Name:&Emma&de&Cure&&

!
Unit!Planner!for!Learning!in!Mathematics!and!Science!
!
Learner!context!
!
Topic&Focus:!Materials&can&Change&
!!
Level&of&schooling:!Year&1&
!
School&and&class&context:!For&my&third&year&professional&experience&placement&I&have&been&given&the&
opportunity&to&undertake&an&overseas&placement&in&the&Shanghai&Xiehe&International&School&in&Shanghai,&
China.&The&class&I&have&been&placed&within&is&a&year&one&class&with&24&students.&The&students&learn&bilingually&
in&both&Chinese&and&English.&Some&classes&such&as&mathematics&are&taught&only&in&Chinese,&whereas&other&
subjects&such&as&physical&education,&music,&art,&inquiry,&etc&are&taught&either&with&a&combination&of&Chinese&
and&English,&or&in&English&only.&The&students&within&my&class&have&a&varying&degrees&of&English&language&
skills&which&will&need&to&be&accounted&for&within&my&teaching.&&
&
Prior&to&undertaking&this&placement&in&Shanghai,&I&completed&seven&days&working&at&East&Torrens&Primary&
School&in&an&Intensive&English&Language&Centre.&This&experience&provided&an&insight&into&the&ways&in&which&
students&with&English&as&a&second&language&learn&and&the&ways&they&need&to&be&supported&in&this&learning.&!
&
&
What!is!the!learning!focus?!
!
Concept(s):! Thinking!and!Working!Scientifically/Mathematically:!
! !
Everyday!materials!can!be! Observing:!Through!the!range!of!learning!experiences,!students!
physically!changed!(ACARA! used!observation!skills!regularly.!Specifically,!student!use!these!
2017)! observation!skills!to!determine!the!properties!of!a!material,!view!the!
! changes!of!materials!using!physical!changes!such!as!bending,!
twisting,!stretching,!rolling,!heating,!cooling!and!melting.!(Skamp!&!
Preston!2015)!
!
! !
Materials!are!made!up!of! Predicting:!Students!use!their!prediction!skills!within!the!
different!properties!(ACARA! investigation!portion!of!this!unit!plan!to!predict!which!chocolate!will!
2017)! melt!fastest.!This!provides!an!understanding!of!their!knowledge!of!
! the!topic!and!unveils!the!reasoning!behind!these!predictions.!(Skamp!
&!Preston!2015)!
!
! !
Materials!can!be!changed! Communicating:!A!large!portion!of!this!unit!plan!requires!students!to!
through!heating,!cooling!and! work!collaboratively,!where!they!are!encouraged!to!communicate!
melting!(ACARA!2017)! with!other!students!about!their!learning,!predictions,!observations!
! and!difficulties!in!learning.!Due!to!students!having!a!varying!degree!
of!English!language!skills,!students!will!be!encouraged!to!
communicate!with!one!another!to!best!support!each!other!in!their!
learning.!(Skamp!&!Preston!2015)!
!!
Dispositions:!
!
A!disposition!I!want!students!to!develop!throughout!this!unit!of!work!is!a!positive!attitude!towards!
science!learning.!A!majority!of!children!grow!up!learning!to!hate!science,!through!the!traditional!way!of!
teaching,!however,!I!believe!that!through!teaching!this!topic!through!a!constructivist!lens!using!a!
range!of!handsVon!approaches!to!learning,!students!should!build!this!positive!attitude.!Moreover,!I!
would!like!students!to!build!a!curiosity!for!science!learning,!having!a!desire!to!learn!and!develop!
knowledge!on!the!topic!of!materials.!(Da&RosPVoseles,&D&&&FowlerPHaughey,&S&2007)!
!
!

