Forward Planning

Document

Primary Science
 CONCEPT MAP
English Maths

- Using the website resources, find the correct

information to answer the questions when Predict the melting times of ice blocks and record
creating the informative poster. the time it takes for ice blocks to melt under
circumstances
Navigate and read texts for specific purposes Pose questions and collect categorical or
applying appropriate text processing strategies, numerical data by observation or survey
for example predicting and confirming, (ACMSP118)
monitoring meaning, skimming and scanning
(ACELY1702)

Concept: Sates of matter Term: 2 Weeks: 5-10

Geography

- Investigate and record how different

elements can change the state of matter.

Record selected information and/or data using a

variety of methods (e.g. use graphic organisers,
paraphrase, summarise) (WAHASS53)
-
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, week 5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Chemical Science

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 Asia and Australia’s engagement with Asia Sustainability
Cultures

ENGAGE
- Using a diagnostic assessment, gain an understanding on students’ prior knowledge on solids, liquids and gasses.
- Engage students on the next 5 weeks of content on solids liquids and gasses.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS LESSON (what & how) EXPERIENCES QUESTIONS
N OBJECTIVE (include learner diversity)
Science Science Scienc
Underst as a e
anding Human Inquiry
Endeavo Skills
ur
1 (ACSS (ACSHE (ACSI Ignite students’ DIAGNOSTIC LESSON PREPARATION: What makes Whiteboard
U077) 083) S093) interest in ASSESSMENT - Bring in a variety of objects from the solids, liquids something a and markers
chemical and gasses. Solid? Liquid?
science topic. Anecdotal notes Gas?
- Create stations for activity
- Create a ‘Solids, liquids, gasses’ assorting table Can you give
Station work
- Class brainstorm- Whiteboard and markers examples of Variety of
Using a
diagnostic accessible to have class discussion each? solids, liquids,
assessment, and gasses.
gain an INTRODUCTION: To survive,
understanding - Establish the rules and expectations and introduce the what is a Pictures of
on students’ topic. solid, liquid gasses-
prior knowledge - Have students discuss what they know about the and gas that (Supplement
on solids, liquids states of matter. Write up ideas on the board under we need? for deodorant)
and gasses. each state of matter.
- Use questions to get examples, explanations
 - Discuss as a class, let all students participate. States of
*general matter
discussion worksheet
BODY: question
- Stations will be set up around the class with different “why did
items- solids, liquids and gasses. you classify
- Students are given a state of matter worksheet. it as that?”
- Allocate groups (tables or grouping cards) and have
students move around to each station and assort
which they think each is into the correct table.
- Place a time limit for each station (class moves
together)
- If objects/ substances are considered a hazard or
potential risk of disruption, use pictures as a
replacement.
- As students work, walk around to each station and
observe and discuss with students.

CONCLUSION:
- Once all groups have attended each station, call class
back in to have a group discussion
- Have a big copy of worksheet on interactive
whiteboard.
- Discuss with students where they allocated each
object and why.
- Go through with students what the atoms of each
matter look like.

Ethical considerations:
- Students need to work cooperatively
- Go through a clear set of class rules
- Value all students’ opinions, make them feel comfortable to
share answers.
- No put downs

Learner diversity:
 - Group appropriate students with students that have
learning difficulties. (for example, sensible, stronger,
with weaker students)
- Prior to the activities, establish with students that it is
not expected they know and finish every answer.
- Extend students with tougher states of matter (e.g.
melted chocolate.

EXPLORE
- Provide students with an interactive, practical lesson on properties of solids and liquids.
- Provide students with the opportunity to follow a scientific procedure

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Unders as a Inquiry
tanding Human Skills
Endeav
our
2 (ACSS (ACSH (ACSIS Students will FORMATIVE LESSON PREPARATION: What did we Ingredients for
U077) E083) 086) ASSESSMENT learn about the slime
create and
- Test experiment first last lesson? activity –
(ACSIS observe the
231) different Questioning - Print out instructions Cornflour,
- Print out questions / observation sheets What were water, food
properties of
Worksheet the 3 states colouring.
slime - Gather equipment
answers of matter?
Containers to
INTRODUCTION: What were make slime in
- Review content from last lesson. the
Students will
observable Slime worksheet
explain their - Explain what the investigation is – students will,
properties
observation from students will look at the properties of slime and how that helped Slime procedure
the slime it can change. identify the
experiment
- Give students a whole class demonstration on how state of
the experiment will run. matter?
 - Review rules and expectations- No eating ingredients, Process
etc. questions
from
BODY: worksheet-
- Group students (desk groups or grouping cards) What
- Allow students to make slime, whilst supervising the happened
class. when the
slime was
- Once students have made the slime, get them to
mixed fast?
follow the instructions on the worksheet and
complete the worksheet.
- Once finished, place slime at the back of the class so What are
students can’t be distracted. some other
- Bring class back together. items that
can change
CONCLUSION: state?
- Get students to share and compare their findings with
each other and then, as a class.
- Compare and discuss answers
- Tell students that some objects can change properties
e.g. liquid to a solid
- Have students give ideas of other objects that can
change state.

Safety Considerations:
• Students using eatable items- No eating
• Spills need to be cleaned/reported to the teacher
• Wash hands after

Ethical considerations:
- Students need to respect each other’s experiment. Don’t
interfere with each other.
Learner diversity:
- Group appropriate students with students that have
learning difficulties. (for example, sensible, stronger,
with weaker students)
- Prior to the activities, establish with students that it is
not expected they know and finish every answer.
 - Extend students with tougher states of matter (e.g.
melted chocolate.

