Victoria Hender 110195722 Science unit plan Tutor: Marj Francis

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Making mixtures
Level of schooling: Year 2
School and class context:
Tyndale Christian School, northern Suburbs non-gov. R-12 School. 1456 students, 1% Indigenous Students, 21% EAL/D.
Emphasis on Integrated Studies. Specialist LOTE, PE, Music and Art educators. In Junior school, science taught through
‘integrated studies’; 6 lessons per week (Appendix 1). In 2m, however, 2 lesson science block, Thursday afternoons
each week (appendix 2). Gifted and Talented program, early intervention program. 2M - Year 2 class of 28, 7-9-year-
olds, 1 repeat student, 1 EAL/D student, 2 ASD students. 4 IEPs, 1 student with undiagnosed behavioural problems. ESO
to support entire year 2 cohort. 3 students from the ‘special needs unit’ attend science lessons (1 with full-time ESO)

What is the learning focus?

Concept(s):
Objects/materials/substances
Materials make up all objects
Different materials can be
combined for different purposes
mixtures
Fluids and solids
Safely working scientifically
Fluid density and separation
Thinking and Working Scientifically/Mathematically:
• Predicting – what might happen
• Planning and conducting investigations
• Testing - combining materials
• Investigating - the properties of different materials
• Observing – reactions and changes
• Questioning - why they think it happened
• Recording – data, diagrams, observations
• Evaluating – why the results were

Key manipulative / algorithmic skills being developed

Measuring – measuring materials
Pouring – pouring materials
Combining – mixing materials together
Recording – recording observations and changes

Dispositions:
- Curiosity about what happens when materials are mixed
- Interest in what things are made of.
- Understanding of safety when working scientifically – specifically around making mixtures and chemical
safety.
- Fascination of chemical science

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): Resources
What is a mixture? Primary Connections
Review previous science lesson in work book
Explain this lesson – looking at materials and mixtures Science workbooks

Class brainstorm – vocabulary, meaning, what are materials? Why are materials used
for certain things? What is a mixture? use of mixtures? etc. Smart board

Show students mixture images (appendix 6) – explain what is in the pictures – Images and table (appendix
materials. Students to discuss with partner/3s: what is the mixture? what materials is it 6)
made of? What is it used for? Can you find any mixture around the classroom?

In science books students to record knowledge of mixtures – table form (appendix 6)

- Can take home to complete – get ideas from around home
- We might make some in following lesson
1
Victoria Hender 110195722 Science unit plan Tutor: Marj Francis

Conclude lesson – explain next lesson making mixtures

Exploratory /Explore & Explain Learning Experiences:

Making mixtures - 2-3 lessons Primary connections:
Creative cooking
Link to last lesson – pick a few students to share work, mixtures found from home? Something slimy
What mixture did you make last lesson? Fun fluids
Explain lesson aims – making mixtures/safety
Demonstrate vinegar/bicarb mixture – linking to safety. Oil
Demonstrate - the milk, food colouring & detergent Detergent
Water
Discuss hazards of chemical sciences/safety precautions. How can we be safe working Milk
scientifically? Food colour (drop bottle)
Flour/Crème of Tatar mix
Teacher explain expectations and model activities/predicting/recording/method etc. Salt
Corn flour
Small group (2/3) - discussion about mixtures – procedure to what you are going to do Coco powder
- predict what will happen – mix – record observations – diagram – annotations. Icing sugar
Plastic cups
Different fluids – mix different combinations, record difference. Measuring cups
oil, water, detergent Mixing bowls
Pop sticks/spoons
Slime – mix with greater amounts of water, record difference. Newspaper (table cloth)
Corn flour, water, colour
Science books
Play dough appendix 7 iPads (documentation)
Flour mix, water, cream of tartar, salt, oil, colour

Create your own mixture – what is it used for?

End of lessons - Class together

Compare recordings, any questions or wonders (2 stars and a wish – recorded in books)

Investigations /Problem solving/Elaboration Learning

Experiences:
Based on Student Questions “How do I know what is in a mixture, like how do I make Detergent
a bubble mixture?” Shampoo
water
Class discussion about how to find out what is in a mixture – record on smartboard Glycerine
Sugar
Once ingredients are established how do we find out quantities, or which recipe is the water
best to use?
Teacher explaining ‘fair testing’ Cows Moo Softly’. Change one thing, make
observations, everything else is the same. Teacher demonstration

Students to test different mixture compositions to see which blows the best bubbles.
Recording in book

After views & reflection/ Evaluation learning

Experience
What is your mixture? Primary Connections
Musing on mixtures
Review brainstorm and discussion from first lesson. What have we learned? Has
anything changed?
2
Victoria Hender 110195722 Science unit plan Tutor: Marj Francis

Summative assessment –
On piece of paper, draw picture of a mixture, what is in the mixture and what the
mixture is for. Assessment (appendix 4)
Differentiation- verbal assessment for non-literate

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you What forms of feedback
Who leads the assessment? record your will you provide?
assessments?
Different materials Formatively and summative Teacher lead Appendix 4 Achievement
can be combined for using appendix 4 After PK lesson and Place work in standard in report
different purposes evaluate lesson portfolio card. Portfolio of
science work.
Making mixtures Formative observation Teacher – explore Appendix 3 Verbal on the spot
explain lessons
Safely working Formative - observations Teacher – explore Appendix 3 Verbal on the spot
scientifically lesson
Safely working Formative – student Student peer assess– Class Dojo verbal
scientifically observations explore explain lesson
Fluid density and Formative – observations of Teacher – explore Appendix 3 Annotations in book
separation testing and written work in lesson Verbal on the spot
book
Questioning and Formative –written work in Teacher – Appendix 3 Annotations in book
predicting book explore/explain lesson

Planning and Formative –written work in Teacher – Appendix 5 Annotations in book

conducting book explore/explain/
investigate lesson
Processing and Formative –written work in Teacher – Appendix 5 Annotations in book
analysing data and book explore/explain/
information investigate lesson

Evaluating Formative –class discussion Teacher – evaluate Appendix 3 Verbally

lesson
communicating Formatively Teacher observations Appendix 3 Verbally

Links with the ACARA Framework

Strand: _____Science
Descriptor:
Different materials can
be combined for a
particular purpose
(ACSSU031)
Sub- Strand: __ Science Understanding
_________
: Achievement Standards: General capability
By the end of Year 2, students
describe changes to objects,
materials and living things. They
identify that certain materials and
resources have different uses and
describe examples of where science
is used in people’s daily lives.

