SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS: • To capture student interest and find out what they know about XXXXX TOPIC
• To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already Chemical sciences Year 3
know about XXXXX. This will allow you to take account of students’ existing ideas
when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Science as a Human Science Inquiry Skills OUTCOMES QUESTIONS
Understanding Endeavour
A change of Science involves With guidance, Open lesson with problem Melted chocolate bar,
state between making identify questions • Shopping was left in my car in the morning, went
to get a chocolate bar at lunch time and it had
A3 paper with pictures
solid and liquid predictions and in familiar contexts
melted! of solid and melted
can be caused describing that can be
• After class discussion, small groups complete chocolate for concept
by adding or patterns and investigated
concept cartoons that get displayed in the
removing heat relationships (AC scientifically and classroom (encourage no wrong answers).
cartoons.
(ACSSU046) SHE050) make predictions Small group activity
based on prior • Each group receives a variety of objects that they
knowledge (ACSIS0 are asked to discuss and sort in any way they can.
• Come back as a class and discuss how each
Bark, leaf, small ball,
53)
LESSON OBJECTIVES group organised their objects. Focusing on the pencil, water in a
states of matter bottle, milk in a bottle,
As a result of this lesson, students will be able to: Individual
• Identify visible differences between solids, liquids and gases by • Students cut out pictures of objects and sort them
juice in a bottle, blown
completing a sorting activity. into either solid liquid or gas. Page goes into their up balloon, picture of
• Explain their thoughts on why some objects melt in the heat by science book. smoke, picture of
End lesson with fist part of the YouTube video,
completing a concept cartoon. steam.
explaining different states of matter.
ASSESSMENT (DIAGNOSTIC) LEARNER DIVERSITY
let students get hands on with the different objects, Work sheet and cut
• While concept cartoons are anonymous, students are required to groups made with students of mixed abilities.
either write or draw what they think is happening. They are given
outs, science books.
remind students about no wrong answers before
the opportunity to discuss their responses. starting lesson.
• Sorting activity can be assessed to see if any students need further Safety https://www.youtube.
We don’t eat science. Even though some objects that
explanation of observable differences of the states of matter. com/watch?v=wyRy8k
are handed out can be safely eaten, students must
know where the line is drawn. owyM8
Balloon popping warning to students.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: • To provide hands on, shared experiences of XXXXX TOPIC
• To support students to investigate and explore ideas about XXXXX
Formative assessment Chemical sciences Year 3
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Science as a Human Science Inquiry Skills OUTCOMES QUESTIONS
Understanding Endeavour
A change of Science involves With guidance, • Engage student’s prior knowledge, remind of previous Water, 2x water jobs,
state between making identify questions lesson. Ask about hot chocolate experiences. kettle, cups, spoons,
solid and liquid predictions and in familiar context • Present research question and brainstorm hypothesis
chocolate powder,
can be caused describing s that can be • Walk through experiment with slideshow
by adding or patterns and investigated • Safety warning, using signs from environment marshmallows,
removing heat relationships (ACS scientifically and • Complete experiment thermometers, slide
(ACSSU046) HE050) make predictions o Students have two cups of different show, white board,
based on prior temperature water. They add chocolate worksheets, paper
knowledge (ACSI powder, record observations, add
towel,
S053) marshmallows, record observations.
LESSON OBJECTIVES • Bring classes results together on the whiteboard
• Discuss with students the results (without explaining Using our 5 sense, what
As a result of this lesson, students will be able to:
scientifically why). can we observe?
• Identify differences between independent variables.
• Record their observations of the experiment.
LEARNER DIVERSITY Where did the
• Comment on the class’s collected data. • Mixed abilities when grouping
chocolate powder go?
