TERM/WEEKS: 4 / WEEK 1-5 YEAR LEVEL: 3 L EARNING AREA/TOPIC: PHYSICAL SCIENCE

FORWARD PLANNING DOCUMENT

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 TRANSFER
 To elicit students’ questions/ prior knowledge about HEAT TRANSFER
 Diagnostic assessment used- in this lesson you will find out what the students already know about HEAT TRANSFER. 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
 Heat can Science Compare AIM DIAGNOSTIC INTRODUCTION INTRODUCTION
1 be involves results Brainstorm - Students Current Knowledge on the topic Youtube Video
produced making with Introduce the Students - Students to come up to the board and write one thing that they know on Whiteboard
in many concept of heat required to fill the topic of heat and how its transferred Markers
predictio predictio
ways and Youtube Video Science Journals
can move ns and ns, transfer to the in a worksheet Students are then going to watch a youtube video showing the way the
from one describin suggestin heat from the sun is used in our everyday lives.
object to g g students. to allow for the The video shows how the production and transfer of heat from the sun
How do we
another patterns possible OBJECTIVES teacher to gauge allows for all living beings to live on Earth utilise the
[ACDDU and reasons 1.Identify ways the level of Students are to watch the video and then participate in a group discussion heat from the
049] relations for with their table.
hips findings that heat energy is prior knowledge Brainstorm on the board sun in our
[ACSHE050] [ACSIS215] transferred from each student 1. Students are to collaboratively discuss the youtube video amongst their every day
table
one object to attains. 2. One student from each table is then required to come up to the board lives?
another in our day- and add some more information that they learned from the video, to the
class brainstorm on the board
to-day lives. Teacher can 3. Students are then to copy this brainstorm into their science journals.
2. Demonstrate an observe which 4. This will be the first entry for Physical Sciences in their journals.

understanding of students BODY

the sun as a heat contribute to the Worksheet Activity
1. Students are to spend most of the lesson time completing a worksheet BODY
energy source collective activity Worksheets
2. The worksheet will ask questions about prior knowledge, heat transfer Extension Activities
brainstorm of How is heat Science Journals
topics that will be discussed later on in the term and will require students
the key to draw diagrams and label them. produced? iPads
concepts of heat 3. Students will be required to do their own further research using the How is heat
classroom iPads to answer some of the questions on the worksheet.
transfer. 4. This worksheet is meant to challenge students in some aspects but will efficiently
also allow for achievement for those students who are low-level achievers transferred
5. Once completed, the worksheets will then be stuck into the students
science journals from one
Enabling object to
Having games on hand/apps that relate to the topics that are being covered
in the worksheet to help students grasp the concept better another?
Extending
Extension Questions
Word Search
Cross Words
ALL EXTENSION ACTIVITIES TO BE STUCK INTO SCIENCE
JOURNALS
CONCLUSION
THINK / PAIR / SHARE
Students are to get into pairs and discuss
1. One thing they learned today
2. One thing that they thought was interesting
3. One thing that they found hard in todays lesson
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of heat transfer in everyday life
 To support students to investigate and explore ideas about heat transfer
 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

