TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ]Forward Planning Document

Term 4 5 Science
Weeks 1-5 Chemical Science

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about how states change
• To elicit students’ questions/ prior knowledge about what the states of matter are and what they look like in our environment
• Diagnostic assessment used- in this lesson you will find out what the students already know about states of matter. This will allow you to take account of students’ existing ideas when
planning learning experiences

General Capabilities: States of Matter

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

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESSO LINKS OBJECTIVE (include learner diversity)
N
Structure: introduction, body, closure
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur

Week (ACSS As a result Diagnostic Motivation: Where do • Change It!

1 U077) of this Assessment; - Read book: Change It!... we see Solids,
Lesson lesson, Introduction: solids? Liquids,
1 students will: Observations of - Discuss what states of matter Gases and
participation Body: What are You book
•Discuss - As a whole class, sort image cards in a some by
what Checklist and solids, liquids and gases Venn Diagram types of Adrienne
states of Kahoot at the Conclusion: liquids? Mason
Safety: matter are end of the - Kahoot Quiz • 3 hula
as a whole lesson Can we hoops
For this lesson, ensure there class Enrichment: name and • Kahoot
is enough clear space for the •Sort This will assess • Have students vote as a class as to gases? quiz
Venn Diagram hula hoops everyday what the where the card should go • iPads for
objects students Extension: the whole
into states already know • Discuss and debate mixtures such as class
Venn and where to go oobleck, shaving foam, etc
Diagram next
 TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ]Forward Planning Document
Term 4 5 Science
Weeks 1-5 Chemical Science

5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of how properties of states interact
• To support students to investigate and explore ideas about results from mixtures
• Formative assessment
States of Matter
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

WEEK AUSTRALIAN SPECIFIC LESSON ASSESSMEN TEACHING & LEARNING KEY RESOURCES
/ CURRICULUM OBJECTIVE T EXPERIENCES QUESTIO
LESSO LINKS (what & how) (include learner diversity) NS
N
Structure: introduction, body, closure
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur

Week (ACSS (ACSH (ACSIS As a result of this Formative Motivation: What • Slime
2 U077) E083) 086) lesson, students Assessment - Mystery bag with slime - students feel does it • Mystery
Lesson will be able to: and describe the texture feel like? bag
2 Checklist Introduction: • Measuring
• Plan at least one for book - Discussion about slime Is it a utensils
method of
creator Body: solid or a • Slime
making slime
assessment - Design Brief - Slime Crime liquid? ingredients
Safety: • Combine
post lesson Lesson Closure:
different
- Present findings in front of the class What
For this lesson, go through rules measurements
of solids and group by group worked
of working with others (eg.
liquids to create - Discuss the best way to make slime well?
patience, respect, turn-taking)
slime What
Enrichment: didn’t?
Ensure that desks are covered • Work safely and
- set groups for shared academic levels for peer
with newspaper. cooperatively
teaching
Extension:
- make oobleck and discuss it
 TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ]Forward Planning Document
Term 4 5 Science
Weeks 1-5 Chemical Science

5E’s- EXPLAIN (1 lesson)

• To support students to develop explanations for experiences and make representations of developing conceptual understandings about the properties of each state
• Formative assessment to assess understanding and whether or not they can move on

States of Matter
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIO
LESSO LINKS OBJECTIVE (include learner diversity) NS
N
Structure: introduction, body, closure
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur

Week (ACSS (ACSIS As a result of Formative Motivation: If I were to •Matter

3 U077) 093) this lesson, - Matter Chatter - YouTube Song put water Chatter
Assessment Introduction: in a round
students will be YouTube song
Lesson - Discuss the properties of the states container
able to:
4 Checklist for the - Solid: hold their shape, tight molecule bonds and then
- Liquid: conform to the shape of the container, move it to •Poster paper
• List at least 2 presentation of moderate molecule bonds a square,
features and an choice. - Gas: weak molecule bond, often hard to see what shape •iPads
example of a Columns: - Mention the transformations stages: freezing/ would it
melting, deposition/sublimation, vaporisation/ be?
solid, a liquid - at least 2 •A4 coloured
condensation
and a gas in a features paper
Body: How would
presentation
- an example - Present the states of matter, their properties and a you move if
method of transformation stage in your method of choice eg. you were a
Safety: - transformation
choice Poster, brochure, video. solid/
stage Closure: liquid/gas
For this lesson there are no • Describe the - notes - Particle Party molecule?
- stand in a circle, students become the molecules for
special safety precautions process of one each state What
aside from basic classroom transformation happens if I
process in a Enrichment: come and
rules.
presentation - pick one state instead of all 3 and present on that push you?
method of Extension
- present some information on transformation of stages
choice
 TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ]Forward Planning Document
Term 4 5 Science
Weeks 1-5 Chemical Science

5E’s- ELABORATE (1-2 lessons)

• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation about states of matter
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

States of Matter

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESSO LINKS OBJECTIVE (include learner diversity)
N
Structure: introduction, body, closure
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur

Week (ACSS (ACSH (ACSIS As a result of this Summative Hot Stuff - Primary Connections Is there anything • Balloons
4 U077) E081) 087) lesson, students will be Motivation: inside? If yes,
• Bottles
able to: Assessment - Bring balloon out - discuss its contents what is it?
Introduction: • Hot water
Lesson
4 (ACSIS •identify that air is a - Discuss gasses and heat What do you (kettle)
Mark Planner
218) gas and that it takes - Are there any other factors we have to beware of? think will happen • Planners
up space Sheet: Body: - Balloon Investigation - small groups to the balloon in
worksheet
•Work in collaborative - to assess - Predict and plan using planner water?
learning teams to - Controlled variables: 1 bottle and 1 balloon
objective 2
Safety: identify change one - Discuss presentation methods (eg. Photos, diagrams, text What might
variable in a fair test descriptions) happen if we
investigation Checklist: - Allocate teams and roles change the size
For this lesson, go through rules •Discuss how the - to assess - Conduct the experiment of the
of working with others (eg. volume of a gas
objectives 1 Closure: container?
depends on the - Discuss findings as a class, present certain groups chosen
patience, respect, turn-taking) and 3
temperature from your observations What might
happen if we
Go through dangers of hot water. Enrichment: change the
- Set another controlled variable, eg. Amount of water temperature of
Ensure that only the teacher used Extension: the water?
the kettle. - Create a slow motion video of the process and voice record
over top what is happening with the gas inside the bottle Balloon shape?
 TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ]Forward Planning Document
Term 4 5 Science
Weeks 1-5 Chemical Science

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about transformation and represent what they know about states of matter
• Summative assessment of science understanding

States of Matter
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESSO LINKS OBJECTIVE (include learner diversity)
N
Structure: introduction, body, closure
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur

Week (ACSS (ACSH (ACSIS As a result of this Summative Motivation: What were •Berocca
5 U077) E083) 091) lesson, students Assessment - Berocca dissolved in water experiment some things
will be able to: Introduction: we learnt in •Glass
Lesson
5 (ACSIS Rubric for - Recap learning from the past 4 weeks in a science this
218) • Write a report each student discussion on the board term? •Water
summarising assessing their Body:
their findings - Each student writes up a report summarising What are the •Student’s
final report
over the course what they have learnt in the unit. The report must states of Journal
of the unit include scientific techniques eg. Images, headings, matter?
Notes on each
• Evaluate their title •Report
learning student about Closure: What is a paper (lined
Safety:
experience of the their - Evaluate their learning experience in their journal stage of paper)
chemical science evaluation to - Discuss some points that students wrote down. transformatio
For this lesson there are no unit be used for n?
special safety precautions future Enrichment:
aside from basic classroom teaching - List key learning points on the board to remind What could
rules. methods students we do better
Extension: next time?
- How can transformation be used in the
community for sustainability, including Indigenous What would
communities you change?