• Very visual slides that stay displayed
ASSESSMENT (FORMATIVE)
• Any key words that students use go up on the word
• Exit tickets. Used to collect student’s comments on the classes wall Why do you think the
data. Can be re-introduced in the explain lesson. Safety chocolate powder
• Students will collect observations in their science journals. The Hot water warning. Have some cold water in the cup dissolved faster in the
teacher can look through these after the lesson. before pouring water from the kettle to avoid boiling water
hot water?
within student reach.
Talk with students about cleaning water spills. A wet floor
can be dangerous, but accidents can happen.
Remind students we don’t eat science. If there is any
chocolate powder left the class might be able to do a
cooking lesson later (so they don’t try to sneak any).
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: • To support students to develop explanations for experiences and TOPIC
make representations of developing conceptual understandings
Formative assessment Chemical sciences Year 3
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Asia and Australia’s Sustainability
cultures engagement with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Science as a Human Science Inquiry Skills OUTCOMES QUESTIONS
Understanding Endeavour
A change of Science involves Use a range of The results from the 3 exploration lessons are briefly discussed
• www.youtube.com
state between making predictions methods including to remind students what they observed.
solid and liquid and describing tables and simple • The concept cartoons are revisited, in an anonymous way to /
can be caused patterns and column graphs to see if there were any ideas that the students now think is the watch?v=KCL8zqjX
by adding or relationships (ACSHE represent data and most likely explanation. bME
removing heat 050) to identify patterns • Watch video of guy explaining what happens to the water
(ACSSU046) and molecules as the temperature changes.
trends (ACSIS057) • Role play with students. https://www.youtube.c
LESSON OBJECTIVES o Each student is a separate water molecule and om/watch?v=1T62e98E
as the teacher calls out a temperature or a
As a result of this lesson, students will be able to: situation the students move around just like the
yBE
• Explain temperature as a measure of energy and show the effect that water molecule would.
temperature has on the state of matter. • Look at objects which have different melting/boiling points.
• Associate the results from previous lessons with what they now know
https://www.youtube.c
Think, pair share with the students as to whether or not you
about temperature and molecules. can have solid oxygen or liquid metals.
om/watch?v=zVVJcoU7
• Have pictures of liquid metals and liquid nitrogen/oxygen and cHo
place them on a temperature display that ranges the length
ASSESSMENT (FORMATIVE) of the wall as you watch videos to see it happening. (use Previous made concept
ribbon to show range)
• Students draw and label diagrams to represent changes to a group of water • Students individually draw and label a diagram of what cartoons. Science books
molecules. They can use the word wall and other resources to help them. happens to a group of water molecules at different to reflect on previous
Hopefully, diagrams represent the role play activity. temperatures. results.
• Include objects from pervious lessons in the pictures to be sorted, let students LEARNER DIVERSITY
Picture of objects with
discuss in pairs where they think the objects go on the thermometer and call • Let students discuss with their peers before calling on
on them to explain why. them to answer questions.
different melting points.
• Revisit prior knowledge to show students growth Paper across on wall of
• Each diagram is individual, have pictures for them to cut the classroom with lines
out or copy if they are unsure where to start. and temperatures draws
Safety on it to act as
Scissor safety if students choose to cut out templates.
While role playing be aware of the space and others around you.
thermometer.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: • To challenge and extend students’ understandings in a new context TOPIC
or make connections to additional concepts through a student
planned investigation Chemical sciences Year 3
• To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Understanding Science as a Human Science OUTCOMES QUESTIONS
Endeavour Inquiry Skills
A change of state Science involves (ACSIS054) Students will try their hand at conducting their own experiments. Crayons,
between solid and making predictions (ACSIS055) In groups, they will be supplied with all the materials needed and marshmallows,
liquid can be caused and describing (ACSIS057) can either test the time it takes for different objects melt or how chocolate, wax, butter,
quickly different heat sources melt an object. Students will then be
by adding or patterns and (ACSIS058) cohpa (lard), hair
required to graph their results.
