Year 2 plan Australian Curriculum: Science

Identify curriculum

Implementation year: 2

School name: Swan Valley Anglican Community School

Year level description

(highlighted aspects
indicate differences from
the previous year level)

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the
Achievement Standards and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three
strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are
decisions to be made by the teacher.
From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Year 2, students
describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct
manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. They explore the use of resources from Earth and are introduced to the
idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these
observations in tables makes it easier to show patterns.

Achievement standard

By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where
science is used in peoples daily lives.
Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record
and represent their observations and communicate their ideas to others.

Teaching and learning

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation10 <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Term overview

Term 1
Whats happening? Push, pull, play
During this term children explain the
movement of equipment used for their play
and why some items change in shape. They
develop an understanding that science
involves asking questions about and
describing changes in objects.
Children will:
explore different ways that objects move on
land, through water and in the air
participate in safe guided investigations
that explore how different strengths of
pushes and pulls affect the movement of
objects
identify toys that use the forces of push or
pull
consider the effects of objects being pulled
towards the Earth
ask questions and make predictions and
compare observations to predictions
collect and use diagrams and provided
tables to record information
represent and communicate observations
and ideas using oral and written language
and drawing
appreciate how science is used in their
everyday lives.

Aboriginal and Torres Strait

Islander perspectives
SVACS 2015

Term 2
Mix, make and use
During this term children investigate
combinations of different materials to make
something they can use in their daily lives.
Children will:
observe a variety of materials, and
describe ways in which materials are used
investigate the effects of mixing materials
together
suggest why different parts of everyday
objects are made from different materials
identify sustainable materials that can be
changed and remade or recycled into new
products
ask questions and make predictions and
compare observations to predictions
participate in safe guided investigations

collect and use diagrams and provided

tables to record information
represent and communicate observations
and ideas using oral and written language
and drawing
describe changes in materials using
knowledge of science
appreciate the role of science in their
everyday lives.

Term 3
Good to grow
During this term children investigate how
people use science in their daily lives,
including when caring for their environment
and living things.
Children will:
recognise that living things have
predictable characteristics at different
stages of development
explore different characteristics of life
cycles in animals
identify the Earths resources, including
water, that are important to a community
garden
consider what might happen if there was a
change in a familiar available resource,
including water
ask questions and make predictions and
compare observations to predictions
participate in safe guided investigations

collect and use diagrams and provided

tables to record information
represent and communicate observations
and ideas using oral and written language
and drawings
appreciate how science is used in their
everyday lives.

Term 4

Water Conservation
During this term children will investigate
Earths resources, including water and how
they are used in a variety of ways.
Children will:
identifying the Earths resources
including water, soil and minerals.
Describe how the resources are
used in school.
Describe how a resource such as
water is transferred from its source
to its point of use.
Consider what might happen to
humans if there were a change in
familiar available resources, such as
water.
identify actions that can be taken to
conserve resources. (Turning off
taps)
participate in safe guided
investigations
ask questions and make predictions
and compare observations to
predictions
represent and communicate
observations and ideas using oral and
written language and drawings
appreciate how science is used in
their everyday lives.

Science provides opportunities for children to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific content
and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
Jenine Vranjican, Corntey Miller, Lisa Rautenbach

Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live

Teaching and learning

Aboriginal peoples and Torres Strait Islander peoples contributions to Australian society and cultures.
Science provides opportunities to explore aspects of Australian Indigenous knowing with connection to, and guidance from, the communities who own them. Using a respectful inquiry approach,
children have the opportunity to explore non-Indigenous science interpretations of Aboriginal and Torres Strait Islander lifestyles including knowledge of natural phenomena; native flora and fauna;
and land, water and waste management. Using an inquiry approach enables children to learn science in contexts that are valued by Aboriginal and Torres Strait Islander children, their peers and
communities, acknowledging their values and approaches to learning.
General capabilities and
cross-curriculum priorities

Opportunities to engage with:

Key to general capabilities and

cross-curriculum priorities

Literacy

Numeracy

Opportunities to engage with:

ICT capability

Aboriginal and Torres Strait Islander histories and cultures

Assessment

Week

Develop assessment

Year 2 planAustralian Curriculum: Science

Ethical behaviour

Personal and social capability

Asia and Australias engagement with Asia

Opportunities to engage with:

