SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)
Completing work sheets Make measurements
Writing up results Religious Education / Spiritual Education Collect data
Learning new vocabulary Representing data
Use of measurement to make a
test fair

Concept: Chemistry Term: 3 Weeks: 5-10

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Data representation / creating tables

Geography History The Arts

Looking at water and how it Creating a visual representation of
changes states can be seen what was learnt
in the water cycle – same
terms used
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3/5-10 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science - chemical

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 chemical science (states of matter)
 To elicit students’ questions/ prior knowledge about properties of states of matter
 Diagnostic assessment used- in this lesson you will find out what the students already know about states of matter properties. 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

1 ACSSU ACSIS Students explain DIAGNOSTIC Introduction What to do A3 sheets of

077 231 what they think Collection of  Inform students that we are starting think a solid, paper
solids, liquids and students chemical science and will be working on this liquid and gas Voting matters
gas are in brain individual brain over the next few weeks is? work sheet:
storm and work storms and What http://www.sc
 Hand all students an A3 piece of paper
sheet questions to observable ootle.edu.au/ec
 On paper get all students to construct 3
gather class and properties do /viewing/S7162
Identify key individual brain storms on what they know about think each of /Whats-the-
questions students understanding solids, liquids and gas these has? matter-
have about solids  On back of page get students to write any What the 2012/resources
liquids and gases Collection of questions they have about these some of the /resource_sheet
voting matters questions you _1.pdf
 Collect these as evidence for prior knowledge
work sheet have about Large print of
Body solids liquids sheet for class
 Have 8 contains with different materials in and gases?

to show students 8 clear

contains
 Hand all students a ‘Voting matters’ work
containing;
sheet
stones, icing
  Get students to vote if the content in each sugar, pay-doh,
container is a solid, liquid or gas elastic bands,

 Remind students not to smell eat or touch oil, honey, air,

gel
contents of container without permission
 Create a class tally of the votes and have a
discussion about results

Conclusion
 Get students to complete bottom section
of the work sheet
 Inform students that as the course goes on
they will learn more about solids, liquids and
gas and may want to change their answers
as they do so
 Inform students on what next science lesson
will consist of
- Some students may need to work more
closely with the EA / have prompted
questions
- Get early finishes to identify other
substance they are curious about
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of states of mater properties
 To support students to investigate and explore ideas about states of matter
 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

2 ACSSU ACSIS Produce slime by FORMATIVE Introduction What do you Making slime
077 231 following Anecdotal  Inform students that today we are going to think the work sheet
experiment records – were conduct an investigation by making cornflour substance is (attached at
instructions students able to slime and why? bottom)
make accurate What
 Show students a slime compilation video on
Describe substance observations and properties of Slime making
YouTube
properties to predictions about the substance materials;
identify if it is a substance  Get students to answer the first question make it this? bowl, spoon,
solid, liquid or gas on their work sheet – what do you think measuring
Were students this substance will / why container,
Apply scientific able to follow cornflour,
literacy concepts of instructions and Body water, food
making observations complete  Read through slime making instructions colouring
to draw conclusions measurements  Remind students on the importance of
correctly following instructions in science YouTube video:

 Remind students not to eat or touch https://www.y

outube.com/wa
anything in the science lab unless instructed
tch?v=uXxsRZ
  Students follow instructions to make slime 9_iWU
(close teacher and EA observation and help)
 Get students to complete tasks and answer
questions / observations on work sheet
 Pack up and instruct students to answer
after questions

Conclusion
 Have class discussion on results and why
 Answer students questions
 Explore answers relating back to solid, liquid
and gas properties
 Inform students on what will be happening
next lesson
- Have come students work more closely with
an EA to provided additional assistance
when needed
- Early finishers can go on their computers
and research what the substance is and why
 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

3 ACSSU ACSIS List the correct FORMATIVE Introduction What have Properties
077 093 properties of solids, Collect student  Remind students what they have been you learnt work sheet
liquids and gases on work sheets and working on in the past weeks in science about solids, (attached
work sheet check off if  Hand students back their work sheets from liquids and below)
students were gas so far?
week one
Draw a correct able to correctly Work sheets
 Get students to read over what they
example of a solid, state the How can you form week 1
liquid and gas properties of believed a solid, liquid and gas was tell if a
solids, liquids and substance is a
Body
Explain what a gases and draw a solid, liquid or
 Hand students all a blank solid, liquid and
substance is with correct example gas?
gas properties work sheet
reference to the
solid, liquid and gas  Have class discussion on over the past few
properties lessons what do you think the properties
are of them and why
 Give class correct terms of properties to
write down
 Get students to drawn an example of each
at the bottom
 Bring out class voting sheet on what they
thought was a solid liquid and gas from
week one
 Go through materials and ask if students
would like to change their vote after
learning the properties and why

