EES440 Unit Planner

PST Names: Meghan Garth 213110308 and Jana Hanafie 213087191

Topic: Chemical change
Year Level: 3-6
Inquiry Question: What happens when two different substances come in contact and react with each other?

Table 1. Unit outcomes

Victorian Curriculum (Learning Areas, Strand, Sub-strand, Content description):

Science Understandings
Solids, liquids and gases behave in different ways and have observable properties that help to classify them(VCSSU076)

Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting (VCSSU077)

Science Inquiry Skills

With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an
investigation might be based on previous experiences or general rules(VCSIS082)

With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials
safely, identifying potential risks (VCSIS083)

Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data (VCSIS084)

Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or
relationships in data (VCSIS085)

Compare data with predictions and use as evidence in developing explanations (VCSIS086)
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Suggest improvements to the methods used to investigate a question or solve a problem (VCSIS087)

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect
relationships(VCSIS088)
(VCAA 2017)

Concepts (number C1, C2 ) and Skills (number S1, S2 ):

Concepts
C1. Solids, liquids and gases all have observable properties to help classify them

C2. A chemical reaction happens when two reactants interact and make a new product

C3. The properties of the new product are different from those of the reactants

Skills
S1. Pose questions to clarify ideas and draw upon previous experiences

S2. Predict, observe and evaluate findings of an investigation

S3. Measure, record and present data using multiple representations

(DET 2017; VCAA 2017)
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Unit outcomes: (Consider: Content, Skills/processes, Other domains)

Through this unit students will:

Understand the key concepts of the unit

Participate in investigations and predict, observe and evaluate the changes
Construct and use a range of representations to display or explain the phenomena
Identify cause-and-effect relationships
Ask questions to inform scientific investigation

(VCAA 2017)

Teachers need to clearly identify big ideas, key concepts and their representations, at the planning stage of a
Table 2. Linking concepts topic in order to guide refinement of representational work
to representations

Teacher background knowledge (needed to teach the unit)

Solids, liquids, gases are all materials that are made up of chemicals.
Solids, liquids and gases have observable properties
Chemical reactions create new substances.
An understanding that new materials are being produced.

CONCEPTS What representations are used to understand this concept and the phenomena involved?
Map REPRESENTATIONS and LANGUAGE to the phenomenon how are they LIKE and NOT LIKE the
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phenomenon?
C1
Solids, liquids and gases all
have observable properties
to help classify them
C2
In a chemical reaction,
substances change into a
new substance
C3
A gas can be made from a
chemical reaction
Images of different substances to illustrate the difference in observable properties
Tables to categorise the properties of substances
Written explanation of substances to highlight the observable properties
Representational challenge to demonstrate a chemical reaction between a solid and a liquid
Labelled diagram to show chemical reaction and movement of particles
Photos to annotate and explain the phenomena
Verbal to describe and explain what is happening - how the two reacting substances created a new
substance with different properties
Table to record POE (prediction, observation, evaluation)
Verbal descriptions/explanations/comparisons of the phenomena happening in the representational
challenges
Role play - demonstrates the concept that a gas can be produced from a chemical reaction
Poster to demonstrate and explain the chemical reaction - gathers all students understanding to present
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Table 3. Measuring the Assessment tasks, representations included. (incl. brief How will you know that students have
learning gains through description) learned what evidence will you look for?
Assessment

DIAGNOSTIC ASSESSMENT Probing questions Prior knowledge about chemical

usually in the Engage Probing the students on key concepts from the unit to check reactions, chemical change and the
lesson for their prior knowledge. properties of solids, liquids and gases.

KWL chart
The students will complete the K and W column on their
KWL chart (what they know and what they want to know).

FORMATIVE ASSESSMENT Chemical reaction diagram Detailed diagram that clearly labels
(Assessment for) Labelled diagram of the chemical reaction between the alka- and describes the interaction between
(Assessment as) seltzer powder and water. the Alka-Seltzer and the water.
usually in the Explore, An understanding that a new
Explain and Elaborate substance is created when two
lessons substances interact.
An understanding that the Alka-Seltzer
is a solid, the water is a liquid and the
bubbles that form when the two are
mixed together are a gas.

Role Play
Students participate in a role play that develops understanding Students take on roles to act out a role
of takes place in a chemical reaction play
Students understand what happens
when a soluble solid reacts with liquid
Through verbal explanations,
understand that a new substance is
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Table of observations
Construct a table to record observations from the Berocca
experiment.
Photo annotation
The students will annotate the photographs of themselves
conducting the Berocca experiment from the previous lesson
using scientific terminology about chemical reactions.
produced
Clearly set out table that describes the
interaction between the Berocca and
water.
An understanding that the Berocca is a
solid, the water is a liquid and the
bubbles formed when the two are
mixed together are a gas.
Written observations of the substances
appearance and characteristics
throughout the whole experiment.
Use of scientific terminology when
describing the chemical reaction in
annotations.
Written understanding of why the
substances reacted that way
(properties of the ingredients).
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SUMMATIVE ASSESSMENT Lava Lamp experiment The use of scientific terminology when
(Assessment of) Using their knowledge from previous lessons, the students will creating the lava lamp.
usually in the Elaborate create and explain the phenomena of the lava lamp Applying knowledge to new context-
and Evaluate lesson experiment. Drawing on their knowledge from
previous lessons.

