SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English
Students write out answers to
various work sheets in their
science journal on heat using
correct terminology
CONCEPT MAP Maths
(option 1)
Students use thermometers to
Religious Education / Spiritual Education measure heat and calculate the
difference between certain
Discuss the environment discussed in the objects
Bible and different forms of heat that are
present in it

Concept: Heat Term: 2 Weeks: 4 -9

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Students predict, analyse and interpret information Discuss the sun and safety of playing outdoors.
on heat. Also experiment with heat and Also how to keep warm in different environments
temperature. outside.

Geography History The Arts

Research different countries Look at the history of how Students create their own form of
and the ways in which they houses are insulated and how sun oven
generate heat. different heat sources have been
modified over the years.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2: 4 - 9 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Physical Science: Heat

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 heat

 To elicit students’ questions/ prior knowledge about heat
 Diagnostic assessment used- in this lesson you will find out what the students already know about heat. 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
ACSSU049 ACSIS060 Students will be able to  Play YouTube clip to engage students (Heat energy song) What is heat energy http://www.youtube.c
1 identify heat as a form of DIAGNOSTIC  Ask students what they think they will be learning about today and how is it om/watch?v=khZrs-
energy. (heat energy) produced? UBq28

Anecdotal notes
Students will be able to
Collection and marking
summarize information
of the circle graphic
about heat energy.
organiser
 Have an example of a chart paper circle graphic organiser up the
Circle graphic
front (sample of sound energy one)
organiser
 Students are to draw one in their Science journals
 Students list examples of heat sources (lamp, sun, fire) http://studyjams.schol
 On the whiteboard write ‘what causes heat?’ astic.com/studyjams/j
ams/science/energy-
 In the larger circle students answer this question (sun, fire)
light-sound/heat.htm
 Play video for students
 Students to add key terms to the outside reference box of the
Science Journal
circle organizer, such as thermal, temperature, transfer,
conduction, insulators etc
 Play the video again so students have another chance to get
everything down on their circle graphic organiser

(Learner diversity: assist with drawing of the circle, give prompts for
student struggling, use of visual and auditory instructions to aid in diverse
learning styles)
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of heat insulators
 To support students to investigate and explore ideas about heat movement
 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 Skills
ing Endeavour
ACSSU049 ACSHE061 ACSIS064 Students observe how  Start with Kahoot for prior knowledge of previous lesson Why did the https://www.youtube.
2 different materials are FORMATIVE  Allocate student in to their Science groups (previous lessons thermos hold the com/watch?v=E2_BI-
ACSHE062 ACSIS066 better at containing heat Science journal where heat for the qg5Bw
throughout the semester)
handouts will be pasted longest?
ACSIS068 for marking. Students  Safety procedures identified (1 member in charge of the hot
Students identify an 1 x per group:
example of a thermal able to identify what water) What is the Polystyrene cup,
ACSIS071 insulator. was the best form of an  Various cups and kettle with hot water on tables down the back difference between cardboard cup, plastic
insulator.  Students pour boiling water whilst supervised in to each cup and an insulator and a cup, thermos, kettle
Students understand the fill out their sheets with questions on it, student take conductor?
difference between heat Anecdotal records- were 1 x activity sheet per
temperature of each cup and make observations.
and temperature students able to make What is the student
accurate temperature  Students will analyse and predict which cup will keep the water difference between
observations and the hottest throughout the lesson heat and Kahoot activity
identify the best for of  Students return to seats and watch clip on insulators and temperature?
insulator conductors and educated on heat and temperature
 Students return to cups to re-take temperature and explore
which cup help the most heat the longest
 Run through discussion about the temperatures they got and
what container kept the water the hottest
 Why did this happen?
 Students create a graph to show different temperatures
 Activity sheets to be put in to science journal for marking

(Learner diversity: Students who misbehave are not grouped together-

Groups- heterogeneous- range of abilities-, Assist with pouring of the hot
water, aid with students struggling to read thermometer, use of
kinaesthetic, visual and auditory instructions for diverse learning styles,
help with drawing graphs)