Intercultural understanding

Sustainability

An assessment folio is a targeted collection of a childs work for ongoing review and analysis, and for reporting a childs achievement and progress at a point in time. Administrators and teachers
determine the evidence that will be collected to demonstrate a pattern of achievement within the childs learning across the Australian Curriculum and the remaining Queensland learning areas,
where applicable.
Term 1

Critical and creative thinking

Opportunities to engage with:

Term 2
Assessment instrument
Collection of work (Written)
Science Journal: communicate
observations and ideas
during/following each lesson with
ongoing feedback provided by
the teacher.
Investigation planner: test ideas
about combining different
materials; use tables to record
information.

27

Guided research: Presentation

(Multimodal)
Create an annotated drawing of a
designed toy with a proposal about
using sustainable materials.
Experimental investigation: Labelled
diagram (Written)
Develop force-arrow diagrams for a
variety of toys and familiar
equipment.

Supervised assessment: Short

responses (Written/Oral)
Toys, the materials they are made
from and the way they work are
displayed in a concept cartoon.
Choose and justify the best
explanation for the scenario.

Term 3

Term 4

Week

Assessment instrument

Week

Assessment instrument

Week

Supervised assessment: Short

response (Written)
Identify current knowledge with a
diagnostic tool at the beginning of
the unit and use formatively when
building upon prior knowledge.

28

Collection of work (Written)

Science journal: communicate
observations and ideas
during/following each lesson with
ongoing feedback provided by the
teacher.

26

Collection of work (Written)

Science Journal: communicate
observations and ideas
during/following each lesson with
ongoing feedback provided by
the teacher.
Investigation planner: test ideas
about forces and the resultant
effects; use tables to record
information.

Collection of work (Written)

Science journal: communicate
observations and ideas
during/following each lesson with
ongoing feedback provided by
the teacher.
Investigation planner: test ideas
and use tables to record
information.
Experimental investigation: Model
design and explanation (Multimodal)
Create a labelled diagram with a
reflection about a product designed
and constructed. Justify selections
made during the evaluate phase of
inquiry.

27

Collection of work (Written)

Science journal: communicate
observations and ideas
during/following each lesson with
ongoing feedback provided by
the teacher.
Investigation planner: test ideas
and use tables to record
information.
Experimental investigation: Model
design and explanation (Multimodal)

Create a labelled diagram with

a reflection about a product
designed and constructed.
Justify selections made during
the evaluate phase of inquiry.

29

Guided research (Multimodal)

Sort cards showing lifecycle
stages of a plant or animal and
place in the correct order of the
life cycle.
Work in small groups using
science journal to develop an oral
response to directed questions.

Assessment instrument

use feedbackMake judgments and

Moderation

SVACS 2015

Teachers meet to review samples of

multimodal presentations and moderate to
ensure consistency of judgments.
Teachers take opportunities to informally
discuss childrens development of skills and
knowledge as the term progresses.

Teachers and children develop tasks.

Teachers select representative folios and meet
to ensure consistency of judgments to inform
future planning.

Teachers take opportunities to informally

discuss childrens development of skills and
knowledge as the term progresses.
Teachers moderate randomly sampled folios to
ensure consistency of judgments.

Teachers take opportunities to informally

discuss childrens development of skills and
knowledge as the term progresses.
Teachers moderate randomly sampled folios to
ensure consistency of judgments.

Jenine Vranjican, Corntey Miller, Lisa Rautenbach

Year 2 Science: review for balance and coverage of content descriptions

Science Understanding

Science involves asking questions about, and

describing changes in, objects and events
(ACSHE034)

Living things grow, change and have offspring

similar to themselves (ACSSU030)
Chemical sciences

Different materials can be combined, including

by mixing, for a particular purpose (ACSSU031)

Earth and space sciences

Earths resources, including water, are used in a

variety of ways (ACSSU032)
Physical sciences

Year 2 planAustralian Curriculum: Science

Nature and development of science

Biological sciences

A push or a pull affects how an object moves or

changes shape (ACSSU033)

Science as a Human Endeavour

Use and influence of science

People use science in their daily lives, including
when caring for their environment and living
things (ACSHE035)

Science Inquiry Skills

Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information
sources (ACSIS038)

Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS039)

