Year 2 Chemical Science Lets get mixing!

Phase Engage Lesson Lesson 1: Week 1 Exploring mixtures. Childrens ideas about mixtures. Lesson 2: Week 2 Mixtures in the Kitchen. Overview The purpose of this lesson is to capture students interest and curiosity about materials and mixtures. To discover the students ideas and conceptions about mixtures. Students will be asked to categorise items as mixtures or non-mixtures. Students will also be asked what a mixture is and to draw a picture of a mixture and write what it is, what is it used for and who makes it.

Explore

This lesson is designed to provide experience with solid and solid mixtures and an introduction to solid liquid mixtures. This lesson uses food products as this is where many students have previous experience with mixing. During the early part of the lesson students will make different mixtures with the ingredients and attempt to separate them. To end this lesson students will assist the teacher make muesli and chocolate crackles. The students are studying a series of books on Pirates. This week the students will have been reading a book called Crew Stew by Lisa Thompson (2007). In this book a stew is made from tomato, potato, onion, carrot and a salty sea sock. In the T&E lesson the students will make this stew replacing the sock with sock shaped bacon. Students will produce a Power point presentation. In this lesson the students will investigate what happens when water is added to several of materials. This involves making solid-liquid mixtures, liquid-liquid mixtures and solutions. Students experience uses of mixtures outside the kitchen glue and bubble mixture. The students will study the grapheme ue as in glue this week. These mixtures will be left for the water to evaporate and students will observe them at the start of the next Science lesson. Students will observe the mixtures from last weeks Lets add Water Lesson. Students will view an interactive whiteboard presentation of the work they have done in this unit so far. Students will be explicitly taught the scientific definition of a mixture. Students will create a Power point presentation about mixtures. The students will be asked to make Pirate Soup. Oops the pirates have already had lunch on the island. The students will have to predict and plan how to separate the items in soup. The students then test and evaluate their plan.

Lesson 3: Week 2 T&E Crew Stew Lesson 4: Week 3 Lets add Water

Explain

Elaborate

Lesson 5: Week 4 Were not mixed up about mixtures! Lesson 6: Week 5 Pirate Soup Oops! Lesson 7: Week 6 Recycling Paper Lesson 8: Week 7

The students will look at how mixtures can be used to remake waste paper into new paper. Review previous lessons on mixtures and combining materials by viewing an interactive whiteboard presentation. EVALUATE student learning using worksheets and making a class book. Students will learn about ochre pigments used by the Aboriginal people. Students will mix ochre with water to make paint. The students will paint a picture using the ochre paint which tells the story of their learning journey in Science this term.

Evaluate

Lesson 9: Week 8

Integrated Unit of Work on (topic): Lets get mixing!

General Capabilities
Literacy Intercultural Understanding Numeracy Personal and Social Competence Information and Communication Technology Ethical Behaviour

Year Level: 2

Critical and Creative Thinking

Cross-Curriculum Priorities
Aboriginal & Torres Strait Islander Histories and Cultures Asia & Australias Engagement with Asia Sustainability

Science Overarching Ideas

Pattern, Order and Organisation Scale and Measurement Form and Function Matter and Energy Stability and Change Systems

Australian Curriculum Science Science Understanding

ACSSU031 Different materials can be combined, including by mixing, for a particular purpose.

Science as a Human Endeavour

ACSHE034 Science involves asking questions about, and describing changes in, objects and events. ACSHE035 People use science in their daily lives, including when caring for their environment and living things.

Science Inquiry Skills

ACSIS037 Respond to and pose questions, and make predictions about familiar objects and events. ACSIS038 Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources. ACSIS039 Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate. ACSIS040 Use a range of methods to sort information, including drawings and provided tables. ACSIS214 Through discussion, compare observations with predictions. ACSIS041 Compare observations with those of others. ACSIS042 Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play.

Prior Knowledge
Students have previously studied Science in Year 1 and Year 2, Term 1 using the Primary Connections units of work. Students studied push and pull forces, including water, in the preceding term.

Exemplar Texts
Crew Stew (Thompson, 2007) Boats and Ships (Pike, 2007a) Words for Writing (Pike, 2007b) Once I Was a Cardboard BoxNow Im a book About Polar Bears (Pointier, 2009) Follow the Paper Trail (DLDTGW, 2010) Warlugulong (Tjapaltjarri and Tjapaltjarri, 1976)

Links to other learning areas This unit links Science to Literacy, Numeracy, Technology and Enterprise (Major), Society and Environment (Minor) and The Arts (Minor).

Lesson number: 1 (120min) ENGAGE

Inspiration taken from the Primary Connections unit planner

Lesson title: Exploring mixtures: Childrens ideas about mixtures.

To capture students interest and find out what they think they know about the key concepts. To elicit students questions about the key concepts.

