FORWARD PLANNING DOCUMENT

TERM/WEEKS: T2 Week 1-5 YEAR LEVEL: ONE LEARNING AREA/TOPIC: CHEMICAL SCIENCE- Materials
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 Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about materials
 To elicit students’ questions/ prior knowledge about different materials
 Diagnostic assessment used- in this lesson you will find out what the students already know about materials. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
One ACSS ACSH ACSIS By the end of this Diagnostic: Introduction:
U018 E021 213 lesson, students will
How Describin Compare be able to: Anecdotal and Teacher will take the students outside. Ask the students
everyday g objects, observatio
materials posing ns with
Observational to look for different objects and to start thinking about Look for
change. questions others. o Identify everyday Notes: what they might be made up of. Remind students not to different
and take anything from the garden beds or trees because we objects around
observing. materials in and
outside the *Were students able do not want to damage our environment. Students the area?
classroom. to identify everyday should only take things that have fallen off the plants.
materials? (Padlet) Ask the student to bring different objects into the class.
o Observe and
record their special *Were students able Ask students to place their objects at the front of the Look around iPads
items properties. to observe and
class. Students need to find a partner. With an iPad, they the classroom?
will need to use the application Padlet to write down
record some of their
some of thing objects they found outside. Using Padlet, What are they
objects properties.
o Explain why a students need to move around the classroom and look made up of?
(Worksheet)
particular material for more objects. Get the students to begin thinking Why?
is used instead of about what these objects are made from and why.
*Were students able
another one. to explain why that Teacher will discuss with the student’s different objects
material is used. and categorise them into their materials. Teacher will Can you Anchor Chart
(Class create an anchor chart throughout this discussion with categorise Paper, coloured
discussion/Science the main headings of: glass, plastic, metal, paper, fabric these objects? markers
Journal) and wood.

Body:
*Prior this this lesson, parents and students were asked
to bring in a favourite toy, tool or utensil.

Teacher will demonstrate this activity with their Teachers favourite

favourite toy from when they were in school. toy

Ask the students to observe their object that they have What does you Worksheet,
bought in from home. Students will write, draw and object feel pencils, students
label their object (shape, colour, size, texture, like? special item.
appearance, smell).
What does it
Teacher will facilitate a discussion around the different look like?
objects collected from the beginning of lesson and the
objects the students brought from home. Why do you
o Why are toys mostly made of plastic? think your
o Why wouldn’t we make toys from glass? object was
o Why wouldn’t we make toys from paper? made from
that particular
o Why wouldn’t we make cuddly teddies or dolls of
material?
wood and metal instead of fabric?

Conclusion:
Science Journal
Students will spend 10 minutes writing what they have
learnt in their science journal. Teacher will write down
some key questions they will answer.
o What was my favourite toy?
o What was it made out of?
o Why do you think this material was made?

*Extension: Have students come up with different

questions, have more of a reflection response.

*Assisting: Teacher will write the questions into the

student’s science journal.
 Groups Safety Ethics
Introduction When moving Students need to
activity, students inside the be reminded that
will be paired off. classroom they must not
Teacher will students must be pull anything off
decide- mixed mindful about the trees or
levels. obstacles. When surrounding
moving outside plants as we do
the classroom, not want to
students need to damage our
stay in a large environment.
group and
following the
teacher at all
times.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of materials
 To support students to investigate and explore ideas about different materials
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSIS By the end of this Formative: Introduction:
Two U018 E021 026 lesson, students will be
How Describin Use able to: Anecdotal and Teacher will begin the lesson by ask the students to What
everyday g objects, informal
materials posing measure Observational reflect on the last lesson. happened in
change. questions ments. o Make predictions Notes: the last lesson?
and
observing. on the chocolate Teacher will ask the students: “What causes materials to
before melting, *Were students able change?”
after melting and to make and justify Why does
after cooling. predications using Students will think-pair-share their answers which then these changes
the correct will lead on to having a whole class discussion. occur?
o Justify these terminology
(Predictions
Body:
predictions using
Have the word CHOCOLATE written on the board in What do you Whiteboard,
the correct worksheet, Science
big letters. know about markers
terminology Journal).
Chocolate?
(chemical and Ask the students “What do you know about chocolate?”
physical change, Discuss some of the properties of chocolate. What are some
solid, liquid). properties of
Brainstorm and discuss with student’s solids that turn chocolate?
into a liquid when heated and melted. (Ice, Icy poles, ice
cream, chocolate etc.) What is a
solid?
Students will receive a little bag with a couple of Zip lock bags,
chocolate drops in it. Ask the students to use their What is a chocolate drops
senses to describe what it looks, feels, smells like. liquid?
Provide them with time to complete first part of Worksheet
worksheet. Lesson 2
Ask students to predict what will happen when
chocolate is heated. What do you
think will
Ask the students to melt the chocolate with their own happen?
body heat. Ask students where on your body can it
maybe melt faster? Can you sit on it? Under your
armpits? Rubbing your hands together?