Use a range of methods to sort information, including drawings and provided tables (ACSIS040)

Through discussion, compare observations with predictions (ACSIS214)

Questioning and predicting

Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037)
Planning and conducting

Processing and analysing data and information

Evaluating
Compare observations with those of others (ACSIS041)
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042)

SVACS 2015

Jenine Vranjican, Corntey Miller, Lisa Rautenbach

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation10 <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Term 1
Whats happening? Push, pull, play
Unit Focus: The students will understand that forces are at work in everything we do we push to open doors and pull to tie ropes. Gravity pulls on things to make things fall down or to keep them down. They
will explore pushes and pulls through hands on activities, observing and gathering evidence about how these forces act in the air and on the ground. In investigating these concepts they will:

Describe pushes and pulls that make toys move.

Observe and describe ways of moving objects.

Identify that gravity pulls down on objects.

Explain that air pushes up against falling objects.

Recognize that the shape and orientation of an object can influence how it falls.

Identify things to keep the same in a fair test.

SCIENCE Energy and Change - Energy and Change Students understand the scientific concept of a push or a pull and how it affects the movement of an object.
Learning and Teaching Activities (include resources)
Outcomes

Support

Understanding
A push or a pull affects how an
object moves or changes shape
Human Endeavour
Science involves asking
questions about, and describing
changes in, objects and events.

Core
Lesson 1 : Moving Toys

Cooperative Learning Groups

Assessment
Diagnostic assessment
Push and pull pictures

Complete a class KWL about push and pull. Share their ideas with the class and generate
a question board each child is to write down a question they may have about forces. A
class Scientists Chatboard could display the questions, words, ideas, pictures and
reflections.
Collect students ideas of how they think toys move in air and on the ground.

Inquiry Skills

Place a large toy with wheels in front of the class. Invite students to suggest a way the toy
could be moved (eg push it) Student to demonstrate. Ask for another way (eg pull it).
Explore other ways. Ask whether they are pushes or pulls.

Respond to and pose questions,

and make predictions about
familiar objects and events

Start a word wall with push and pull.

Inquiry Skills

Sort students into groups and assign roles.

Participate in different types of

guided investigations to explore
and answer questions.

Students to explore how they can make their collection of toys move. Allow time for play.
Move around asking questions such as:

Inquiry Skills
Use a range of methods to sort
information, including drawings
and provided tables.

How did the toy move?

Did the toy move the same way each time?
What made the toy move?
Why do you think that?

Get each group to draw a picture of their toy and then a caption explaining how they made it
move.(I can pull the car)
Students to place their drawing and explanation in a prepared table. (Discuss features and
purpose of using a table)
Students to complete activity sheet by drawing arrows to show push or pulls.
Inquiry Skills

Co-operative learning groups

Compare observations with

those of others.

Investigating pushes and pulls in our daily lives.

Brainstorm places the student might investigate at home (eg, the kitchen, the backyard, the
living room).

As a class children guess the

location of where teacher has
done pushes and pulls around
the home.

Inquiry Skills
Represent and communicate
observations and ideas in a
variety of ways such as oral and
written language, drawing and
role play.

Give your child a block or a toy car to push across different surfaces. He or she can push
the object across the rug, a sweater or sweatshirt, a smooth desk, a rubber mat, or, if
possible, on the ground outside on dirt or sand. Encourage your child to push in the same
way with the same strength. When was it easiest to push the item? When did the item move
the fastest? Try measuring the pushes to find out when it traveled the farthest. Discuss how
friction is a force that slows down moving things, and how friction is useful in your daily lives.
Students can then discuss findings or draw a picture of the activity.

Inquiry Skills
Use informal measurements in
the collection and recording of
observations
Inquiry Skills
Through discussion, compare
observations with predictions.

Co-operative learning groups

Lesson 3: Floating on air

Think/Pair/Share What is air? Where is air?
Explain that they are now going to collect air. Give them plastic bags. Ask them to collect as
much air as they can, in any way. List places where they collected it in their journals.
Discuss findings. Reach an understanding that air is real and is everywhere.
Demonstrate plastic cup, tipping it up and down. Is there air inside it?
Predict/Observe/Explain Put a tissue inside the cup. Predict what will happen to the tissue
if the cup is turned over into water. Observe and ask a student to feel the tissue and
describe what they feel. Ask them to explain why they think the tissue stayed dry. Discuss.

