Lesson Curriculum Specific Teaching and Assessment Resources Modifications: Links to other Health and

Link Lesson learning learning areas Safety

Objective
Week 6 Solids, liquids - Identif Teacher Brainstorm https://www.y Extension: ICT- Use of Make sure
Lesson 1 and gases y explains as we and padlet outube.com/w Students try to Padlet on students don’t
Engage have proper discussed in responses are atch?v=nbfloB identify other IPads and use eat or drink
different obse ties of the previous assessed QnpK8 objects that of poplet for any of the
rvable a lesson, a key according to like playdoh the water, ice,
properties and liquid property of a attached https://padlet. have brainstorms playdoh or
behave in - Identif liquid is that it rubric. com/ebonyan characteristics sugar
different y can easily flow nesmith13/5w of both a solid
ways (ACSSU0 which and that it tnoxbbhc8o and a liquid In the ending
77) item is takes the activity
a shape of the Ipads To assist students walk
solid, container it is Poplet App struggling teacher ends
liquid in whereas a Playdoh students: the activity if
or gas solid stays the Ice Teacher puts they start to
- Use same. The Water the ice, the run.
scienti teacher plays Sugar water, sugar
fic the video the Plastic cups and playdoh in
reason properties of Plastic their own
ing to solids liquids. containers glasses of the
validat The teacher same size then
e pauses at 1:02 asks the
respo and asks the students to
nses students ‘a transfer them
solid keeps its to another
own shape so glass. Teacher
is sugar a solid asks what they
or a liquid notice about
since it can how the
form the glasses move
shape of its
tin’. Students
on their ipads
using the pre-
created padlet
write their
answer down
and why they
believe sugar
to be a solid or
a liquid. The
teacher then
explains that
since each
individual
particle of
sugar stays
the same
shape it would
be a solid.

Teacher skips
the video
forward to
two minutes
where it states
that one
property of a
liquid is that it
takes the
shape of its
container. The
teacher then
asks the class
what state of
matter play
dough might
be as when
manipulated it
takes the
shape of it’s
container?
The students
write the
answer they
believe is
correct onto
the padlet.
The teacher
then invites
the class to
the front of
the room
where there
are five
different sized
beakers,
water, sugar,
ice blocks and
playdoh and
students can
manipulate
these objects
to understand
the
differences
between
them. While
students play
with these
objects the
teacher
explains the
playdoh is
what is called
a visoelastic
solid as it sits
between a
free-flowing
liquid and a
rigid solid.
Teacher then
boils some
water and
students are
asked what
might be some
of the
properties of
gases (free
moving, no
definite
shape)

Students then
in pairs
brainstorm
other features
they have
discovered
 while
experimenting
with the
objects.

These are
then shared
with the class.
Week 6 Solids, liquids - Stude Teacher has a Students https://app.pi Extension: Geography: In None
Lesson 2 and gases nts glass of water, comic books xton.com/ Students the discussion
Explore have identif an ice block are marked Ipads research the of melting and
different obse y two and a glass according to different freezing
rvable key boiling water. the attached melting points discussion on
properties and proper The teacher rubric. and freezing temperatures
behave in ties of asks the points of and if fresh
different solids students what different water and salt
ways (ACSSU0 - Stude is the liquids and water have
77) nts difference solids they the same
identif between each discuss what freezing points
Understand y two state. they found and what
how noun key The teacher effect global
groups/phrase proper writes these Assistance: warming may
s ties of ideas on the Students have in certain
and adjective liquids board. work parts of the
groups/phrase - Stude individually world.
s can be nts Teacher then but sit as a English: Use of
expanded in a identif asks the group on the adjectives to
variety of y two students how mat to share enhance a
ways to key each state different story
provide a proper might features of Use of speech
fuller ties of transform to each state of marks
description of gasses another (if I matter.
the person, wanted to
place, thing or - State turn my ice ICT: Use of the
idea (ACELA15 how block to a Pixton EDU
08) each liquid what do site
state I want to do)
of students
matte brainstorm
r ideas and the
transf teacher the
ers teacher writes
from these up on
one to the board
anoth
er Students then
- Uses work to create
adjecti a comic book
ves to where they
enhan explain what
ce each state of
their matter can be
book. identified and
transform.

