Primary Science FPD

Year 1
Australian Curriculum: Science Year 1
Sub-strands Content Descriptions Achievement Standard
Living things have a variety of external features (ACSSU017)
Biological sciences
By the end of Year 1, students describe
Living things live in different places where their needs are met (ACSSU211) objects and events that they encounter in
their everyday lives, and the effects of
Chemical sciences Everyday materials can be physically changed in a variety of ways (ACSSU018) interacting with materials and objects.
They describe changes in their local
Observable changes occur in the sky and landscape (ACSSU019) environment and how different places
Earth and space sciences
meet the needs of living things.
Light and sound are produced by a range of sources and can be sensed (ACSSU020)
Physical sciences
Students respond to questions, make
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)
Nature and development predictions, and participate in guided
of science investigations of everyday phenomena.
People use science in their daily lives, including when caring for their environment and living things (ACSHE022) They follow instructions to record and
Use and influence of sort their observations and share them
science
with others.
Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
Questioning and
predicting
Participate in guided investigations to explore and answer questions (ACSIS025)
Planning and conducting
Use informal measurements to collect and record observations, using digital technologies as
appropriate (ACSIS026)

Use a range of methods to sort information, including drawings and provided tables through discussion, compare
Processing and analysing
data and information observations with predictions (ACSIS027)

Compare observations with those of others (ACSIS213)

Evaluating
Represent and communicate observations and ideas in a variety of ways (ACSIS029)
Communicating

English
Practice positive interactions
with others by having
conversations about their
observations in the experiment.
Create a mind map together by
adding ideas (ACELY1656).
Society and Environment
Explore how different places
have more or less rainfall. Focus
question: ’How is the natural
land affected by the amount of
rain received?’ (ACHASSK032)
CONCEPT MAP
Maths
Match a variety of objects with
cards stating, ‘will happen’, ‘won’t
happen’ and ‘might happen’ in
regard to being affected by water.
(ACMSP024)
Concept: Chemical Science
Term: 2 Weeks: 1 - 5
The Arts
Create pieces of nature art
using water colour paints.
Discuss how the water
changes the consistency of
the paint. (ACAVAM107)
Religious Education
Discuss the symbol of water
in the bible and its
importance to Catholic lives
e.g. plunging into water in
Baptism.
Health and PE
Discuss why humans
need to drink water and
how water makes us feel.
(ACPPS018)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2, 1-5 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Chemical Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
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 the way water affects materials
 To elicit students’ questions/ prior knowledge about how water may affect materials
 Diagnostic assessment used- in this lesson you will find out what the students already know about how water affects 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
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Understan Human Inquiry Skills
ding Endeavour
(ACSS (ACSIS02 1. Predict DIAGNOSTIC Introduction - What - iPads
U018) 4) how - Begin with a class mind map on water and what does - Butcher
specific The diagnostic happens when different objects get wet water do paper for
objects assessment will - At the front of the classroom have a tissue, eraser to us mind
will be recorded and a lollypop. The teacher will think-aloud about when we map/class
change against a rubric. what might happen to each object, then model go into display
when Use student submerging each. it? - Printed/lamin
added to prediction - After modelling, ask students to think-pair-share: ated images
water posters and ‘what did I predict correctly?’ - What of objects
questions on might - Prediction
Week 1: Engage Lesson

Padlet to inform Body

2. Pose - Have a selection of images of everyday objects happen template
diagnostic
relevant and materials for students to sort through at each to these worksheet
assessment.
questions group. materials - Diagnostic
about the Ongoing - Students will be given a template to be used in when we Rubric
assessment this lesson and the next. They will: put them
topic to
(attached) will - Draw each object in water?
be - Predict if there will be a change
take place each
investigat
week with 5 - What
ed in the Learner Diversity:
focus students will it
next  For students needing extension, they will have
per lesson. an opportunity to draw what they predict the look like
 lesson Notes in regard object will look like after submerging in water when
to the these
skill/understand  Template will have an example already items are
ing being completed for students needing instructional submerg
assessed will be support ed?
marked in the
corresponding Conclusion
colour. - Using the classroom iPads, each student will add
to the “Wonder Question” Padlet with a question
that we will revisit throughout the unit.
- Common questions will be pulled out and written
as a display on the classroom wall in the science
section to guide our experiments
5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of the way water affects materials
 To support students to investigate and explore ideas about the way water affects materials
 Formative assessment
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Science Science as Science (include learner diversity)
Understan a Human Inquiry
ding Endeavour Skills
(ACSSU01 (ACSHE02 (ACSIS024) FORMATIVE
8) 1)
(ACSIS025) 1. Observe and Introduction - What can - Mind map
Week 2: Explore Lesson

