing Worksheet’ on which material will best achieve the
informal
objects main purpose and why they think this.
representatio
ns Students will now test the objects.
(ACSIS071)

After testing the objects, the students in each group will record their
findings onto their ‘Material Testing Worksheet’ and will report back to
the class with their findings.

Activity 3 -> Property Word Match

Students will each receive a word match activity sheet which includes
different properties on one side and their definitions/what they mean
on the other side and must match the properties with their meanings.
 Extension
Students can add any other properties they know that are not on the
sheet and try and explain what they are.
Property Word Match
Difficulty
Activity Sheet
Students will work with the teacher and will use a dictionary to find out (Resource 3)
what each of the properties means.

Conclusion:
Activity 4 -> Word Wall
What are some
Students will each be given a wide strip of paper and will write one new
different properties
word/word related to different properties on it.
you have
The teacher will laminate these and add them to the word wall under discovered today?
the heading ‘Properties’.
Why do you think Wide Strips of Paper
certain objects
need certain
properties?
 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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS LESSON (what & how) EXPERIENCES QUESTIONS
N OBJECTIVE (include learner diversity)
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour
1/3 Chemical Use and Questioning Students will be FORMATIVE Introduction:
Science Influence of and able to: • ‘Bag Problem’
Natural and Science Predicting
Activity 1 ->Mystery Bag
• Explain their Worksheet Mystery Bags
Processed Science Identify Each table group will have a mystery bag. Students will feel what is
materials knowledge questions in reasoning • Word Wall What does your • Bouncy
inside their bag, taking note of the properties.
have helps familiar behind their item feel like? Ball
physical people to contexts that
Ø Stretchy
decisions Checklist • Ruler
properties understand can be Ø Hard/Soft What types of
that the effect investigated • Apply • Explain reasons • Water
Ø Rough/Smooth properties can you
influence of their scientifically previous behind decisions Bottle
their use actions and make
Ø Flexible notice just from
knowledge of • Make justifiable feeling the item? • Tissues
(ACSSU07 (ACSHE06 prediction What it could be made of?
4) 2) based on properties to decisions • Hair
Ø Plastic
prior make • Justify decisions What types of Lacky’s
knowledge
Ø Metal
justifiable using correct materials is your
(ACSIS064) Ø Wood item made of?
decisions in terminology
Ø Multiple materials
the Bag Students will guess what they think is in their mystery bag and once What do you think
Problem they have guessed will take out the item from the mystery bag and the item is? Why?
discuss why these materials were used to make the item.
Ñ Remind students to take turns feeling what is in their mystery
bag.

Body:
Activity 2 ->Bag Problem
Students will discuss different types of bags they have at home.
Ø What are they made of?
What different
Ø What are they used for? types of bags have
you seen?
Students will discuss what experiences they have had with carrying 5 Bags
What have they
items in bags.
been made out of
Ø Putting heavy items in a thin bag and it tearing
and what have you
Ø What materials were the bags made of? carried in them?
Ø What properties did they have that helped with carrying the
What do you think
different items?
are some
properties bags
At the front of the class there will be 5 numbered and labelled bags need to be able to
made of different materials hold objects?
Ø Thin (Cotton)
Ø Thick (Calico)
‘Bag Problem’
Ø Paper
Worksheet
Ø Thin Plastic (Resource 4)
 Ø Thick Plastic

Students must decide which type of bag would be best suited for the
different items located at the bottom of their ‘Bag Problem’
Worksheet. They will match each item with one bag and cannot use
the same bag twice.
Students will explain their choice on their ‘Bag Problem’ Worksheet.
Extension
Students could think of some other materials that the bags could be
made of to hold certain objects in them.
Difficulty
Students could only have 3 types of bags instead of 5 and be able to
actually test the different objects in the bags whilst filling out their
worksheet. A5 Paper

Conclusion:
Activity 3 -> Word Wall
The different bags will be pinned to the word wall and students will
draw/write on a piece of paper what items that type of bag could
carry/hold.
Extension
Students can also write why they think that bag could hold that item,
making sure to use the right terminology.
 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 ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS LESSON (what & how) EXPERIENCES QUESTIONS
N OBJECTIVE (include learner diversity)
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour
2/4 Chemical Use and Questioning Students will be able SUMMATIVE- Science Introduction:
Science Influence of and to Inquiry Skills
Natural and Science Predicting
Activity 1 -> Property Scrunch Up
• Record their • Book Creator
Processed Science Identify Students will write down a property onto a piece of paper as well as
materials knowledge questions in findings on the • Word Wall What are some
an example of an object that has this property. They will scrunch
have helps familiar properties of properties we have
physical people to contexts that
their piece of paper up and throw it up in the air across the discovered in
different Checklist
properties understand can be classroom. previous lessons? Paper
that the effect investigated objects • Explain different
Each student will pick up a scrunched-up piece of paper and a few
influence of their scientifically • Explain different properties
their use actions and make
students will read the different properties and some objects which
types of • Record results and
(ACSSU07 (ACSHE06 prediction portray the property.
4) 2) based on properties data in an
Ñ Remind students not to throw their piece of paper at other
prior informative way
knowledge students, they must throw it up in the air.
(ACSIS064)