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

How!will!the!students!engage!with!this!learning?!(Provide&here&an&outline&of&a&learning&experience&with&using&the&given&
structure)&
&

Prior!Knowledge/Engagement!Learning!Experiences!(s):&&&&&&&&&&&&&&&&&&&&&&&&& !
&
!
Lesson!1:!PLAY!DOUGH!MANIPULATION!
(Glenmore&Park&Learning&Alliance&n.d)!
!
Lesson!Objective:!!
!
!& Gain&a&knowledge&of&the&students&understanding&of&materials,&how&they&can&be&physically&changed&
and&the&associated&vocabulary&
!
Materials:!!
!
!& Mixing&Bowls&(1&per&group=&6&total)&
!& Plain&Flour&(2&cups&per&group&=&12&cups&total)&
!& Salt&(1&cup&per&group=&6&cups&total)&
!& Oil&(1&tbs&per&group=&6&tbs&total)&
!& Water&(1&cup&per&group&=&6&cups&total)&
!& Food&Colouring&(2&drops&per&group=&12&drops&total)&
!& Video&(Appendix&1)&
&
!
Overview!of!Lesson:!!
!
Students&will&be&informed&that&they&will&be&learning&about&everyday&materials&and&will&be&working&on&many&
fun,&handsPon&tasks&to&explore&this&topic.&Students&will&be&told&that&they&will&be&making&and&playing&with&playP
dough&through&this&lesson.&Students&will&be&shown&a&video&of&how&they&will&be&making&the&playPdough&(See&
Appendix&1).&Once&they&have&viewed&this,&students&will&be&divided&into&groups&of&four&and&be&asked&to&go&to&
their&work&stations.&On&the&desk,&the&materials&of&1&mixing&bowl,&1&mixing&spoon,&plain&flour,&salt,&oil,&water&
and&food&colouring&will&be&sitting&ready&for&students&to&begin&the&making&of&their&playPdough.&A&simple&recipe&
will&be&provided&to&students&(See&Appendix&1),&however,&they&will&be&guided&with&the&video&and&instructions&
from&the&teacher&in&addition.&Step&by&step,&the&teacher&will&guide&students&in&the&steps&they&must&take&to&
create&the&playPdough,&starting&and&stoping&the&video&at&each&step&on&the&interactive&whiteboard.&The&
teacher&will&also&model&the&steps&in&the&front&of&the&class.&Students&will&be&making&this&recipe&within&a&group&
of&four,&so&will&be&reminded&of&the&roles&of&a&team,&sharing&and&taking&turns&to&ensure&everyone&has&an&equal&
opportunity&to&create&the&playPdoh.&Once&student’s&have&a&final&result,&they&will&split&the&playPdoh&into&four&
pieces,&so&each&student&has&an&individual&piece&to&use.&&
&
Students&will&then&use&the&playPdough&they&have&created&for&the&following&task.&The&teacher&will&ask&students&
whether&this&playPdough’s&can&be&changed,&by&using&different&actions.&Students&will&be&tasked&to&find&as&
many&ways&they&can&manipulate&their&playPdough,&thinking&of&the&words&they&would&use&to&describe&the&
action.&Examples&includeP&roll,&bend,&twist,&stretch,&squeeze&and&cut.&As&students&have&varying&degrees&of&
English&vocabulary&skills,&they&will&have&encouraged&to&collaborate&and&discuss&with&their&peers&how&they&
are&manipulating&their&object.&Students&can&assist&others&by&translating&their&words&to&English&and&helping&
others&find&new&ways&of&manipulating&the&playPdough.&&
&
Students&will&take&part&in&a&group&discussion&following&the&previous&activity&to&discuss&their&experiences.&
Students&will&be&promoted&with&guiding&questions&to&encourage&them&to&express&the&ways&in&which&they&
manipulated&their&playPdough.&The&words&students&use&will&be&placed&onto&a&poster&which&will&be&added&to&
throughout&the&unit&to&display&their&understanding&of&the&scientific&vocabulary&they&have&developed.&&
&
&
&
&
&
&

