Forward Planning Document #2
Term/Weeks: Term 1, Week 3 Year Level: 5
General Capabilities
Literacy Numeracy ICT
Cross-Curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
WEEK/LESSON WA CURRICULUM
Week 3 | Wednesday Science Understanding
Lesson 3 Solids, liquids and gases have
(60 minutes) different observable properties and
Phase: Explore behave in different
This Explore phase is ways (ACSSU077)
to provide hands on
and shared
experiences of liquid. Science as a Human Endeavour
During this lesson, Scientific knowledge is used to
students should solve problems and inform
investigate and personal and community
explore ideas about decisions (ACSHE083)
liquid and its
properties.
Science Inquiry Skills
With guidance, pose clarifying
questions and make predictions
about scientific
investigations (ACSIS231)
Formative Assessment
(Anecdotal Notes)
ü Observations of participation in
sensory and discussion
activities.
ü Checklist of Yes/No of
acceptable amount of written
description words on Word
Wall.
Learning Area/Topic: Science
Critical and Creative Thinking
Asia and Australia’s Engagement with Asia
SPECIFIC LESSON
OBJECTIVES
1. Students will be able to
describe observable and
physical properties of
liquids through hands on
and observation
experiences.
What are the similarities and
differences between all these
liquids?
Was it a fair test?
What makes a liquid, a liquid?
ü Ensure to consider
allergies/sensitives to
certain liquids being used.
ü The Liquid Throw activity,
students throw in the
direction away from others
and during measuring
there are no throws being
taken.
Phase: Explore
Ethical Behaviour Personal and social competence Intercultural Understanding
Sustainability
TEACHING AND LEARNING EXPERIENCE RESOURCES
9:00am Introduction/Motivation 1. Oh, What a Feeling (Station
Introduce WALT: We are beginning our exploration of liquids and what their physical 1): Liquids, Containers,
properties are. Paper Towel.
Introduce WILF: I am looking for students describing the observable and physical 2. Drip Race (Station 2):
properties of liquids. Liquids, Tally Cards,
Styrofoam Cups with a hole
Prior Knowledge: Students begin sitting in a circle and play the prompt game ‘Popcorn!’. at the bottom.
Students say descriptive words they remember from the previous lessons of what solids, 3. Liquid Throw (Station 3):
liquids and gases are described as or materials that are them. Liquids and Tape.
9:05am Lesson Body q Honey, Cooking Oil, Dish
Activity: Guess the mess! (10 minutes) Liquid and Water.
Students sit in a circle and pass around the four focus liquids; honey, cooking oil, dish liquid q 4 x Butchers Paper Posters
and water. Students discuss with their shoulder partner how it looks, feels, smells and q Coloured Markers
sounds. Draw the whole class back to the whiteboard and write as many descriptive words q Sticky notes
as they could from initial sense sensations.
Activity: Drip race! (15 minutes)
Students move to a single desk and the row the are in represents the liquid they are racing.
Students use the tally cards to predict the order in which the liquid will pour out the fastest
compared to other liquids. All students will race at the same time and sit down once their
liquid has finished dripping. Students record the finalized results on tally cards. Students
begin discussing with their peers their results and compare ideas.
Activity: Liquid Throw (15 minutes)
Students will line up in rows of five with their respective ‘liquid group’. On go, students
attempt to throw their liquid. Once thrown, students will place a sticker of where their liquid
lands. At the end of all throws from peers, students will discuss the results and compare the
distance between other liquids.
9:45am – 10:00am Conclusion
Students sit in their groups and write as many descriptive words or sentences describing
what they observed in the lesson and liquids properties on their paper.
EXIT TICKET: Students write on a sticky note a QUESTION and I LEARNT… They will write
their name on the top of it and stick it next to their favourite work on their paper.
*Learning Diversity: Science groups devised are equal enabling/extending to mirror
KAGAN strategies. This strategy encourages peer tutoring and assistive communication
between one another. Students with sensory issues do not have to touch liquids.