PST$Names:$Jamie$Allen$&$Jacinda$Galgano$

Topic:$Chemical$and$Physical$Change$
Year$Level:$3,4,5$&$6.$
$
Unit$outcomes$
AusVELS((All(strands,(other(domains)(
(
Science&&Chemical&Science&
Level&3:&
A"change"of"state"between"solid"and"liquid"can"be"caused"by"adding"or"removing"heat"(ACSSU046)"
"
Level&5:&
Solids,"liquids"and"gasses"have"different"observable"properties"and"behave"in"different"ways"(ACSSU077)"
"
Level&6:&
Changes"to"materials"can"be"reversible,"such"as"melting,"freezing,"evaporating;"or"irreversible,"such"as"burning"and"rusting"(ACSSU095)"
"
English&
Level&3:&&
Understand"that"successful"cooperation"with"others"depends"on"shared"use"of"social"conventions"(ACELA1476)"
"
Level&4:&
Understand"differences"between"the"language"of"opinion"and"feeling"and"the"language"of"factual"reporting"or"recording"(ACELA1489)"
Plan,"rehearse"and"deliver"presentations"incorporating"learned"content"and"taking"into"account"the"particular"purposes"and"audiences"(ACELY1689)"
"
Level&5:&&
Investigate"how"the"organisation"of"texts"into"headings,"subheadings,"and"according"to"chronology"or"topic"can"be"used"to"predict"content"and"assist"
navigation"(ACELA1797)"
"
Level&6:&&
Navigate"and"read"texts"for"specific"purposes"applying"appropriate"text"processing"strategies,"for"example"predicting"and"confirming,"monitoring"meaning,"
skimming"and"scanning"(ACELY1702)"
"
&

Mathematics&
Level&3:&
Use"scaled"instruments"to"measure"and"compare"lengths,"masses,"capacities"and"temperatures"(ACMMG084)"
"

Concepts:((
-

Changes"in"states"of"matter"can"be"either"chemical"or"physical."
The"particles"in"solids,"liquids"and"gasses"move"differently."
Adding"or"removing"heat"can"cause"a"change"of"state."
Changes"to"materials"can"be"reversible"or"irreversible."
Findings"from"investigations"can"be"represented"through"visual"diagrams"and"written/spoken"language."

$
Unit(outcomes:((
SCIENCE$

1."Students"will"demonstrate"their"knowledge"of"chemical"and"physical"change.""
2."Students"will"be"able"to"explain"different"physical"changes"and"chemical"changes."
3."Students"will"demonstrate"their"knowledge"and"compare"the"differences"between"solids,"liquids"and"gases."
4."Students"will"be"able"to"use"materials,"tools"or"equipment"safely"in"the"classroom."
5."Students"will"demonstrate"their"coYoperative"skills"when"working"in"pairs"of"in"a"team."
"
NUMERACY$

6."Students"will"be"able"to"measure"substances"in"experiments"accurately.""
"
LITERACY$

7."Students"will"be"able"to"conduct"experiments"based"on"a"procedural"text."
8."Students"will"demonstrate"their"knowledge"and"understanding"through"discussion,"reflection"and"worksheets."
9."Students"will"understand"that"successful"coYoperation"with"others"depends"on"sharing"of"ideas"and"successfully"communicating."
10."Students"will"be"able"to"read,"view"and"navigate"different"type"of"texts"for"different"purposes."
11."Students"will"be"able"to"understand"how"the"use"of"procedural"texts"can"assist"in"navigation."
12."Students"will"be"able"to"differentiate"between"language"of"opinion"and"the"language"of"factual"reporting"when"completing"worksheets"or"activities"and"
participating"in"discussions."

Unit$overview$"
"
Phase/"Lesson"

Science"outcomes"

&
Lesson&1&
(Engage)&
&
&

1. Students"will"demonstrate"
their"knowledge"of"
chemical"and"physical"
change.""
2. Students"will"be"able"to"
use"materials,"tools"or"
equipment"safely"in"the"
classroom."
3. Students"will"be"able"to"
measure"substances"in"
experiments"accurately."
4. Students"will"demonstrate"
their"coYoperative"skills"
when"working"in"pairs"of"
in"a"team."