Finish sentence
Something I found out about air
is
Something I found out about
things falling in air is
Something Im not sure about
is
I wonder

Lesson 4: Floating on air

POE what will happen to a A4 paper held horizontally and then dropped?
Children to investigate how the way the paper is held, affects the way it falls. Also if it is
crumpled or flat.
How can we make the test fair?
Will it be fair if I drop them like this?
Would it be fair if I let one go before the other?
Would it be fair if I threw one hard and let the other drop?
Discuss observations
Understanding

Co-operative learning groups

A push or a pull affects how an

object moves or changes shape

Lesson 5: Push meets Pull

Formative Assessment with

rubric.

Review what they have learned so far.

Where have we been investigating different types of pushes and pulls?

Human Endeavour

How did the object feel when you held it in the air? What was doing the pulling?

Science involves asking

questions about, and describing
changes in, objects and events.

What happened when you dropped pieces of paper? Did the shape of the paper affect what
happened when you dropped it?
Students to act out pushes and pulls (small, big)

Inquiry Skills

Introduce term Force. Chn to make sentences with the word. I use a push force to type on
the keyboard. Share examples with a partner.

Respond to and pose questions,

and make predictions about
familiar objects and events

Explain that gravity is also a force (Link to previous lesson)

Make sentences with the word. The force of gravity pulled the paper to the ground.
Complete activity sheet Fantastic Forces
Inquiry Skills
Participate in different types of
guided investigations to explore
and answer questions.
Inquiry Skills
Use a range of methods to sort
information, including drawings
and provided tables.

Co-operative learning groups

Sentence starters
Handout of investigation planner

Lesson 6: Making a paper helicopter

Prepare an investigation planner in their science books.
Ask children to predict what will happen when the helicopter is released? Explain.
Angle the wings and do again.
Teams work together to make helicopters and then play with them. Lead a discussion about
how the upward push of air on the helicopter wings causes the helicopter to spin.
What things will affect how quickly the helicopter falls to the ground?
Suggestions might include
Size of the wings, shape of the wings, angle of the wings, length of the stem, height it
is dropped from, weight of the helicopter and the paper it is made from.
What happens to the helicopter fall time when we change the wing size?

Make their
own
investigatio
n planner.

Finish sentences:
The thing I changed about my
helicopter was
The thing I observed about my
helicopter was
The things I kept the same about
my helicopter were

Discuss the terms Change/observe/keep the same.

Talk about why it is important to change only one thing at a time to keep the investigation
fair.
Use questioning to help students to think about what is happening to their helicopter
What pulls the helicopter down?
How does it move?
What pushes up against the wings of the helicopter?
How do you know?
Have you seen examples of this anywhere else?
Why does the helicopter with bigger/smaller wings fall more slowly/more quickly?
Week 7

Fantastic Forces assessment

Fantastic Forces test

Students complete the fantastic forces assessment as part of the unit overview.
Pushing cars investigation
Week 8
Pushing Car investigation
Students use their prior knowledge and skills to independently conduct and complete the
pushing cars investigation.
Week 9
Making toys
Students plan, design, create and reflect on a toy they make. The toy must be made out of
recyclable materials and be moveable.

Toys, the materials they are

made from and the way they
work are displayed in a concept
cartoon. Choose and justify the
best explanation for the
scenario.

Term 2
Mix, make and use
Unit Overview: Objects are an important part of daily life. The materials from which objects are made are usually deliberately selected and often objects are made from more than one material. The materials
selected have particular properties that enable the object to better achieve its purpose.
In this unit, students learn that the materials from which objects are made can either be combined in particular ways, as in a glass window with a metal frame, or they can be mixed together as in a cake mix. The
method depends on the purpose of the object and the materials available. Even when materials are sourced from those occurring naturally in the environment, such as paints made by traditional Aboriginal and
Torres Strait Islander cultures from ochre, there are still deliberate choices made. This unit also explores the end stage of an objects life by looking at materials, such as paper, that can be recycled into new objects.
It becomes apparent that even when recycling, the properties of materials are important and impact on the recycling process.
Achievement standard
This lesson sequence provides opportunities to gather information about students achievement of specific components in the standards (which are bolded in the statements below).
By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in
peoples daily lives.
Students pose questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They follow instructions to record and represent their
observations and communicate their ideas to others.
Curriculum Outcomes- Science Understanding
Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)
Science involves asking questions about, and describing changes in, objects and events (ACSHE034)
People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037)
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS038)
Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS039)
Use a range of methods to sort information, including drawings and provided tables (ACSIS040)
Through discussion, compare observations with predictions (ACSIS214)
Compare observations with those of others (ACSIS041)
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS042)
Learning and Teaching Activities (include resources)
Lesson Objective
In this lesson students
describe materials used to