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Exploratory!/Explore!&!Explain!Learning!Experiences:& &
!
Lesson!2:!SCAVENGAR!HUNTV!PROPERTIES!
!
Lesson!Objective:!!
&
!& Students&gain&an&understanding&that&materials&have&properties&
!& Students&understand&that&a&material’s&properties&can&change&
&
Materials:!!
&
!& Scavenger&HuntP&Properties&Resource&Sheet&(Appendix&2)&(24&copies)&
&
Overview!of!Lesson:!!
&
Students&will&be&handed&a&scavenger&hunt&resource&sheet&and&are&tasked&to&hunt&around&the&classroom&to&
find&objects&or&materials&that&hold&the&properties&outlined.&There&are&ten&different&properties&on&the&sheet,&for&
example,&hard,&flexible&and&heavy.&This&task&will&gain&an&understanding&of&whether&the&students&understand&
what&these&properties&are&and&whether&they&can&appropriately&match&the&property&to&something&they&find.&
Students&are&required&to&draw&what&they&find&in&each&box,&as&well&as&write&its&name&if&they&have&the&skills&to&
do&so.&There&are&a&range&of&easy&and&more&difficult&properties&to&understand&within&the&task.&Students&will&be&
utilising&the&scientific&skill&of&observation&when&deciding&whether&the&materials&they&find&fit&the&properties&
displayed&on&the&sheet.&&
&
Once&the&students&have&finished&their&sheets,&they&will&come&sit&on&the&ground.&They&will&share&with&a&
peer/or&group&of&peers&how&the&objects/materials&they&have&found&and&discuss&how&they&fit&into&the&property&
they&chose.&
&
Students&will&then&engage&in&a&quick,&whole&class&discussion.&The&teacher&will&hold&up&a&material&the&
students&may&use&in&their&everyday&life.&For&example,&it&may&be&alfoil.&The&teacher&will&ask&students&to&
describe&the&object&using&one&word.&Students&will&raise&their&hand&if&they&have&an&answer.&The&teacher&will&
also&encourage&students&to&answer&who&have&not&raised&their&hand.&Once&the&responses&have&been&gained,&
the&teacher&will&discuss&that&some&of&these&words&are&characteristics&of&the&material&and&some&of&these&
words&can&also&be&called&be&called&properties.&The&teacher&will&discuss&what&a&property&is&and&how&the&
properties&can&be&observed.&&
&
Lesson!3:!EXPLORATION!OF!FOOD!CHANGES!!
!
Lesson!Objective:!!
!
!& Students&understand&that&a&material’s&properties&can&change&when&it&is&heated,&cooled&or&melted.&&
&
Materials:&&
&
!& Blocks&of&chocolate&(in&a&normal&state&and&melted)&
!& Jelly&(Freshly&made&unset&jelly&and&set&jelly)&
!& Spaghetti&(Uncooked&and&Cooked)&
!& Food&Changes&Recording&Sheet&(See&Appendix&3)&
!& VideoP&(Appendix&3)&
&
Overview&of&Lesson:&On&three&separate&tables,&placed&on&the&table&will&be&particular&food.&This&will&table&will&
have&that&food&shown&in&it’s&two&states,&displaying&the&changes&that&can&occur&to&that&food.&Students&will&be&
reminded&of&the&5&senses,&smell,&touch,&taste,&hearing&and&sight.&For&the&purpose&of&this&task&students&will&
not&be&allowed&to&taste&the&food&due&to&safety&precautions.&The&three&foods&will&be&chocolate&(normal&and&
melted),&spaghetti&(uncooked&and&cooked)&and&jelly&(freshly&made&unset&jelly&and&set&jelly).&Students&will&be&
given&a&recording&sheet&and&asked&to&record&the&observations&they&make&of&the&properties&of&each&of&the&
foods.&They&will&be&asked&to&think&about&whether&the&property&they&have&identified&has&stayed&the&same&or&
whether&it&has&changed.&For&example,&an&uncooked&piece&of&spaghetti&is&rigid,&compared&to&a&cooked&piece&
which&is&flexible.&This&shows&the&change&within&the&spaghetti’s&properties.&&