Lesson&2&
(Explore&&&
Explain)&

1. Students"will"demonstrate"
their"knowledge"of"
chemical"and"physical"
change.""
2. Students"will"demonstrate"
their"knowledge"and"
compare"the"differences"
between"solids,"liquids"
and"gases."
3. Students"will"be"able"to"
use"materials,"tools"or"
equipment"safely"in"the"
classroom."

Literacy"outcomes"

Lesson"Summary"

Assessment"
opportunities"

1. Students"will"be"able"
to"conduct"
experiments"based"
on"a"procedural"text."
2. Students"will"be"able"
to"understand"how"
the"use"of"procedural"
texts"can"assist"in"
navigation."
3. Students"will"
understand"that"
successful"coY
operation"with"others"
depends"on"sharing"
of"ideas"and"
successfully"
communicating."

1. A"short"video"will"be"shown"to"
Diagnostic"assessment"of"
students"demonstrating"an"
students"knowledge.""
unsafe"classroom."As"a"class,"
1. Brainstorm"
students"will"then"create"a"safety"
2. Observations"
checklist"to"determine"correct"
behaviour."
2. Complete"a"green"slime"
experiment."
3. Brainstorm"about"what"occurred"
in"experiment"and"their"
understanding"of"chemical"and"
physical"change."

1. Students"will"be"able"
to"differentiate"
between"language"of"
opinion"and"the"
language"of"factual"
reporting"when"
completing"
worksheets"and"
participating"in"
discussions."

1. Students" recap" on" the" previous"

lesson," focusing" on" safety" and"
chemical"change."
2. Students" are" introduced" to" the"
topic" physical" change" through" a"
series" of" short" demonstrations"
and"teacher"explanations."
3. Students"explore"state"of"matter"
through"an"educational"video."
4. Students" complete" a" worksheet"
on" physical" change" and" state" of"
matter""Formative"assessment."
5. Share"time."

"
Formative"assessment"of"
student"knowledge"to"
indicate"level"of"
understanding."
1. Class"discussions"
2. Completed"
worksheet"
3. Participation"in"
experiment"

4. Students"will"demonstrate"
their"knowledge"and"
understanding"through"
discussion,"reflection"and"
worksheets."

Lesson&3&
(Explore&&&
Explain)&

1. Students"will"demonstrate"
their"knowledge"of"
chemical"and"physical"
change.""
2. Students"will"be"able"to"
explain"different"physical"
changes"and"chemical"
changes."
3. Students"will"demonstrate"
their"knowledge"and"
compare"the"differences"
between"solids,"liquids"
and"gases."
4. Students"will"be"able"to"
use"materials,"tools"or"
equipment"safely"in"the"
classroom."
5. Students"will"be"able"to"
measure"substances"in"
experiments"accurately."
6. Students"will"demonstrate"
their"coYoperative"skills"
when"working"in"pairs"of"
in"a"team."
7. Students"will"demonstrate"
their"knowledge"and"
understanding"through"
discussion,"reflection"and"
activities."

1. Students"will"be"able"
to"conduct"
experiments"based"
on"a"procedural"text."
2. Students"will"be"able"
to"understand"how"
the"use"of"procedural"
texts"can"assist"in"
navigation."
3. Students"will"
understand"that"
successful"coY
operation"with"others"
depends"on"sharing"
of"ideas"and"
successfully"
communicating."
4. Students"will"be"able"
to"read,"view"and"
navigate"different"
type"of"texts"for"
different"purposes."
5. Students"will"be"able"
to"differentiate"
between"language"of"
opinion"and"the"
language"of"factual"
reporting"when"
completing"
worksheets"and"

1. Recap"of"previous"lesson"
focusing"on"State"of"Matter"and"
Physical"Change."
2. Students"are"reintroduced"to"the"
topic"Chemical"Change"and"
partake"in"a"short"experiment"to"
explore"this"concept.""
3. Teacher"provides"scientific"
definition"of"Chemical"Change"
and"students"discuss"their"
understanding:"Chemical"
Changes:"Crash"Course"Kids"
#19.2."
4. Short"video"demonstrating"the"
differences"between"chemical"
and"physical"change."
5. Who"am"I?"Chemical"and"
physical"change"game."
6. Share"time."