Understan a Human Inquiry
ding Endeavour Skills
 Heat can Science Compare AIM: FORMATIVE INTRODUCTION INTRODUCTION
22 How is heat
be involves results “Heat Wave” by
produced making with Provide students Observations & 1. Read ‘Heat Wave” by Eileen Spinelli transferred? Eileen Spinelli
in many with hands on Anecdotal Story talks about a heat wave hitting the town and how the people of
predictio predictio Whiteboard
ways and this particular town try to cope with the heat
can move ns and ns, experiences of heat Notes Whiteboard
from one describin suggestin
Reading this story should prompt discussion about the heat of summer, What are markers
transfer Through temperature increase and heat conduction in our daily lives
object to g g some ways
another patterns possible OBJECTIVES: actively 2. Ways to keep warm brainstorm
[ACDDU and reasons that we keep
1. Explain how listening to Collective class brainstorm on the board
049] relations for
heat can be students,
Students are asked to gather their prior knowledge the think of ways to ourselves
hips findings keep warm.
[ACSHE050] [ACSIS215] transferred through observing their Students to take turns coming up to the board and writing down warm?
different ways that we can try to keep warm
conduction participation i.e. ‘move your body’ to keep warm by playing sport
2. Describe one and direct Which
BODY
way heat can be questions Activities
spoon will
produced Work Samples Outline the health and safety considerations before introducing students conduct the BODY
to the activities Activity Instruction
3. Formulate a Student - Clean up water spills immediately most heat Cards
prediction on predictions - Don’t taste or smell any of the materials used during and why? Paper towels
the experiment Water bottles
which spoon the written up in - Move hands away from surfaces that are getting too
Boiling water
bead will fall from their science hot
What can Spoons
- Safety zone is set up to ensure that hot water is
first in the ‘Bead journals or on prepared by a teacher away from students reach. you say Beads
and Spoon’ the extension - Boiling water will be cooled down before being used Butter
within the experiment about the Food dye
experiment. experiment Students are organised into four different groups, each group will start at Science Journals
sheet a particular station.
relationship
Enabling
Each station has instruction cards that students can easily follow along between Youtube Video
with if needed.
Students are required to make predictions before commencing each heat and the Extending
activity Heat Conduction
Activity One - Paper Towel Activity
movement Worksheet
1. Place one hand on your face and tell your group about how your hands of
feel compared to the temperature of your face
2. Then rub your hands together firmly and quickly and put your hands on molecules?
your face again (Extension
3. Discuss with your group what your hands feel like now and why you
think your hands warmed up? Question)
4. Wet one paper towel with water then rub your hands with the paper
towel CONCLUSION
5. Now move your hands in the air or blow on them and then place them Science Journals
on your face.
6. Discuss with your group HOW your hands feel.
Activity Two - Water Bottle Crush
1. Teacher will pour 1/2 a cup of boiling water into the plastic bottle
2. Close the lid nice and tight
3. Observe the bottle
4. What happened to the bottle and why do you think that this happened?
Activity Three - Conducting Heat
1. Fill the jar labelled ‘Room Temperature’ 3/4 of the way with water from
the tap
2. Fill the jar labelled cold water 3/4 of the way with cold tap water
3. Ask the educator to fill your ‘ hot water’ jar 3/4 of the way with boiling
water
4. Add three drops of food colouring to each of the jars and observe what
happens over time.
Activity Four - Bead & Spoon
1. Begin by positioning 3 spoons in a small glass bowl
2. Place a small bit of butter at the top of each spoon
3. Place a bead in each portion of butter
4. Write your prediction on what will happen after pouring hot water into
the bowl
5. Carefully pour hot water into the bowl until it is almost completely full.
6. Watch carefully to see what happens to the beads

Enabling & Extending

ENABLING
- A youtube video explaining heat energy transfer will be available for
students who may be struggling to grasp the concept on the classroom
iPads
EXTENDING
- Students will need to do their own further research on the classroom
iPads
- Worksheet on experiment outlining the purpose, hypothesis, materials
used, procedure, results and the conclusion

CONCLUSION
Group discussion on the completed activities
- Activity One: friction created when we rub our hands together when then
creates energy in the form of heat
- Activity Two: steam molecules are produced through heat energy which
requires more space and therefore the bottle pushes out before collapsing
inward
- Activity Three: hot water molecules move faster and therefore the food
colouring spreads out relatively quick in the room temperature water and
slowest in cold water
- Activity Four: metal conducts heat better than plastic and wood
Discuss possible homework for extension students - finish off research on
conduction, convection & radiation
 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
 Heat can AIM FORMATIVE INTRODUCTION Who would INTRODUCTION
3 be Teacher will do a group discussion on the content that has been learned in Example Poster
Create a product to Work Samples be the target
produced the previous two weeks.
in many represent their THINK / PAIR / SHARE
ways and understanding of the - ONE THING YOU REMEMBER FROM LAST WEEK
audience for BODY
Teacher will assess Poster paper
can move previous lessons within - ONE THING YOU FOUND CHALLENGING your poster iPads
from one the DRAFT poster - ONE THING YOU REALLY ENJOYED Colours, pens, paper,
object to
the physical science that students create
and why?
materials.
another unit of work Teacher will then give students an example poster to look at in preparation Example poster
[ACDDU OBJECTIVES Teacher to observe for the lesson
049] 1.Collaborate CONCLUSION
the scientific BODY Science Journal
effectively with their knowledge of Students are to carry out their own research on heat transfer, heat Why are
peers students through production, conduction, convection and radiation.
2. Design a poster that listening to Once they have gathered information using their iPads, students are to: educational
will educate people on communication
1. Combine this information with the information they have learned in posters
heat transfer previous weeks
among groups. 2. With this information, students are to carefully plan an educational important?
poster
3. This poster will be presented in week 5 and is an assessment piece so it
needs to be done carefully.
Design Brief:
- plan, design and present an educational poster that discusses the
topics of heat transfer, production, convection, conduction and
radiation.
- Students are to choose a certain audience that their poster will target
and why
- Students are urged to take their time and carefully plan for their
poster.