With
Body:
guidance, Activity 2 ->Investigation
plan, and Focus Questions
Students will be in groups of 4. Each group will receive the same
conduct Which object do
scientific
materials (Eraser, Straw, Cellophane, Sponge, Piece of Wood) but
you think will
investigations will focus on testing a different property. exhibit the
to find Students will use iPads to take photos/videos (before, during, property you are
answers to
questions,
after). testing?
considering
the safe use Groups Which object did
of exhibit the Materials
appropriate
Ø Group 1 = Water proof
property you were
materials and Ñ Remind not to waste water when testing their materials. testing best and iPads
equipment
(ACSIS065) Ø Group 2 = Stretch how do you know?
Ø Group 3 = Flexible Investigation
Consider the Why do you think Workbook
elements of Ø Group 4 = Transparency this object (Resource 5)
fair tests and Ø Group 5 = Toughness exhibited the
use formal
property being
measurement
s and digital Students will make predictions and record their findings in their tested?
technologies
‘Investigation Workbook’.
as Why did the other
appropriate objects not exhibit
to make and Ñ Group Roles -> Resource Collector, ICT Manager, Team Leader, the property being
record tested?
(ACSIS066) Information Recorder

Compare
results with
Activity 3 -> Expert Share
predictions, Within each group students will number themselves 1-5 and will
suggesting create new groups. In these new groups students will share their
possible
reasons for
findings of
findings Ø What they tested
(ACSIS216) Investigation
Ø What their prediction was Workbook
Ø How they tested it
Ø What they discovered
Ø Any further question they have

The students listening will fill in their ‘Investigation Workbooks’ with

the information they are being told about.
Extension
Ask students to discuss other materials that could have their
property they tested and what objects that material could be used
for.
Difficulty
Students would follow a basic question sheet, allowing them time to
break down the questions (What did you test?, What did you
predict?, How did you test it?, What did you find?) before they
share in small groups.

Conclusion:
Activity 4 -> Word Wall
Each of the materials investigated will be stuck to the word wall.
Students will write a word, phrase, sentence to describe each of the
materials on the word wall.
Paper
Ø Properties
Ø Objects that could be made of them

Teacher will laminate and add these to the word wall under the
related material.
 5E’s- EVALUATE (1 lesson)
• To provide opportunities to review and reflect on their learning about Natural and Processed Materials and represent what they know about properties and how they influence their use
• Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS LESSON (what & how) EXPERIENCES QUESTIONS
N OBJECTIVE (include learner diversity)
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour
2/5 Chemical Use and Questioning Students will be able SUMMATIVE- Science Introduction:
Science Influence of and to: Understanding
Natural and Science Predicting
Activity 1 -> Agree, Disagree Line
• Design a bag • Planning Outline
Processed Science Identify One end of the classroom will represent ‘strongly agree’, the other
materials knowledge questions in using certain (Design Brief) Bouncy Ball made
end will represent ‘strongly disagree’ and the middle will represent
have helps familiar materials to • Padlet of Wood
physical people to contexts that
‘not sure/on the fence’
achieve a Explanations The teacher will provide students with an object and a material it is
properties understand can be Boat made of
that the effect investigated purpose made of. Students must decide if they agree with that material plastic
influence of their scientifically • Explain their Checklist
their use actions and make
being used for the object.
choices of • Explain choice of Door made of
(ACSSU07 (ACSHE06 prediction Ø Why/Why not?
4) 2) based on materials materials rubber
Ø What material would you use instead? Why?
prior • Use correct
knowledge
Ñ Remind students that there is no wrong or right answer. It is
terminology
(ACSIS064) their opinion and they need to respect each other’s thoughts
and opinions.

Body:
Activity 2-> Design Brief
Students will design a First Fleet Bag for a convict who is being
transported to one of the First Fleet ships.
Students will use a planning outline and think about
Ø Conditions convicts were in
Ø Weather on the ships
Design Brief Sheet
Ø Its purpose/s
(Resource 6)
Ø Aesthetics
Students will design a bag including a labelled diagram and explain
why they chose certain materials for their design.
(See Design Brief)
Extension
Students could create their bag from their design and each group
could test each other bags and vote on which one would be best
suited for the First Fleet convicts.
Difficulty
The teacher could provide students with a booklet to help with their
planning and organising of each part of the STEM project.

Conclusion:
Activity 3 -> Word Wall
In pairs, students will use Padlet on the iPads to share
Ø Materials they used for their bag and their
properties
iPads (Padlet)
Ø Different purposes of their bag

The teacher will print and laminate their explanations of their use of
materials and their properties and add them to the word wall under
‘Property use explanations’.