PST Names: Joel Bishop, Leisa Brown

Topic: Chemical Science

Year Level: Grade 1
Unit outcomes
AusVELS (All strands, other domains)
Everyday materials can be physically changed in a variety of ways (ACSSU018)
Students will represent and communicate observations and ideas in a variety of ways such as oral and written language,
drawing and role-play. (ACSIS029)
Students will participate in different types of guided investigations to explore and answer questions such as manipulating
materials, testing ideas and accessing information (ACSIS025)
Concepts: (include representations and practices that may be relevant)
- Create tables to show the differences between expected and actual results of an experiment.
- Draw diagrams to represent understanding of melting
- Conduct experiments to discover new information
- Utilise fair testing practices in experiments
- Use role play/game representations to create new perspectives on the process of melting.
- Basic idea of the link between temperature and solids, liquids and gases.
- How do the particles affect the state that an object is in?
Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)
- Students are able to differentiate between an object that will or wont melt.
- Can represent how solids turn into liquids and back to solids by applying heat/cold.
- Compare hypothesis with actual results of experiment.
- Understand that heat causes solids to melt and cold is used to change liquid to a solid.
- Use literacy skills such as recording data in tables and communication of ideas to demonstrate understanding of the
topic.
Unit overview
Phase/ Lesson
Lesson 1
(Engage)

Science outcomes

Literacy outcomes

Respond to and pose

questions, and make
predictions about familiar
objects and events
(ACSIS024)

Students will represent

and communicate
observations and ideas
in a variety of ways
such as oral and written

Lesson Summary
-

Sort cards depicting

everyday objects into 2
columns: melt and
wont melt.
Get students to draw what

Assessment
opportunities
The activities in the
students science
journals can be used
as a form of
diagnostic

language, drawing and

role-play. (ACSIS029)
Lesson 2
(Explore)

Students will
participate in
different types of
guided
investigations to
explore and answer
questions such as
manipulating
materials, testing
ideas and accessing
information
(ACSIS025)
Through discussion,
compare
observations with
predictions
(ACSIS212)
Participate in
different types of
guided
investigations to
explore and answer
questions, such as
manipulating
materials, testing
ideas, and accessing
information sources
(ACSIS025)

Use a range of methods

to sort information,
including drawings and
provided tables
(ACSIS027)
Respond to and pose
questions, and make
predictions about
familiar objects and
events (ACSIS024)
Use pair, group and
class discussions as
learning tools to
explore learning area
topics, to represent
ideas and relationships,
and to prepare for
creating texts.

they believe the objects

will look like after it has
been subjected to heat.
Complete activity in
science journals.
Using materials
(chocolate,
marshmallows, ice/water)
students conduct an
experiment to find out
what happens to each
item when warmed up in
their hands or put over
candle (fondue set) for
extended period of time.
Students should make
predictions based on what
they believe will happen
to each item when it is
subjected to varying
levels of heat.

assessment of prior
knowledge of the
topic. What do
students already
know about melting?
Assess the students
representations of
their observations
from the experiment.
How do their results
compare to their
initial predictions?

Lesson 3
(Explain)

Science involves asking

questions about, and
describing changes in,
objects and events
(ACSHE021)

Respond to and pose

questions, and make
predictions about
familiar objects and
events (ACSIS024)

A change of state between

solid and liquid can be
caused by adding or
removing heat (ACSSU046)

Lesson 4
(Elaborate)

Science involves asking

questions about, and
describing changes in,
objects and events
(ACSHE021)

Respond to and pose

questions, and make
predictions about
familiar objects and
events (ACSIS024)

Explain to students that

when a solid is heated up,
the particles or little
parts of that solid spread
apart, which causes it to
become a liquid.
Similarly, removing the
heat from a liquid causes
it to return to a solid state
e.g. ice/water.
Students complete a dot
painting to represent how
closely packed together
the particles of a solid,
liquid and gas.
Take students outside and
conduct a
representational activity
where they each become
a particle in a solid, liquid
and gas. This
demonstrates the
influence of temperature
on different states of
matter.
Test whether different
kinds of chocolate melt
differently to each other.
White chocolate vs. milk
chocolate
Cold vs. room
temperature
Large piece vs. small
piece
Students hypothesise
what they believe will
melt fastest in each of the
above scenarios and then

Assess students
ability to pose and
answer questions in
a discussion.
Assess student
drawings to see how
well they have taken
information on
board. Do they need
more instruction in
this area?

Students ability to
compare results and
predictions to an
experiment could be
assessed.
How do the results
differ from your
predictions?

compare these predictions

to their observations in
the experiment.

Lesson 5
(Elaborate)

Science involves asking

questions about, and
describing changes in,
objects and events
(ACSHE021)
A change of state between
solid and liquid can be
caused by adding or
removing heat (ACSSU046)

Lesson 6
(Evaluate)

Celebration
Day

Represent and
communicate observations
and ideas in a variety of
ways such as oral and
written language
(ACSIS029)

Use a range of methods

to sort information,
including drawings and
provided tables
(ACSIS027)
Engage in
conversations and
discussions, using
active listening
behaviours, showing
interest, and
contributing ideas,
information and
questions (ACELY1656)
Students articulate
their ideas through
writing. Their writing
should show the range
of knowledge and
learning that has taken
place over the unit.

Further address the idea

of solids, liquids and
gases and the role
temperature plays in
changes that occur
between these states.
Flip book to be completed
by the students that
provides a visual
representation of the
above concept.

Conduct a discussion
with lots of
questioning
strategies to try and
illicit knowledge from
the students. Do the
students now
understand the
concept of solids,
liquids and gases
and the role of
temperature in the
changes that occur?

Students are given a

The booklet provided
booklet to fill out. This
to students is a
gives them the
formal task that can
opportunity to express
be used as a
their ideas and show how
summative
much they have learned
assessment of
about physical changes
students knowledge
relating to melting and
and learning across
freezing.
the unit.
Students will explain the process of melting chocolate and then cooling it back into a liquid through the making
of chocolate freckles. Chocolate will be melted to a liquid state and poured into moulds. Moulds will then be
placed into ice-cold water to return the chocolate back to a solid. While this is occurring, students will be able to
explain why these changes are occurring. Students should refer to the correct vocabulary e.g. solid, liquid,
melting, particles, heat, and cold to show their learning. The audience will be able to take a pre-prepared
sample of what is made in the demonstration.