EXPLAIN
- Develop students’ understanding on solids, liquids and gasses.
- Work in a group to create an informative poster on a state of matter.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Unders as a Inquiry
tanding Human Skills
Endeav
our
3 (ACSS (ACSH (ACSIS Identify the FORMATIVE LESSON PREPARATION: What did we Devices for
U077) E083) 093) different - Provide students with resources to research- Laptop, make last students to
ASSESSMENT
properties of a iPad, tablet, computer. week? research
state of matter - Grouping cards if required
What did we Useful websites
- Task instructions displayed on whiteboard or
Identify ways in learn about https://www.sc
which a state of accessible to students. slime? iencelearn.org.
matter can be nz/resources/6
INTRODUCTION:
changed What are 07-solids-
- Revise over previous lessons with students.
some other liquids-and-
- Key concepts on solids liquids gasses. items that gases
- Group students can change
- Brief students what will happen in the lesson state? http://www.ch
em4kids.com/f
BODY: iles/matter_cha
- In small groups, students will pick a state of Process with nges.html
matter. students
their findings https://www.fa
- They must research their chosen matter to create
based on ctmonster.com
an informative poster that answers- What makes these
/dk/encycloped
it that state (properties)? Examples? Can it questions?
ia/science/chan
What makes it
change state? that state ging-states
 - Display activity instructions on the whiteboard for (properties)?
Examples? Can
students to follow Card for
it change state?
students to
CONCLUSION: create poster on
- Students present and discuss their findings/work if desire to
create physical
to the class. copy
- Further probe students with questions as they
present.

Ethical and other special considerations:

- Students co-operate in group
- Distribute the workload, everyone needs to have an
input

Learner diversity:
- Group appropriate students with students that have
learning difficulties. (for example, sensible, stronger,
with weaker students)
- Extend advanced students with harder questions-
How can you change the state of it?
- Students with learning difficulties may have easier
questions to complete.
 ELABORATE
- Provide students with the chance to develop their scientific enquiry skills
- Assess scientific inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Unders as a Inquiry
tanding Human Skills
Endeav
our
4 (ACSS (ACSH (ACSIS Investigate SUMMATIVE LESSON PREPARATION: Stop watch
U077) E083) 093) materials that ASSESSMENT - Bring in materials for the activity Which Ice cubes
change a solid to Of Science inquiry - Stop watch material did Bowls
a liquid. skills - Salt, sugar, alfoil, metal coin you predict Sugar
would melt Salt
- Ice cubes
the ice the Metal coin
Using prior INTRODUCTION: fastest? Aluminium foil
knowledge, write - Review last lesson
a hypothesis on What was Worksheet
- Introduce the investigation
which method the method
will melt the ice - Revise safety considerations and expectations. you used to
the fastest. - Show students an example of what will happen in the melt the ice
lesson. cube?
Identify why
different BODY:
materials and - Place materials at stations and group students into Why do you
methods melt ice pairs (grouping cards or desks). think (a)
faster than - Give students the worksheet procedure
others. - Students need to collect their material that will assist melted the
ice faster
in the melting of the ice cube.
than (b)?
- Students write their hypothesis on how long they
think it will take and how they will melt the ice cube What are
- Have investigation on the whiteboard some other
- Students place ice- block in their bowl and start their ways we can
timer. Begin melting process, once melted stop timer change the
- Record results. state of
matter?
CONCLUSION:
- Students present what they found in class discussion-
Range from slowest to fastest melting and have pairs
discuss what their process was.
- Discuss how heat melts ice quickly- How did you
produce heat to make the ice melt?
- How did the fastest group melt their ice block quickly?
- Apply theory of how temperature could change other
materials from other states of matter.

SAFETY CONSIDERATIONS:
- Be sensible, do not run around the class.
- Do not eat materials.

Ethical considerations:
- Do not eat any of the materials used.

Learner diversity:
- Cater for students with learning difficulties
- Group appropriate to ensure students can work with
one another effectively.
 EVALUATE
- Provide students with the opportunity to demonstrate their understanding on the unit.
- Summative assessment on chemical science learning outcomes

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N (include learner diversity)
Science Science Science
Unders as a Inquiry
tanding Human Skills
Endeav
our
5 (ACSS (ACSH (ACSIS Assess students SUMMATIVE LESSON PREPARATION:
U077) E083) 091) on the learning Science - Print worksheets out. Worksheet
outcomes over Understanding What was
(ACSIS
093)
the previous 5 something
weeks. Using the INTRODUCTION: you enjoyed
worksheet - Review previous lesson. about the
compare current - Review what was learnt over the 5 weeks. topic?
knowledge to - Hand worksheets out to students
prior knowledge
(week 1) BODY: What is
- Explain to students they need to individually complete something
you learnt?
worksheets.
What is
CONCLUSION:
something
- Discuss with students what they have learnt over the
you would
previous lessons. still like to
- What is something they still want to know? know?
- Something they already knew prior to the first lesson?
- Something they found interesting?

Ethical considerations:
- Worksheet may need to be modified if students have
learning difficulties

Learner diversity:
- Cater for students with learning difficulties
- Extension worksheet for advance learners.