SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English
Literacy: Interpreting, analysing and
evaluating: Identify and explain characteristic
text structures and language features used in a
text to meet the purpose of the text
(ACELY1701). Have students dissect a
scientific method identifying key features and
characteristics.
Literacy: Creating Texts: Plan, draft and
publish texts, choosing texts structures, language
features, images and sound appropriate to
purpose and audience (ACELY1704). Students
must individually write their own scientific
method for their investigation during their
religious studies lesson.
CONCEPT MAP
Geography
Knowledge & Understanding: Geography: Factors that
shape the environmental characteristics of places
(ACHASSK113). Students research mountain ranges
around the world, in particular their features and
characteristics, such as air pressure and altitude levels.
Students will discuss thinning air and gases that feature at
different altitude levels. Key question: If hot air rises, why
is it cold on mountain summits?
Concept: Matter Term: 2
The Arts – Visual Arts
Making: Ideas: Exploration of artwork from
various artists and different approaches used
to communicate ideas, beliefs and opinions
(ACAVAM114).
Students review encaustic painting (also
known as hot wax painting). Students discuss
the process of hot wax painting and how the
wax must change state. Create own encaustic
artwork by gluing crayons to canvas and
heating the crayons with hairdryers to achieve
desired effect.
Key questions: What state are the crayons in
when melted? What effect does the heat have
Weeks: 1-10 on the crayon?

©The University of Notre Dame 2010 developed by C McGunnigle

Technologies Maths
Technologies contexts: Materials and technologies specialisations: Measurement & Geometry: Using units of measurement: Choose
Characteristics and properties of a range of materials and components, and the appropriate units of measurement for length, area, volume, capacity and mass
suitability and safe practice of their use (ACTDEK023). Stations are set up in (ACMMG108).
the classroom with different objects and materials. In groups of 4-6, students Students will calculate the mass of three containers – one filled solid, one fill
must move around to each station of the room and examine and record the with gas (air) and one filled with liquid. Discuss the difference in mass
properties of each material. despite the same volume.

Religious Education History The Arts – Drama

Discuss the story of Moses and the 10 Making: Ideas: Experimentation and refinement of ten
Research the origin of the hot air balloon as elements of drama when creating improvised, devised
Plagues.
well as how and why they function. or scripted drama (ACADRM036).
Focussing on the plague of the blood in
the Nile, instruct students to recreate
In groups, students must devise and rehearse a drama
this using water and red food
piece acting as the different molecules in solids, liquids
colouring. Investigate what happens to and gases and how they react to heat.
the blood (red food colouring) when
the temperate of the River Nile (water)
is changed.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: T 2, Wks 1-10 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science (Matter)

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

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about matter
• To elicit students’ questions/ prior knowledge about matter
• Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCE
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS S
(include learner diversity)
Science Science as a Science Inquiry
Understanding Human Skills
Endeavour
Week 1 (ACSSU07 (ACSIS093) Record Diagnostic - Pass three balloons around the classroom “Who can give ‘What’s
7) observations of me examples the Matter’
Lesson (one filled with stones, one filled with
8 different Key questioning of solids, worksheet
1 water and one filled with air). Have
items and will allow teacher liquids and (attached)
children describe what they see and feel
classify them as to gauge students gases?”
either a solid, understanding. to introduce the topic of matter – solids, Balloons
liquids and gases. filled with
liquid or a gas. Write anecdotal “What do we either
notes whilst - Have 8 stations (previously set up) know about stones,
Describe using moving around the featuring a container holding either a solids/liquids/g water or
words or room. solid, liquid or a gas. ases?” air.
drawings what a - Students will move around the room,
solid, liquid and Collect the “How is a solid 8
working in pairs, recording their containers
gas is. worksheets to different to a
assess students observations and findings of each station. liquid?” filled with
understanding of Have students fill out the What’s the different
the concept of Matter worksheet. “How is a gas materials
E.g.
matter. - Once students have visited all 8 stations, different to a
stones,
regroup and choose students to share liquid?” icing
their findings. sugar, play
- Write key words on post-it notes and doh,
rubber
stick up on the whiteboard to begin a bands,
word wall. cooking
 oil, honey,
Learner diversity air, slime
- Pair students together who will work Post-it
effectively. notes.
- Walk around the classroom, prompting
students and asking key questions.
- Allow students to record with words or
with drawings – however they best
describe.
- Extension students to think or more
examples of solids, liquids and gases.