compare how Ongoing - Revisit the mind map we do - Tubs of

(ACSIS027)
water affects anecdotal notes - Discuss some predictions about whether water with the water
continues on affects EVERYTHING and why water to - Crayons
objects in
students’ ensure we - Bread slices
different - Explain that today students will be working in
progress using are being - Sugar cubes
ways. evidence from collaborative learning teams to prove whether
sustainabl - Cotton balls
the their predictions are right or wrong. Assign
e? - Pencils
predictions/obs leadership roles (MANAGER AND SPEAKER).
ervations in
- Why
their science Health and safety: doesn’t
journals.  There must be a towel at each group to clean the pencil
up spills change
  Children are not to consume any items in the when we
experiment dunk it in
 Water must be no warmer than room the water?
temperature
- Would all
Body food be
- This lesson will take place in the wet area outside changed
the classroom. Four stations will be set up, each by the
containing the same materials (crayon, bread, water?
sugar cube, cotton ball) and a tub of room- Why or
why not?
temperature water.
- Students will experiment with what happens
- How are
when adding these materials to water.
your
- Their predictions from the ENGAGE lesson will be observatio
on their clip board, with observation sheet on the ns
back. They will glue this into their science journals different
at the end of the lesson. from your
- Students will go to their work group and write first
into their clip-board observation sheet, how prediction
water changes the object. s?

Learner diversity:
 Extension: Focus question: Can these materials go
back to their original form after being submerged in
water?

Conclusion
- Think-pair-share:
 What were your main observations for each
material?
 Were your predictions from last week correct
or incorrect?
- Pack away materials and have class leaders pour
water into the classroom vegie garden
 - Glue prediction/observation sheets in science
journals
- Leave time for any additional wonder questions
they still may have to be added to the Padlet

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
LESSON
LINKS LESSON (what & how) EXPERIENCES QUESTIONS
Understandi Human Inquiry Skills OBJECTIVE (include learner diversity)
ng Endeavour

(ACSSU018 (ACSHE021) (ACSIS027) FORMATIVE

)
1. Share Introduction - What did - Science
Week 3: Explain Lesson

and Continue - Teacher will revisit the different predictions each journals
compare ongoing and observations made last week from the material - Speaking
anecdotal notes experiment look like platypus
observati
particularly with when it prop
ons with - Sitting in a circle with their science journals,
a focus on went into - Check list
other students’ ability the teacher will hold up one of the materials
water? - Worksheet
individual to share and ask students to turn to their partner and
- “I Am
s observations tell them one change they recall about each
- What did Water” by
with others. material. each Jean
2. Make material Marzollo
Work sample
visual feel like - Checklist
check list. Did
 represent students - Teacher will use the ‘speaking platypus’ to after it
ations of include: identify who will share their answers with the came out
the - What it looked class of the
like before water?
experime
- What it looked Body
nt like out of the - In their science journals, students will use the - What
conducte water template to draw what they saw before and words
d - Annotations could we
after changing the materials.
describing the use to
 Draw the material before it enters the water
changes
 Draw the material in the water describe
these
 Draw the material when you brought it out
objects?
of the water
- Drawings MUST be annotated with at least 3
- What else
adjectives to describe changes they saw does
- Come back to the mat to discuss WHY they water
think water can change these materials. What change?
else can water affect? Did any materials
change from solid to liquid? - Did any
materials
Learner diversity: change
 Extension: What materials can you think of that from solid
would be affected most by water? Consider solids to liquid?
that would turn to liquids through this process.
 Support: Only provide 1 word to describe
changes with a focus on the drawings

Conclusion
- The teacher will read students the book, “I am
water” by Jean Marzollo about the properties
of water to show them the power of water and
will discuss WHY it might affect these objects

