SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)

 Write a ‘self’ reflection covering the 

Religious Education / Spiritual Education Measuring, calculating, predicting and
chemical science unit observing physical and chemical
 Using science terminology (physical, changes
 Ensuring that every experiment is ethical
chemical, reversible, irreversible, states  Gathering, collecting and producing
 Teaching students the importance of ethics and how
of matter, solubility etc.) data based on experiments
this relates to every day life

Concept: Changes Term: 2 Weeks: 5-10

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

 Exploring chemical and physical changes and the reasons behind  Discuss the changes that occur in the body when being physically
why such changes occur and how we can use this knowledge active and after consuming food (chemical reactions)
throughout the learning experience

Geography History The Arts

 How does geographical elements  Create lava lamps (chemical change)

 The changes in history over time
effect chemical change  Create a poster demonstrating the recycling
 How experiments and knowledge have
 Learning about different process
changed throughout history
environments and how it effects
the terrain weather patterns (snow
vs dessert)
 FORWARD PLANNING DOCUMENT

TERM: 2 WEEKS: 5-10 YEAR LEVEL: 6 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 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 changes to materials

 To elicit students’ questions/ prior knowledge about the changes to materials
 Diagnostic assessment used- in this lesson you will find out what the students already know about the changes of 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 a Science Inquiry
Understanding Human Skills
Endeavour

DIAGNOSTIC Introduction:
(ACSSU095) Collection and  Revise year 5 content with students using a mind Click on this
Observe and discuss Some mentioned
hyperlink to view
1
recording of the map on the white-board, to grasp an understanding throughout
Elaborations: the reversible and
students KWL charts of their prior knowledge lesson further detail about
irreversible changes
description reversibility /
- Investigating of materials *** This will help to - What are the states of matter?
the change in irreversibility &
provide student (gas, liquid, solid) physical / chemical
state caused
by heating and teaching & to cater - What are their different observable properties? changes
cooling of a Describe the for students - What can make these states of matter behave in Can you recall the
Click here
familiar differences between physical
different ways? (I.e. temperature)
substance and provide examples properties of
of: (worksheet)
 Introduce the concept of reversibility and solids, liquids, and
- Investigating irreversibility in relation to materials Click on here to
- Reversibility gas?
irreversible
- Students are asked to fill out the first two boxes access KWL chart:
changes such - Irreversibility KWL
as rusting, - Physical change of the KWL chart prior to any further
What do you
burning and explanations
cooking - Chemical change know about Equipment:
*** After completion, explanation follows: physical and Bread
- Relate to chemical and physical changes chemical Chocolate
- Investigate o A substance that changes form has changes? Egg
reversible undergone a physical change, which Popcorn
reactions such Tissue paper
as melting,
might be reversible
freezing and o A substance that transforms into a Water / ice
evaporating different substance has undergone a PowerPoint
chemical change, which is harder to KWL worksheets
Group worksheets
 reverse
- Mention that changes can also occur when
combining materials, not just from changing their
original form (demonstrated in lesson 2)
Body:
 Students are divided into small groups
 In small groups, students will go around to 6 stations
Click here to access
*** Material prepared prior to lesson
group worksheet
- Observing materials Observations
- Identify if they are reversible or irreversible
- Identify if it is a physical or chemical change
1. Popcorn (seeds)
2. Chocolate (melted)
3. Bread (toast)
4. Dip tissue paper in water
5. Ice (melted)
6. Egg (cooked)
 At each station students discuss what they see with
their group members
- Each group will have a sheet of paper that
they fill out at each station

Conclusion:
 Students fill out the last column of their KWL chart
and answer the specific questions within the column

Learner diversity:
 Extra assistance provided to those who have a
learning disability or struggle
 Students who struggle to see / hear sit close to the
front
 Those who are ‘gifted and talented’ will be given
extensions in each task

Safety considerations:
 Make sure all cooking is done prior to avoid harm
 Make sure no hazards in classroom
 Grouped appropriately and not big groups
 Follow science lab rules
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of the change in materials
 To support students to investigate and explore ideas about the changes in materials
 Formative assessment