Safety precautions
- Ensure items are safe for students to handle.
- Ensure students wash hands after touching
items.
- Ensure students do not carry the items
around the room – they must stay at their
station.
 5E’s- EXPLORE (2-3 lessons)
• To provide hands on, shared experiences of matter
• To support students to investigate and explore ideas about matter
• Formative assessment

WEE AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/ LINKS LESSON (what & how) EXPERIENCES QUESTIONS
LES OBJECTIVE (include learner diversity)
SO Science Science as a Science Inquiry
N Understanding Human Skills
Endeavour
Wk (ACSSU07 (ACSHE0 (ACSIS2 Predict what Formative - Direct student’s attention to the word wall “How are the https://www.yout
3 7) 81) 31) you think will pirates able to ube.com/watch?v
and invite students to call out words and =G5LBjuAasnQ
happen in the Anecdotal notes explain their meaning. breathe?”
(ACSIS0 investigation. made on a ‘Gas in the boat’
- Watch the Pirates of the Caribbean video to
86) placemat to “Does gas worksheet
Draw and observe and hook students in. Think Pair Share – “what take up (attached).
(ACSIS2 annotate your record data as to do you think is happening in the video?” space?”
‘Exit ticket’
18) observations. how the students Invite students to share.
(attached)
work together. - Introduce the topic of the lesson – gas. “When else
Demonstrate This will allow - Explain to students that they will be would gas “Wonder Box”
the skills for the planning investigating this phenomenon. take up
needed to of the most space?” Manager, director,
- Distribute worksheet and choose speakers speaker name
fulfil the team effective groups tags.
roles and in the future. to read out sections – the equipment list, “Who knows
work the scientific method as well as other parts any common Transparent
collaborativel Assess the ‘Gas of the worksheet. gases?” plastic cups,
y. in the boat’ work tissue paper,
- Explain that students will need to make a transparent
sheet against a prediction first, before carrying out the “What binds containers and
rubric (attached). investigation. the gas?” water for the
investigation.
- Have students form groups of three and
delegate roles (manager, director, speaker)
and then collect equipment needed for the
investigation.
- Once all students are ready, have them
investigate and explore the phenomenon.
 - When this is completed, ask students to
pack away and move back to their desks.
- Invite students to share their predictions
and findings.
- To conclude, have students fill out exit
tickets and place in the Wonder Box. (1
thing they learned, 1 thing they found
interesting and 1 question they have for the
teacher).
- New terminology is added to the word
wall.

Learner diversity
- Model the investigation as well as have the
method written on the worksheet.
- A second investigation (written on the
sheet) for extension students or early
finishers.
- Encourage extension students to make their
own predictions.
- Investigation 2 is included for extension
students, as well as questions that require
higher order thinking.

