FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: Year LEARNING AREA/TOPIC: Science : Chemical

Term Two, Week One Two Sciences
to Eight.
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

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 Inquiry
Understanding Human Endeavour Skills

Engag Different Science Pose and Students Can: Diagnostic Motivation – Can you Mystery box:
describe what Variety of
e materials involves respond to Identify a Assessment Explain to students that we are
you’ve pulled materials &
Lesso can be observing, questions, mixture’s . beginning a new concept in science out the substances
n. combined asking and make purpose. Post it note today and we have a mystery box to mystery box? (cornflour, bottle
observation try and find what our topic could be. Is it a material of water, hot
for a questions prediction or a piece of chocolate,
Week particular about, and s about Ask questions s (later Guide students to the topic of
equipment? plastic, paper),
One, purpose describing familiar based on their used to mixtures and materials. What could all and mixing
lesson (ACSSU0 changes in, objects observations annotate Class brainstorm: What do we these things equipment.
One. throughout photocopie know about materials and mixtures have in
31) objects and and events common?
experiments. d work in science?
events (ACSIS03
sheets). Wow! We know a lot about
(ACSHE03 7) What are
Describe materials. Lately though, I have materials?
4) Where do we
changes that Anecdotal been wondering what might happen
find each of
occur notes if we mix together different
these
throughout the recording materials. Does anyone have any materials?
mixture discussion ideas? What do we Pairing cards –
process. participatio Body – use them for? one has a list of
equipment and
n. Break students into pairs with
Question the another has a
science pairing card and remind textures and list of materials
them to collect their materials and senses being needed.
used. What
equipment in a safe manner.
mixture have Worksheet –
Students are to wash hands, collect you made? Appendix A.
materials and equipment, sit at their What materials
desks and await instructions. have you used?
Did It turn out
Explain the worksheet, safety
the way you
expectations and responsibilities. thought it
Students make their mixture and would? Can
complete worksheet. you pull apart
your mixture
Students clean up their stations
so that your
and re-join the mat. materials are
Conclusion – how you found
Class discussion comparing and them?
contrasting the materials and
characteristics of each mixture.
During the discussion create a class
brainstorm of key words/questions
students come up with about the
lesson, materials and mixtures.
Write your question: I wonder why
some mixtures can be pulled apart
to their original materials and some
can’t.
Ask students to give themselves
a pat on the back! We’ve started a
new unit of inquiry that we will be
exploring all term! At the end we will
see if we have answered some of
these questions.
Introduce and explain design brief.
Safety Considerations -
No eating of any materials.
Move safely around the room.
Add small quantities to the mixture
in case of any reaction.
 AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSME TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON NT EXPERIENCES QUESTIONS
OBJECTIVE (what & (include learner diversity)
Science Science as Science how)
Understandin a Human Inquiry Skills
g Endeavour

