FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 YEAR LEVEL: 5 LEARNING AREA/TOPIC: SCIENCE – CHEMICAL SCIENCES

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
Science Science as Science (include learner diversity)
Understand a Human Inquiry
ing Endeavour Skills
Wk 1 ACSSU077
Collect examples of
Diagnostic ENGAGE – SOLIDS, LIQUIDS & GASES - Why would -Scavenger hunt
solids and liquids you consider list
during a scavenger
Collection of exit Introduction: that item a -iPads
slips Provide students their scavenger hunt list which asks them to
hunt (observe & exit solid/liquid/gas? - Padlet with
slip) find an item around the school/classroom that fits each - What makes headings for
Observation of category: Find a ‘solid’, Find a liquid ‘liquid’, Find a ‘gas’. an item a solid, ‘solids’ ‘liquids’
students: Use Students will use the iPads to take photos of each one found.
Categorise items as liquid or gas? and ‘gases’
anecdotal note Safety consideration: Some students may be drawn to air
solids, liquids and gases - Why do you Containers of:
taking to document conditioning vents as a ‘gas’, for this reason, teacher should
(observe) think no one - icing sugar
students’ advise students they are not to touch anything at this stage, could find and - play-doh
knowledge just take photos and observe the objects. Keep students in a
Describe how they collect a gas - elastic bands
identified whether an safe proximity or area of the school they can investigate. around the - blown up
FOCUS: Share images and findings in small groups, then as a whole
item was a solid, liquid school? balloons
Could students class. Airdrop images to computer to add to padlet in next
or gas (observe & exit - What is a gas - psyllium gel
identify an item activity.
slip) and where do - bubble wrap
that is a solid, liquid Body: we usually find -Padlet.com
and gas? Students return to the classroom and sit in their desk groups. them? - iPads/laptops
Each island of desks will have a basket for ‘solids’, ‘liquids’ and - How did you 1to1 (if available)
Could the student ‘gases’. determine that - lesson exit slips
describe Students discuss amongst themselves their items and group item was a
characteristics that their items into the baskets. solid/liquid/gas?
help them identify Introduce additional ‘tricky’ items for students to group as a Did you do a
solids, liquids and solid, liquid or gas (icing sugar, play-doh, elastic bands, test? Or was it
gases? cooking oil, honey, a blown up balloon, psyllium gel) based on how it
Ask each group about their items and engages the class in a looks?
discussion using the KEY QUESTIONS.
Teacher to use Padlet on class whiteboard to collect student
responses OR as students answer questions, they can upload
their ideas on the Padlet using iPads/laptops. Leave up for
rest of lesson.
 Conclusion:
Teacher introduces the Science Chat Board and asks students
to write up: What they know OR Want to know about solids,
liquids and gases to stick up in the applicable section.
Students are then asked to fill out the exit slip for the lesson
(see appendix 1) and write their names on the back.
*NOTE for gases if none were collected, students to write the
example provided in class (air in balloon) or other another
gases they know of.
Wk 2 ACSSU077 ACSIS090
Students will be able
Formative EXPLORE – PROPERTIES OF SOLIDS - What is a -Containers of
to: solid? liquids: honey,
Collection of Introduction: - How do we milk, sauce and oil
science journals Recap of properties of liquids: Students are asked to
Verbally describe know if -Containers of
properties of solids demonstrate the properties of liquids in small groups or pairs something is a solids: gummy
Collection of ‘Solid using only movement. Other students then guess what the solid or a liquid? bears, almonds,
Science’ Sheet property is they are trying to demonstrate.
Record observations - What are some rice, potato, raw
using a table checklist I.e. Can be stirred = Students spin around tests we could spaghetti, caster
Use a rating scale
use to find out sugar, small block
and direct Body:
Compare a property of whether it is a of cheese (1x for
questioning to Students are shown containers of honey, milk, sauce and oil
solids that is different solid or a liquid? each group)
collect data on 5 and asked what they all have in common (All liquids, all used
to liquids in their - Is something -Answer garden
focus students: in the kitchen/in food)
written science journal still a solid if is https://answergar
Students are then shown containers filled with solids and small? Refer to den.ch/create/
To be observed asked what they have in common. (All solids, all used in the sugar - Solid Science
Student can: kitchen/in food) - What can we Collection Sheet
Verbally describe
do with solids Primary
properties of solids Class discussion: Students are to describe the properties of that we can’t do Connections p. 30
(direct the solids. Refer to Primary Connections – Teacher with liquids? - Smartboard with
questioning/observ Background information p. 26-27. Pose discussion questions - How would Solid Science
ation) to students and collect discussion points using Answer you describe the enlarged
Garden. properties of a - Laboratory
Record Observation: Students break off into their exploration groups solid? telescopes
observations using to complete the Primary Connections: Resource Sheet 3 ‘Solid After exploration:
a table checklist Science’ p. 30 using the containers of solids provided. - How do solids
(work sample) act when shook,
Enabling: Students will group solids based on properties using stretched,
Compare a property cuing cards. Cards provided will prompt students to explore turned from
of solids that is properties using a task or description. i.e. Group together side-to-
different to liquids items as easy to squash and hard to squash side/upside
(science journal) Extending/Early finishers: Students will move investigate down?
different types of grain-like solids (sand, powder, sugar) using - What did the
laboratory telescopes and devise a method to accurately solids have in
arrange them as smallest to largest in grain size. common?
 Conclusion: - Was there
Students present their findings with the teacher by going anything these
through the observation list as a class. solids had in
common/did
Students use thumbs up, thumbs down or sidewards thumbs not have in
to represent yes, no, sort of/wasn’t sure to report what they common with
got. Teacher to guide further discussion on alternative liquids?
conceptions and any interesting observations.
Use an enlarged copy on the smartboard to create an agreed
class table.
Students to write down their ‘Key findings’ of the lesson in
their Science Journals under the heading ‘SOLIDS’ and finish
the sentence: Solids are different to liquids because…