Once melted, have students observe and describe it.

Discuss whether this can be undone or it cannot be
changed back to its original state (chemical/physical What do you
change). Ask the students to predict what they think will think will
happen when the chocolate is cooled. happen when
the chocolate
Key Teaching Point: The definition of physical (can be is cooled?
undone) and chemical change (cannot be undone).
Brainstorm some more ideas about things that cannot be
undone and things that can be undone.

Allow chocolate time to cool. Once cooled, again have

students observe and describe the chocolate and fill in
their worksheet.
Science Journal
Conclusion: What did you
learn in
Teacher will discuss with the students whether or not today’s
the changes that have occurred in today’s lesson was a lesson?
physical or chemical change.

Students will now have time to reflect on whether or not

their predictions were correct. Students can note these
down in their science journal.
Some key questions:
o What did we do in today’s science lesson?
o Was my predictions correct?
o Did I learn any new words today? (physical,
chemical, solid, liquid)

*Extension: Have students come up with different

questions, have more of a reflection response.
*Assisting: Teacher will write the questions into the
student’s science journal.

Groups Safety Ethics

During this Students need to Make sure that
lesson, no small be aware of the the plastic zip
group work is safety risks. lock bags are
done but students Students are not disposed of
need to be allowed to eat the properly. Find an
watched and chocolate at any alternative if
monitored closely stage of the using a different
as they are lesson. heating method
melting the (stove/microwave
chocolate. and a glass bowl)

Next Explore Lesson: Students will focus on

exploring what happens when certain materials are
cooled/frozen. Students will be provided with some
premade ice blocks made out of different liquids
(water, soda, tea, milk, juice, etc.). Discuss with the
students whether these changes are physical or
chemical change (can it be undone?).
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSIS By the end of this Formative: Introduction:
Three U018 E021 027 lesson, students will What did we
How Describin Sort be able to: Observational Teacher will discuss with students what they did in the do in the last
everyday g objects, informatio
materials posing n, and Notes and previous lessons. lesson?
change. questions drawings o Construct a story Checklist:
and Students will work in their desk groups to formulate a What is a
observing board describing
the steps of either *Were students able definition of a chemical and physical change. Ask chemical and Pear Deck
the melting or to explain what students if they can think of any physical or chemical physical PowerPoint
freezing happened during changes in food, around home or even at school. change? where students
demonstration. the explore lesson Discuss idea with the whole class. can add their
using the correct Can you think answers
Body: of any changes
terminology (Story
o Distinguish that you have
Board).
difference between Students will receive a A3 size piece of paper. In the seen?
a physical and boxes provided they must draw what happened in the
chemical change freezing or the melting demonstration from the previous What A3 Story
lesson. They will also need to label their diagram. happened at Boards, iPads
Students need to explain what is going on in the each of the
drawing, remembering to use the correct terminology. stages of the
demonstration
*Extension: Elaborate on the changes that happened at s.
eat stage of the melting of the chocolate or the freezing
of liquids. Why did these changes occur? Research time
can be given to answer any questions.

*Assisting: It may be easier for some students to work

from an iPad, using the Book Creator app or
PowerPoint.

Conclusion:

Teacher will instruct students to stand up. Students will

begin walking around the room in an organised way, to
view the other students work.

Teacher will show a few WAGOLL drawings. “I really

like the way…” “These are fantastic drawings and they
have also included lots of labels…” “Wow, great
terminology…”

Groups Safety Ethics

Groups will be Make sure that all There are no
made according students are on ethical
to the classrooms task and do not considerations
seating plan. get bored. that need to be
made for this
lesson.

*Students may need extra time to complete the Story

Board.
 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
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSIS By the end of this Summative: Introduction:
Four U018 E021 213 lesson, students will Science Inquiry
How Describin Compare be able to: Skills Teacher will discuss with students they aim of a fair What is a fair
everyday g objects, observatio
materials posing ns with
test. Teacher with the students will create a checklist on test? Why do Interactive
change. questions others. o Predict what will Observational what a fair test should look like. you need to whiteboard
and have a fair
observing happen to the Notes and
ACSIS popcorn when a Checklist: Teacher will explain the experiment to the students. test?
024 change in a
Respond
and pose variable occurs. *Were students able Ask students to predict how they could change the What do you
questions, to predict what popcorn. Ask these questions: think will
make
o Conduct a fair test. might happen when o What changes do you think can happen to the happen?
prediction
s. there is a change in popcorn?
a variable. o Why do you think that?
ACSIS o Identify the o What does the popcorn need to melt? (Heat.)
029 different variables *Did the class o How can we do that? (in the microwave, on the
Represent that will be in the
and conduct a fair test? stove, popcorn maker, slow cooker etc.)
communic experiment. How did they know
ate
observatio that? Body:
ns.
*Were the students Introduce to the students the investigation planner. What do you
able to identify the think we Investigation
different variables *Assisting: Online tool: PowerPoint, Recording etc. should change, planner
in the test. keep the same, (iPads?)
Teacher will read the question for investigation. Discuss and observe?
and record on the investigation planner the following:
o change: the popcorn kernels (plain kernels, soaked
in oil group, soaked in water group, pre-heated Would it be a
group) fair test?
(compare to
o observe: which type of popcorn kernels make the
the checklist
best tasting popcorn. made in the
o keep the same: the heat source, the number of lesson earlier)
popcorn in each cooking cycle.