Resources
\\sacs.local\SVACS\StaffDocs\Jenine.Vranjican\Yea
r 2 Science\Word wall.pdf

make everyday objects and

Wooden and plastic clothes pegs

recognise that many objects

Word wall cards

are made from a combination

of materials that improve how

Talking Tubs- materials

Class Science Journal

Inquiry
TURNING IN: WHATS IT MADE OF?

Assessment
Supervised assessment: Short response

Introduction

(Written)

Display wooden and plastic clothes pegs to stimulate students thinking about this
science unit.

Identify current knowledge with a

Guide discussion to identify that the pegs are objects and like all objects they are made
from materials.

diagnostic tool at the beginning of the

Ask for suggestions about the names of the materials the pegs are made from and why
these materials have been used. Relate use to the properties of the materials.

unit and use formatively when building

the objects work.

Display the word cards object, material, wood, plastic and metal from the sheet
Word cards for the science word wall, briefly identifying an example of an object usually
made from each of the materials. Place the words on the science word wall.
Explain that this science unit is about materials in our world and how they are used for
particular purposes.
Core
Hold up the remaining material word cards one at a time and ask students to look
around the room and suggest objects they think could be made from these materials.
Add to the word wall.
Point to an object such as a window or a chair and ask students to identify all the
materials they think have been used to make the object. Identify the purpose(s) of this
object. Use the object to explain that the materials from which the object is made are
deliberately combined to help the object achieve its purpose.
Emphasise that we can still see the different materials when they are combined.
Display the word card combine.
Allocate students into pairs and ask them to move around the room and find objects
made from combined materials. Tell them to discuss the materials used and why they
might have been selected. Allow a couple of minutes for discussion and then instruct
students to find another object and repeat the discussion. Observe student
conversations.
Instruct students to sit in front of the class science journal. Display the prepared box of
objects. Demonstrate the next activity with the following actions.
Select an object from the box as an example.
Open the class science journal and write the title What is it made from and why?
Draw a diagram of the object. Explain that scientists often need to draw diagrams of
their work.
Label the diagram. Explain that scientists also need to label their diagrams so that
others know exactly what is being investigated. Explain that the students are looking at
the materials objects are made from so they can label these materials on their diagram.
Make notes on why the materials were used for that object. Invite students to suggest
why the object is made from these materials using property words. Discuss how the
combining of the materials is necessary to achieve the best results. See sample
diagram below.

A jam jar made of glass with a metal lid. Metal is strong and can be shaped. Glass

upon prior knowledge.

holds
its shape, is heatproof.
Allocate talking tubs to student groups and allow time for students to record their
observations in their science journals. (This activity provides an opportunity for
monitoring student understanding.)
Conclusion
View video clip http://www.sciencechannel.com/tv-shows/how-its-made/videos/how-itsmade-mini-episodes-cricket-bats/
Ask for student suggestions on what they have learned in this lesson.
Collection of work (Written)
TURNING IN 2: WHATS IT MADE OF?

In this lesson students learn

Science journal: communicate

Muesli

Introduction

Playdough

Review an object that was investigated in Lesson 1 to review combining materials and
the reason the materials have been combined. Restate that the materials are joined to
make the object work better and that different materials can be identified.

observations and ideas during/following

Display some muesli and discuss the types of materials the students can see in the
muesli.

provided by the teacher.

different results. They should

Explain that the materials in the muesli are mixed together and this means they are
fairly evenly spread. Add mix to the science word wall. Compare again to combining.

Investigation planner: test ideas and use

begin to understand how

State that mixing and combining are both very important in our lives.

objects around them are

Core

the difference between

combining materials and
mixing materials and why
each method produces

formed.

