FORWARD PLANNING DOCUMENT

TERM/WEEKS: 4/2 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science

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 Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

2/1 Solids, Elicit prior Marking of both Introduction *Found in - ½ cup of

liquids
and
knowledge of solids, worksheets. - The teacher will create a word wall of the lesson steps milk
liquids and gases.
gases
Observation
observable properties of solids, liquids and gases. - ½ cup of
have
different checklist with the - Students will contribute to the word wall to elicit cream
observa following criteria: prior knowledge. - ½ teaspoon
ble
properti
- Is the student - The teacher will explain observable properties that of vanilla
es and working well the students have not identified and add these to the essence
behave in their word wall. - 3
in group?
different - The teacher will have the students complete a KWL tablespoons
- Is the student
ways
following the chart for this unit of work. of sugar
(ACSSU
077) safety - Ice
Body
precautions? - 2
- Is the student - The teacher will have the students watch an ice
tablespoons
participating cream activity. of salt
in their - The teacher will put a ½ cup of cream and ½ cup of - Small and
group? milk into the smaller Ziploc bag.
- Is the student large Ziploc
making - The teacher will then add ½ teaspoon of vanilla bags
correct essence and 3 tablespoons of sugar. - Balloon
connections - Next the small Ziploc bag will be closed tightly
with the states with most of the air out. - Small bottle
of matter and - The teacher will then fill the large bag ½ with ice - Small funnel
the then put 2 tablespoons of salt on top.
observable - Baking soda
properties? - The small bag will be placed inside the big one and
(2
sealed. tablespoons
- The teacher will then shake well for 8 minutes. per group)
- The small bag will be taken out and ice cream will - Vinegar (4
have been made. ounces per
- The teacher will then explain that there will be two group)
stations the students will be going to in today’s - Various
science lesson. solids,
- Station 1: Balloon Activity liquids and
o Students will work in groups of 2 or 3 and gases
will be given the following materials:
 Balloon
 Small bottle
 Small funnel
 Baking soda (1 tablespoon per
group)
 Vinegar (4 tablespoons per group)
o Students will first need to answer the
following questions:
 What will happen to the bottle if I
add a balloon, vinegar and baking
soda?
 What will happen to a balloon on
top of a bottle if I combine vinegar
and baking soda?
 How can I put a bottle inside a
balloon?
o Students will then make a guess/hypothesis
about what is going to happen.
o Students will need to keep their materials
on the provided newspaper to ensure there
are no spills.
o Using the funnel, add the baking soda to
each balloon (one person to hold the
balloon open and the other person to put the
baking soda inside of the balloon).
o Pour the vinegar into the bottle.
 o Carefully fit the balloon over the bottle
opening (be careful not to drop the baking
soda into the vinegar yet).
o Once the balloon is fitted snugly on the
nozzle, hold up the balloon and allow the
baking soda to fall into the vinegar.
o Observe the chemical reaction and effect on
the balloon.
o Students will then need to complete Step 4
and 5 on their worksheets.
- Station 2: Observable Features
o The teacher will provide a range of liquids
and solids in takeaway containers
o Students will learning difficulties will be
placed in a group with students of higher
ability.
o Students will be told not to touch or taste
the objects but will be able to waft the smell
of the objects.
o Students will complete a worksheet which
requires them to state:
 What the item is
 Whether it is a solid, liquid or gas
 Observable features that tell us
whether it is a solid, liquid or gas
Conclusion
- The teacher will hold a class discussion about each
of the two stations and what the students learnt from
each station.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