Strand: ___Science __ Sub- Strand: _ Science as a Human Endeavour_____

Descriptor: Achievement Standards: General capability

3
Victoria Hender 110195722 Science unit plan Tutor: Marj Francis
As above
Science involves
observing, asking
questions about, and
describing changes in,
objects and events
(ACSHE034

People use science in

their daily lives,
including when caring
for their environment and
living things
(ACSHE035

Strand: __Science ______ Sub- Strand: Science Inquiry Skills ____________

Descriptor: Achievement Standards: General capability
Pose and respond to
questions, and make
predictions about
familiar objects and
events (ACSIS037

Participate in guided
investigations to explore
and answer questions
(ACSIS038

Represent and
communicate
observations and ideas
in a variety of ways
(ACSIS042

Compare observations
with those of others
(ACSIS041

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Allen, M 2010, Misconceptions in primary science, McGraw-Hill: Open University Press, Berkshire, England ; New York,
N.Y. (information of possible alternative concepts)

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, The Australian Curriculum, F-10 Curriculum,
Science, ACARA, Viewed 1 May 2018, <australiancurriculum.edu.au/f-10-curriculum/science/>. (Curriculum information,
achievement standards, student work samples)

Faire, J & Cosgrove, M 1988, Teaching Primary Science, Waikato Education Centre, Hamilton, New Zealand. (teaching
pedagogy)

4
Victoria Hender 110195722 Science unit plan Tutor: Marj Francis
Laidler, G, Love, K, Salfinger, L, McSporran, G, Melissas, S, Burgess, L & Potter, T 2010 Science and inquiry, Pearson
Australia, Port Melbourne. (chemical science concepts)

Primary Connections 2012 All mixed up; Year 2, Chemical Sciences, Australian Academy of Science, Canberra. (Chemical
science teaching examples)

Skamp, K & Preston, C 2015, Teaching Primary Science Constructively, Cengage Learning Australia, South Melbourne,
VIC. (Chemical science concepts, pedagogy and teaching examples)

Sullivan, P 2011, ‘Teaching mathematics: using research-informed strategies’, Australian Education Review, no. 59, ACER
Press, Camberwell, Vic. (teaching pedagogy)

Van Hoorn, J, Nourot, PM, Scales, B & Alward, K 2015, Play at the Centre of Curriculum, 6th edn, Pearson, New Jersey.
(Teaching pedagogy)

Woolfolk, A & Margetts K 2016, Educational Psychology, 4th edn, Pearson, Melbourne. (Teaching pedagogy, learning
theory)

https://www.wikihow.com/Make-Bubble-Solution

http://www.stevespanglerscience.com/lab/experiments/milk-color-explosion/

Student Resources (resources that engage students with the learning)

Primary Connections 2012 All mixed up; Year 2, Chemical Sciences, Australian Academy of Science, Canberra.

Demonstrations – milk, detergent, oil, bicarb soda, vinegar

Fluid mixture - Oil, water, detergent
Slime – Cornflour, water, colour
Playdough - Flour, cream of tartar, salt, water, oil, colour
Mixing bowls, measuring cups/spoons
Investigation – liquid soap, sugar, glycerine, water

iPads

science work books

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?
5
Victoria Hender 110195722 Science unit plan Tutor: Marj Francis
How was the learning
shared with others?

Appendix
Appendix 1: Summary of Curriculum Offerings/Pathways

Appendix 2: 2M weekly timetable

6
Victoria Hender 110195722 Science unit plan Tutor: Marj Francis
Appendix 3: Grid method of recording observations

Date: Student 1 Student 2 Student 3 Student 4 Student 5

Lesson:

Focus:

Student 6 Student 7 Student 8 Student 9 Student 10 Student 11

Student 12 Student 13 Student 14 Student 16 Student 17 Student 18

Student 19 Student 20 Student 21 Student 22 Student 23 Student 24

Student 25 Student 26 Student 27 Student 28 Other notes

7
 Date:
Lesson:
G = Got it
N = Not Yet

Student name
W = Working on it
Victoria Hender 110195722

Appendix 4: Summative Marking Sheet

Identifies a mixture

Identifies what mixture is made of

Science unit plan

Identifies what the mixture is used for

Use of pictorial representation

Annotation and labelling in diagrams

8
Tutor: Marj Francis
 Date:
Lesson:
G = Got it
N = Not Yet

Student name
W = Working on it
Victoria Hender 110195722
Appendix 5: Formative Marking Sheet

Plans what ingredients to mix

Uses fair testing methods

Science unit plan

Evaluates the effectiveness of bubble mixture

Use of pictorial representation

Annotation and labelling in diagrams

9
Tutor: Marj Francis
Victoria Hender 110195722 Science unit plan Tutor: Marj Francis
Appendix 6 – images and table for engage lesson

What is the mixture called? What is in the mixture? What is the mixture used for?
E.g. fruit salad Strawberries, banana, apple Eating.

Appendix 7 – play dough recipe

10