Formative"assessment"of"
student"knowledge"to"
indicate"level"of"
understanding"and"
growth."
1. Class"discussion"
2. Participation"in"
experiment""
3. Ability"to"
determine"if"they"
are"chemical"or"
physical"change"in"
game"

"

Lesson&4&
(Elaborate)&

1. Students"will"demonstrate"
their"knowledge"of"
chemical"and"physical"
change.""
2. Students"will"be"able"to"
explain"different"physical"
changes"and"chemical"
changes."
3. Students"will"demonstrate"
their"knowledge"and"
compare"the"differences"
between"solids,"liquids"
and"gases."
4. Students"will"be"able"to"
use"materials,"tools"or"
equipment"safely"in"the"
classroom."
5. Students"will"be"able"to"
measure"substances"in"
experiments"accurately."
6. Students"will"demonstrate"
their"coYoperative"skills"
when"working"in"pairs"of"
in"a"team."
7. Students"will"demonstrate"
their"knowledge"and"
understanding"through"
discussion,"reflection"and"
worksheets."

1.

2.

3.

4.

5.

"

participating"in"
discussions."
Students"will"be"able"
to"conduct"
experiments"based"
on"a"procedural"text."
Students"will"be"able"
to"understand"how"
the"use"of"procedural"
texts"can"assist"in"
navigation."
Students"will"
understand"that"
successful"coY
operation"with"others"
depends"on"sharing"
of"ideas"and"
successfully"
communicating."
Students"will"be"able"
to"read,"view"and"
navigate"different"
type"of"texts"for"
different"purposes."
Students"will"be"able"
to"differentiate"
between"language"of"
opinion"and"the"
language"of"factual"
reporting"when"
completing"journals"
and"participating"in"
discussions."

1. Brainstorm"ideas"explored"in"
previous"lessons"of"chemical"and"
physical"change."
2. Discuss"key"concepts,"which"
make"chemical"and"physical"
change"different."
3. Students"will"take"part"in"an"
investigation"where"they"will"
take"the"role"of"a"scientist"to"
explore"the"differences"between"
chemical"and"physical"change"
through"rotations"of"handsYon"
activities."
4. While"participating"in"
experiments"students"will"
complete"a"journal."
5. Share"time"to"discuss"findings"
and"teacher"reinforces"scientific"
definitions"of"concepts.""

Formative"assessment"of"
student"knowledge"to"
indicate"level"of"
understanding"and"
growth."
1. Class"brainstorm"
2. Participation"in"
experiments"
3. Completed"
activity"sheet"
"

"

Lesson&5&
(Evaluate)&

Celebration&Day&

1. Students"will"demonstrate"
their"knowledge"of"
chemical"and"physical"
change.""
2. Students"will"be"able"to"
explain"different"physical"
changes"and"chemical"
changes."
3. Students"will"demonstrate"
their"knowledge"and"
compare"the"differences"
between"solids,"liquids"
and"gases."
4. Students"will"demonstrate"
their"knowledge"and"
understanding"through"
discussion,"reflection"and"
activities"(poster)."

1. Students"will"
1. Tuning"in"activity""educational"
Formative"assessment"of"
understand"that"
game."
student"knowledge"to"
successful"coY
2. Students"in"pairs"will"be"guided"
indicate"level"of"
operation"with"others"
to"complete"a"unit"poster"to"
understanding"and"
depends"on"sharing"
demonstrate"the"learning,"which" growth."
of"ideas"and"
has"occurred"throughout"this"
1. Educational"game"
successfully"
sequence."Students"provided"
communicating."
with"a"checklist"to"assist"with"
Summative"assessment"of"
2. Students"will"be"able"
preparation"and"expectations."
student"growth"
to"read,"view"and"
3. Students"will"present"their"
throughout"this"unit."
navigate"different"
poster"to"the"class"and"be"
1. Poster"and"
type"of"texts"for"
assessed"by"the"teacher."
presentation."
different"purposes."
4. Short"overview"of"unit."
2. Unit"Overview"
3. Students"will"be"able"
to"differentiate"
between"language"of"
opinion"and"the"
language"of"factual"
reporting"when"
completing"posters"
and"participating"in"
discussions."
4. Students"will"be"able"
to"plan,"rehearse"and"
deliver"presentations"
incorporating"learned"
content"and"taking"
into"account"the"
particular"purposes"
and"audiences."
1. Students"present"the"posters"completed"in"the"evaluate"stage,"where"they"reflected"on"the"scientific"unit"to"their"classmates."
2. A"group"of"students"will"demonstrate"the"Elephant"Toothpaste"experiment"to"engage"classmates"and"explain"the"change"that"is"
occurring."."