SCIENCE

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

TERM/WEEKS:term 1 week1 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science

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
Week 1 Different Science Pose and Students will have an DIAGNOSTIC Year 2 Mixtures: Students are seated in their groups (3-5 What is the https://k10outlin
lesson 1 material involves respond understanding of what a Observation and students). Each group is handed one worksheet, which has name of your
s can be observin to mixture is (and that it is anecdotal notes will e.scsa.wa.edu.au/
four combinations of ingredients. Each group has to think- mixture?
combine g, asking question made up of two or more be made during class home/teaching/cu
pair-share and discuss what product each of the
d for a question s, and components). discussion and
combinations of ingredients might make. (1. Lemonade, 2. What different rriculum-
particula s about, make Students will be able to presentations.
r and predictio identify the components Work samples will be Cleaning product, 3. Cement, 4. Playdough) components browser/science-
purpose( describin ns of one or more mixtures. collected and marked. After class discussion, today’s experiment will be introduced. make up your v8#year-2-
ACSSU03 g aboutfa This term the class will be exploring everyday mixtures and mixture? syllabus
1) changes miliar ob their uses. Today students will encounter simple mixtures
in, jects and that they might encounter at home. What is the
objects events ( Each group is introduced to an individual mixture (1. Tea, 2. purpose of your Primary
and ACSIS03 Slime, 3. Rice crispy cakes) and a mystery box, which contains mixture? Connections –
events(A 7)
the materials/ingredients that make up that mixture. chemical sciences:
CSHE034
)
In groups, students are to discuss their mixture and fill out What surprised all mixed up.
their worksheets. Students may open their mystery box once you about your
the worksheet is completed. Materials that make up their mixture?
particular mixture will be revealed. Mystery box.
Each group will have the opportunity to present their Mixtures.
mixture to the class. Ingredients.
Worksheets.
 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
Week 2 A change Science Compare 1. Recognise that matter FORMATIVE Year 3 chemical science: Five materials will be introduced to the Why do things https://k10outline.s
lesson 2 of state involves results changes shape and/or Anecdotal notes will class (chocolate melts, soap bar, plastic spoon, butter & ice cubes). melt? csa.wa.edu.au/hom
between making with state once heat is applied be made during A class discussion will encounter the following questions: e/teaching/curricul
solid and predictio predictio to it. discussion and - what are the five materials that we have here today? Does material um-
liquid ns and ns, 2. Recognise that not all observation. - using describing words, what can you tell me about the material? always change browser/science-
can be describin suggesti material melt at the same (hard, soft, flexible, rigid, cold) state and shape v8#year-2-syllabus
caused g ng rate. A formative - Where would be a good spot to put these if we wanted them to when it melts?
by patterns possible assessment will be melt? Primary
adding and reasons made over student Volunteers will be asked to help place these materials outside in the Do all things melt Connections –
or relations for work samples: sun (prior to lunch). at the same chemical sciences:
removin hips(ACS findings( student estimations Students will be seated in front of the smart TV, where an temperature? melting moments
g HE050) ACSIS21 and reasoning will education video will be played. The video covers definitions of
heat (AC 5) provide somewhat of Liquids and Solids as well as pose questions at its audience, which When does a https://www.youtu
SSU046) an indication of their allows for student engagement. Students will be asked: chemical reaction be.com/watch?v=q
understanding. - what is matter? happen? Yzjg5nRMOg
- what is a solid?
- what is a liquid?
- why do things melt?
- what do you think will happen to the material outside in the sun?
Students are informed that material changes STATE and changes
SHAPE when it melts.
In students science journals they will record their own definitions of
‘change of state’ and ‘change of shape’. In their journals students
are also to draw their predictions of the materials that have been
placed in the sun : Before and After. These predictions will be
referred to later.
Students will be asked: ‘do all material melt once heat is applied to
it?’. ‘what happens to eggs? Popcorn kernels? Or wood?’. When
heat is applied to these materials their structure change and we call
it Chemical Reactions.
In students’ science journals they are to write down the definition
for Chemical Reactions and draw 2-5 materials that chemically react
once heat is applied to them.
Students volunteers will be asked to help gather the five materials
from outside, they will be brought back in to class. Students will
have the opportunity to compare their before and after drawings to
that of the actual results. Students are then to answer/fill out a
worksheet based on their predictions of the melted material
compared to that of the actual results.
students are think-pair-share their own reasons as to why all
material does not melt at the same rate. Answers will be discussed.
 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
Week 5 A change Science Use a Identify that change of FORMATIVE Year 3 chemical sciences: Students will perform a kahoot quiz, How do materials https://k10outlin
lesson 5 of state knowled range of state between solids and Assessment through recapping/testing prior knowledge. After the quiz students are to change
between ge helps methods liquids can occur by class discussion and write the titles ‘Physical changes’ and ‘Chemical changes’ in their state/shape? e.scsa.wa.edu.au/
solid and people including adding or removing heat, observation. workbooks. Students are to provide 3-5 examples of each. home/teaching/cu
liquid to tables and that this affects Assessment through In groups, students will be asked to provide examples on a mind Why do the rriculum-
can be understa and everyday objects. work samples: map of: materials
caused nd the simple Reasoning and - viscous liquids. experience this
browser/science-
by effect of column Recognise that not all explanations behind - Water based liquids. change? v8#year-2-
adding their graphs material melt and freeze melting and freezing. - Solids that easily melt. syllabus
or actions( to at the same - Solids that don’t easily melt.
removin ACSHE05 represen temperatures. Once sufficient examples have been listed students will be
g 1) t data an introduced to the following activity. Primary
heat (AC d to Each student will be provide with 1 or two of the above listed Connections –
SSU046) identify materials (melted or frozen liquids and solids). A temperature rope
chemical sciences:
patterns will be spanned across 3-4m (outside preferably). One side being
and extremely hot (melting point) and the other extremely cold melting moments
trends (A (freezing point). Students will be informed that IF their given
CSIS057) material was to change state (melt if its frozen, or freeze if it’s
unfrozen), where would they place it on the temperate line.
Students are to explain their placement and also get to compare
their material to other material already placed on the temperature
rope. The teacher will place (and explain) two materials on the
rope, allowing students to gauge a sense for the activity.
Post activity, students will return to the classroom along with the
temperature rope (which will be displayed on the classroom wall).
Students will have to answer the following the questions:
 - what is the difference between a solid and a liquid?
- how can we turn a solid into a liquid?
- how can we turn a liquid into a solid?
- do all solids turn into liquids? (take into account chemical changes
eg. Wood burning or heating popcorn kernels)
- do all solids melt at the same temperature?

