FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science ( Chemical)

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children are confident and 5.Children are effective
of diversity and contribute to their world of wellbeing involved learners communicators

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 solids and liquids
 To elicit students’ questions/ prior knowledge about the effects of adding or removing heat to a solid or liquid.
 Diagnostic assessment used- in this lesson you will find out what the students already know about Solids and liquids. This will allow you to take account of students’ existing ideas when planning
learning experiences

WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
1 1 4 (ACSSU046) (Diagnostic) - Read book “ What the world is made of What did you know Pre created
5 Communicate verbally ( Zoehfeld, 2015). about solids and liquids Padlet.
A change of state the answer to at least Anecodatal notes and - Add words to word wall. before today? Book What is
between solid and one question from the observations whilst the world made
liquid can be caused padlet. (Capture students are exploring - Explain to students that they will be What are some of (Zoehfeld,
by adding or student’s interests and the materials. exploring some materials and that they examples of solids and 2015)
removing heat introduce the topic of need to categorize them into liquids and liquids in the classroom?
solids and liquids.) Go through as a whole or solids. Variety of liquids
class the padlet Can anyone notice a and solids.
Sort materials into solids classifiations - Show students the padlet and instruct relationship between
and liquids. (photos, drawings, them to use this to categorise. any of the materials? Milk, cheese,
written language) ( Ice, water milk cheese hard & melted
Discussion and *Students may wish to work in small etc) chocolate, Jelly,
communicate ideas Discuss reasons for groups. butter, cream,
about prior knowledge answers. - Send Students off to explore with What is something you water, magnets.
and or misconceptions. Ipads. would like to find out Objects that can
about solids and liquids? and can’t be
- Gather students back to mat, discuss * Melting moments changed.
padlet question, gather questions and science question starters
interests for next lesson. for ideas.