Assessment Diagnostic Selected Learning Outcomes (AC) Science ACSSU031 ACSHE034 ACSHE035 English ACELA1461 ACELA1462 ACELA1470 ACELY1666 ACELY1671 ACELY1789 ACELY1673 Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Literacy Focuses
Find out what students already think they know and understand. This allows you to take account of students existing ideas when planning future learning experiences.

Students will: Items for mixture and non1. Students are to think, pair, share mixture classification: what mixtures are and what examples Packet cake mix they can think of. Following this Sugar students will participate in a short Muesli class discussion of what mixtures are Rice bubbles and provide examples of mixtures they Paint know. Clag glue Water 2. Students (in pairs) will move around Cordial stations and observe and play with Sand several items that are mixtures and Sand and gravel non-mixtures. There will be one interview station where the pairs video their partner answering the question Disposable plastic bowls, What is a mixture. Students will move plastic spoons and magnifying around as many stations that time glasses for students to use to permits. In their pairs students will investigate their items. observe items, they will discuss whether they believe they are mixtures Interactive whiteboard (IWB) or not and give reasons for their (or large butchers type paper if classification. an IWB is unavailable) to record students initial ideas of 3. Individually students are required to mixtures and their draw a picture of a mixture. The classifications of the items with students are to write what the mixture their reasoning. is, what it is used for and who makes it. The students will use the My Mixture Classification table. Worksheet. worksheet. Worksheet My Mixture See Resources Appendix 1 1. Think, Pair, Share / Group Discussion Think, Pair and Share followed by a class discussion on the topic. The purpose of this activity is to switch the students brains onto the topic and give them time to think about what a mixture is before attempting the classification. Individual, pairs and whole class. 2. Classification - Students will observe the items and discuss and classify in their pairs. Small group. 3. Drawing and Independent Writing Students are required to complete a drawing and explanation of a mixture individually. Teacher is to read through the requirements of the worksheet with the class. Individual Differentiation: Student with low literacy skills is to have teacher assistance with the My Mixture worksheet to record his/her answers about their mixture. Teacher is to write the students answers on an extra worksheet and read back to the student while pointing to each word. Student is then to copy onto their own worksheet.

Inspiration for structure taken from the example Toy Program provided.

Oral Language: Students demonstrate oral language skills when they: Participate in a think, pair, share and discuss their ideas with a partner. Interview and be interviewed about What is a mixture. Writing: Students demonstrate writing capabilities when they: Provide written descriptions of the mixture they have drawn in the worksheet My Mixture.

Classification table worksheet Students classification of the items and their reasoning will be used to assess their current ideas of what a mixture is. Students current conceptions demonstrated in their drawing and description of their mixture in their My Mixture worksheets will be noted.

Caution: Students must be advised not to taste or eat any of the items they are investigating.

Lesson number: 2 (120min) EXPLORE

Inspiration taken from the Primary Connections unit planner

Lesson title: Mixtures in the Kitchen. Inspiration for this lesson was taken from the Primary Connections Mix it up book. (Australian Academy of Science, 2012)
To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.

Selected Learning Outcomes (AC) Science ACSSU031 ACSHE034 ACSHE035 ACSIS038 ACSIS041 ACSIS042 English ACELA1461 ACELA1462 ACELA1470 ACELY1666 ACELY1671 ACELY1673 Students will:

Assessment Formative Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Literacy Focuses
Look for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.

1. Explore solid-solid mixtures. A selection of solid items will be placed on the group (approx. 5-6 students per group) desks. The items will be; rice bubbles, cocoa, icing sugar, oats, sultanas and wheat-flakes. Students will be asked to make two mixtures using two items in each mixture. The students will make their mixtures in plastic bowls. The students will draw pictures of their mixtures, write Tools for separating mixtures: what materials they put in each mixture and write a Plastic Forceps (1 set description of the mixture. The first page of the per student) worksheet In the Kitchen is designed to scaffold this Fine mesh sieves (1 per work. pair of students)

Materials for making mixtures: Rice bubbles Cocoa Icing Sugar Oats Sultanas Wheat-Flakes Plastic bowls Plastic spoons

Making Solid- Solid mixtures. Students will individually make their mixtures from the groups materials. Students will observe their mixtures and draw a picture and write a description of their mixture. Individual. Separating Solid-Solid mixtures. Students will individually attempt to separate their mixtures using the groups tools. The students will discuss in their groups which tools they think will work best for the mixtures in their groups. They will investigate separating their mixtures with the tools. The students will record if they could separate their mixture, what tools they used and write a description of how they separated the materials independently. Individual and group. Class discussion of students mixtures and if and how they were separated. Whole class. Make Chocolate Crackles and Muesli. This is to be teacher directed with individual students taking part by measuring and mixing the materials. Whole class.