CONCLUSION
By the end of this lesson, students should have a DRAFT poster planned
and should have completed their research for this poster assessment piece.
Students DRAFT poster should be then stuck into their science journals
Discuss why developing educational posters is an important task that
should be taken seriously.
1

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 and 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
 Heat can Science Compare AIM: SUMMATIVE- INTRODUCTION What is a heat INTRODUCTION
4 be involves results Review heat sources, heat production and transfer of heat knowledge that
Plan and conduct an Science Inquiry source?
produced making with was taught in weeks 1 - 4 BODY
in many open investigation to Skills Science Journal
predictio predictio apply and extend
ways and BODY stopwatch
can move ns and ns, What happens
describin suggestin
understanding of heat Teachers will Outline the health and safety considerations before introducing students measuring jug
from one
energy and transfer observe the to the activities when we put hot water
object to g g - SAFETY ZONE: Where the hot water is prepared by the educator something towel
another patterns possible OBJECTIVES: participation and - Keep water temperature under 50 degrees by mixing cold water into the PRIMARY
[ACDDU and reasons 1. Conduct an cooperation of hot water. next to a heat SCIENCES Resource
049] relations for investigation that looks students within the - Remind students to take care during the lesson as hot water causes burns source? sheet 6
hips findings at the conduction of investigation. - some students will be ‘managers’ of the hot water. PRIMARY
[ACSHE050] [ACSIS215] SCIENCES
heat through different Students will be working collaboratively within teams to investigate what When does Recording Sheet
materials. Investigation happens when different materials come into contact with a heat source. water become Sticks, spoons,
2. Predict possible worksheet will be Students will make predictions on how well different materials conduct
hot? Why? materials.
outcomes about what handed in to the heat.;
Before conducting the experiment, students to discuss and write down CONCLUSION
will happen to teacher for on their investigation sheet: Posters
different materials assessing. This 1. Variables: Controlled, dependent and independent variables Creative Paper,
placed in hot water. worksheet will be 2. Ask Students which variable changes (independent), which variable is What element colours, pens, etc.
3. Record and discuss marked against a kept the same (controlled) and which variable is measured (dependent). might affect
3. Students are to also discuss what makes this investigation a ‘fair test.’
results using oral, set of marking 4. As a class: discuss and create a table on the board of what students will how much a
written and visual criteria. change, measure and keep the same within their investigation. material heats
language. 5. As a class: PREDICT what will happen when the different materials are up in the
left in the water, record responses on investigation worksheet.
6. Students to carry out investigation within their small groups/teams. water?
7. Students are to observe, record and interpret results.
8. Students are to have completed the investigation worksheet and hand it
into the teacher
Extension What were
Advanced students can fill out an additional worksheet with a labelled
diagram and list out the steps of the investigation.
some key
Enabling differences
Those students that are struggling can be paired with the teacher. between
materials?
CONCLUSION
As a class, discuss how the spoon which became the hottest is made of the
material that is the best conductor (i.e. allows heat to flow easier).
Students are to use this time to finish off their heat transfer posters in Are you
preparation for their presentations for next week. checking in
NB: No further class time will be given on this assessment, so if not
completed in this time it will become homework. with your
research plan
and ensuring
that your
poster is being
completed in
the way you
had planned it
to?
2

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about heat transfer and represent what they know about heat transfer
 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 a Science

Understandi Human Inquiry Skills
ng Endeavour

YEAR 3 PHYSICAL SCIENCES [ACSSU049]

 Heat can Compare AIM: SUMMATIVE- INTRODUCTION Did your poster INTRODUCTION
5 be results Teacher demonstrates a presentation to the students to ensure that each student Example poster
All students are Science turn out the way
produced with is aware of what is expected of them in their own poster presentation.
in many required to present their Understanding you had BODY
prediction posters on heat energy, planned?
ways and Heat energy posters BODY Marking Criteria
can move s,
suggestin
transfer and production are collected and Students are to present their posters to the class
from one Each presentation must include a brief description of their poster and what it is Presentation Stand
g possible to the class through a 2- marked against a set What would you
object to displaying.
another reasons 5 minute presentation of marking criteria. Students are required to speak to the class for 2-5 minutes about the method change about Timer
[ACDDU0 for OBJECTIVES they used when creating their ‘Heat it up’ poster, why they designed it the way your poster and
49] findings 1. Practice showing Presentation quality that they did, the target audience and why they think these people are their presentation for Question Sheet
[ACSIS215]
respect for their peers target audience
is assessed Once all students have presented and talked about their posters, students are next time?
whilst they are to complete a set of questions that are related to their poster. This is to be
presenting Questions related to done under ‘test’ conditions. This will then be used as part of the assessment Do you think CONCLUSION
2. Students draw on each students poster process.
your poster Whiteboard
their knowledge of the will be assessed would be
CONCLUSION Whiteboard Markers
physical science content against a set of Collective Brainstorm effective in
through answering a set marking criteria Students to come up to the board and write down what they now know about educating people Science Journals
of questions after they the topic of heat production and transfer
on heat and heat
have presented. Students will then copy this brainstorm into their science journals
Science Journal to We can then compare between the initial brainstorm and the final brainstorm transfer?
3. Demonstrate an be handed in to be to see how much knowledge students have gained!
understanding of heat graded.
transfer, production and If not, how
Youtube Video
energy through Depending on time, students are to watch a short, interactive youtube video on would you
successfully creating an heat transfer. change this for
This video will summarise what the students have learned over the past five next time?
educational poster. weeks and conclude the physical sciences unit

YEAR 3 PHYSICAL SCIENCES [ACSSU049]