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

&
Once&students&have&finished&exploring&the&three&foods&they&will&be&asked&to&come&sit&on&the&carpet.&Students&
will&be&presented&with&a&key&questionP&What&could&have&caused&the&food&to&change?&A&think,&pair,&share&
approach&will&be&utilised&where&students&predict&the&reason&these&foods&changed.&Once&students&have&
shared&their&answers,&it&is&hoped&that&they&will&come&up&with&the&answers&that&the&foods&were&heated,&cooled&
or&melted.&To&explain&these&ideas&further&students&will&be&shown&the&interactive&video&‘Super&Fun&Lab!&
Irreversible&ChangeP&Sid&the&Science&Kid’.&This&video&explores&the&how&heat&can&change&things,&showing&a&
specific&example&of&making&apple&sauce.&The&teacher&will&further&explain&these&ideas&gaining&students&input&
on&their&own&experiences&with&the&changes&they&see&in&different&foods.&&
!
Investigations!/Problem!solving/Elaboration!Learning! &
Experiences:!&
!
!
Lesson!4:!WHICH!CHOCOLATE!BUD!WILL!MELT!THE!FASTEST?!
(Science&&&Literacy&2012)!
!
Lesson!Objective:!!
!
!& To&extend&students&understanding&of&the&changes&that&occur&to&everyday&materials&through&the&
process&of&heating&!
!& Students&will&predict&which&type&of&chocolate&will&melt&the&fastest&!
!& Students&will&observe,&record&and&compare&results&of&a&scientific&investigation!
!& Students&will&learn&about&the&process&of&a&fair&test.&!
!
Materials:!!
!
!& Small&plastic&bags&!
!& White&chocolate&buds!
!& Dark&Chocolate&Buds!
!& Science&Investigation&Recording&Sheet&(See&Appendix&4)!
!
!
Overview!of!Lesson:!!!
!
Students&will&be&engaged&in&a&handsPon&investigation&to&test&which&whether&a&dark&chocolate&or&white&
chocolate&bud&melts&fastest.&Firstly,&the&teacher&will&explain&the&activity&that&the&students&will&be&undertaking&
and&outline&what&they&are&required&to&fill&in&on&their&investigation&sheet.&The&teacher&will&explain&what&a&fair&
test&is&and&scaffold&their&memory&of&planning&through&the&sentence&cows&moo&softly.&Each&of&the&first&letter&
corresponds&to&the&planning&‘Change&one&thing’,&‘Measure/observe&another&thing’&and&‘Keep&other&things&the&
same’.&The&teacher&will&have&a&discussion&regarding&these&three&areas&and&what&they&are&changing,&
measuring&and&keeping&the&same.&As&a&class,&the&teacher&will&test&the&white&chocolate&bad,&showing&
students&how&to&go&about&the&test.&The&teacher&will&ask&key&questions&in&regards&to&their&predictions&about&
the&chocolate.&“What&changes&might&happen?”,&“What&does&the&chocolate&need&to&meat?”,&“How&could&we&
do&that?”&The&teacher&will&also&have&a&discussion&about&whether&the&type&of&chocolate&will&determine&how&
fast&it&melts&and&how&to&determine&when&the&chocolate&is&melted.&
&
&In&groups&of&two,&students&will&collect&small&plastic&bags&and&a&white&and&a&chocolate&bud.&They&are&to&fill&in&
the&start&of&their&investigation&sheet&regarding&the&CMS&and&their&investigation&predictions.&They&then&will&
begin&the&investigation&by&having&one&student&melting&one&type&of&chocolate&and&the&other&melting&the&dark&
chocolate.&They&will&be&reminded&that&for&this&to&be&a&fair&test,&the&two&students&must&open&to&check&their&
chocolate&at&the&same&time&and&put&their&hands&back&together&at&the&same&time.&The&pairs&must&repeat&the&
test&three&times&to&determine&which&chocolate&melted&the&fastest.&Students&must&record&their&findings&
throughout&the&investigation.&At&the&end,&the&teacher&will&ask&students&to&stand&up&if&the&white&chocolate&bud&
melted&fastest,&or&whether&the&dark&melted&fastest.&Results&will&be&tallied&to&find&a&whole&class&result.&The&
teacher&will&ask&a&range&of&questions&regarding&how&the&investigation&process&went&and&how&the&tests&could&
be&done&differently&next&time.&
&
&&