Inspiration for structure taken from the example Toy Program provided. Oral Language: Students demonstrate oral language skills when they: Participate in group discussions about the separating tools and which ones would be best for the different mixtures. Participate in class discussion about the mixtures they made and how they separated them. Vocabulary: Students demonstrate vocabulary when they: Use appropriate vocabulary to describe the materials, mixtures and tools. Add to the class word wall containing suitable vocabulary for the Year 2 Chemical Science: Materials Combinations and Mixtures unit. Writing: Students demonstrate writing capabilities when they: Provide written descriptions of their mixtures and if and how they separated them. Differentiation: Student with low literacy skills is to have teacher assistance with the In the Kitchen worksheet to record his/her answers about their mixture. Teacher is to write the students answers on an extra worksheet and read back to the student while pointing to each word. Student is then to copy onto their own worksheet.

Anecdotal notes will be taken on the students ability to follow instructions and carry out their activities well and it is to be noted if there are any difficulties in making their mixture or separating it.

Coarse mesh sieve (1 Mathematics 2. Explore separating the students solid-solid mixtures. per pair of students) ACMMG061 Groups are to look at the tools provided and discuss The fine and course which ones would be best for the different mixtures in mesh sieves are made their group. from disposable Students will attempt to separate their mixtures. cardboard coffee cups A selection of separating tools will be placed in the with the base removed middle of the group for the students to use. and replaced with The students will assess whether their mixtures can be either fine or course separated or not. Students will identify what tools they mesh. used to separate their mixture. Students will write a description of how they separated their mixtures. The Choc Crackles and Muesli: second page of the In the Kitchen Worksheet is Measuring cups and spoons, designed to scaffold this work. mixing bowl and spoons, container and microwave or 3. Students will participate in a class discussion of students stove to melt copha, 22+ patty mixtures and what they used to separate them. cases for Choc Crackles and 22+ zip-lock bags for the muesli. 4. What mixtures could we make with these items? Using rice bubbles, icing sugar, cocoa and copha the Worksheet In the Kitchen for students will make chocolate crackles. (Each student students to complete. will be given one at recess the following day) Table template for class Using oats, wheat flakes, sultanas, chopped dried discussion of mixtures. apricot and sunflower seeds the students will make Recipes for Chocolate Crackles muesli. (Each student will take a portion home) and Muesli. See Resources Appendix 2

The worksheet In the kitchen will be used to assess student understanding of mixtures and their use of suitable vocabulary. The In the Kitchen Rubric will be used to mark the students worksheets. The worksheets will be marked, corrected and handed back to students. See Assessment Appendix 2

Lesson number: 3 Technology and Enterprise EXPLORE

Inspiration taken from the Primary Connections unit planner

Lesson title: Crew Stew

To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.

Selected Learning Outcomes (AC)

Science ACSSU031 ACSHE034 ACSHE035 ACSIS037 ACSIS042 English ACELA 1461 ACELA1462 ACELA1463 ACELA1466 ACELA1470 ACELT1592 ACELY1671 ACELY1674 T&E M1.2
Understands that when selecting materials, their properties are considered.

Assessment Formative Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Listening and choral reading to the story Crew Stew. Whole class. Literacy Focuses
Look for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.

Students will: Big Book: Crew Stew 1. Students will listen to the teacher read Crew (Thompson, 2007). Stew (Thompson, 2007) and read the repeated lines at loud with the teacher. Ingredients and equipment to make Crew Stew: 2. Explore making a mixture of solids and liquids Large Pot to eat. Students will make Crew Stew. Stirring spoon Students will show good hygiene by washing Peelers their hands with soap. Students will prepare Knifes the vegetables for the Crew Stew by peeling Chopping boards and chopping. Students will add the vegetables, Carrots water to the pot. Teacher to take photos while Potatoes the students are working. Teacher is to Tomatoes discretely place the bacon socks into the stew Onions as done by the cook in Crew Stew. Sock shaped bacon Stove 3. Students will observe and discuss what the Cards for each student with a mixture looked like when the ingredients are vegetable and a job. For combined. Students will observe and discuss example carrot peeling. whether we could separate the mixture. The stew will then be put on the stove to cook. Camera Computers one for each pair 4. Students are to work in pairs creating Power of students. point presentations showing how the stew has Demonstration Power point been made. Students will insert photos of each slide to show students what step and write corresponding text to explain the they will create. step. 5. Students will observe the cooked stew and discuss: How it looks compared to before. Can we still see all the ingredients? Could we separate the ingredients? 6. Students will eat/try their Crew Stew

Inspiration for structure taken from the example Toy Program provided.

M2.2
Selects and uses equipment with increasing accuracy and control to safely manipulate and process materials.

Making the Crew Stew Students are to be divided into four groups with each group preparing one ingredient. The groups are to fairly divide up the peeling and chopping so that everyone gets a go. Teacher is to demonstrate one set of ingredients (1 carrot, 1 potato, Vocabulary: one onion, 1 tomato). Individual Anecdotal notes will be Students demonstrate vocabulary when they: vegetable job cards are to be recorded on the students Use appropriate vocabulary to describe handed out so that each student discussion of the stew. the ingredients and equipment. has the opportunity to participate. Add to the class word wall containing Whole class and group. suitable vocabulary for the Year 2 Chemical Science: Materials Observing and discussing the Combinations and Mixtures unit. Crew Stew.
Whole class.