2/2 Solids, Explore solids, Observation Introduction *Found in - 2 litre Diet

liquids
and
liquids and gases. checklist with the - The teacher will go through the word wall created in lesson steps Coca-Cola
gases following criteria: the last video with the students. bottles
have - Is the student - Students will be able to remember the observable - Spearmint
different
following the
observa safety features of solids, liquids and gases. Mentos
ble
properti
precautions? - The teacher will then explain to the students that - Recyclable
es and - Is the student they will be completing the coke and Mentos materials
behave creating their experiment. (cardboard)
in
different rocket using - The teacher will give each student a design brief - Paint
ways the correct
(ACSSU materials?
handout. - Markers
077)
- Is the student Body - Safety
recording - The teacher will ask the student to work in pairs to goggles
how far their create a rocket using a 2-litre bottle of Diet Coca- - Tape
rocket Cola and recyclable materials provided. measure
travelled -
correctly? - Students will need to first draw their design and Science
have this checked by the teacher. workbooks
- Can the
student - Students will be able to decorate their bottles of
identify the Coca-Cola using recyclable materials to make it
solid, liquid look more like a rocket.
and gases - Students may also use paint or markers to colour
present? their rocket as they wish.
- Before starting the experiment the teacher will ask
Marking of
Science each pair to answer these questions in their Science
workbooks. workbooks:
o What is going to happen when we add
Mentos to our Coca-Cola bottle rocket?
o Will anything happen?
- Once students have decorated their Coca-Cola
bottles the teacher will have then bring their
‘rockets’ outside onto the school oval.
- Students will need to place their art shirts and safety
goggles on before conducting the experiment.
- Students will be given 6 Mentos per pair and a
paper funnel to put the Mentos into the bottle.
- This experiment will be performed one group at a
time to avoid too much mess.
- Students will record how far their rocket travelled
through the air and where their rocket landed using
a tape measure.
- Students will need to put the Mentos into the bottle
using the paper funnel fast then RUN!
 - Students will be asked to observe what has
happened when the Mentos is added to their Coca-
Cola bottle rocket.

Conclusion
- Students will clean up the area they worked in and
return back to their desks in the classroom.
- Students will then be asked to write in their Science
workbooks the results of what happened and why
they think this may have happened.
- The teacher will explain that the thing that makes
soft drink bubbly is invisible carbon dioxide (CO2)
which is a gas, this gas is pumped into the bottles at
the bottling factory using lots of pressure.
- The Mentos (solid) drops to the bottle of the bottle
of Coca-Cola (liquid), forming lots of bubbles on its
surface along the way. When all of this gas is
released it forces the liquid up and out of the bottle
in a giant whooshing geyser of sticky soda.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

2/3 Solids, Understanding Observation Introduction *Found in - States of

liquids
and
observable properties checklist with the - The teacher will read the children’s book ‘What is lesson steps matter cards
of solids, liquids and following criteria:
gases the World Made of?’ by Kathleen Weidner Zoehfeld. - Science
have gases. - Is the student - This book introduces to the students the differences
different workbooks
observa
grouping the between solids, liquids and gases.
ble states of
properti matter - This provides the students with everyday materials
es and correctly? around them and whether they are solids, liquids or
behave gases.
in - Is the student
different identifying Body
ways observable
(ACSSU
features - The teacher will again refer to the word wall created
077)
correctly? in the first lesson about observable properties of
 - Is the student solids, liquids and gases.
participating - The teacher will place the students in groups of 3
in their group and will give each group a set of cards with
effectively? different solids, liquids and gases.
- Students will be required to sort these cards into
Marking of their states of matter.
Science
workbooks. - Once the students have sorted their cards they will
need to identify why they placed them in each
category by explaining the observable features of
each.
- Students will record this information in their
Science workbooks.
- Students will play close attention to the differences
in observable features for each state of matter.
- Students with learning difficulties will be placed
with students of higher ability or have a teacher
assistant work with them.