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 !After!views!&!reflection/!Evaluation!learning!Experience& &
!
Lesson!5:!EXIT!TICKET!
!
Lesson!Objective:!!
!
!& Find&out&student’s&main&piece&of&learning&from&the&unit&and&discover&what&they&enjoyed,&still&would&
like&to&learn&and&an&analysis&of&teaching.&&
!
Materials:!!
!
!& One&exit&ticket&per&student&(See&Appendix&5)&
!
Overview!of!Lesson:!!!
!
In&order&to&summarise&the&learning&of&the&unit&and&gain&the&students&new&knowledge&and&understanding,&
they&will&fill&out&an&exit&ticket.&On&this&ticket,&students&will&write&out:&&
&
!& What&is&one&thing&you&learnt&about&materials?&&
!& What&did&you&enjoy&about&the&lessons?&
!& What&would&you&still&like&to&learn?&&
!& How&can&I&improve&my&teaching?&&
!
!
!
How!will!you!know!what!the!students!have!learnt?!(Assessment)!
What&will&you&assess?& How&will&you&assess?&& When&will&you& How&will&you& What&forms&of&
assess?&&&Who&leads& record&your& feedback&will&you&
the&assessment?& assessments?& provide?&
Concept(s):& Formative&AssessmentP& Formative& Formative& &
& Checklist& AssessmentP& AssessmentP& A&onePonPone&
!& Everyday&materials&
can&be&physically& & Checklist& Checklist& meeting&will&be&
changed&& Through&the&course&of&all& & & provided&to&
!& Materials&are&made& lessons,&a&checklist&will&be& The&checklist&will& On&the&checklist& students&to&
up&of&different& used&to&provide&an& be&marked&off&at& using&a&tick& discuss&their&
properties&
!& Materials&can&be&
understanding&of&whether& any&point&of&the& within&a&below& assessments&for&
changed&through& students&have&grasped&the& unit&according&to& satisfactory,& the&unit.&They&
heated,&cooling&and& required&concepts.&The& when&a&student& satisfactory&and& will&be&told&how&
melting.&& checklist&will&have&a&below& displays&the& above& they&were&
& satisfactory,&satisfactory& knowledge.&&& satisfactory,& successful,&
and&above&satisfactory& & along&with&a& areas&that&
column&which&the&teacher& Summative& comment.&& needed&
will&check&off&when&they& AssessmentP& & improvement&
have&viewed&the&student& Annotated&Work& Summative& and&also&the&
displaying&the&knowledge&of& Samples&& AssessmentP& students&will&be&
the&concept.&This&may&be& & Annotated&Work& given&a&chance&
through&written&work&or& The&work&samples& Samples& to&discuss&their&
orally.&A&comment&section& will&be&annotated& & own&thoughts&on&
will&also&be&provided.&(See& any&time&after&the& The&work& the&lessons.&&
Appendix&6)& lesson&has&been& sample&will&be&
& completed&and&all& scanned&and&
Summative&AssessmentP& students&have& annotations&will&
Annotated&Work&Samples& completed&the& be&made&on&that&
& activity.&& student’s&work.&&&&&
Within&lesson&4,&the&
investigation&lesson,&
student’s&investigation&
sheets&will&be&annotated&for&
the&purpose&of&a&summative&

