FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3, YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science- Chemical Science

Week 2

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will have access to 1 to 1 iPads. Teacher will also have access to an iPad and Apple TV in the classroom.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCE
LESSON S = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion) other

Term 3, Science Introduction:

Week Science Understanding Students will identify the
2, Chemical Sciences: following properties about
Lesson Solids, liquids and gases Gas particles:
One have different
observable properties - Have no definite shape or
and behave in different
volume.
ways (ACSSU077)
- Have the Highest kinetic
energy of all states of
matter.
- have minimal to no
particle attraction (free
moving).
- have no set arrangement-
they are random and
sparsely arranged.
- Spread to take the whole
space of their container.
Student will create a  Recap of what is matter?
Canva poster with a - Matter is anything that takes up space and has a mass
heading for each - Matter comes in the forms of Solids, Liquids and Gases
objective answering it in
- Some classroom examples: Oxygen, chair, water in our water
a full sentence answer,
along with images to aid bottles, sand, paper.
the information.  Recap of States of Matter so far: Liquids and Solids (using their
Canva posters made in previous 2 lessons)
- Solids: particles are tightly bonded together, have little kinetic
energy, hold their own shape having a fixed volume.
- Liquids particles are moving over one another with a small
attraction, they have moderate kinetic energy and have no fixed
shape but a volume.
Body:
 Students will access class Weebly on iPads.
 Students will click on Link one to access a Keynote (made by the Keynote
teacher previous to the lesson) with information about the Linked into
properties of gases. Weebly:
  Students will read through the Keynote presentation taking notes
from each heading of the power point on Pages, notes can be taken
by writing or drawing.
 Students will use their notes to present the properties of a gas on a
Canva App
Canva Poster (like they have done for both solids and liquids).
 Students will include headings of Shape and Volume, Particle
Energy, Particle Attraction, Arrangement of Particles and Structure
and have their information presented in full sentence answers.
 Students will add to their poster a small summary paragraph
summarising all the headings into a quick to read meaning of: ‘What
it Means to be a Gas’.

Conclusion:
 Students will save their Canva Poster into their camera roll.
 Students will access the link on the class Weebly for the Kahoot Kahoot
App. App,
 Students will participate in a Kahoot that summarises all the states Questions
of matter (solid, liquid and gas), comparing the properties of each. displayed
on class TV
- Kahoot will be displayed on the TV in the classroom.
(Apple TV
from iPad)

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion) other

Term 3, Science Introduction:

Week Science Understanding Students will: The teacher will look  Re-cap of the three different states of matter
2, Chemical Sciences: over all students’ books - Solid, Liquid and Gas and their particle properties
Lesson Solids, liquids and gases - Identify that adding heat made in book creator for
Tw0 have different to a solid or liquid will students to identify that: Body:
observable properties give the particles greater - as heat is added  Students will access class Weebly on their iPads.
and behave in different particles gain more
kinetic energy therefore:  Students will watch a short YouTube video linked to the class
ways (ACSSU077) energy. Explain
moving around more Weebly, made by the teacher on Explain Everything about what
Everything
freely and having less - As heat is added happens when heat is added to the different states of matter. made
attraction to one particles move - When heat is added to a solid it turns into a liquid previously
another. - When heat is added to a liquid it turns into a gas by teacher
 - Define melting point and quicker with more - Adding heat gives the particles more kinetic energy, making the
boiling point freedom. particles move around more and more freely, with less and less
paraphrasing definitions - As heat is added attraction to one another.
from Dictionary.com. particles loose  Students will use the information they have just learnt about adding
Book
- State that adding heat attracted for one heat to the states of matter to create an informative book using Creator
moves a solid to a liquid another. Book Creator. App
to a gas in that order. - Definitions of  Students will be prompted to open the app and create a new book
Melting and Boiling - students will be required to add a page on Properties of Solids,
point and that they Properties of Liquids and Properties of Gases, Melting Point, Boiling
reflect Point and How heating changes the state of matter. They may refer
Dictionary.com’s back to their Canva Posters for information on the properties of
and are not copy solids, liquids and gases.
and pasted.  Students will use H2O as their example substances (ice, water and
- The progression, steam)
when adding heat, is  Students will add in voiceovers explaining the movement of a solid
solid – liquid- gas. to a liquid and a liquid to a solid.
 Once students have finished, they will export their book into their
camera roll and airdrop to the teacher’s iPad.

Conclusion:
 Together as a class the students willing to share their work will have
it displayed on the apple TV, reflecting on the effects of adding heat
to the different states of matter.

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCE
LESSON S = ICT and
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion) other

Term 3, Science Introduction:

Week Science Understanding  Students will state the Students will airdrop  Recap of what heating does to the different states of matter
2, Chemical Sciences: melting and boiling points their videos to the - Adding heat moves a solid to a liquid and a liquid to a gas
Lesson Solids, liquids and gases of their selected element. teacher’s iPad. - gives the particles more energy to move and makes particles
Three have different
 Students will list 3 bonds weaker (less attraction).
observable properties
examples of their - no matter how much heat you add to a gas it will always remain a
and behave in different
ways (ACSSU077)
 Students will identify that
element as a solid, liquid
and gas and where it
would be found.
their element has
different melting and
boiling points to H2O.
The teacher will assess gas.
to make sure each film - example of H2O: adding heat changes ICE to WATER to Steam.
includes:  Reminder of common elements found on a periodic table and how
- An image for each
some are present in everyday life.
state of matter of
that element Body:
- Melting point  Teacher has placed laminated pictures of 6 different elements
temperature around the classroom, each with their own QR code attached to QR Codes
- Boiling point them.
temperature  Students will go around the classroom and select an element they
- An example of want to become an ‘expert’ on and scan the QR code to get
where you would relevant information about melting and boiling points, solid
find each state of substance, liquid substance and gas substance.
matter  Students will then access the class Weebly for further instructions.
 Students will use the information they received from their QR code
to produce a short film on Clips.
 Students will create a film on clips about adding heat to their
element and the process of turning its solid form to a liquid then a
Clips
gas.
 Students will include: images of what their element looks like as a
solid, liquid and gas, Melting and Boiling point temperatures, an
explanation of how the particles gain more energy as they heat up
which causes a change of state and somewhere you would find this
element as a solid, liquid and a gas (will require extra research).
 Students will be able to access an example of clips made by the
teacher and a tutorial YouTube video:
https://www.youtube.com/watch?v=c9SBAW2hngk on the class
Weebly.
 Students are to export their Clips film and save it to their camera
roll.
Conclusion:
 Students will form themselves into small groups of at least 6 people
where they will have at least one of each element films.
 Students will show their film to their group and airdrop to one
another, so they have a copy of each element.
 All students will airdrop their work to the teacher.