WEEK/
LESSON
AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Scienc Science Inquiry
Understanding e as a Skills
Huma
n
Endea
vour
FORMATIVE Introduction
Some mentioned
(ACSSU095) (ACSIS232)  Revise previous lesson content (class discussion) throughout lesson
Revision of
Elaborations: Create a lava lamp in reversibility /
(ACSIS103)
Collection of - Reversibility / irreversibility in relation to description
groups of three prediction irreversibility &
- Describing physical and chemical changes
physical / chemical
2
worksheets
what happens
Predict and observe
 Reinforce concept of also mixing materials together to changes
when (anecdotal record) Is the matter
materials are what happens when: change the formation of materials, not just by applying Click here
changing state?
mixed - Liquids are Observation during heat or cold (as last lessons activities focused on these
combined lava lamp making, two elements)
- Investigating
the solubility of - When a solid is ensuring all students  Inform students that they will be creating lava lamps in
common are contributing today’s lesson Is the substance
combined to the
materials in - Involving the mixture of materials (solutes & changing in shape
liquid Further instructions
water Questioning students solvents) or form?
in discussion on how to make the
- Will be determining the solubility (ability for a Have you Lava Lamp
substance to dissolve in a solvent) recorded all the
- We will be identifying whether it is a physical or observations?
chemical change
Body
 Split students into groups of 3 before explaining further
- Design briefs are handed out to groups
- Number off as 1, 2 or 3 Equipment:
- Water (to line)
- Inform students of the materials that will be
- 300ml of
used in this activity vegetable oil
- Student 1 collects jar and fills it up with water (approx.)
to the line indicated and then to receive a drop - 1 jar
of food colouring from teacher - 1-2 drops of food
- Student 2 collects a cup of oil coloring
- Student three collects an aspirin tablet - 1-2 aspirin tablets
 Students are given a worksheet which will be used to - Paper towel
- Worksheet
make two predictions
- Design briefs
First prediction:
- What do you think will occur when the oil is
added to the water and food colouring?
 - Will this be reversible or irreversible (Physical
or chemical)
 Teacher asks a few groups what they predict
 Students then conduct the first part of the task
- Pour the oil into the water
- Students observe what happens Click here to access
 Students fill out the second part of the first prediction the:
- Were you correct? What happened? Predictions
 Students are instructed to make a second prediction worksheet
- What do you think will occur when the aspirin
tablet (solid) is added to the liquid?
- Will this be reversible or irreversible? (Chemical
or physical)
 Teacher asks a few groups what they predict
 Students conduct the second part of the task
- Add aspirin
- Observe what happens
- Students can add two for longer reaction
 Students fill out second part of second prediction
- Were you correct/ what happened?

Conclusion
 Class discussion will take place
- Asking each group what they observed
- Asking them why they think that happened
 Teacher will then explain the science behind what
happened (click on link) – this will be continued into
lesson 3
 Students are instructed to clean up

Learner diversity: Click here to view

 Extra assistance provided to those who have a learning the:
disability or struggle Science behind the
lava lamp
 Students who struggle to see / hear sit close to the front
 Those who are ‘gifted and talented’ will be given
extensions in each task

Safety considerations:
Follow safety procedures as mentioned in lesson 1
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/
LESSON
AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science Inquiry
Understanding a Human
Endeavour Skills

FORMATIVE Introduction Characteristics of

(ACSIS110) Apply understanding of  Revise previous two weeks content a physical change
the difference between - Students take the quiz, assessing their current are? Click here to
Elaboration:
physical and chemical access the
Using labelled Collection of understanding and to use for revision to
changes to recognise
3 diagrams, quizzes and prepare for the upcoming task QUIZ
that physical changes Characteristics of
including
are reversible, whereas journals to use for  Students will be expressing their current knowledge and a chemical change
cross- assessment and understanding through diagrams and writing in today’s
chemical changes are are?
sectional provide feedback
irreversible lesson
representatio
ns to - Revise over lesson 1’s content to give some ideas to What process or
This is the rubric for students for physical and chemical changes, but processes change
communicate
Demonstrate their the two diagrams emphasise creativity and to try come up with their matter?
ideas
understanding using own ideas
and the
various formats such as If something is
descriptions Body
annotated and labelled reversible, it can
diagrams
Rubric  Students are to use their science journals to: be…?
1. Draw two contrasting diagrams, of an object
that that has experienced a physical change If something is
(reversible) and a chemical change (irreversible) irreversible, it…?
- Both drawings need to be labelled with and
Equipment:
show the ‘process’ they have been through - Science journals
(applied heat, cold, mixed, substance - Lead pencils
dissolved etc.) - Colouring pencils
- Use colour to make the drawings bright - Smart board
and colourful (only pencil) - quiz sheets
2. Students are to then summarise each diagram
by writing a paragraph explaining why it is a
physical or chemical change
Conclusion
 Students hand in their journals
 Students think about the ‘connection’ between
reversibility and recycling and are asked to do some of
their own research prior to next lesson
 Learner diversity:
 Extra assistance provided to those who have a learning
disability or struggle
 Students who struggle to see / hear sit close to the front
 Those who are ‘gifted and talented’ will be given
extensions in each task