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 assessment.&The&level&of&
depth&of&understanding&will&
be&found&from&their&
predictions&and&analysis&of&
what&they&found&out&through&
the&investigation.&&&
&
Thinking&and&Working& Within&the&formative& These&skills&will&be& On&the& These&areas&will&
Mathematically/& checklist,&there&will&be&three& marked&off&at&any& checklist.&& be&included&
Scientifically:&
& columns&for&each&of&the& point&when&the& within&the&oneP
!& Observing&& observing,&predicting&and& student&displays& onPone&
!& Predicting&& communicating&areas&to& these&skills.&& interview.&&
!& Communicating& mark&off&when&students&are&
&
&
seen&to&be&using&these&skills&
effectively.&&
&
&
&
Links!with!the!ACARA!Framework!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Strand:!Science!Understanding! SubV!Strand:!Chemical!Sciences!
Descriptor:& :&Achievement& General!capability&
Standards:&
Everyday&materials& They&explore&the& Literacy:&Through&this&unit,&seeing&as&my&students&have&
can&be&physically& properties&of& English&as&a&second&language,&I&hope&to&increase&their&
changed&in&a& familiar&objects&and& literacy&skills&to&build&up&their&confidence&using&the&English&
variety&of&ways& phenomena,& language.&Students&will&be&developing&a&range&of&scientific&
(ACSSU018)& identifying& vocabulary&and&will&be&communicating&and&collaborating&
& similarities&and& with&others.&&
& differences.& &
Personal!and!Social!Capability:&One&of&my&mentor&
teachers&in&China&has&discussed&that&the&students&in&my&
class&are&still&learning&and&developing&their&skills&working&in&
a&team.&Therefore,&through&many&activities&working&and&
collaborating&with&others&students&will&develop&their&personal&
and&social&capability.&&
!
!
&
!
Teacher!Resources!(What&has&informed&your&planning,&background&information,&learning&experiences,&discussion&of&student&
understanding?)&
Teaching!Primary!Science!Constructively:&In&order&to&build&an&inPdepth&understanding&of&the&approaches&of&
teaching&science&constructivist,&this&book&has&been&of&great&importance.&Furthermore,&it&helped&build&a&greater&
understanding&of&the&topic&materials&and&the&aspects&of&thinking&and&working&scientifically.&&
&
Primary!Resources:!The!Properties!of!Materials!and!their!everyday!useV!This&resource&provided&inPdepth&
about&the&properties&of&materials&and&helped&me&gain&a&greater&knowledge&on&this&area.&It&provided&specific&
examples&of&properties&which&influenced&lesson&2.&&
!
Why!Children’s!Dispositions!Should!Matter!to!All!TeachersV!This&reading&provided&a&greater&
understanding&of&what&dispositions&are&and&how&important&they&are&within&teaching.!!
!
Primary!Connections:!Spot!The!DifferenceV!The&Primary&Connections&resource&was&an&incredible&tool&used&
to&develop&my&knowledge&on&the&topic&materials,&the&ways&in&which&I&should&sequence&my&lessons&and&how&
this&topic&can&be&taught&using&the&constructivist&approach&of&the&5E’s.&In&addition,&I&used&the&elaborate&lesson&
‘Which&type&of&chocolate&melts&the&fastest’&within&my&unit&plan.&&
!

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Australian!Curriculum:!Work!SamplesV!The&Australian&Curriculum&work&samples&provided&an&investigation&
activity&for&the&topic&of&changes&in&materials.&Whilst&I&didn’t&use&this&lesson,&it&provided&an&understanding&of&the&
type&of&activities&which&can&be&placed&within&my&lessons,&how&the&lessons&can&be&annotated&and&examples&of&
this&activity&as&a&below&satisfactory,&satisfactory&and&above&satisfactory.&&
!
Material!World!Unit:!Stage!1:!Glenmore!Park!Learning!AllianceV!This&unit&plan&was&specifically&used&to&
help&gain&an&understanding&of&the&sequencing&of&lessons&within&this&topic.&In&addition,&I&used&and&altered&their&
idea&for&my&engage&lesson.&!
&
&
!
!
Student!Resources!(resources&that&engage&students&with&the&learning)&
Lesson!1:!!
Mixing&Bowls,&Plain&Flour,&Salt,&Oil,&Water,&Food&Colouring&
PlayPDough&Video&(Kidspot&2017)&
PlayPDough&Recipe&(Appendix&1)&
Lesson!2:!!
Scavenger&Hunt&Resource&Sheet&(Appendix&2)&
Lesson!3:!!
Blocks&of&chocolate,&Jelly,&Spaghetti&
Food&Changes&Recording&Sheet&(Appendix&3)&
VideoP&Super&Fun&Lab!&Irreversible&ChangeP&Sid&the&Science&Kid&(The&Jim&Henson&Company&2015)&
Lesson!4:!!
Small&Plastic&Bags,&White&Chocolate&Buds,&Dark&Chocolate&Buds&
Science&Investigation&Recording&Sheet&&
Lesson!5:!!
Exit&Tickets&&
&
&
Teacher!Evaluation&(Reflection:&How&effective&have&you&been?)&
To!consider:!
!
What!worked?! &
&
What!didn’t!work?! &
&
&
Was!it!worth!learning?! &
Why!and!why!not?! &
&
How!were!the!skills! &
integrated!into!other! &
learning!areas?!
How!was!the!learning! &
shared!with!others?! &
&
&
&
&
&