Teacher asks students for their knowledge on these items by

getting them to recommend what materials should be heated
or added together. The class brainstorm predictions on what
will happen in the recommendations. This will lead into
investigations next lessons on heating, freezing and
combining different materials.
Wk 5 ACSSU077 ACSIS093
Student will be able to:
Formative EXPLAIN – DEVELOPING SCIENTIFIC LITERACY -How would you -A3 sheets of
describe the paper
Use written terms to
Collection of work Introduction: structure of -Colour writing
samples Each group is given a material (solid/liquid/gas) and are asked
describe properties of your material? instruments
(scripts/graffiti to come up with a definition. Students can use the Science
matter (script/graffiti -What -Containers of:
walls Chat board and their Science Journals to assist them. Students
wall) demonstration -icing sugar
then use the A3 piece of paper to write their definition and can you give to - play-doh
Collection of peer ‘graffiti’ their evidence (Evidence is any observations or texts
Recall one observation illustrate your - elastic bands
assessments and students have seen in the previous lessons that support their
that provides evidence claims? - blown up
iPad recordings claims).
of a claim made about -Can you use balloons
solids/liquids/gases Students then swap A3 sheets with another group and graffiti any of these - psyllium gel
Use a checklist and more evidence to support the new material. Once all groups
(written or verbal – words to - bubble wrap
anecdotal notes to have swapped, state the following definitions and see if what
graffiti wall activity) describe your -gummy bears
collect data on 5 students have produced agrees or disagrees with them: material’s -almonds
focus students. Solids hold their shape and do not flow
Orally present an properties? -rice
object/material’s state Liquids are runny and flow to take the shape of the container (strength, -potato
of matter and its Gases take up space and fill up the container that they are in hardness, -raw spaghetti
properties using As a class, discuss the definitions and the supporting evidence brittleness, -caster sugar
scientific language in a provided. Display the graffiti walls in the classroom. elasticity, -cheese
small group setting malleability, - Containers of
(script and Enabling activity: Students can will use pictures taken of viscosity) liquids: honey,
presentation) previous science activities and materials and stick these on -Can you milk, sauce and oil
the matching graffiti wall using the definitions and evidence provide a non-
provided. example? -Highlighters
Extension activity: Students are given scientific words and (I know my -Smartboard with
phrases such as ‘viscosity’ and assign them states of matter substance isn’t a States of Matter
they belong to. liquid text enlarged
because…) -States of Matter
Body: text printed (1x
Students individually read the ‘States of Matter’ Resource per student)
sheet (Primary Connections, p. 40).
Students highlight “key facts” in green and words they are -White lab coats
unsure of in orange/yellow. (1x per group)
As a class, unpack the text and clarify any words or phrases -iPads (1x per
unknown. Use materials such as water, playdoh and balloons group)
to visually illustrate any concepts students are unsure of in -mini whiteboards
the text. and markers
Students receive containers of solids, liquids and “gases” from
previous lessons and are asked to create a script for one of
the materials explaining what state of matter it is, describe its
properties/characteristics and demonstrate a ‘test’ or
evidence that can be observed. Students are asked to present
with enthusiasm and intellect – because their object has just
been discovered as the last of its kind on Earth!
Students will try to use as much scientific language as possible
(using their Science Journals, Science Chat Board and the
text), encourage students to include a whiteboard in their
demonstration and draw the molecules of their object
(adapting from the text).
Students practice their script with peers or by themselves in
preparation for science-based show and tell. Use the white
lab coat for motivation as students will be wearing this when
presenting.

Enable: Students need a pre-made script and fill in the blanks:

material name, physical properties, observable properties and
a way to test it.
Extend: Students can do a comparison between two different
states of matter, explaining the differences in molecule
structure and behaviour.