Conclusion
 Go through questions that students wanted
to know in lesson one and answer tick off
and that can be answered with the
information we have learn so far
 Have class discussion about these
 Inform students what we will be working on
next lesson
- Some students can work more closely with
the EA / have modified work sheets (fill in
the blanks)
- Early finishers can find examples in the
classroom of each of the substances
 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
4 ACSSU ACSIS Identify that SUMMATIVE- Introduction What other Ice cubes
077 231 matter can change Science Inquiry  Hand all students an ice cube solids can States matter
ACSIS states by adding or Skills  Ask students to change it come a solid to a change to work sheet
086 removing heat Collect students liquid liquids? (attached
work sheets and What needs below)
 Remind students nothing is to be put in
Identify how to observe how to happen to Plan paper
their mouth
conduct a fair they filled it make this Glue and
investigation out showing  Ask students questions (seen in key happen? scissors
their scientific questioning) and have class discussion What do we Investigation
investigation  Get students to consider the process that need to do work sheet
skills needs to happen for something to change to to turn a (attached
liquid back to below)
a solid /liquid/ gas and back again
Observe who solid?
 Introduce students to words such as melt,
participated in How can we
freeze, evaporate, condensate and explain
class discussions change liquid
these to gas?
 Get students to cut out and glue states How can we
matter work sheet with a partner make an
investigation
Body fair?
 Inform students that they are going to Can you draw
work in groups of 3 to conduct an any
investigation on what happens when conclusions
from
substances are heated / cooled
investigation?
 Hand all students investigation work sheet
What
 Remind students of safety implications and
surprised
how to use equipment you?
 Go over how to make sure an investigation
is far
 Develop procedure as a class
 Have instructions on board
 Get groups to work through tasks and
 answer questions on work sheet

Conclusion
 Have a discussion with class on how data
collected today could best be represented
 Discuss results
 Have class complete questions 6-10 on work
sheet
 Inform students on what will be happening
next lesson
- Some students can work be provided more
assistances from the EA
- Early finishers can research how these terms
fit into the water cycle
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about the states of matter properties and how they chance and represent what they know about this
 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

5 ACSSU ACSIS Create a visual SUMMATIVE- Introduction What are the Work sheets
077 093 presentation of Science  Go over some of the key points that have properties of completed from
what you have Understanding been learnt through out this course solids, liquids previous weeks
learnt over this Observe all  Ask students if they want anything clarified and gases? Poster paper
course students visual What are Computers
or if there is anything that they do not
presentations to examples of
understand
check for each?
understanding How do they
Body
change
 Instruct students that they are going to
between
make a visual presentation that features
states?
the properties of solids, liquids, and gas
How can you
examples of each and how substance can create a
change between states visual
 Inform students that they can use their representatio

previous completed work sheets to help n of what

you have
them with this
learnt?
 Presentation can done as a poster (by hand
or computer) PowerPoint etc.
 Give students remainder of lesson to work
on this (and possibly a second lesson)
Conclusion
 Have visual presentation hung up around the
room / presented to class
 Allow students to walk around and look at
them all
 Congratulate students on course
SLIME MAKING QUESTION
Equipment:
- Bowl - Corn flour
- Spoon - Water
- Measuring container - Food colouring

Steps:
1. Answer before question
2. Measure 1 cup of corn flour and pour into bowl
3. Measure ½ a cup of water
4. Add 2 -3 drops of food colouring into water
5. Pour water into bowl
6. Mix
7. Do during activities
8. Pack up
9. Answer after questions

Before making:
What do you think this substance will be? (a solid liquid or gas)

Why?

During:
What does the slime look and feel like?

Try mixing the slime really slowly, what to you notice?

Try mixing the slime as fast as you can, what do you notice?

After:
What did you observe about the slime?

Do you think this substance was a solid, liquid, or gas?

Why?
Properties of a Properties of a Properties of a
solid liquid Gas

Example of a solid Example of a Example of a gas

liquid
Investigation planner
Members of your team:
Planning
1. What are you going to investigate? (Write it as a question)

2. How are you going to investigate this? (What procedure will you follow?)

3. What do you need to keep things fair? 4. What equipment/resources will you need?
Predicting
5. What do you think you will find out? (Give scientific explanations for your predictions.)

Results
6. What were the results of your investigation? How can you represent these results in a way that
others can easily understand?

Conclusions
7. What conclusions can you draw? What data and evidence do you have to support your
conclusions?
Evaluation
8. How successful was your investigation? What could you do to improve your
investigation and the quality of the data you collected?

STEM DESIGN BRIEF

Scenario: A factory has been partially destroyed by a fire, however

some of the equipment and resources were left unharmed. The
factory workers needed to relocate to a new area, and had to find a
way to transport the remaining equipment and resources. The boss
introduced a challenge to the workers - as the resources were quite
heavy, and there were only a few workers available for the move,
they had to transport it in a way which would require minimal
physical labour (lifting, carrying). You have been given the job to
design a device which will be able to make the workers’ jobs easier to
transport the resources. The requirements for this task are:
- Create a device to transport either a solid, liquid, or both,
from one place to another.
- Can use any recycled materials e.g. soft drink bottle, pop-
sticks, newspaper, cereal boxes.
- The device has to transfer the matter at least 30 cm in
distance (but no longer than 50cm).
- Some examples may include: conveyor belt, ramp.
  Students will come up with a design in 1 lesson (drawn) and be
asked to bring in some materials from home for the following
lesson
 Construction will be tested on how much weight it can hold
 Construction will be tested on if it is water resistant
 Students are to do a class presentation (either orally or
videoed) explaining their design, the materials used and how
successful it was

References:
Australian Curriculum. (2019). Science. Retrieved from
https://library.nd.edu.au/instruction/referencing/apa/internet

Australian Science Teaching Association. (2019). Solids, Liquids, and

Gases. Retrieved from http://scienceweb.asta.edu.au/years-5-
6/unit1/lesson-two/yr56-unit1-lesson-2.html

Primary Connections. (2012). What’s the matter? Retrieved from

http://www.scootle.edu.au/ec/viewing/S7162/Whats-the-
matter-2012/alignment_science.html