Power Point presentation. The students Power Point Oral Language: presentations will be printed Students demonstrate oral language skills when out and marked, corrected they: and handed back to students. Listen and participate in the reading of Crew Stew (Thompson, 2007) Anecdotal notes will be Participate in group discussions about recorded on the students the Crew Stew mixture. ability to use the equipment Participate in class discussion about the to peel and chop the cooked Crew Stew. vegetables.

I2.1
Understands that information is used, created, constructed, stored and transmitted in different ways.

I2.2
Uses techniques to access, record, store, manipulate and transmit information and create information products.

TS 2.2
Identifies, understands and safely applies operational procedures when using familiar equipment for routine tasks.

TS 2.3
Identifies the necessary skills and independently manipulates familiar tools with associated resources carefully and safely when creating and modifying technologies.

Writing: Students demonstrate writing capabilities when Power point presentation. The teacher is to demonstrate a they: Power Point presentation of Provide written descriptions of how the Crew Stew was made in their Power Point another cooking experience. Teacher is to download the photos presentation. onto each Personal Computer. Teacher is to guide the students Differentiation through each step as they have The student with poor literacy skills is to be limited experience with computers placed with a partner who has good literacy at school and probably no skills. The student with poor literacy skills has previous experience with Power reasonable oral skills so is able to contribute to the content of the text but needs assistance with Point. Whole class and pairs. spelling. Teacher is to ensure that both students are contributing to the text and both are experiencing the use of the computer and Power Point.

Teacher is to ensure all students are aware that the peelers and knives are sharp and they are to be used CAREFULLY.

Lesson number: 4 (120min) EXPLORE

Inspiration taken from the Primary Connections unit planner

Lesson title: Lets add Water. Inspiration for this lesson was taken from Australian Curriculum Science - Year 2 (RIC Publications, 2011, p.45)
To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.

Assessment Formative Selected Learning Outcomes (AC) Science ACSSU031 ACSHE034 ACSHE035 ACSIS037 ACSIS038 ACSIS040 ACSIS214 ACSIS041 ACSIS042 Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Literacy Focuses
Look for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.

Materials and equipment for Lets add water activity. the Lets add water activity. Students will predict, make 1. In pairs students will make the following mixtures: mixture, observe and Amount required per pair: communicate findings. This Salt + Water activity is carried out in pairs. 5 Clear plastic cups Oil + Water Small Group 5 Plastic spoons Flour + Water Half cup measure Sugar + Water Quarter cup measure Detergent + water Discussion of their Water observations compared to Before making each mixture the students are to predict Sugar English their predictions. Think, pair what they think will happen. Salt ACELA1460 Students will measure the materials for each mixture into and share, group discussion, Flour ACELA1461 the labeled container and then mix. class discussion. Individual, Vegetable oil ACELY1666 Students will draw and describe what happened. small and larger group and Detergent ACELY1789 whole class. 2 Pipe cleaners ACELY1671 2. Students will then discuss what happened when the ACELY1673 materials were combined and how this compared to their Discussion of what they think Also 1 Clag style glue for the predictions - in their pairs (2 minutes) and then in their class and 4 buckets to collect the mixtures could be used Mathematics desk groups (5 minutes). for. Think, pair and share waste. ACMMG061 followed by class discussion. Individual, small group and 3. Students will then have a whole class discussion about Work sheet Lets add water whole class what happened. Teacher demonstration of dissolving salt See Resources Appendix 3 in water and sugar in water followed by students tasting the solutions to see if the salt and sugar are still in the Half cup and quarter cup Students will make a bubble blower and use their water. measures can be made from detergent and water mixture. disposable plastic cups 4. Students are to think, pair and share their ideas of what marked at the required Individual. the mixtures could be used for. Class discussion about measure. Discussion whether they think what the mixtures could be used for. Students will be the mixtures could be shown an example of paste glue (Clag). Students will be separated. Individual, small given pipe cleaners to make a bubble blower and then test group and whole class. their detergent and water mixture as a bubble mixture. 5. Students will think, pair and share whether the different mixtures could be separated if so how. Students will follow this with a class discussion. The students mixtures are to be kept and left open to the air to observe next week.

Students will:

Inspiration for structure taken from the example Toy Program provided.

