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TERM/WEEKS: 2 / 1-3 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Literacy / Science

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

Notes about device access in the classroom: 1:1 iPad

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

1/1 Investigating Students are to identify Summative: Students are introduced to the concept of irreversible Answer Garden:
the change in measureable variables that Students will be and reversible changes to materials caused by https://answergarden
state caused by can be changed in relation to assessed by environmental factors. .ch/660320
heating and melting an ice block. teacher
cooling of a observation on Prior to starting the challenge the class will participate Padlet:
familiar Students are required to: the following: in an Answer Garden brainstorm activity. The purpose https://padlet.com/zf
substance.  Identify requirements for  Appropriat of the activity is to make predictions about the outcomes ellman/kjiq0ctd16lo
conducting a ‘fair’ test. e of the Ice Block Challenge. The teacher will then upload
(ACSSU095)  Predict the changes of Predictions
the Answer Garden brainstorm onto the classroom 1 x Iceblocks per
heating an ice block.  Synthesis
 Collect, organize and of results Padlet. group
Investigate interpret data (class
reversible  Identify potential discussion) Students will work in groups for the ‘Ice Block 1 x Ziplock bags per
reactions such improvements to methods Challenge’. The Ice Block challenge will last for one group
as melting, and research (skills minute. Students will give one block of ice in a zip lock
freezing and developing, bag. Each group will have one minute to compete the
evaporating. skills achieved) challenge. The winner of the challenge is the group that
is able to melt the ice the most in the one-minute.
(ACSSU095)
Once the Ice Block challenge has been completed,
groups are to upload their group results and strategies
for melting the ice block onto the class Padlet.

The teacher is to facilitate a class discussion

encouraging each group to discuss their results and
strategies.
WEE West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
K/ Australian OBJECTIVE (what & how) EXPERIENCES and other
LESS Curriculum (Introduction, Body and Conclusion)
ON LINKS

1/2 Investigating Students are able to identify Summative: Teachers are to create a ‘Melting Scene Investigation’ Book Creator:
the change in whether materials that have Scientific within the classroom. This scene will be made up of an https://bookcreator.c
state caused by been changed due to heating journal created array of materials that have melted, across a group of om/ipad/
heating and or cooling are reversible or on Book Creator tables within the classroom.
cooling of a irreversible. will be assessed Padlet:
familiar against a rubric. 1. Students are scientists/detectives who are to https://padlet.com/zf
substance. Students are able to: Key focus work to within their groups from the previous ellman/kjiq0ctd16lo
 Describe and explain the points are use of week.
(ACSSU095) effect of the environmental descriptive 2. Students walk around to observe the different
changes on individual scientific melted materials/ ‘evidence’. Evidence (Materials)
Investigate objects displayed in the language, 3. Students take photos on their iPads of each  1 x melted
reversible “Melted scene structure and material. ice block
investigation”.
reactions such layout of journal 4. Record observations and descriptions of each  1 x candle lit
as melting, and item of evidence and of whether the materials and melting
freezing and
Students are able to
accompanying change in state is reversible or irreversible and  1 x empty ice
evaporating. photos and why. block tray
participate and contribute in
peer discussion exchanging
relevant data 5. In science teams, students upload their photos  1 x melted
(ACSSU095) and information and recorded observations into Book Creator to chocolate
results and reasoning.
collected from create a scientific journal based upon their  1 x jar of
the findings. Students are to make sure they include: melted
‘investigation’,  Photo and description of the ‘evidence’
coconut oil
included.  Information of wether the ‘evidence’ melted is
reversible or irreversible.
 Why the material is reversible or irreversible.

6. Export scientific journal on Book Creator as a

PDF and upload to class Padlet to submit.
WEE West SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
K/ Australian OBJECTIVE (what & how) EXPERIENCES and other
LESS Curriculum (Introduction, Body and Conclusion)
ON LINKS

2/3 Investigating Students will be able to Formative: Students are popcorn-popping scientists in this activity, Youtube:
the change in recognise differences between Assessment and through the experiment students will make close
state caused by chemical and physical strategy observations and predictions within their science teams. http://www.youtube.
heating and properties and changes. throughout com/watch?v=p_7Qi
cooling of a beginning, In groups, students are to record their predictions and 3mprKQ
familiar Students will understand that middle and end results written in the format of a science experiment -
substance. in order for a chemical of the lesson considering the following in order to distinguish Padlet:
change to occur, atomic based upon between whether the experiment releases a chemical or https://padlet.com/zf
(ACSSU095) bonds must be broken and/or students a physical change: ellman/kjiq0ctd16lo
formed (a new substance is dividing into  Popcorn popping in slow motions
Investigate present). either side of the  An un-popped kernel of popcorn
 A popped kernel of popcorn
Pic Collage:
reversible room based https://pic-
reactions such upon whether Teachers will show this YouTube video to students and collage.com/
as melting, they believe that allow them to consider the popping process depicted in
freezing and popping the video:
evaporating. popcorn is a http://www.youtube.com/watch?v=p_7Qi3mprKQ 
 QR Codes
physical or
(ACSSU095) chemical Popcorn Kernels
Teacher will provide each team of scientists with 10-20
change. (10-20 kernels per
un-popped kernels and a microscope. Students will each
have an oven top to work with and are to be under the group)
Summative:
supervision of the teacher. Students are to observe and
Blog entries and Stove tops and pots
record what the characteristics of their un-popped
photo
kernels onto their “Physical Properties of Popcorn
collage/story
Before and After” worksheet.
boards will be
assessed against
Students commence popping the popcorn, then
a rubric. Key
recording the new changes onto the “Physical Properties
focus points are
of Popcorn Before and After” worksheet.
use of
descriptive
scientific As students are part taking in this experiment they are to
language, take multiple photos on their iPad’s as a means to track
their scientific investigation.

 Students will uncover that while a popped piece of

popcorn appears to have undergone a significant change
 No new substance is created in the process of popping –
meaning that the popcorn has undergone a physical
change.
 All of the materials that make up a un-popped popcorn are
the same as those that make up a popped piece of popcorn.

Once students have solved the experiments in their

groups, they are to:
 Upload their photos onto Pic Collage to create a
storyboard of their experiment.
 The teacher will provide a QR code to allow the students
to access the blog.
 Upload their final Pic Collage onto the class blog on
Padlet, accompanied by:
o Typed up predictions and results from their
worksheets, to be submitted as a group.

Included in the blog entry students should be sure to

include a reflection:
 Stating why this was a hard problem to solve?
o Student’s responses to this question should
indicate that despite the physical change in the
experiment, there appeared to be signs of a
chemical change that made it confusing.

To conclude the class the teacher is to select some of the

blog entries to be read aloud to the class by the students.
The teacher will allow this to develop into a class
discussion based upon each group’s individual findings.