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
LESSON LINKS
LESSON (what & how) EXPERIENCES QUESTIONS
Science Science as Science OBJECTIVE (include learner diversity)
Understan a Human Inquiry
ding Endeavour Skills
(ACSSU01 (ACSHE02 (ACSIS024 SUMMATIVE- - What object will
8) 1) )
1. Observe Science Inquiry Introduction be most affected - Slime
Week 4: Elaborate

(ACSIS025 Skills - Show students three materials: slime, play - Play dough
and by the water?
)
compare dough and a flower. Ask them to predict - Flowers
Skills assessed will which will be most changed by the water. - Why do you - Timers
how
be: think that? - Tubs of
water See “Key questions” for questions to be
- prediction water
Lesson

affects asked.
- observations of - What are these - Observation
objects in predictions - Students will write into their sheet which
materials made sheets
different - collection of object they predict will be the most
out of? - Rubric
ways. observations changed, to compare to their later
- asking/responding observations. - How can we test
to questions - Pass objects around the circle for students what would be
to touch to see if this helps their most affected?
This information will predictions.
be collected as
- Students go back to their desks and write
ongoing anecdotal
notes as well as on their observation sheet which material
filled out on the they predict will change most
diagnostic rubric (to (EXTENSION: Students will also write WHY
compare how they predict which object will have the
students elaborate most change).
on understanding of
predicting). Body
- Students will work in collaborative learning
teams to try to answer the question “How
are the materials affected by water and
which one changes most?”
- Rotate the groups and leadership roles
(MANAGER AND SPEAKER) to different
students than lesson 2
- Each table will have a timer, a bowl of
water, a flower, a slab of slime and play
dough. They will observe the object and
stop the timer when they notice first
changes.
- Then they will draw what is
happening/what they observe on their
observation worksheet. This observation
sheet will be used as summative
assessment for the skill of observing as
well as collecting observations.
- The sheet will also ask students which
material took longest to change, and which
took shortest, to compare to their
predictions.
Health and safety:
 There must be a towel at each group to
clean up spills
 Children are not to consume any items
in the experiment
 Water must be no warmer than room
temperature

Learner diversity:
 Groups will be mixed ability so that
students are able to help one another.
 Extension focus question: What would
happen if we left these materials/objects in
water for 1 week?
 Conclusion
- Back on the mat discuss which was
affected most and which was affected
quickest. Do this in the format of a quiz to
encourage student participation.
- Pack away materials and have class leaders
pour water into the classroom vegie
garden
- Glue prediction/observation sheets in
science journals

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about the way water affects materials and represent what they know about that
 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
Understan a Human Inquiry
ding Endeavour Skills
(ACSSU01 (ACSIS024 SUMMATIVE- - What
8) )
1. Reflect upon Science Introduction changes - Wonder
Week 5: Evaluate Lesson

learning and Understanding - Revisit wonder question Padlet and discuss as a were you Question
display in the class. most Padlet
form of a Book - Give students the chance to answer these surprised - Poster
Ongoing about? paper for
Creator book questions. This will be done in the form of
anecdotal notes wall display
will be finalised ‘double circles’
- What - Group
and added to  Half the class make a circle
material poster for
based on the  The other half go and find a partner then
did water middle of
following stand on the inside of the circle facing their
change display
information: partner the most? - Rubric
 Work in  Person in the outside circle tries to answer - iPads
science journals
the first question.
 Discussion - What
 Student’s  Then the inner circle moves rotates and
materials
final books answers the next question couldn’t
(Book Creator)  Continue until questions are answered change?

Body - What
- Students will create a book on the iPads (Book looked the
Creator) reflecting on what they have learnt. most
- Before sending students off, go through an different
example book. Reinforce properties of a book after being
e.g. title page, headings at the top, pictures put in
- There will be prompts on the board: water?
What material I was most surprised about
What material changed the most
What materials couldn’t change
What they look like before and after being
changed by water

Learner diversity:
 Extension focus question: We have looked at
how water affects everyday objects. How does
water affect people?
 Support: Have examples for students to look at
as inspiration for their books.

Conclusion
- Class poster of WHY we think these materials
were changed by water.