Students then
return to a
mat and play a
game where
the teacher
calls out an
object or a
that is either a
solid, liquid or
a gas, the
students run
 to the left.
Students have
a turn at
taking the
teachers place
and giving the
class
directions.
Week 7 Solids, liquids - Create Students are Students peer See attached Extension: Design Scissors face
Lesson 3 and gases a told that a evaluate each design brief students in Technologies down when
Explain have transp small town other based their video Visual arts walking
different obse ort has forecasted on their video pitch use real Digital Teacher is the
rvable syste heavy flooding pitches. See examples of Technology only one able
properties and m to over the next the attached flood English- to use the
behave in take year, the peer prevention Students need switchblade to
different water mayor has evaluation and explain to use the cut plastics
ways (ACSSU0 from asked the form. why they correct and the glue
77) one community to believe their language for gun
area create a water slide would be the context of
Define a to slide transport more a formal
problem, and anoth system to take successful presentation
set of er the water out
sequenced - Explai of town and Modification:
steps, with n why into the Students have
users making a you nearby river. their pitch
decision to have Students work video and
create a chose in pairs using pause to
solution for a n to recycled explain their
given task use materials to pitch to the
(WATPPS27) said design and class.
materi then test out
als their water
slides.
Students work
in pairs to put
together a
water
transport
system that
will carry the
water from
one place to
another.
Once the
students have
constructed
their water
system they
test out their
slide to see if
it is successful
at carrying
water. Once
they have
confirmed
that their
water slide
works they
film this and
then create a
video pitch to
persuade the
mayor to
implement
your design.
 These are
then
presented to
the class and
the
presentation
is marked
according to
the attached
rubric.
Week 7 Solids, liquids - Identif To begin Scientific Three berocca Extension: English- Using Students do
Lesson 4 and gases y students sit on reports are tablets per Students correct word not handle the
Elaborate have appro the mat and marked group identify the choices for the hot water
different obse priate teacher according to Three plastic gas that is context of the Students are
rvable variabl creates a KWL attached cups per formed and a scientific not to drink
properties and es for chart on what rubric. group discuss and report the berocca
behave in a the students Teacher takes Students research why
different scienti know and anecdotal science Mathematics:
ways (ACSSU0 fic want to know notes to see notebooks Modification: Identify the
77) experi about states students Kettle Groups are correct unit
ment of matter over understanding Ice blocks made of for measuring
Understand - Identif the previous s of correct Scale varying solids and
that patterns y and lessons. units Measuring abilities liquids.
of language use The teacher cups and jugs Use a
interaction appro then explains template to
vary across priate that a key produce their
social contexts units difference scientific
and types of when between each report
texts and that measu state of
they help to ring matter is the
signal social liquids distance apart
roles and and the particles
solids are. Students
relationships ( - Use stand in a
ACELA1501) correc circle and the
t teacher
Choose struct assigns each
appropriate ure student as
units of when either a 1, 2,
measurement writin or 3
for length, ga
area, volume, scienti As the number
capacity and fic is called, the
mass (ACMMG report corresponding
108) people enter
the middle of
the circle and
behave

1s are Gas
particles (lots
of space to
move around
as gas
particles are
loose)
1s and 2s and
Liquid
particles (still
have some
space to move
around, when
pushed will
fall into each
other)
1s, 2s and 3s
and Solid
particles
(tightly packed
together)

Teacher then
explains that
the class will
be doing an
experiment to
see how the
particles will
effect the
speed a
berocca tablet
transforms
from a liquid
to a solid.
Before they
begin the
teacher asks
how we can
make sure
each group
has the same
amount of
water and ice.
Class variables
and
hypothesis.
Students work
in groups and
 are given
three cups.
They time how
long each
berocca tablet
takes to
dissolve and
present their
findings in a
scientific
report.

Class
discussion on
what
happened and
why.
Week 8 Solids, liquids - Identif Teacher brings Board games White A3 Extension: Visual arts: Scissors face
Lesson 5 and gases y up a peer Cardboard Students make Use of line and down when
Evaluate have three photograph of evaluated Coloured their game to colours to being
different obse differe the KWL chart according to paper include parts make a transported
rvable nt created in the the attached Coloured for younger visually Teacher is the
properties and proper previous rubric. markers students and appealing only one able
behave in ties of lesson. The Scissors parts for older board game to use the hot
different solids, teacher then students glue gun.
ways (ACSSU0 liquids asks the
77) and students
gasses following the
Development - Use experiment
and colour what can we
application of s to say we have
artistic create now learnt
techniques a about states
and processes visuall of matter.
with: y Students ask
 colour pleasi any questions
(expre ng they may have
ssive board and the
colour game teacher first
s, gives the class
natura the chance to
l answer their
colour peers
s) questions
 line before the
(impli teacher
ed responds.
lines
for Teacher then
move explains that
ment in this lesson
and in groups of
depth) up to four
to they will make
create artwork a board game
(ACAVAM115) designed to
teach the next
year fives
about solids,
liquids and
gasses.
Students need
to create a
board game
that is visually
pleasing as it
is designed for
people their
age (the
teacher looks
up various
board games
on the board
to show the
colour
schemes that
many have).
Students also
create
instructions so
that their
peers can play
the came
without help.

