SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 FORWARD PLANNING DOCUMENT

TERM: 3 WEEKS: 1-5 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Chemical Science

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES

1 Science Understanding 1. Mix a solid and a DIAGNOSTIC Introduction (6 mins) Per group: (5 groups)
ACSSU095 liquid to create a Observations: 1. Have experiment materials set up prior to the 1x Foil Tray
reaction. Could the students students entering. Draw code boxes on whiteboard. 1x Bottle of Vinegar
Science Inquiry Skills identify a solid and 2. Show introduction video to set the scene & read (500mL)
ACSIS232 2. Identify 2 a liquid to mix 1x Bottle of Water (500mL)
design brief as a class.
ACSIS103 substances that when together? 1x Bottle of Lemon Juice
ACSIS104 mixed together inflate (500mL)
Body (30 mins)
ACSIS221 a balloon Questioning: 2x Bag of Flour (6Tbsp ea.)
3. Students to come to the front and watch safety
Question the 3x Bag of Bi-Carb (6Tbsp
demonstration on how to correctly and safely ea.)
students on why complete the experiments.
they chose the two 2x Bag of Salt (6Tbsp ea.)
4. Designate roles to students. Managers of each 4 paper cups
substances they
did. Could they group to collect materials. Groups to participate in 1x Measuring cup
SAFETY justify their experiment. Observe and assist where necessary. 2x Funnels
CONSIDERATIONS responses? Remind students to record their observations. Plastic spoons
1x blank balloon
5. Question each group about their observations so
- Ensure children know not Observations: 1x code balloon
to consume any materials far. Speakers to share with the rest of the class. 2x empty plastic bottles
Could the students 6. Students to practise inflating the balloon with the 2
(display safety sign) inflate a balloon
- Safe classroom practices: using two chosen substances. Roles Cards
only walking, one group substances? If not, 7. Once confident, students to inflate final balloon with
member up at a time make a note of the two substances and reveal the code. Safety Poster
- Show students safety those who couldn’t 8. Play final video of Professor’s Escape.
demonstration prior to them to follow up. Tablecloths
conducting the Conclusion (10 mins)
experiments, to ensure they Caution Tape
9. Ask students to think about the observations they
are familiar with safe Science Journal:
procedures of performing have made, the two substances the group chose to Design Brief
Ensure students
the experiment complete journal inflate the balloon and the reasons behind choosing
these substances. Intro & Escape Videos
and observe 10. Ask class to do ‘Stand Up, Hands Up, Pair Up’ to Science Journals
responses. share responses with someone from another group.
11. Explain that today the students explored different 1x Observation sheet per
student
kinds of changes in their experiments and that
‘changes’ will be the topic for the unit.
12. Tell the students that there are 2 different types of
categories for changes. Ask: What do you think
these might be? (Physical and Chemical)
13. Ask students to return materials and to tidy up their
area.
14. Students to write a summary and reflection in their
science journals and attach observation sheet.

Learner Diversity:
Provide Sam with an important role to encourage active
participation and for him to remain on task.
Prompt Lea and other strong students to think about the
different changes occurring throughout the experiments and
perhaps what is making the balloon inflate.