Anecdotal notes will be taken on the students ability to Oral Language: follow instructions and carry Students demonstrate oral language skills when they: out their activities well and it is Participate in group and class discussion to be noted if there are any about their observations compared to their difficulties in making their predictions. mixture or separating it. Participate in group and class discussions about what their mixtures might be used for. The worksheet Lets add water Participate in class discussion about whether will be used to assess the they think the mixtures could be separated. students understanding of Vocabulary: Students demonstrate vocabulary when they: Use appropriate vocabulary to describe the materials, mixtures and tools. Add to the class word wall containing suitable vocabulary for the Year 2 Chemical Science: Materials Combinations and Mixtures unit. Writing: Students demonstrate writing capabilities when they: Provide written predictions and observations of their mixtures. Differentiation: Student with low literacy skills is to have teacher assistance with the Lets add water worksheet to record his/her answers about their mixture. Teacher is to write the students answers on an extra worksheet and read back to the student while pointing to each word. Student is then to copy onto their own worksheet. mixtures and their use of suitable vocabulary. The worksheet will be used to assess the ability of students to make predictions and observations. The worksheets will be marked, corrected and handed back to students. See Assessment Appendix 3

Lesson number: 5 (120min) EXPLAIN

Inspiration taken from the Primary Connections unit planner

Lesson title: Were not mixed up about mixtures!

To support students to develop explanations for experiences and make representations of developing conceptual understanding. To introduce current scientific views.

Assessment Formative Selected Learning Outcomes (AC) Science ACSSU031 Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Literacy Focuses
Look for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representations.

Students will:

1. Students will observe their mixtures from English last weeks lesson Lets Add Water. ACELA1460 Students will observe discuss what has ACELA1461 happened to them, firstly in their pairs then ACELY1666 in their desk groups followed by a class ACELY1789 discussion. Students will participate in a ACELY1671 class discussion whether their mixtures ACELY1673 from last week can be separated.

Mixtures from last week Mixtures from Lets Add Water. which have been left out for The students observe the mixtures. Students Oral Language: the water to evaporate. participate in a pair, small group and class Students demonstrate oral language skills when discussions about what has happened and whether they: Photographs of the mixtures the mixtures could (have been) separated. Whole Participate in small group and a class students have made into an class. discussion about the mixtures from Lets interactive whiteboard Add Water Students will look at photographs of the mixtures presentation. Participate in class discussion about the they have made as a guided recall. Students will mixtures they have made over the past Lined paper for students to participate in a class discussion using vocabulary few weeks. 2. Students will look at photographs of the record their definition of a and teacher defining vocabulary from the word Participate in a think, pair and share about wall about the mixtures they have made. Whole mixtures they have made over the past few mixture. what is a mixture. class. weeks and participate in a class discussion about them. Whiteboard to record Vocabulary: students definitions of Students will participate in a think, pair and share Students demonstrate vocabulary when they: 3. Students will think, pair and share what mixtures and to compare to exercise about what they think mixtures are. Pairs Use appropriate vocabulary to describe of students will write their own definitions. Small they think mixtures are. Pairs of students scientific definition. the ingredients, mixtures and equipment.. group. are to write a sentence or two about what Use and add to the class word wall mixtures are. Personal Computers, 1 for suitable vocabulary for the Year 2 Students will read their definitions to the class. each pair of students. Chemical Science: Materials The teacher is to write points of the definition on 4. The students will read their definitions to Combinations and Mixtures unit. the White Board. Teacher is to provide scientific the class. Teacher is to record points on the Photos of the mixtures board. placed in a file on the definition and discuss with class how their definitions are similar or different to the scientific Writing: computers. definition. Differences are to be explained to Students demonstrate writing capabilities when 5. Students will listen to the scientific students, if students provide qualities of mixtures they: definition of a mixture. Students will such as they make something new it is to be Write their definitions of a mixture. participate in a class discussion about how explained that some materials when mixed Create text in their Power Point presentation. their definitions are similar or different to together make another material and this is called a the scientific definition. chemical reaction and will be the fun and Differentiation interesting topic they will explore in a future year. The student with poor literacy skills is to be placed 6. Students will work in pairs to create a Using the descriptors from the students definitions with a partner who has good literacy skills. The Power point presentation explaining what a a scientific class definition of mixtures is to be student with poor literacy skills has reasonable mixture is and providing examples. oral skills so is able to contribute to the content of written. Whole class. Students will insert photos of the example the text but needs assistance with spelling. mixtures and insert text describing what the Teacher is to ensure that both students are Power point presentation. mixture was made of and the features of contributing to the text and both are experiencing Teacher is to guide students through each step of the mixture. the use of the computer and Power Point. the creating the Power Point presentation. Students are to create their own text on each slide.

Inspiration for structure taken from the example Toy Program provided.

Students definitions of mixtures will be collected for teacher to assess alternate conceptions present. The students definitions will be collated on the whiteboard and compared to the scientific definition in class providing immediate feedback to students. Power Point presentation. The students Power Point presentations will be printed out and marked, corrected and handed back to students.

Lesson number: 6 (120min) ELABORATE

Inspiration taken from the Primary Connections unit planner

Lesson title: Pirate Soup Oops! Inspiration from this lesson was taken from online lesson plan Alien Soup (rebnewt (user name from TES connect), n.d.)
To challenge and extend students understanding in a new context or make connections to additional concepts through a student -planned investigation. To support students to plan and conduct an investigation.