(SAFETY: Students will be using hot water so there will be no running,

teacher will supervise the pouring of water, Students to report any spills or
burns, no running)
 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
ACSSU049 ACSIS060 Students will be able to  Review previous lessons of heat by using Science journals How does heat Moving Heat
3 explain that heat transfers FORMATIVE What have we learned about heat? • How is heat produced? move from a hotter
from hot objects to cooler What ways do you know of? • What is a heat source? • What source to a colder Resource Sheets
ones source?
happens when two things are touching, and one is hotter than
Checklists: Were https://www.youtube.
Students will be able to students able to identify the other? What are some com/watch?v=vfx8rVb
review their understanding different heat energy  Have a large copy of Moving Heat, read through and discuss dangers of touching Wwmw
of heat sources and the sources, Could they  Explain to students they will complete the resource sheet hot objects?
production of heat. identify the risks of  Allow time for students to complete
touching hot objects How is heat
 Discuss the completed resource sheet with students (discuss
produced?
procedures etc.)
 Discuss how heat moves from a hotter to a colder object; and
that materials which allow heat to flow easily are called
‘conductors’ (Watch video)
 Explain that students will be working in collaborative learning
teams to choose one of the pictures excluding the lizard and
create a poster to warn other students about the dangers of
touching hot objects
 Discuss the purpose and features of a poster

(Learner diversity: aid students struggling with writing and completing

resource sheet - groups from previous lessons again, give examples and
demonstrations to assist with all learning styles)
 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 a Science
Understand Human Inquiry
ing Endeavour Skills
ACSSU049 ACSHE050 ACSIS053 Students will be able to  Students revisit their journals and go over previous lesson of heat Why do you think Aluminium Foil
4 design a solar heater that is SUMMATIVE- and temperature. Also recognise the difference between this material will
ACSIS054 able to melt specific items work better? Carboard boxes
Science Inquiry insulator and conductor. In addition, recognise how heat
transfers through different materials (use whiteboard for
ACSIS055 Students will be able to Skills discussion)
What do you think Bubble wrap
compare the rate of melting Rubric with standards would help to melt
ACSIS215 items to the rate of heating  Show sun heat transfer video the items quicker? Paint
and skills: Students can
water using a thermometer identify materials that  Ask questions ‘whether and how heat energy from the sun (solar
ACSIS060 insulate and conduct, energy) is used in their homes and local community’ How do you think Various other
Students will be able to students able to  Students deign brief is to design a solar heater to cook or heat the heater will materials for students
record data in a table and communicate and work? to use on oven
specific liquids/solids
present it. design a solar heater.
 Tell students to refer back to the different types of insulators and Gloves
how heat is contained
 Students produce a design and a list of materials that they Thermometer
require, before commencing to construct the solar heaters. Their
design must include an explanation of how they think the heater
will work and a description of its special features.
 Cook with the oven on a sunny day. (Consider safety issues, such
as heat — use oven gloves, and glare — use sunglasses.) Foods
that could be cooked in the solar oven include popcorn or baked
beans. (Check students’ medical records for allergies.)
 Compare the rate of melting of chocolate or butter to the rate of
heating water. Temperatures can be taken every five minutes
and recorded in a data table and displayed in a column graph in
Science Journals.
 Students give a brief oral presentation about their heaters to the
class

(Learner diversity: Make sure to use a variety of learning styles: visual,

auditory, kinaesthetic)
(SAFETY: Students using scissors, no running around the room, use of
gloves, check for any allergies when using food)
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about physical science and represent what they know about heat
 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
ACSSU049 ACSIS060 Students will be able to  Students brainstorm about past weeks and what they have learnt What are some A3 Pieces of paper for
5 identify different forms of SUMMATIVE- about heat and temperature different forms of concept maps, posters
heat and how it is produced heat?
through a presentation
Science  Discuss as a class (use whiteboard for dot points)
Computers available
 Students are to create a poster, concept map, PowerPoint or
Understanding How is heat to make power points
Students will be able to report on what they have learnt about heat. (have example of produced?
demonstrate an Checklist and Rubric: each so students can see what is expected of them)
understanding of how heat Were students able to  This must include: Different forms of
moves through objects and identify forms of heat What are some different forms of heat? insulators and
the difference between an and how it is produced. How is heat produced? conductors
insulator and conductor Were students able to Different forms of insulators and conductors
present information How heat moves
How heat moves from objects from objects
throughout use of IT or
Different forms of heat sources
posters etc.
 Students present these in front of the class Different forms of
heat sources

(Learner diversity: assist with writing and drawing of the posters etc., give
prompts for student struggling, use of visual and auditory instructions to
aid in diverse learning styles)