WEEK/ AUSTRALIAN CURRICULUM
LESSON LINKS
2 Science Understanding
ACSSU095
Science Inquiry Skills
ACISIS107
SAFETY
CONSIDERATIONS
- Check student’s allergies
before experiment, in
particular students with egg
allergies. Allow students to
participate in experiments
accordingly.
- Parent/EA to assist with
frying egg. Children to
know not to touch hot pan.
- Ensure children know not
to consume any of the
materials.
5E’s- EXPLORE
SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
OBJECTIVE (what & how) EXPERIENCES
1.Differentiate FORMATIVE Introduction (5 mins) Role Badges
between chemical Observations: 1. Briefly revisit previous lesson
and physical Could the students i. What is one thing you learned? 1x Observation Sheet
changes. differentiate ii. What did we do? per student
between physical
iii. What did you notice?
2. Identify examples and chemical? Science Journals
of reversible and Could they provide 2. Explain that students will be conducting experiments in
irreversible changes. correct examples of their groups to explore physical and chemical changes. Salt and a cup of water
reversible and They are to record any observations and decide whether x2
3. Conduct irreversible the change is physical or chemical and why.
experiments safely changes? Take Baking soda and a cup
and collaboratively. notes of those Body (45 mins) of vinegar x2
students that 3. Separate class into groups of 4-5 and provide science role
couldn’t. badges. Ice blocks and tray x2
4. Students to receive observation sheet (see attached) and
Observe safe and Electric fry pan,
conduct experiments through 4 station rotations, approx.
collaborative spatula & an egg x2
requirements. Take 10 minutes per station. (8 stations but 4 experiments)
note of those 5. After groups have complete rotations, they are to pack Word wall materials
students who away materials and come back together as a class with
needed extra their observations sheets
reminding.
Conclusion (10 mins)
Science Journal: 6. Class to discuss observations made and identify which
Follow responses. were physical or chemical.
7. Introduce concept of reversible and irreversible changes
i. Can any of these changes be reversed?
ii. If so, how could they be reversed?
iii. If not, why not?
8. As a class, create a word wall of the words and materials
experienced in the lesson.
 - Remind students of safe 9. Students to attach observation sheet to their science
classroom rules: always journal and complete a summary and reflection.
walk, one group member to
collect materials Learner Diversity:
- Attempt experiments Group students in mixed abilities, ensuring Sam is grouped with
before-hand to be aware of Lea for assistance and guidance.
potential results

5E’s- EXPLAIN

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES

3 Science Understanding 1. Define a physical FORMATIVE Introduction (10 mins) Description of changes
ACSSU095 change and provide Traffic Light 1. Briefly revisit previous lesson in a Think-Pair-Share for continuum
at least 2 examples Chart: process using the following questions: exercise.
Science Inquiry Skills Check student’s i. What can you tell me about changes?
ACSIS107 2. Define a chemical own understanding Adequate outside
ii. Provide an example of an irreversible change and
ACSIS110 change and provide and level of area.
at least 2 examples confidence of the a reversible change.
topic physical and 2. Move class to an adequate space outside. Identify one Materials to create an
3. Present chemical changes. end of the area as ‘physical’ and the other end ‘chemical’. anchor chart.
information in a Take note of those Call out changes and students to run to the correct end.
chosen literary students who chose Class iPads.
product the ‘red’ to follow Body (30 mins)
up. 3. Return to the classroom. Verbally brainstorm different A3 Paper.
changes students may see in their daily lives. Discuss:
Checklist: i. What do you think might define a physical Science Journals
Could the student
change?
define a physical Traffic Light Chart
and chemical ii. How could we define a chemical change?
change and provide 4. As a class, create a definitions anchor chart of physical Checklist
2 correct examples and chemical changes:
of each? i. Physical: a change to the physical properties of
Could the student an object or material where the substances
present this remain the same. (Primary Connections, 2012).
information in a ii. Chemical: Where a substance is transformed into
form that was a new substance (or substances) at the molecular
appropriate and
level. (Primary Connections, 2012)
5. Students to create a presentation displaying the
logical?
definitions, the examples explored previously and 2 new
examples of each change. Students to include whether
Science Journal:
these changes are reversible or irreversible.(Display these
requirements on the board for the students to refer to).
 Observe and Presentation can be in a form of their choice: Venn-
comment on Diagram, T-Chart, Concept Map, etc. either as a hard
responses. copy or using the iPads.
-Ensure adequate space for Conclusion (15 mins)
students to run in 6. Select 2-3 students to share their presentations with the
continuum activity.
class.
7. Students to attach a copy to their science journal and
complete summary and reflection.
8. Ask students to place to reflect on how confident they feel
they know physical and chemical changes. Students to
express this level of confidence using the traffic light
chart.