Assessment Summative Selected Learning Outcomes (AC) Science ACSSU031 ACSHE034 ACSIS037 ACSIS038 ACSIS040 ACSIS214 ACSIS041 ACSIS042 English ACELA1460 ACELA1461 ACELY1666 ACELY1789 ACELY1671 ACELY1673
Mathematics

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual)

Literacy Focuses

Look for evidence of the extent to which students have achieved the investigating outcomes.

Students will: Pirate Soup Recipe Making Pirate Soup. 1. In pairs students will make a mixture 1/student. Teacher will read through recipe with the Pirate Soup following the recipe provided. See Resources Appendix 4 students. In pairs students will make their Pirate Soup. Whole class and small group. 2. Students will use their prior learning and Materials and equipment experience in this unit to carry out an to make Pirate soup. Per Separate the materials: activity/investigation to separate the pair: Using the worksheet as a guide, students will ingredients of the Pirate Soup. The develop their plan to attempt to separate the Gravel students will work in pairs. The students materials out of the Pirate Soup. Students Sand will work in pairs to complete a plan to will work in pairs. Teacher is to observe the 5 paperclips separate the ingredients using the planning students work asking guiding questions such 7 beads worksheet. as: What would happen if you used this piece Water of equipment first? What would it separate? 1 plastic cup 3. After teacher has checked plan and Small group. 1 plastic spoon asked questions to prompt any required cup measure changes the students will carry out their Students will attempt to separate the separation of the materials. Pirate Soup Separation materials in the Pirate Soup using the plan they developed. Plan worksheet 1/pair. 4. The students will assess their separation See Resources Appendix 4 Small group. of ingredients. Students will record any difficulties experienced and suggest Separation equipment. Per Students will assess how successful their improvements to the method they used. separation of the materials was. They are able Pair. to discuss in their pairs but the students must Forceps each fill in their own work sheet. Small group Fabric filter (made 5. Students will tour the class observing and individual. like sieves) other groups separations. One student in Fine mesh sieve the pair is to remain by their mixtures to Class Gallery Walk Course mesh sieve explain details of their separation while the Students in each pair will take a turns being Containers other student observes other groups the spokesperson for their separation and the separations. The students are then to gallery viewer. Independent and whole class. Pirate Soup How did the swap roles and the exercise is repeated. separation work? Students will participate in a class discussion Worksheet 1/student 6. Students will participate in a class on the separation of the materials. Whole See Resources Appendix 4. discussion on the separation of the class. materials. How did the order in which materials were separated affect the separation? What equipment was used successfully and unsuccessfully?

Inspiration for structure taken from the example Toy Program provided.

Oral Language: Students demonstrate oral language skills when they: Use language to negotiate group work with their partner. Participate in paired discussions to plan their separation. Participate in discussion with their partner to assess how successful their separation was. Where they went well. What they would do differently next time. Provide informative information to class mates when they are the spokesperson for their pair. Ask questions of their class mates about their separation on the materials. Participate in class discussion on the separation of the Pirate Soup Vocabulary: Students demonstrate vocabulary when they: Use appropriate vocabulary to describe the materials, mixtures and tools. Add to and use the class word wall containing suitable vocabulary for the Year 2 Chemical Science: Materials Combinations and Mixtures unit. Writing: Students demonstrate writing capabilities when they: Provide a written plan for separating the materials in the Pirate Soup Provide written evaluations of the separation they carried out. Differentiation: Student with low literacy skills is to have teacher assistance with the worksheet to record his/her answers about their mixture. Teacher is to write the students answers on an extra worksheet and read back to the student while pointing to each word. Student is then to copy onto their own worksheet.

Pirate Soup Lesson Checklist Students will be observed during the lesson and will be marked according to the checklist. See Assessment Appendix 4 Pirate Soup Worksheets. Students worksheets will be marked according to the rubric. See Assessment Appendix 4

ACMMG061

Lesson number: 7 (120min) ELABORATE

Inspiration taken from the Primary Connections unit planner

Lesson title: Lets recycle using mixtures.

To challenge and extend students understanding in a new context or make connections to additional concepts through a student -planned investigation. To support students to plan and conduct an investigation.

Assessment Summative Selected Learning Outcomes (AC) Science ACSSU031 ACSHE034 ACSHE035 ACSIS038 ACSIS042 English ACELA1461 ACELA1462 ACELA1463 ACELY1666 ACELY1789 S&E R2.1 Understand that people use a variety of resources to make different goods or services in an attempt to satisfy needs and wants. R2.2 Understand that people manage the use of resources in different ways. Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Literacy Focuses
Look for evidence of the extent to which students have achieved the investigating outcomes.