EXPLOR Differen Scienc Particip Students Formativ Motivation/Introduction: Have you ever
E t e ate in Can: e Review class brainstorm from last lesson. Focus made a
LESSON material involve guided Identify a Assessm discussion on how different materials are mixture? What
– s can s investig mixture’s ent. combined for different reasons. did you use it
be observ ations purpose. Lesson Body: for? Where Materials –
Week combin ing, to Anecdota Today we have lots of different materials that have we seen Flour,
Two, ed for a asking explore Ask l notes we are going to explore! mixtures cornflour,
Lesson particul questi and questions recording Students (in friendship pairs) can create a before? Can water, oil,
Two. ar ons answer based on discussio mixture from any of the materials provided and you think of a dishwashi
purpose about, questio their n complete worksheet. mixture used ng liquid,
(ACSSU and ns (ACS observatio participa Remind students of safety procedure – add a at home? salt,
031) descri IS038) ns tion. tiny bit at a time to check for any reactions (i.e. honey,
bing throughout bicarb soda and vinegar). How can we vinegar,
chang experimen Checklist Model Procedure – gather materials, be safe in this bicarb
es in, ts. . prepare workspace, workspace set up, science soda,
object measuring and adding small quantities at a lesson? What rocks,
s and Describe time, recording what happened. could happen sand,
events changes Students, individually, complete their when we are leaves,
(ACSH that occur observation worksheet whilst experimenting mixing eggs,
E034) throughout with their chosen materials. unknown sugar,
the Students to clean their workspace and return materials? Is chocolate
mixture to class discussion space with their observation this something powder.
process. worksheets. we should do Measuring
Lesson Conclusion: without cups,
Students are to find a new partner and present adults? measuring
their experiment to each other. Students need to spoons,
state where the mixture could be used, what mixing
materials/ingredients are required to make their bowls,
mixture, and what changes they observed when whisks,
they combined materials. paper
Upon returning to class discussion space, each towel,
student needs to describe one thing they have baby
learnt about their discussion parent’s mixture. wipes.
Learner Diversity:
Students with lower English capabilities may Worksheet
draw their observations and the teacher may – Appendix
annotate them. B.
Safety Considerations:
Do not eat materials.
Add materials in small quantities in case of
reactions.
 AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

Science Science Science

Understa as a Inquiry
nding Human Skills
Endeavou
r
EXPLAIN Differ Scien Parti Students Can: Formative Motivation/Introduction – Word wall,
ent ce cipat Identify a Assessment Review word wall and questions from lesson science
Week mate invol e in mixture’s Anecdotal one, and worksheets in science journals. journals.
Three, rials ves guide purpose. notes Can you tell me some of these mixtures? What Anchor chart
Lesson can obser d recording What are some different ways we can group materials/in
Three. be ving, inves Ask questions discussion mixtures? Create an anchor chart about gredients
comb askin tigati based on their participation. classification of mixtures. did it have?
ined g ons observations Lesson Body – What was
for a quest to throughout Photocopy and Students are to create a Book Creator book its iPads with
parti ions explo experiments. annotate work on their iPad to demonstrate their learning purpose? book creator
cular about re sample. about mixtures and the purposes of mixtures. app.
purpo , and and Describe Students are permitted to use the internet Which
se (A descr answ changes that Checklist (with reminders about what is a safe search classificati
CSSU ibing er occur and a quality search). on did you
031) chan quest throughout the Success Explain success criteria and work choose? Success
ges ions ( mixture criteria – expectations. What criteria
in, ACSI process. Two mixtures Success criteria – purpose written on
objec S038) per - Two mixtures per classification does it the board.
ts classification (complete minimum 3 classifications) have?
and (complete - List ingredients/materials needed for Where have
event minimum 3 mixture you seen
s (AC classifications - What is the purpose of each mixture? this mixture
SHE0 ) - Where do you find it? before? Can
34) List Lesson Closure – you tell me
ingredients/ma Students pair off to discuss the something Note about
terials needed classifications they chose and which interesting bringing in a
for mixture mixtures they classified. Return to class about this mixture next
What is the discussion and present one thing you’ve mixture? week that
purpose of learnt off your partner to the class. details safety
each mixture? Hand out note for preparation for next week. requirements
Where do you Safety Considerations – .
find it? Remind students about cooperative learning
expectations and moving around the room
 safely.