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Reference!List:!!
!
Australian&Curriculum,&Assessment&and&Reporting&Authority&(ACARA)&2017,&Science:&Curriculum,&ACARA,&
viewed&15&April&2017,&&
<http://www.australiancurriculum.edu.au/science/curriculum/fP10?layout=1>&
&
Da&RosPVoseles,&D&&&FowlerPHaughey,&S&2007,&Why&Children’s&Dispositions&Matter,&Beyond&the&Journal,&
viewed&2&May&2017,&&
<&https://www.naeyc.org/files/yc/file/200709/DaRosPVoseles.pdf>.&
&
Glenmore&Park&Learning&Alliance&n.d,&Material&World&Unit:&Stage&1,&Glenmore&Park&Learning&Alliance,&viewed&
2&May&2017,&&
<www.glenmoreparkPlc.schools.nsw.edu.au/.../Material%20World%20Unit%20PStage...>.&
&
Kidspot&2017,&No&Cook&Play&Dough,&Kidspot,&viewed&2&May&2017,&&
<http://www.bestrecipes.com.au/recipe/noPcookPplayPdoughPL2119.html>.&
&
Primary&Resources&n.d.,&The&Properties&of&Materials&and&their&everyday&usesP&Science&Background&for&
Teachers,&Primary&Resources,&viewed&3&May&2017,&&
<&http://www.primaryresources.co.uk/science/pdfs/rsc_tc_nc1.pdf>.&
&
Science,&AA&&&Literacy,&PC&2012,&Spot!the!difference:!Year!1,!Chemical!sciences,&Australian&Academy&of&
Science,&Canberra,&A.C.T.&
&
Skamp,&K&&&Preston,&C&2015,&Teaching!primary!science!constructively,&5th&edn,&Cengage&Learning&Australia,&
South&Melbourne,&Victoria.&
&
The&Jim&Henson&Company&2015,&Super&Fun&Lab!&Irreversible&ChangeP&Sid&the&Science&KidP&The&Kim&Henson&
Company,&video,&YouTube,&2&July,&viewed&4&May&2017,&&
< https://www.youtube.com/watch?v=QrIwF1kKbyw>.&
&
&
&
!
!
!
!
!

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 APPENDICES:!
!
Appendix!1:!PLAY!DOUGH!MANIPULATION!
&
&
&
&
Video:&How&to&create&‘No&Cook&Play&
Dough’P
http://www.bestrecipes.com.au/recipe/noPcookP
playPdoughPL2119.html&
&
!
!
!
!
!
!
&
&
&
&
&
&
&
PlayPDough&Recipe:&Simplified&the&
recipe&from&&
http://www.bestrecipes.com.au/recipe/noPcookPplayP
doughPL2119.html&
&
&
!
!
!
!
&
&
&
&
&
&
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&
&
&
&
&
&
&
&
&
©Planning for learning in mathematics and science, 2015 drafted by B.O.P.
Appendix!2:!SCAVENGER!HUNTV!PROPERTIES!!
!
!
Scavenger&Hunt&Resource&Sheet&which&was&created&by&myself&for&Lesson&2&of&this&unit.&&
&
&
!

&
&
&
&
&
&
&

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix!3:!EXPLORATION!OF!FOOD!CHANGES!
!
Food&Changes&recording&sheet&created&by&myself&for&Lesson&3.&&
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©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

&
Video:&&
!
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!
!
!

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix!4:!WHICH!CHOCOLATE!MELTS!THE!FASTEST?!!
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©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix!5:!EXIT!TICKET!!
!

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©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Appendix(6:(ASSESSMENT(CHECKLIST(RUBRIC(
Student( Concept(1:( Concept(2:(Materials( Concept(3:(Materials(can( SIS:( SIS:( SIS:( Comments(
Name( Everyday(materials( are(made(up(of( be(changed(through( Observ Commu Predicti
can(be(physically( different(properties( heating,(cooling(and( ation( nication( ng(
changed( melting(

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©Planning for learning in mathematics and science, 2015 drafted by B.O.P.