Learner Diversity:
Option of choosing iPads to present information mainly due to
Sam’s interest in and quality of work when he uses technology.
Success Criteria to be displayed on the board for students to refer
to. Extend Lea by encouraging her to think of physical changes
that are not reversible.
 5E’s- ELABORATE

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES

4 Science Understanding 1. Conduct an SUMMATIVE- Introduction (5 mins) Investigation Introduction

ACSSU095 experiment to identify Science Inquiry 1. Revisit previous lessons Sheet (x2 versions)
a substance Skills i. What might you see in a physical change?
Science as a Human ii. What might you see in a chemical change? Graph Paper for results
Endeavour 2. Represent Marking Work
iii. Can you recall some observations we have
ACSHE098 observations in a Samples & Variables Sheet
ACSHE100 table Anecdotal Notes: seen in previous experiments?
Mark investigation 2. Outline requirements of a fair test and remind Answer Box
Science Inquiry Skills 3. Identify variables sheets and record students of how to conduct an investigation:
ACSIS103 to be considered using the anecdotal i. A fair test means tests have to be repeated Science Journals
ACSIS104 notes sheet the ii. What are the variables you need to identify?
ACSIS107 level of ability in iii. Why is recording observations important? Plastic Cups
ACSIS221 recording and
iv. How can you present results?
representing Flour, sugar, salt, baking
observations. soda, water, vinegar & milk
Body (40 mins)
for each group.
3. Separate students into groups using the science
Observations:
Were students able roles badges. Introduce investigate and set the Anecdotal notes sheet
to appropriately and scene by asking students to take it in turns to read
safely conduct an out the investigation outline. Checklist
experiment? 4. Explain to students that they are to conduct their own
experiment to determine what the powder is and
Checklist:
hence who was guilty.
Record whether or
not the students 5. Students to choose the way they will investigate,
could correctly however they must first make a prediction on what
SAFETY they might find in the investigation, to record
identify the 3
CONSIDERATIONS different variables observations, list variables and present their findings
associated with the in a form of their choice. Allow time for students to
experiment. Make a conduct the experiments and assist where
-Remind students of safe comment.
classroom practices: necessary.
walking, one group member
at a time to collect
materials.
-Students not to consume
products
- Attempt experiments prior
to the students
- Clean up spills
immediately
Science Journal: Conclusion (10 mins)
Observe and 6. Students to submit their answers into the box and
comment on present their findings group by group to the class.
responeses. Discuss:
i. How did you reach this conclusion?
ii. Why could it not be the other suspects?
7. Students to place all investigation sheets in science
journal and write a summary and reflection.
Learner Diversity:
Create groups of similar abilities. Provide the weaker group
with a more direct and detailed investigation sheet to prompt,
as well as a results table to complete. The stronger groups
have the freedom to present their results in a form they
choose. With the strongest group, a further character is
added to the scenario to extend the students.
 5E’s- EVALUATE

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES

5 Science Understanding 1. Define a physical SUMMATIVE- Introduction (10 mins) Thinkers Key Charts
ACSSU095 change and list 3 Science 1. Introduce and outline the process of using the
examples. Understanding Thinkers Key chart. Students to choose 2 boxes Science Journals
Science Inquiry Skills each to respond to in the form of their choice,
ACSIS110 2. Define a chemical Rubric: Assessing Class iPads
depending on the statement chosen.
ACSIS107 change and list 3 definitions included,
examples. examples provided 2. Once students have completed the tasks, ask them A3 Poster Paper
and presentation. to share their favourite with their shoulder partner.
3. Create an Poster Materials
informative poster Body (30 mins)
displaying this Science Journal: 3. Explain that students have the freedom to create a Rubric Assessment
information. Check all science poster in the form of their choice, outlining the things
journals and they have learnt within this unit. Display the following
provide a
requirements on the board for students to refer to. It
summative
comment on the must include:
quality of student i. Definitions of physical, chemical, reversible
responses. and irreversible changes
ii. Examples of these changes
iii. General observations made throughout the
unit
4. Students can choose to present this information as
an A3 hard-copy poster or using an app on the iPad.
They can refer to their science journal to help as well
as any extra research.

Conclusion (5 mins)
SAFETY 5. Select 4-5 volunteers to present their poster to the
CONSIDERATIONS class.

-Remind students of safe

classroom practices
-Ensure students use 6. Posters to be assessed and then displayed in the
equipment such as scissors classroom. A photograph or copy is to be retained by
correctly and safely the student to add to their science journals.

Learner Diversity:
A range of options provided and the freedom of the level of
quantity and quality of presentation to cater for all abilities.