Once students
have
completed
their board
games they
swap with
another group
to play the
game. Their
peers evaluate
the game with
how simple it
was to play
and if they
 believe the
game was
effective in
teaching
states of
matter. Marking
keys:

Lesson 1: Brainstorm and Padlet: Is it a solid liquid or Gas

Lesson Objective Tick if achieved Cross if not achieved

Correctly identifies a sugar as a solid
Provides reasoning for why they believe sugar to
be a solid or a liquid
Provides reasoning for why they believe playdoh
to be either a liquid or a solid
Identify two characteristics of a solid
Identifies two characteristics of a liquid
Attempts to identify how a liquid can change into
a solid
Attempts to identify how a solid can change into
a liquid
Final Score:
Grade:

Lesson Two: Comic Book Marking Key:

Lesson Objective Two Marks (objectives achieved) One Mark (part of the objective Zero Marks (objective not achieved)
achieved)
States two properties of a liquid
States two properties of a solid
States two properties of a gas
 Explains how a solid transforms to a
liquid
Explains how a liquid transforms
into a solid
Explains how a gas turn into a liquid
Explains how liquid turns into a gas
Uses at least three adjectives
throughout the comic book
Uses speech quotations throughout
the comic book
Uses correct spelling and grammar

Lesson three: Design Brief Marking Key Peer Evaluated

Was it Included Tick Cross

Was the slide made of recycled materials
Was the slide successful at carrying water
Did the presenters explain why they chose the
materials they did to create their slide
Did the presenters create an argument as to why
their slide should be implement
Was the video in an easy to follow format
Do you believe this slide would be successful if
implemented
Reasoning:
Lesson Four: Scientific Report Marking Key

Students have in their science books what needs to be included in a scientific report that is available to them as they write and in previous English lessons
the class has gone through how to write a scientific report and the language required.

Lesson Objectives Two Marks One Mark Zero Marks

Writes a hypothesis in the correct
structure (I believe this this will
happen because)
Explains what they think will happen
using what they have learnt about
solids, liquids and gasses
Includes an equipment list
In the equipment list identifies the
correct units to measure solids and
liquids
Writes a method that is clear
enough that someone could pick it
up and follow.
Includes a variable list that includes
the change, what stays the same
and what is measured
Identifies how to make this a fair
test
Presents their results in a table
Presents results in a correct graph
Explains why they believe they got
this result and identifies if it was the
same or differed from their
prediction
Evaluates the difficulties you
discovered and if your results reflect
those of your peers.
Lesson Five: Board Game Marking Key

Criteria Two Marks One Mark Zero Mark

Identifies at least three properties of
solids
Identifies at least three properties of
liquids
Identifies at least three properties of
gasses
Provides at least two examples of
each state of matter
Uses a variety of colours to make an
interesting board game
Instructions provide are easy to
follow
Correct spelling and grammar in the
written instructions

Design Brief:

Water Slides

Introduction: A small town has been forecasted for heavy flooding in the coming winter. The local mayor has asked the community to create ideas of a
water slide transport system to move the flood water to the nearby river.

Brief: In pairs the you will create a diorama of a design of a water slide using recycled materials. You will then test the design to see if it is capable of
transporting water. Then you will create a video pitch for your design to send to the mayor.
Generating designs: Students have one lesson to create and test their design, they will then have one digital technologies to work on their video pitch and
one lesson to present and debate their pitches.

Project Specifications: The slide created must use at recycled materials

It should contain:

- Must use recycled materials

- Video should contain a video that shows the completed bridge being tested with water

Students should include a picture of at least one unsuccessful attempt

The video should include why the material was chosen

Students must submit a labelled diagram of the original plan

Steps:

1. In the first lesson you and your partner will draw up a design for your water transport system and discuss how the slide should be shaped to be
successful.
2. The next step is to create the slide out of a variety of recycled materials (such as plastics, cardboard, bottles, cans), remember to take photographs
during the process as these will need to be submitted
3. Once you are happy with your design test if it is successful at first carrying water and then if the water is moving from one place to another.
4. In the second lesson you will create a video pitch to explain to the mayor why they should build your design. In this you will need to explain why
you
5. In the final lesson you will be presenting your community idea to the mayor and the local community with their classmates serving as the mayor
and local counsellors. At the end of the lesson the class votes on which design they would implement.
Presentation: Students present their videos to the class as though they are presenting this to the mayor and other council members. Their classmates take
the role of council men and ask questions to their peers about their slides efficacy and reliability. They then vote on which slide they believe was the most
successful to be built to help to solve the floods.

Time: Students have three lessons to complete this design, one to create their design, one to create their video pitch and one to present their video to the
class.

Assessment: Students will be peer evaluated based on how they explained their design (such as the materials and if the slide was successful).