Safety precautions
- Ensure students move responsibly around the
room.
- Only 1 person per group to collect equipment.
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS (include learner diversity)
ON Science Science as Science
Understanding a Human Inquiry
Endeavour Skills
Wk (ACSSU (ACS (ACSI Define solids, liquids Formative - Teacher to collect the Exit Tickets from the Pose ‘Exit Tickets’ in
5 077) HE081 S231) and gases using questions Wonder Box
Wonder Box and read out questions written
) correct scientific Assess students written by (done in
language. by other students to activate prior previous lesson)
using a check students on
(ACSI knowledge. Reiterate that all questions are
list, that features their ‘Exit
S093) Work as a
the lesson valid and accepted (“there’s no such thing Tickets’.
Paper and textas
collaborative and as a bad question”). for Y – Charts.
respectful group objectives
member. (attached). - Inform the class that this lesson will focus “How would Post- It notes
on refining a description of solid, liquid and you define
Classify items as Make anecdotal gas. solids/liquids Primary
either a solid, liquid notes throughout - Have each student write their own /gases?” Connections
or gas and justify. the lesson to ‘States of
descriptions on post-it notes (provide Matter’ factual
help assist with “Does our
finalising the thinking time – one post-it note per matter). evidence text (attached)
checklist. - Instruct students to move into their from
preassigned Guided Reading groups IWB (if
classroom
available)
(approx. 5 students) and create a Y-chart on investigations
an A3 piece of paper. Title a section with support the ‘What’s the
either solid, liquid or gas. definitions? Matter’
Why and worksheet from
- Beginning with solids, have the students how?” previous lesson.
take turns in reading out their definitions
before gluing them on the border of the “What is the 8 containers
solid section. Introduce the statement purpose of a filled with
 “solids hold their shape and do not flow”. factual text?” different
Have students discuss how this compares or materials E.g.
“What have stones, icing
contrasts with their own definitions. sugar, play doh,
we learned
- Repeat this with liquids. Introduce the rubber bands,
about
statement “liquids are runny and flow to materials?”
cooking oil,
take the shape of the container”. Again, honey, air,
slime.
have students contrast and compare their
definitions. “Does this Names of class
- Repeat this again with gas and introduce the change your on different
statement “gases take up space and fill up ideas about popsticks to use
solids, liquids for questioning.
the container they are in”.
and gases?
- Pose the key question to the class: “Does Why/why
our evidence from classroom investigations not?”
support the definitions? Why and how?”
- Distribute the ‘States of Matter’ work sheet “Why do you
and have students either read in their think powder
Guided Reading groups (students will take is a solid and
not a liquid?”
turns reading paragraphs aloud) or
individually (extension groups). “What test
- Encourage students to highlight key words. did you do to
- Create a brainstorm on what they have decide that
learned from the factual text (either on honey is a
whiteboard or IWB if available) and invite liquid?”
students to share and discuss.
- Distribute ‘What’s the Matter’ worksheets.
Have the same 8 stations (previously set up)
from lesson 1 and encourage students to
walk around again, adding any relevant
notes to their worksheet.
- Once completed, have students meet back at
their desks and share what they thought to
conclude. Use the popsticks to ensure all
students have a chance to share their
findings (and it isn’t just the same children
 responding).
- New terminology is added to the word wall.

Learner diversity
- Group the students in their Guided Reading
groups to ensure each group is filled with
students of similar ability.
- Encourage extension students to read and
decode the factual text individually.
- Opportunity for small group discussion as
well as whole class discussion.
- Opportunity for whole-class work, small
group work and individual work.
- Popsticks used as a way to monitor which
students are contributing to class discussion,
as well as to ensure all students have a
chance to speak.

