Australian

Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard
• By the end of Year 2, students
Science understanding

Biological Living things grow, change and have offspring similar to themselves (ACSSU030)
describe changes to objects,
sciences
materials and living things.
Chemical • Different materials can be combined, including by mixing, for a particular purpose (ACSSU031) They identify that certain
sciences materials and resources have
• Earth’s resources, including water, are used in a variety of ways (ACSSU032) different uses and describe
Earth and space
examples of where science is
sciences
used in people’s daily lives.
Physical sciences • A push or a pull affects how an object moves or changes shape (ACSSU033)
Students pose questions about
• Science involves asking questions about, and describing changes in, objects and events their experiences and predict
Science as a human

Nature and
endeavour (Year 1-

development of (ACSHE021) outcomes of investigations.

science They use informal
measurements to make and
2)

compare observations. They

Use and • People use science in their daily lives, including when caring for their environment and living follow instructions to record
influence of things (ACSHE022) and represent their
science observations and
communicate their ideas to
Questioning and • Respond to and pose questions, and make predictions about familiar objects and events others.
predicting (ACSIS024)
Science inquiry skills (Year 1-2)

Planning and • Participate in different types of guided investigations to explore and answer questions, such as
conducting manipulating materials, testing ideas, and accessing information sources (ACSIS025)

• Use informal measurements in the collection and recording of observations, with the assistance
of digital technologies as appropriate (ACSIS026)

Processing and • Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
analysing data
and information • Through discussion, compare observations with predictions (ACSIS212)

Evaluating • Compare observations with those of others (ACSIS213)

Communicating • Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play (ACSIS029)
 English
Writing observations using
appropriate terminology and
describing words.
Writing a story about what they
have learnt about chemistry.
Concept:
Science / Technology & Enterprise
Create a bridge that can withstand a
certain amount of weight using
materials provided
Maths
When recording data during
investigations in number form
plus tallying results.
CONCEPT MAP
(option 1)
Term: 1 Weeks: 1-5
©The University of Notre Dame 2010 developed by C McGunnigle
The Arts
Drawing their observations
and creating pictures to
demonstrate their
Society and Environment understanding of the
Discover how recycling works and how
subject
it is seen in real life situations.
Researching how Aboriginials used
materials to create different things
(tools).
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week 1- 5 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Science – Chemical 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 chemistry (materials)
•
• To elicit students’ questions/ prior knowledge about chemistry
• Diagnostic assessment used- in this lesson you will find out what the students already know about chemistry. 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)
1 Different materials can Identify the Diagnostic Introduction What do they
be combined for a properties of - Ask students what words come to mind when different materials
particular purpose different Prior they think of the word “chemistry”. Input the feel and look like?
(ACSSU031) materials. knowledge words into a word bubble generator. https://wordart.c
Exploring the local established What other objects om
- Discuss most common words and identify any
environment to Collect an through word do you use that are
observe a variety of assortment of bubble and words that may be incorrectly related to made of these
materials, and different objects activities. chemistry. Possible words should include; materials?
describing ways in that are made matter, materials, science, reactions, cooking,
which materials are of each mixing, substance etc. What does the
used material/s word properties
Activity 1 mean?
Science involves Explain why - 6 groups with a different material written on a
asking questions about, these objects sheet in front of them; wood, plastic, metal, What are the
and describing are made of this glass, fibres, ceramics. properties of each
changes in, objects material/s and material? Coloured texters
- Groups are given time to write a definition and
and events (ACSHE021) their purpose. Paper
Suggesting how examples on each sheet. SAFETY
everyday items work, - Discuss as a class the definitions and Aware of areas
using knowledge of appropriate examples. students can
forces or materials search.
Activity 2 Objects are
Represent and - Students explore the classroom (maybe appropriate.
communicate outdoors) and collect materials that fit into the
observations and ideas same 6 subheadings from activity 1.
in a variety of ways - Ensure there are materials available to be
such as oral and written
collected, if not, plant some before lesson.
language, drawing and
role play (ACSIS029) - Discuss the materials collected and what they
 Presenting ideas to are made of and what they are used for.
other students, both - Discuss why different objects are made of Assorted objects
one-to-one and in different materials using appropriate property
small groups
words.

Activity 3
- Students collect items that are made up of
more than 1 material or a mix of materials.
- Discuss why some objects comprise of more
than one material, describing the different
properties and their relation to its purpose.

Ensure groups are diverse and aid with definitions

of materials for those that may need it during the
activity.