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
 Science Science as Science Inquiry
Understa a Human Skills
nding Endeavour
Elabora Differ Scienc Participa Students Summative Motivation/Introduction – What do we Science
te ent e te in Can: Assessment of Review science learning journey progress know about journal.
mate involve guided Identify a Skills so far. mixtures?
Wekk 5, rials s investiga mixture’s Anecdotal notes Add to brainstorm from lesson one. Do all
Lesson can observ tions to purpose. recording Lesson Body - mixtures
5 be ing, explore discussion Everyone has brought in a mixture they have a
comb asking and Ask participation. have found in their home! We are going to purpose?
ined questi answer questions research the materials and ingredients in Do you have
for a ons question based on Checklist. our own mixture and a friend’s mixture. any
parti about, s (ACSIS their Then we are going to add this information questions
cular and 038) observatio to the book we created last week! that you’d
purpo descri ns Success Criteria like
se (A bing throughout – Students are grouped in mixed ability answered? Dishwashing
CSSU chang experimen - Label/Title pairs. Remind student about partner liquid,
031) es in, ts. the expectations and that we help our friends. whiteboard,
object mixture Safety discussion. whiteboard
s and Describe - Attach an Teacher to model success criteria with markers.
events changes image dishwashing liquid.
(ACSH that occur - List the Success Criteria – Are the iPads, book
E034) throughout materials/ - Label/Title the mixture ingredients creator
the ingredient - Attach an image and (same iPads
mixture s in the - List the materials/ingredients in the materials used last
process. mixture mixture harmful to lesson).
- Explain - Explain the purpose of the mixture the
the - Classify the mixture environmen
purpose of Books to be printed and added to the class t? Does this
the library and science journals when mixture
mixture completed. have more
- Classify Lesson Conclusion – than one
the Can we add to our word wall with what we purpose?
mixture have learnt today?
Share the purposes of each mixture
brought in.
Safety concerns –
Do not eat any mixture.
Movement throughout the classroom.
Learner Diversity –
Peer scaffolding and extension is
expected.
 Success criteria is lessened for struggling
students (see assessment).

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Evalu Differ Scien Partic Students Can: Summative This is based on the Evaluate lesson from Where do
ate. ent ce ipate Identify a assessment of “All Mixed Up” Primary Connections. we use
mater involv in mixture’s science Motivation/Introduction – different
Week ials es guide purpose. understanding Review brainstorm from lesson one. What do mixtures?
Five, can obser d . we know about mixtures and materials? Can What can
Less be ving, invest Ask questions we add to this brainstorm? Is there anything happen
on combi askin igatio based on their Anecdotal we should remove? when we
Five. ned g ns to observations notes Lesson Body – make a Primary
for a questi explor throughout recording Students are to create a mix & match mixture? Connections
partic ons e and experiments. discussion booklet for the classroom library about What do we “Mixed Up”
ular about answ participation. mixtures. have to do worksheet.
purpo , and er Describe Extension – write how they could change this to make a
se (A descri questi changes that mixture? Why would they change it? Does it mixture?
CSSU bing ons ( occur throughout change the purpose? What is the
031) chang ACSIS the mixture purpose of
es in, 038) process. Review/peer edit and extend each worksheet a mixture?
objec in ability-based pairs. Do you still Book creator
ts and think this? “books”
event Lesson Conclusion – Why/why printed and
s (AC “Visit” classroom library and read not? Have in the
SHE0 classmates’ book creator final product. Have we learnt classroom
34) they discovered a new mixture? What was more library.
the purpose of this mixture? about…?
Safety Concerns –
Safe scissor use.
Watch out for peers moving around the
classroom.
Learner Diversity –
 Support for students with writing difficulties
– allowance for teacher annotation of images.
Guided responses.
Ordering of premade images rather than
illustrating and writing.
Extension – write how they could change this
mixture? Why would they change it? Does it
change the purpose?

Integration with Other

Learning Areas

Mathematics
Measuring, capacity and procedural capabilities
– baking, exploration of mixtures.
Sorting and classifying mixtures.
English/Literacy
Procedural writing – write the procedures for
baking and other various mixtures. Provide an
outline
Persuasive writing – why should we use your
mixture? What the purpose of your mixture?

Create a picture book for a younger class

Society and Environment Concept: Mixtures Term: 2 The Arts

How do mixtures affect/impact
Weeks: 1-5
the environment? Investigate Make paint from various
the impact of various materials (natural and
household mixtures on the processed).
environment.
Create a picture book for a
Explore mixtures across younger class describing how to
different cultures. How do make a particular mixture.
Indigenous Australians make
paint?