removing heat relationships (ACSH dryers, microwaves,
Teacher reminds students about coming up with a scientific
(ACSSU046) E050) question, a hypothesis, writing out their variables, and keeping an
portable heaters,
LESSON OBJECTIVES organised record of their results sunny day, small
Have a gallery walk of the graphs, think pair share about what bowels/hard plastic
As a result of this lesson, students will be able to:
students are noticing from participating in the experiments and cups, thermometers,
• Apply their previously learnt group work skills to conduct their own
looking at the graphs. stop watches
scientific experiment Reiterate how the molecules are behaving in each substance. Draw
• Examine the results of the experiment in a think pair share. students’ attention to the thermometer display to show them that Graph paper A4 and A3
• Construct a graph from their experiment results the substances that took longer to melt have stronger bonds and
require more energy to break apart (hold hands weakly and strongly
What variables have
to model for the students).
you changed?
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) LEARNER DIVERSITY
• Science groups of similar ability What variables are the
Summative: As students are conducting their experiments, walk around same every time?
• Everyone has a job in their group
and talk to them, make sure they have their question, hypothesis and • Graphs are completed in groups and they may choose to How are you making
variables sorted. If they don’t keep the control variables the same every only compare two objects that were measured. sure they are the
time, show them the difference it is making to their results. • Students can be extended by including all the data on their same?
The graphs should contain 2-axis, headings, made with a ruler, even graphs and then comparing their results to other groups. Why are some things
spaces between the measurements, (example on display for students to What did they do differently/the same? melting faster than
follow). Safety others?
Voice record students’ conversations during the gallery walk and think While using heating devices students need to be explicitly shown Why do some heat
pair share to make notes of their understanding about states of matter. how to operate them safely. Strict consequences for purposely
sources melt things
misusing them (blowing a hair dryer at someone).
Have plenty of paper towel handy ask remind students to clean up faster than others?
any spills when they happen.
 SCIENCE FORWARD PLANNING DOCUMENT
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: • To provide opportunities to review and reflect on their learning about TOPIC
XXXXX and represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas Chemical sciences Year 3
when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement Sustainability
with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Science Science as a Human Science Inquiry Skills OUTCOMES QUESTIONS
Understanding Endeavour
A change of Science Represent and Look back over the concept cartoons. Has our iPads, computers,
state between knowledge helps communicate thinking shifted any more since we looked at them pencils and paper,
solid and liquid people to observations, ideas and last time? Ask students if they can think, pair, share
Cheerio’s, ice, water,
can be understand the findings using formal and new answers if they were to do this activity again.
caused by effect of their informal containers, other
adding or actions (ACSHE051) representations (ACSIS060) Students are paired up and asked to create a story props students ask for.
removing heat titled “A day in the life of a water molecule”.
(ACSSU046) They are given freedom in their presentation but What happens to the
LESSON OBJECTIVES must meet the guidelines set out in the marking
molecules as it melts
rubric.
As a result of this lesson, students will be able to: from a solid to a
It will be suggested to the students to hand draw
• Represent their understanding of temperature change by narrating a comic strips, make a video with movie maker apps, liquid? What would
water molecules journey through states of matter. or use book creator, but presentations are flexible. you be doing if you
• Show the different energy levels at each state in their story Students are provided with an example to use as had more space to
inspiration.
move around?
Where are the
ASSESSMENT (SUMMATIVE – Science Understanding)
molecules in the gas
LEARNER DIVERSITY
• Students work will be marked against a rubric. The lower marks will be going? How do they
• Students can be grouped with like abilities,
given if they have incorporated some information regarding energy levels get back together?
to prevent one person doing all the work.
and movement of molecules. Higher marks will be awarded for correct
• Presentation isn’t fixed to accommodate
terminology, correct representation of energy and movement, and flow
learning abilities.
of the story.
• ICT can be used to assist/aid students.
Safety
ICT safety, taking photos with peoples’ permission.
If they are using ice and water as props be careful
of spills.