Conclusion
- Review the lesson and key terms.

5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of chemistry (mixing materials)
• To support students to investigate and explore ideas about chemistry (properties of materials)
• Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
2 Different materials can Create the Formative Introduction What do you think Bartholomew and
be combined for a substance Appropriate - Read Bartholomew and the Oobleck and these two the Oobleck by
particular purpose oobleck by property words discuss as a class. substances are? Dr. Seuss
(ACSSU031) mixing cornflour used to
Investigating the and coloured describe the Activity 1 What do you think
effects of mixing water. mixture. - Students explore what happens when the is going to happen Cornflour
materials together substances, cornflour and coloured water, are when these two Water
Predict and Observe they mixed together to form a mixture known as substances are Food Colouring
Pose and respond to then describe followed the oobleck (type of slime). mixed? Food-safe Gloves
questions, and make the properties of recipe. - They will be in groups of three with one in Plastic bowls
predictions about the mixture. charge of mixing, one in charge of pouring What does the Spoons
familiar objects and and the other in charge of making notes. mixture feel and Newspaper
events (ACSIS037) Research other - They have a recipe card that describes what look like? https://teach-
Thinking about ‘What materials that they must do and there is a recording sheet science.weebly.c
will happen if...?’ type can be mixed to where they first must make a prediction and Is this a liquid or a om/resources.htm
questions about make slime. then describe what occurs. solid? l
 everyday objects and Activity 2
events - Students research other ways to make slime Do you think they
and list the materials or substances they would can go back to
Participate in guided have to mix together in their journals. their original states? Science Journals
investigations to
explore and answer Extension SAFETY
questions (ACSIS038) - Students describe in their journals the Wear gloves so
manipulating objects properties of oobleck and how it behaves that the food
and materials and when pressure is applied colouring does not
making observations of - Explain that it is a non-Newtonian fluid as it stain their hands.
the results behaves like a liquid until force is applied. Hair is tied back.
Supervision so that https://www.yout
Conclusion students do not ube.com/watch?
- What video to about a giant oobleck pool. make a mess or v=JJfppydyGHw
- Discuss what was learnt and key terms. eat it.
Plastic on table so
it doesn’t stain.
Small amounts of
coloured water for
each group.
Designated jobs for
each group
member.

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)
3 Different materials can Research what Formative Introduction What utensils did http://education.
be combined for a materials are - Students watch the video about how you find? abc.net.au/home
particular purpose used by Student Aboriginals use resin and sap to make tools. #!/media/254476
(ACSSU031) Aboriginals and worksheets: - Discuss with the class the key points from the How did they make 6/use-for-resin-
Exploring how Torres Strait appropriate these utensils? and-sap
video.
Aboriginal and Torres Islanders people property words
Strait Islander peoples to make tools. and What did they use
Activity
apply physical descriptions. - In small groups students research, with the aid the utensils for? iPads
changes to natural Describe the Science journals
of the teacher, the ways in which Aboriginal
materials to render properties of Do you use
them useful for each object. and Torres Strait Islander peoples combined anything like these
particular purposes different materials to produce certain utensils. utensils?
Describe why - This research can be conducted either
Participate in guided each material through a handout created by the teacher or
 investigations to was used to with provided website links. These production SAFETY
explore and answer make the tool. techniques include hafting, weaving, sewing Websites provided
questions (ACSIS038) and gluing. are kid friendly.
researching with the Awareness of what
- Once the students have completed their
use of simple students are
information sources research, they will write down a list of the searching.
utensils they found and a brief description of
Represent and the production of these materials. Some of the
communicate utensils can include water bags, boomerangs,
observations and ideas didgeridoos, toys or glues.
in a variety of ways
(ACSIS042) Extend
Discussing with others - Students could research how the objects were
what was discovered used.
from an investigation
- Research other natives and their utensils, i.e.
Indigenous people of America. May research
if they are similar.

Enable
- Teacher may help students in reading through
information.
- Grouping of students of varying ability.
- Use imagery for utensils and production
techniques.

Conclusion
- Go through students’ worksheets and get
each student to give one interesting find they
found when researching.