Safety considerations
- Items are to be safe for students to handle.
- Students must wash hands after touching
items.
- Students must not carry the items around
the room – they must stay at their station.
- Students must walk responsibly around the
space.
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a studen t planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Wk 6 (ACSS (ACS (ACSI Predict what will Summative- - Students to complete TWLH chart in groups “What do we TWLH chart
U077) HE081 S231) happen during the Science Inquiry (4-6 depending on numbers) to activate know about template
) investigation, using Skills prior knowledge. Invite students to share the properties (attached)
(ACSI appropriate of
once finished.
S086) scientific language. ‘Hot Air solids/liquids Popsticks with
Balloon’ work - Ask (first four) key questions to begin the /gases?” student’s
(ACSI List variables that sheet will be lesson and use popsticks to decide who names attached
S087) you will change, assessed as a answers the questions. “Do you think
measure and summative - Show the students two plastic bottles with these Multiple
(ACSI control. assessment properties plastic bottles
balloons covering the tops. Ask students always stay
S090) piece against a what they think is inside the bottles (air). or varying
the same?
Conduct a fair test. rubric Why/Why
shapes and
Ask students to predict what they think will
(ACSI (attached). not?” sizes.
S218) Record findings happen when one bottle is submerged in hot
and data. water and why. “How could Multiple
(ACSI - Submerge one bottle in hot water. Have we change the containers
S091) students compare their prediction with their property of a
observations. Ask key questions 5. Discuss material?” Balloons
(ACSI this.
S093) “Can you Kettle to boil
- Explain to students why the other non- think of any
 submerged bottle was necessary and inform examples hot water (or
them that this is the control and the when this access to hot
happens?” water tap)
submerged bottle is the test.
- Think Pair Share – What are some other 5. “Why do
‘Hot Air
variables that can be changed? you think the
Balloon’
- Inform students they will be working in balloon
inflated?” worksheet
groups to conduct a fair test. Encourage (attached).
students to record results in a variety of “What other
ways (take photos, measure with a tape things may iPads (if
measure, video record, draw and annotate affect whether available to
the balloon record data
pictures). Distribute ‘Hot Air Balloon’ inflates (or from
worksheet. not)?” investigation
- Have students form (preassigned) groups of E.g. photos or
three and delegate roles of Director, “What makes videos)
a test fair?”
Speaker and Manager. Students to fill out
the worksheet as a trio. “How can we Rulers and
- Instruct students to collect relevant record tape measures.
equipment and carry out the investigation, results?”
playing their roles.
Concluding
- Once completed, have the Speaker of each key
group read out their predictions, how they questions:
made it a fair test and their findings. Ask
concluding key questions. “What have
we learned
- As a class, create a concept cartoon. Have
about the
students instruct teacher as to how to draw properties of
the cartoon to explain what happened and gaseous
why. materials?”
- New terminology is added to the word wall.
“What
challenges did
Learner diversity
you have
- Opportunities for whole class discussion, small
during the
group discussion and sharing as well as investigation?”
partnered sharing and discussion.
- Modelled a fair test to the students. “How could
- Read through the worksheet to maximise you overcome
 students understanding. them? What
- Scaffolding on the worksheet to assist students. could you do
- Prompt extension students to think of more differently
next time?”
advanced ways to record data.

Safety considerations
- Hot water station (kettle) is managed by teacher
and/or parent helper.
- One person to collect equipment.

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
• Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Wk 8 (ACSS Produce a piece of Summative- - Invite students to read out terminology from “What did you Resources
U077) work that Science the word wall and explain what it means. know about depend on how
demonstrates an Understanding. solids/liquids/ students
- Use time to reflect on the unit by asking key gases at the
understanding of choose to
questions. start of the
chemical science in Checklist present.
- Explain to students that the will be unit?
an inventive (attached) will
format. be used to assess producing a piece of work that needs to
“What did we
how well does incorporate all of their chemical science
want to find
the student understanding in a creative, engaging way. out about the
understands - Examples: flash cards, rap/song, drama properties of
chemical performance, movie, slideshow/power matter?”
science.
point, speech, recount, narrative, poster,
“What have
poem etc. you learned
- Give students lesson time to create this and about the
encourage them to look back on their properties of
matter?”
previous work, brainstorms, TWLH charts
and concept cartoons to assist. “What
- Have students work individually or in small did/didn’t you
 groups. Spend time over the next two enjoy?”
science lessons presenting their reflections.
“What was the
Learner diversity most
- Giving students the choice allows for them to challenging?”
produce work in a format that suits them.
- Allowing for group work or individual work “What are you
still
will benefit all ranges of students.
wondering?
How could
you find out?”

Reference list

Climate Change Authority | Climate Change Authority. (2019). Retrieved 19 October 2019, from http://www.climatechangeauthority.gov.au/reviews/light-
vehicle-emissions-standards-australia

Hackling, M., & Prain, V. (2005). Primary connections. [Canberra, A.C.T.]: Australian Academy of Science.

Jack and Will steal a boat. Pirates of the Caribbean Curse of the Black Pearl (2003) 720p. (2019). Retrieved 21 October 2019, from
https://www.youtube.com/watch?v=G5LBjuAasnQ