Class Science Journal

\\sacs.local\SVACS\StaffDocs\Jenine.Vranjican\Yea
r 2 Science\Making playdough investigation.docx

Display a ball of coloured playdough and invite students to explain if they think it is
mixed or combined and what it might be made from. Recall that in the muesli we could
still see the ingredients. Ask the students if they can see the ingredients in the dough.
Why or why not? Display and label ingredients as identified.
State that mixing affects materials in different ways depending on the properties of the
material.
Explain that in this lesson the students will investigate what happens when the different
materials used to make playdough are mixed. They will record their observations in a
table.
Open the class science journal and model folding the page to create four columns. Rule
a four-columned table with headings Material 1, Material 2, What do I see? and
Notes.
Model placing 2 level tablespoons of flour into a cup. Record 2 spoons and flour in
the Material 1 column. Tell students you are going to mix 1 level tablespoon of salt into
the flour. Record salt in Material 2 column.
Ask students to predict what they think will happen and what the mixture will look like.
Mix the ingredients. Invite a student to have a look and describe what they see. Model
how to tip the mixture onto a piece of paper and flatten gently with your hand. Ask the
student to look again and explain to the others what is seen now. Suggest how you
might draw the mixture. Model a simple diagram of the flour and salt mixture in the
What do I see? column with a brief description in the Notes column. Assure students
they will get to see this when they do the activity themselves. See sample diagram

each lesson with ongoing feedback

tables to record information.

Experimental investigation: Model
design and explanation (Multimodal)
Create a labelled diagram with a
reflection about a product designed and
constructed. Justify selections made
during the evaluate phase of inquiry.

below.

A diagram showing what we see when we make a mixture

Explain to the students they will be investigating what happens to other playdough
materials when they are mixed.
LESSON 2 FINDING OUT- Making play dough investigation

Regroup in front of screen/IWB. Show contents of one of the ice-cream dishes. Ask if it
looks like playdough and what needs to be done to the dough. Display a cup half filled
with water. Add a few drops of food colouring. Observe. Predict what will happen when
you add the second colour. Predict what will happen when you add the colour to the
playdough ingredients. Explain how it must be mixed more thoroughly by kneading.
Conclusion
Show the video clip Leisel Jones and Curtis Stone cooking coconut banana walnut bread .
https://www.youtube.com/embed/7iPkoceaUAo
Discuss how the ingredients in the banana cake mix together.

FINDING OUT: WHATS IT MADE OF?

In this lesson students
explore how Aboriginal and

Introduction
PowerPoint

Torres Strait Islander cultures

Container/lids for mixing

have made paints by mixing

\\sacs.local\SVACS\StaffDocs\Jenine.Vranjican\Yea
r 2 Science\Mixing ochres investigation.docx

materials from the natural

environment. Students
investigate mixing ochres or
chalk with different binding
materials to determine the
effects of different binders.

Recall prior learning about combining and mixing.

Explain to students that in this lesson they will explore mixing in a different way. Show
the PowerPoint presentation Using ochres to make paint. Briefly discuss how materials
have been combined and/or mixed. Identify painting. Ask students where they think the
materials came from. Were they bought in shops?
Show the video clip Lift Off: Indigenous children collect body paint. Encourage students
to ask questions about materials, tools and colours.
Core
Ask students to predict the properties of the ochres that make paint. Display samples of
ochre or review the images of ground ochres, slides 14 in the PowerPoint
presentation. Recall the grinding scene in the video and model grinding a piece of
ochre or chalk with large flat stones, mortar and pestle or rolling pin and board.
Discuss the properties of the ground ochres and/or chalk and their suitability for
painting. Determine what needs to be added to the dry powder. Explain that for many
thousands of years Aboriginal peoples and Torres Strait Islander peoples have painted
with ochres. They experimented with different substances called binders to mix with
the ochres to make them into paints and dyes. Discuss what types of materials they
may have used considering they could only collect them from their environment.

Consider whether all binders would work the same and ask how we could find out.
Show slides 58 of objects painted with ochres and explain that the students are now
going to try mixing their own paints using different materials and to discover which
material binds the ochre best.
FINDING OUT: MAKING PAINT LESSON 2
Conclusion
Regroup with students each viewing their own science journals. Discuss their
observations about what worked well and what didnt. Discuss any explanations they
may have.