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)
4 Different materials can Recall the steps Summative- Introduction Why do we https://www.pbsle
be combined for a of recycling. Science - Watch video about a recycling plant and recycle? arningmedia.org/re
particular purpose Inquiry Skills discuss why recycling is important. source/ess05.sci.ess
(ACSSU031) Investigate what What types of .earthsys.recyclepl
Identifying materials cardboard Observing the Activity 1 materials do you ant/visiting-a-
 such as paper that can breaks down investigation. - Recall the key steps that occurred during the put in the recycling-plant/
be changed and the fastest. recycling process as a class (washing and recycling bin?
remade or recycled Check removing dyes, breaking down, squeezing out
into new products Explain why the recording What cardboard Science journals
water, forming new sheets).
cardboard sheets were do you think will
Participate in guided broken down completed - Students have time to write down the steps in break down the
investigations to faster/slower. accurately. their journals. fastest/slowest?
explore and answer Check - Discuss the different types of paper seen, the Were your
questions (ACSIS038) hypothesis and different properties of each paper and how it predictions right
Manipulating objects if they have an is recycled differently. and if so/not
and materials and understanding why? Large ice-cream
making observations of of the topic Activity 2 Small jar with lid
the results (use - Students investigate how different types of What do you think 5 samples of
appropriate cardboard break down at different rates by the cardboard different
Use informal words and could be made cardboard and
shaking it up in a jar filled with water.
measurements to describe the into now? paper each cut to
collect and record process) - Students take note of the cardboard’s original 5cm x 5 cm (plus
observations, using properties in their notebooks. SAFETY extra of each
digital technologies as - Students shake each cardboard piece up in a Make sure piece to stick in
appropriate (ACSIS039) jar in 10 shake intervals and record how many students are journal)
Use informal lots of 10 it took to break down. being responsible Plastic fork
measurements to - Results are recorded on the sheets given and with the shakers. Glue stick
collect and record No glass jars. Scissors
are then stuck into journals.
observations, using Lids screwed on Measuring cup
digital technologies as - Hypothesise why some cardboard breaks properly. (100 mL)
appropriate (ACSIS039) down faster than others. Maybe done Plastic water bottle
outside in case. https://teach-
Conclusion science.weebly.co
- Discuss as a group the results and make a tally m/resources.html
on the board to collate the data as one and
see what cardboard was the easiest and
hardest to break down.

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about chemistry (materials) and represent what they know about recycling materials
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
5 Different materials can Follow the steps Summative- Introduction Why aren’t some https://teach-
be combined for a to make paper Science - Play recycling bingo game with students. materials science.weebly.co
particular purpose seed sachets. Understanding - Discuss why certain objects are not recyclable recyclable? m/resources.html
(ACSSU031)
 Identifying materials Describe what Observation of with specific reference to the material/s they Why do you think
such as paper that can they have learnt student’s are and their properties. paper will work in
be changed and through a story. participation in this situation?
remade or recycled activity. Activity 1 Pre-soaked paper
into new products - Students recall the previous lesson and how What do you Buckets
Investigating the Marking journal the properties of paper changed when they remember from Water
effects of mixing and see if previous lessons? Electric stick mixer
wet it and broke it down.
materials together students use What are the key (teacher use only)
- Show student the PowerPoint that describes
the correct terms you have Seeds
Compare observations property and the steps to make ‘paper seed sachets’ and learnt? Sieves
with those of others describing explain the steps. 40 cm x 40 cm
(ACSIS041) words. - Students can access the PowerPoint via the What are the pieces of cloth
Discussing observations Weebly so they can follow along at different different materials Biscuit cutters
with other students to Understanding rates. and their Newspaper
see similarities and of the topic properties that Scented essences
differences in results and their Activity 2 you have learnt
ability to - Students write a story in their science journals about?
People use science in explain in their
describing the process of what they did during
their daily lives, stories. SAFETY
including when caring the lesson and how it relates to chemistry. Teacher use of
for their environment - Look for specific key terms like materials, mixer ONLY
and living things change, mix, remade, recycle, etc. Safe online
(ACSHE035) - Students to add their own drawings if they access of Weebly
identifying the ways have time.
humans manage and
protect resources, such Extension
as reducing waste and - Students research the most interesting
caring for water materials that have been recycled into other
supplies
materials or objects.

Conclusion
- Review what was learnt in the unit as a class.
- Students write in their diaries something they
learnt, something they liked and something
that challenged them.

References
Green & Healthy. (n.d.). Recycling bingo. Retrieved from http://www.greenandhealthykids.com/wp-
content/uploads/2015/12/Recycling-Bingo-4-5.pdf
Science Web. (n.d.). Mixing things together. Retrieved from http://scienceweb.asta.edu.au/years-f-2/unit3/overview/yrf2-unit3-
overview.html
School Curriculum and Standards Authority. (2019). Science v8. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-2-syllabus