Conclusion:
Students will present their script and demonstration in small
groups. Each student who is presenting will wear a white lab
coat and present their scientific finding as a real scientist.
Students record their presentations using the iPad and
complete the peer assessment form for their group.
 Ensure to observe the focus group students for assessment
purposes. If running out of time, rest this activity to be
finished at the beginning of next lesson.
ACSSU077 ACSHE081 -Slideshow of states
Wk 7 ACSIS086
Students will be able
Summative – ELLABORATE - INVESTIGATION -What have we
to: learned about of matter
ACSIS087
Science Inquiry Introduction: the properties -Resource Sheet 6
ACSIS091
Fill out an investigation Skills Review the previous lessons by showing students the of -Balloons (different
slideshow of images displaying changes in states of matter. sizes for change of
planner for a scientific solids/liquids/ga
Discuss with the students what is happening in the images variable)
investigation Collection of ses? -Bottles (different
and how the states of matter are changing using the KEY -What
Science Journals sizes for change of
Predict what will QUESTIONS. temperature
and observation of variable)
happen when a chosen five focus students Body: would this -Bicarb soda
variable is changed Introduce the experiment to the students using the website solid/liquid/gas -Measuring
Use rubric to mark provided. Tell students they are going to investigate what have to be at to instruments
Complete an makes the balloon inflate. change its state -Science journals
student skills and
investigation using a knowledge Show students a bottle with just vinegar in it and put the of matter?
scientific procedure in balloon over the top. Ask the students what’s missing from -Is this change
a small group setting this bottle that is in the video and why you would need both reversible or
bottles to perform an investigation. Discuss the terms irreversible?
‘control’ and ‘test’. -What is
Ask students what else would affect how the balloon inflates. happening to
A: Bicarb soda, amount of bicarb, amount of vinegar, size of the molecules
bottle, size of balloon, how fast the bicarb falls into the bottle when this
Display answers onboard for students and write ‘VARIABLES’ heat/cooling is
Students are then given the task of performing a fair test by applied?
changing one of the variables discussed.
Students are to work in groups and complete ‘Balloon -What do you
Investigation Planner’ (Resource Sheet 6) to plan their predict will
investigation. ***Remind students to have a control and happen?
discuss the principles of a ‘fair test’ (Remind students they are -Why do you
only to change ONE element of the experiment. All the rest think this
must be the same). reaction occurs?
Write on board principles of a ‘Fair Test’ discussed. Students
will also note in their Science Journals how they are going to -What variable
collect and record their results. was changed?
Enable: EA will help enabling group complete experiment. -What was kept
Extending: After the experiment, students are given the image the same?
of a real hot air balloon and hypothesise what makes the -What were the
balloon fly and how that might relate to this investigation. results and how
they were
Conclusion: recorded?
Students conduct investigation in groups using group roles. -What would be
Scribes collect the data and the speakers will present findings interesting to
 to the class. All students are required to complete an entry in change next
their Science Journal about their investigation. time?
 What variable was changed?
 What was kept the same?
 What were the results and how they were recorded?
 What would be interesting to change next time?

ACSSU080 ACSIS093
Wk 9 Students will be able
Summative – EVALUATE What resources -Access to outside
to: can you use to for natural
Science Introduction: help you materials
Construct a concept understanding Students work in pairs and use natural materials to create a construct your - iPads
map displaying their “live” image of their matter using stop motion. Students use poster? - Poster Cards
knowledge of states of labels or voice overs to point out what each material is -Word Wall - Glu sticks
Work Samples
matter using a representing. i.e. rocks are labelled as molecules -Science Journal - Pictures from
Rubric for poster
combination of multi- assessment Body: -Images of previous lessons
modal representations Students independent create a concept map on the three experiments - Science journals
(words, illustrations, Peer assessment states of matter. -Padlets created - Sticky notes
pictures, labels, sheet Each concept map will have the states of matter and three of -Data collected -Laptops
arrows) their properties. An example of this matter in an observable -Tables/graphs
state. made
Use scientific language Depending on the level of ability, students can use arrows and
to give a definition to illustrate changes and write what the process is that occurs
for each state of for this change to happen and the molecule structure for
matter each of the states of matter.
Students will draft up their information and type it out to be
List three properties of printed and stuck on the coloured card.
each state of matter Students can use illustrations and images of their
observations/activities over the previous lessons.
Name one example of When finished, will put sticky notes over the headings: liquids,
that state of matter in solids and gases and students will swap with another student
a physical/observable and read through their poster and write on the sticky note
form which state of matter is under the sticky note.
Students will swap back and go through the answers
together, completing the peer assessment sheet.
Conclusion:
End with class game: Students dance to the music, teacher
will stop music and students will freeze, teacher calls out
either ‘LIQUID’ ‘SOLID’ or ‘GAS’ students work together to
represent the molecules and their movements as class.

Australian Academy of Science. (2012). Primary Connections: What’s the matter?. Canberra: Australian Academy of Science.
KiwiCo Inc. (2018). Magic inflating balloons. Retrieved from https://www.kiwico.com/diy/Science-Projects-for-Kids/3/project/Magic-Inflating-Balloons/2605