Students will: Additional adults: Parent help should be sought so Previous day: Students will that an adult may assist each group of students collect and shred scrap making paper. paper to be used. Book Once I was a Cardboard BoxBut Now Im a 1. Listen to the teacher read Book About Polar Bears. (Pointier, 2009) the book Once I was a Cardboard BoxBut Now Im Materials and equipment to make recycled paper: a Book About Polar Bears. (Pointier, 2009) Each page Scrap paper soaked in water overnight. tells a dual story about polar Additional Water bears and a cardboard box Blender that ends up being recycled Pans (larger than mold) into this book. Mold and deckle Sponges 2. Students will participate in Rolling pins (jars) a class discussion about why Tea towels we need to recycle. Chux style cloths Drying rack 3. Students are to observe Instructions for making paper Make your own the teacher demonstrate Paper (Environmental Education for Kids, n.d.) how to make recycled paper. See Resources Appendix 5 4. In groups, with an adult Video Follow the paper trail helper, students are to make http://www.youtube.com/watch?v=ohv9y8Bi3fU their own recycled paper. (DLDTGW, 2010) 4. Students will participate in a class discussion about how we have used the Science of mixtures to make our own recycled paper. 5. Students will watch the video Follow the Paper Trail. The students are to listen to the reading of the book. The purpose of this story is to start students thinking about paper recycling and how it relates to them and items they use (such as boxes and books). Following the reading of this book the class will discuss why we need to recycle.
Whole class.

Inspiration for structure taken from the example Toy Program provided.

The teacher will demonstrate how the recycled paper is made. Using the soaked paper the students collected the teacher will pulp it in the blender. The teacher will then make one sheet of recycled paper. The demonstration will show students what they need to do.
Whole class.

Notes will be recorded from the class discussions on how Oral Language: Science was used to recycle Students demonstrate oral language skills paper. when they: Listen to the reading of Once I was a Observations and recordings Cardboard BoxNow Im a Book will be made on the About Polar Bears. (Pointier, 2009) students participation in Participate in group discussions their groups and how well about the need to recycle paper. they followed instructions Participate in class discussion about for the activity. how we used Science to recycle the paper. Interact in groups to make their own recycled paper. Vocabulary: Students demonstrate vocabulary when they: Use appropriate vocabulary to describe processes to recycle paper. Add to the class word wall containing suitable vocabulary for the Year 2 Chemical Science: Materials Combinations and Mixtures unit.

The students will work in small groups to make their own paper. Each student is to make one sheet of paper. An adult will be present to assist students if required. Small
group.

The students will participate in a discussion to clarify and share ideas about how they used mixtures to make their recycled paper. Whole class. Students will watch a video to see how paper recycling is done commercially.
Whole class.

Differentiation Is not required for this lesson.

This lesson will be followed with a series of lessons writing a persuasive text on the recycling of paper.

Lesson number: 8 (90min) EVALUATE

Inspiration taken from the Primary Connections unit planner

Lesson title: Putting it together - combining materials and mixing. Inspiration for this lesson was taken from the Primary Connections Mix it up book. (Australian Academy of Science, 2012). P.62-65.
To provide opportunities for students to review and reflect on their learning and represent what they know.

Assessment Summative Selected Learning Outcomes (AC) Science ACSSU031 English ACELA1460 ACELA1461 ACELA1467 ACELA1470 ACELY1666 ACELY1789 ACELT1671 ACELY1673 Learning Experiences Resources Teaching Strategies and Group Structure (whole class, small groups or individual) Literacy Focuses
Look for evidence of the extent to which students have achieved the conceptual outcomes.

Students will: 1. Review previous lessons on mixtures and combining materials by viewing an interactive whiteboard presentation which includes photos of their work and experiences in this unit. 2. Participate in a discussion about their experience with combining materials and mixtures. 3. Write a definition of mixtures. 4. Each student will make a page for a mix and match book of mixtures. Choose a mixture from the selection provided by the teacher. Complete the worksheet that will become their page in the book. 5. Students are to read and share their page to a partner. 6. Students are to look through the class book with the teacher. Presentation made by the teacher to provide a review of the unit thus far for the students. Presentation is to use words from the word wall and photos of the students doing their practical work.

Viewing of presentation providing the students with a recap of what they have been doing and learning the Oral Language: previous weeks. Whole class. Students demonstrate oral language skills when
they: View the presentation of their learning journey. Participate in a class discussion about their learning journey. Read their page to a partner. View and comment on the class book.

Inspiration for structure taken from the example Toy Program provided.