Discuss why it is important to change the way the

popcorn kernels were prior to cooking but keep
everything else the same.

Ask the students to predict what will happen if we What will

changed how the kernels are treated before placing them happen?
in the microwave would change how well and how
many of the kernels popped. Students will write this in How many
the investigation planner. will be left?

As a class, the teacher will guide the students through

the experiment.

Teacher will set out the materials at the front of the

class.
o Brown paper lunch sacks Paper, bags,
o Popcorn Kernels popcorn kernels,
o Vegetable oil vegetable oil,
o Four mason jars water, four
mason jars,
*Prior to the lesson: the teacher measured 1/4 of a cup microwave,
of kernels for each group. The oil and water groups markers
were soaked for about an hour before popping. We
heated the pre-heat group in the microwave for forty
seconds before popping.

Students will carefully label each jar so that they can

keep tract of which kernels belonged in each group.
Students place each group of kernels in a brown paper
lunch bag and folded the top down. Each group of
kernels were heated for exactly two minutes in the
microwave.

Conclusion: Which one

tastes the best?
After heating, the students performed a taste test and
kernel test the determine the best way to cook the Which one
popcorn. Students will also determine which type of popped the
popcorn popped the most kernels. most kernels?

Teacher will discuss with the students what the

experiment determined. Discuss whether this was a
physical or chemical change.

Students will then go back to their investigation planner

and write down their results that they found out. Investigation
Planner
*Extension: How can you prove that this experiment
was a physical/chemical change? Research time can be
allocated.

*Assisting: Allow the students to work with a buddy

so that they can speak about/record their predictions,
what happened to the popcorn, instead of writing it
through the iPad.

Groups Safety Ethics

Students will Ensure that all Ensure that all
come up table by students are not the paper bags
table to taste test touching the hot are recycled after
their popcorn. popcorn straight use. Write the
Students are not away after it has labels with
grouped in this come out of the markers onto the
lesson. microwave. mason jars, so
All students need they can be
to wash their washed and used
hands before taste again.
testing the
popcorn.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about materials and represent what they know about different materials
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSS ACSH ACSIS By the end of this Summative: Introduction:
Five U018 E021 024 lesson, students will Science
How Describin Respond be able to: Understanding Teacher will show students a slice of bread. Bread, toaster
everyday g objects, and pose
materials posing questions,
change. questions make o Place different Checklist: Teacher will toast this bread.
and prediction Ask the students: What happens
observing s. cards into two
categories in *Were students able o Why do we toast bread? when we toast
ACSIS relation to to determine the o How can we tell it has been toasted? the bread?
029 chemical and difference between o What is the difference between a slice of bread and
Represent physical changes. physical and How do we
a piece of toast?
and
chemical changes. know this?
communic o What do we do to the bread to change it to toast?
ate o Determine the (Activity Sort, o Can we change the toast back to bread? Why?
observatio
ns. difference between Definition)
physical and Body:
chemical change
(definition and Students will be given a sort. They will need to create
example). two columns in their science journal. One will have the Sort Activity,
heading Chemical Change and the other heading will glue, pencil
be Physical Change.

Students will need to glue the cards in the correct space. Can you write
They will need to write a short definition of the words. a definition of
Students need to write an experiment that was a physical and
chemical and physical change. chemical
change?
*Assisting: students will only need to sort out the cards
into the two categories.

*Extension: Can students think of any other chemical

and physical changes in around their
school/environment/home.

Conclusion:

Teacher and the students will discuss their answers in

the sort.
What have you
This is a time where the student can reflect on what they learnt?
have learnt in science over the last five weeks. Think-
Pair-Share some discussion questions.
o What have you discovered during this unit? Science Journal
o Do you have any more questions?
o What is something interesting that you have learnt?

Give time for students to write some of their ideas,

questions and thoughts into their Science Journal.

Groups Safety Ethics

No groups will be Students will No ethical
used in this need to be kept considerations
lesson, students on task and need to be made
will work engaged to for this lesson.
independently as prevent any
it is a summative misbehaviour
assessment task.