Science inquiry skills Questioning and predicting the

Demonstration of science inquiry skills during lava lamp outcomes of the experiment.
experiment. Data will be collected through teacher Planning and conducting the
observation. experiment.
Processing and analysing the data and
information. Making evaluations based
on the data collected.
KWL chart
Student reflection on concepts learnt in the chemical reactions Knowledge about the likely chemical
unit. Students record what theyve learnt from the unit in the reaction when two substances come in
L column of their KWL chart. contact.
Knowledge about the different types of
Final presentation chemical change that can occur.
Collaborative presentation of knowledge acquired throughout The properties of solids, liquids and
the unit of work. gases.

Table 4. Unit Overview (Structure from Primary Connections unit overview)

Phase/ Lesson Science outcomes Literacy and/or maths Lesson Summary Assessment
outcomes opportunities
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Students understand that
Lesson 1 solids, liquids and gases all
(Engage) have observable properties.
Students use writing skills Probing questions about solids,
to answer and pose gases and liquids. Probing
questions. questions about chemical
reactions they have already seen-
what do the students already
know about chemical reactions?
Pictures displayed around the
classroom. Students have to
classify whether the picture
represents a solid, a gas or a liquid.
Diagnostic assessment:
K and W column of
the KWL chart.
Diagnostic assessment:
probing the students on
key concepts from the
unit to check for their
prior knowledge.

Very end of the lesson: KWL chart-

students fill in what they know,
what they want to learn.

Lesson 2 Students construct a
(Explore) representation of the
chemical reaction between
the made alka-seltzer powder
and water.
Students pose questions to
guide their inquiry and draw
on prior experiences to help
them predict what will
happen.
Reading and Discuss structure of substances Formative assessment:
understanding the (recap of last week) Labelled diagram of the
features of a procedural chemical reaction
text how to make alka- Making the alka-seltzer between the alka-
seltzer. What do you know about the seltzer powder and
ingredients? water.
Measuring the quantities
of ingredients. Students participate in a
representational challenge (drop
alka-seltzer mixture into water)
Draw and label a diagram of the
chemical reaction seen when the
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powder reacts with water

(representation).

Lesson 3 Students engage in a
(Explore) representational challenge.
Students construct a
representation of the
chemical reaction between
the berocca and water as well
as the berocca and oil.
Label their diagrams- Berocca experiment- Putting the
understanding the Berocca in water. What are the
features of a diagram. properties of these substances
that enable them to fizz?
Constructing a table. Variable: putting the Berocca in oil.
Construct a table to record
observations (representation).
Formative assessment:
Check for student
understanding of the
chemical reactions they
observed.

Role play the chemical reaction

between the different substances
in the berocca experiment
(representation).

Lesson 4 Students are able to
(Explain) articulate and describe the
chemical reaction that is
occurring between the two
substances.
Students are able to
understand scientific
Providing detailed Introduce scientific terminology. Formative assessment:
annotations for the Check for student
images from the berocca Explain the chemical reactions understanding of
experiment. from the explore stage- take chemical reactions in
photographs of the students their photograph
conducting the experiment annotations.
(representation). The students will
annotate the photos with scientific
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expressions/explanations and
effectively use them in their
explanations.
Lesson 5 Students are able to apply
(Elaborate) scientific concepts in a new
context (responding to the
final representation
challenge)
Use scientific terminology
when creating the lava lamp.
Lesson 6 Students are able to draw
(Evaluate) conclusions on scientific
phenomena using evidence
to develop their explanations.
Celebration Day Students will present their multimodal informative presentation at the expo highlighting what theyve learnt from the unit
of work on chemical sciences. The presentation will be created in Lesson 6 during the evaluate stage.
expressions/explanations.
Measuring the quantities Make predictions for the
of ingredients. experiment using knowledge from
previous lessons.
Using verbal
communication skills to Students extend their
articulate their understanding through the lava
knowledge. lamp experiment. Students will be
split into two groups.
Creating a multimodal Working collaboratively in teams
informative presentation. to create a presentation about
chemical reactions to present to
their peers on celebration day, E.g-
poster (representation).
At the end of the lesson students
will fill in the L column on their
KWL chart.
Summative assessment:
creating and explaining
the phenomena of the
lava lamp experiment.
Summative assessment:
science inquiry skills
demonstrated in the
lava lamp experiment.
Summative assessment:
students record what
theyve learned from
the unit in the L column
of their KWL chart.
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References

Department of Education and Training 2017, Chemical Reactions, retrieved 22 July 2017,
<http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/chemreactions.aspx>

Victorian Curriculum and Assessment Authority 2017, Science Curriculum, retrieved 22 July 2017,
<http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10#level=5-6>