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
Week 6 A change Science (ACSIS05 Write an educated guess SUMMATIVE- Science Year 3 chemical science: students are introduced to and expected What things https://k10outlin
lesson 8 of state involves 5) (hypothesis) on the state Inquiry Skills to complete resource sheet 5 of Primary connections. This is where might affect the
between making (ACSIS05 of different material students write out predictions for 5 different materials that have time it takes the e.scsa.wa.edu.au/
solid and predictio 4) affected by heat. Work samples will be been left out in a hot car in the summer, students are to chocolate to home/teaching/cu
liquid ns and (ACSIS21 assessed. hypothesise what will happen to each material and why. melt? rriculum-
can be describin 5) Write out a melting Investigation: students will be introduced to a chocolate melting (Suggestions are
caused g investigation investigation (resource sheet 4 melting moments – Primary to include the size
browser/science-
by patterns connections). Students will be investigating that IF changing the size of the chocolate, v8#year-2-
adding and of the chocolate being melted will the time it takes to melt. A the shape, the syllabus
or relations hypothesis will be written down. Methods and variables will be size of individual
removin hips(ACS noted. Results will be recorded on a graph. The investigation is pieces, how the
g HE050) based around surface area and melting times. heat is applied or Primary
heat (AC Students are to design their own investigation: how much heat.) Connections –
SSU046) - Students will be designing a picnic basket, with the aim of keeping
chemical sciences:
food cool/cold throughout the day. Testing different materials as Post
insulators students will pick the ideal material to use for their picnic investigation: melting
basket. This will be part of the students’ STEM design brief. “why do you think moments:
the chocolate
Resource sheet 4
broken into
smaller pieces & 5.
melt faster than
the large block?”
 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

Week 8 A change Science (ACSIS06 Students are able to SUMMATIVE- Year 3 Chemical science: Students will perform a kahoot https://k10outlin
of state knowled 0)
lesson between ge helps (ACSIS05 identify and Science quiz to test and recap prior knowledge. e.scsa.wa.edu.au/
10 solid and people 8) differentiate between Understanding In groups, students are to categorize 20 images of home/teaching/cu
liquid to chemical and physical Assessing student material in to it’s correct category (Water based liquids, rriculum-
can be understa
caused nd the
change. work samples: Viscous liquids, Solids that easily melt, Solids that don’t browser/science-
by effect of Students are able to predicting and easily melt.) v8#year-2-
adding their provide individual reasoning. Questions will be posed alongside each category where syllabus
or actions(
reasoning for answers. students will have to answer and reason for:
removin ACSHE05
g 1) - if heat is applied, will a physical or chemical change Primary
heat (AC happen to this material? Connections –
SSU046)
- If placed in the freezer, what will happen to the chemical sciences:
material? melting moments
- Will this material (if not already a liquid) melt if kept
outside in the sun?
Students are to reason their answers in their science
journals.
Each student will have the opportunity to come to the
front and pose questions OR state interesting facts,
which they have learnt this term, whether it be on a
particular material or heating and cooling in general.