Class discussion about the presentation, combining materials and mixtures and what we been learning. How have students ideas changed? What have you learnt about combining materials? Do you think you Variety of mixtures for students would classify the items from week 1 differently now? to use to make their page in the Whole class. book. At least enough for 1 per student, preferably more to Combining materials (worksheet). This worksheet is to provide students to show what they know about provide choice. combining materials. Did different sections of their Cover page for class mix and pirate ship need different materials. Why did they choose the materials they used? match mixtures book. Also comb binding ring and one Individual. A4 piece of card (for back) for What is a mixture? (worksheet) This for the students the class mixtures book. to show, and the teacher to learn, what exactly Binding machine. students now know about mixtures. Did their answers Scissors. change from week 1? Do the students now hold the scientific conception of what a mixture is? Individual Worksheets: 1 Combining materials Mix and Match book about mixtures. This activity (1/student) provides another opportunity for students to 2 What is a mixture? demonstrate their knowledge of mixtures. In this (1/student) activity the students are producing a page that will 3 My Mixture page for the become part of a book. The students will draw and class book. Preferably printed write short text for this page. The students will share on thick paper. (1/student) their page with a partner. Individual and small group. See Resources Appendix 6 The book will be produced in the classroom during this lesson. This is so that the students can see their completed work and so that they can have fun looking through it and seeing combinations that still make sense and others that are nonsense. Whole class.

The students worksheets will be assessed to determine their understanding of combining materials to make things and by combining materials by mixing. How their work is to be assessed is recorded on copies of the worksheet. See Assessment Appendix 5

Vocabulary: Students demonstrate vocabulary when they: Use appropriate vocabulary to describe the materials and mixtures. Writing: Students demonstrate writing capabilities when they: Provide written descriptions of why they chose the materials they used to make their pirate ship. Provide a written definition of a mixture. Provide text to for their page in the class book on mixtures. Differentiation: Student with low literacy skills is to have teacher assistance with the writing involved for the worksheets. For this lesson the teacher is to transcribe the students answers on to the worksheets.

Lesson number: 9 (120min.) EVALUATE

Inspiration taken from the Primary Connections unit planner

Lesson title: Paint Mixtures - Ochre

To provide opportunities for students to review and reflect on their learning and represent what they know.

Assessment Summative Selected Learning Outcomes (AC) Science ACSSU031 ACSHE035 English ACELA1460 ACELA1461 ACELY1666 ACELY1789 S&E C2.1 Understands that people belong to cultural groups that have particular forms of cultural expression. The Arts AI2
The student: Uses own ideas, experiences and observations in the making of arts works through structured activities.

Learning Experiences

Resources

Teaching Strategies and Group Structure (whole class, small groups or individual)

Literacy Focuses

Look for evidence of the extent to which students have achieved the conceptual outcomes.

Students will: 1. Participate in a class discussion about what the Australian Aborigines used to paint. View the ochre samples brought in by the teacher. Further discussion about how the Aboriginal people used the ochre as paint by mixing it with water, saliva, egg, blood and other things. 2. Students are to participate in a class discussion about how some Aboriginal people use art to tell a story. Teacher to provide examples. 3. Students will produce an ochre painting in the style of an Aboriginal story map to represent their learning journey this term. The students will represent in their drawings what they liked and disliked about the terms unit. (a) Students will observe the some of the symbols used by Aboriginal people. As a class they will devise a set of symbols to use for their artwork. (b) As a class students will observe the teacher demonstration of crushing up the ochre. (c) Students will draw a draft/plan of their painting in pencil on a sheet of paper. 4. The students will work in groups of 3-4 to mix ground ochre with a water and glue mixture. The glue is to be mixed 1 part glue to 9 parts water. There are four different coloured ochres and each student will mix at least one. 5. The students will paint the story of their learning journey this term. 6. The students are to share and inform another two students about their painting. Materials and Equipment: Ochre (4 colours) Paint brushes Paper for draft drawings. Paper for painting Water Glue Teacher directed class discussion about the Ochre and how Aboriginal people use art to tell a story. Some students may have knowledge of Aboriginal Art methods and by introducing this topic as a class discussion it allows these students to share their knowledge. Teacher is to ensure that the required knowledge is Examples of Aboriginal Art included. that have an obvious story Whole Class. map. Warlugulong by Tjapaltjarri and Tjapaltjarri The class is to work together to develop a (1976) which can be found set of symbols for the class to use. Whole in the resource set Focus Class. on Art in Society (n.d.) by Macmillan Teacher Teacher demonstration to crush the ochre. Resources.
Whole Class.

Inspiration for structure taken from the example Toy Program provided.

This painting produced by the students and what they say about Oral Language: it will inform the teacher what the Students demonstrate oral language skills children liked about the unit and when they: also what they didnt like about it. Participate in a class discussion about ochres and storytelling in Aboriginal This assessment piece is to advise art. the teacher of future changes to Participate in class discussion to decide this program and also provide what symbols the class will use in their information from the students to learning journey painting. take into account when planning Tell other students about their the next unit. painting. Vocabulary: Students demonstrate vocabulary when they: Use appropriate vocabulary to describe the ochre and Aboriginal style of art. Differentiation No differentiation is required this lesson.

Information (for teacher) and examples of Aboriginal Students are to draw a draft plan. symbols. See Resources Individual. Appendix 6 Students are to work in groups to mix their ochre paint. Small Group. Students are to work individually on their painting. Individual. Students are to explain their painting and the story with it to two other students.
Individual.