Conclusion
- The teacher will hold a class discussion about how
the students sorted their cards into each category.
- The teacher will ask each group to explain one of
their cards, including its state of matter, observable
features and name of the object.
- The teacher will ask the students if there are any
new words they would like to know the meaning of
to add to our class word wall.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

2/4 Solids, Understanding how Marking of Introduction *Found in - Ice

liquids
and
the states of matter Science - The teacher will take a handkerchief and soak it in lesson steps
- Water
gases can change states workbooks water.
have through heating and - Glass
different cooling them. Ask students to - Students will then be asked to touch it.
observa answer the - The teacher will spread it out in the open air for the - Candle
ble following in their
properti
Science
duration of the class and will explain that we will - Match box
es and come back to this at the end of the lesson.
behave workbooks: - Stainless
in Write their - The teacher will explain to the students that today
steel glass
different observations from we will be exploring what happens when we change
ways states through heating. - Handkerchie
(ACSSU
everyday life
where water is fs
077)
changed into Body - Science
steam and into - The teacher will place some pieces of ice in a glass workbooks
ice. and heat the glass gently with the help of a candle.
When ice is - The teacher will then ask the students to observe
placed in an open
container it melts what will happen to the ice and why (this will be
into liquid water written in their Science workbooks).
after sometimes. - Students will observe and then answer the following
From where does questions in their workbooks:
it get heat? o What happened to the ice? (it melted)
o Is the ice a solid, liquid or gas? (solid)
o How did it change to a liquid water? (by
heating)
- The teacher will explain that upon heating, a solid
changes into a liquid.
- The teacher will then ask the following questions:
o Why does water trickle down from a
vehicle carrying ice?
o Why does a burning candle melt?
- The teacher will then take 10-15ml of water in a
stainless steel glass/beaker.
- The teacher will heat it with the help of a candle.
- The teacher will then ask the students to answer the
following questions in their workbooks:
o What has happened to liquid water? (heat
has changed water to steam or water
vapours)
o Which state of matter is steam? (steam is
gas)
- The teacher will explain that upon heating a liquid
turns into gas vapours.
- Students will then complete the following questions:
 o What will happen if we keep heating water?
(water will turn into steam)
o Why does sweat dry while sitting under a
fan? (sweat will change into vapours)

Conclusion
- The teacher will go back to the handkerchief from
the start of the lesson and show it to the students
and ask them to touch it again.
- The teacher will then ask the students what
happened to the handkerchief and where did the
water go? (water escapes in air in the form of
vapours)
- The teacher will then ask how did the liquid water
disappear or change into vapours? (water absorbed
heat from surroundings and changed into vapours)
- The teacher will conclude the topic by telling
students that one state of matter can be converted
into another state either by heating or cooling.
- The teacher will add each new word learnt in
today’s lesson to the classes word wall.
- The teacher will ask the students to collect
photographs from magazines and the newspaper of
the states of matter for next lesson.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

2/5 Solids, Understanding Observation Introduction *Found in - Photographs

liquids
and
observable properties checklist with the - The teacher will initiate a class discussion on what lesson steps from
gases of solids, liquids and following criteria: students remember from previous lessons about magazines
have gases. - Is the student solids, liquids and gases. and
different
observa using the - The teacher will return to the word wall and discuss newspapers
ble
properti
materials all the new terms we have learnt during this unit of - A3 collage
es and correctly? work. paper
behave - Is the student
in
different grouping their Body
ways objects in the - The teacher will ask the students to take out
(ACSSU correct states photographs from magazines and newspapers they
077) of matter? have collected of the different states of matter.
- Is the collage - The teacher will provide magazines for those
appealing to students that forgot.
the viewer?
- The teacher will ask the students to identify the
- Are the
objects observable features and classify them by
correct their state of matter.
observable
features - Students will then need to create a collage using
shown? their classified photographs and provided A3
collage paper.
Marking of - Students will also be asked to write observable
collage. features for each state of matter on their collage.
- These collages will be displayed in the classroom to
help students remember what they have learnt.
- These collages will also be used as a summative
assessment on what has been learnt.
- Students with learning difficulties will be placed on
a table close together so the teacher can regularly
check on them or an assistant teacher can sit with
them.

Conclusion
- The teacher will ask students to finish up their
collages and return them to the teacher with their
name at the top.
- The teacher will then hold a class discussion about
what the students have learnt during this topic and
some questions they would still like to be answered
that haven’t been answered during this topic.