Safety considerations:
Follow safety procedures as mentioned in lesson 1

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/
LESSON
AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Scien Science
Understanding ce as Inquiry Skills
a
Hum
an
Ende
avour
SUMMATIVE Introduction
(ACSSU095) Demonstrate Science Inquiry  Introducing the topic of recycling to students
Elaboration: (ACSIS103) understanding of the Skills - We have physical changes that are reversible and Raise your hand if
chemical changes that are you have an
chemical changes, which are irreversible, as you
Exploring how part of recycling today by understanding of
4 reversible creating a poster that
Observation to should know by now.
how recycling
changes can illustrates the cycle of
ensure all students - Everything that we can see or feel is matter works?
participate in the - But, it all had to start somewhere, Lets for a
be used to recycling research and poster
recycle moment reflect on the beginning of matter
task
materials Reflect on the value of - Look at this water bottle, what is it made of? We Would this be
recycling as part of need to appreciate that all things started as physical or
sustaining, and caring for, Assessment of poster, chemical change?
slogan, group work
something else.
the environment by - Very often, things are made by combining different
proposing a slogan for rubric
types of matter or by processing matter through What caused
their posters.
 heat, pressure, compaction and other processes change in state or
 In this lesson students will be looking at the broader use product?
of chemical changes and reactions
What processes
 Students discuss with the person next to them the
are involved?
changes of matter (physical) that they experience in
everyday life (e.g. scrambled eggs).
Why is recycling
important for
Body
the
 Brief overview of the ‘recycling process’
environment?
- We throw rubbish into recycle bins, trucks Links to access
collects, depot separates and so on. Then, resources for group
depending on what it is, the material will research
undergo change and be restructured into new glass
materials glass clip
 Students task is to choose either glass, paper or plastic a plastic
in their groups of three (lava lamp groups) and research plastic clip
the recycling process using the provided links paper
 During the research process, students should dot points paper clip
of interest and learning into their journals.
 When students have an understanding of the recycling
process they are to:
- Create (in groups) an A3 poster of the recycling
process of their chosen material
- Devise a slogan that promotes recycling or the
benefits of
- The posters will be displayed around the
classroom
- Use colours to make it appealing
Conclusion
 This lesson will carry out slightly into lesson 5
 Students are brought together to conclude the lesson by
discussing the issues the world would undergo if there
was no way to recycle
 A student from each group tells the class one interesting
process that they learnt about their material and the
class has a brief discussion

Learner diversity:
 Extra assistance provided to those who have a learning
disability or struggle
 Students who struggle to see / hear sit close to the front
 Those who are ‘gifted and talented’ will be given
 extensions in each task

Safety considerations:
Follow safety procedures as mentioned in lesson 1

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about chemical science and represent what they know about chemical science
 Summative assessment of science understanding
WEEK/
LESSO AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
N
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Scie Science Inquiry
nce
Understanding as a Skills
Hum
an
End
eavo
ur

(ACSSU095) (ACSIS103) Explain in their own
Elaboration: words the difference
Exploring how between physical and
(ACSIS108)
reversible chemical changes using
5 changes can be vocabulary acquired
used to recycle throughout the unit such
materials as reversible, irreversible,
chemical reaction,
heating, cooling
Individually complete a
personal reflection
SUMMATIVE- Introduction
Science  Students are given 10-15 minutes to finish off their
Understanding recycling posters
 Students are brought back together to bring the unit to a
Reflective writing task
will give evidence of
closure, the rest of the lesson will be solely focused on
reflecting
student
understanding of the Body
topic. Assess
 Students are to do a reflective writing’ task in their
reflective writing task
using journal rubric
science journals
 They are to write approximately one and a half pages on
Rubric the issues covered in this unit These questions
 Students are to write the headings below and answer will be handed
them (encourage students to do a draft on scrap paper out to students
first) Questions
1. The difference between physical and chemical
changes
o Describe what you learned in this unit.
o Use terminology that describes the
characteristics of a chemical/physical
change (such as reversible and irreversible)
2. My predictions vs. experiment results
o This is in relation to the lava lamp task
o Reflect on what you thought would happen
o How accurate were you?
o What did you learn?
3. How are chemical changes and physical
 changes used in everyday life
o Expound on how chemical changes are
used in the recycling process that you Equipment
researched - Science journals
4. The most fascinating thing I have learnt that I -
can take away from this unit

Conclusion
 Class gathers for a class ‘reflection’
 Students sit in a circle to share
 Go around the circle and ask students to share
something that they found the most fascinating about
this unit
 Explain to the students that chemical vs. physical
changes are only a small part of the chemical sciences.
But, as learned, they make up an important part of
everyday life
 Inform students of the next topic they will be covering

Learner diversity:
 Extra assistance provided to those who have a learning
disability or struggle
 Students who struggle to see / hear sit close to the front
 Those who are ‘gifted and talented’ will be given
extensions in each task

Safety considerations:
Follow safety procedures as mentioned in lesson 1