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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Science Unit Oultine

Hey atom, what’s the matter? 5 weeks

Unit Tile: Duration (weeks):
(3 x 60 minutes lessons / week)
5 9
Stage: Year:
What is the smallest unit of an element?
Key Concepts / Big Ideas
What are elements? What are some of their properties?
(Essentail Question) What is the periodic table of elements?
How are the elements arranged?
What is valency?
There are is matter all around us. From the air you breathe in during the day to scuba diving in the deep blue ocean and
Unit Context:
even the chair you swing on during class, it is all made up of matter. But what is matter made of? Throughout the ages,
(Scope and Sequence scientists and great minds worked endlessly to figure out what they are, what are their properties and how they function.
Information) Today we know that all matter is comprised of atoms, and there are roughly 115 of them. We also know that when atoms
bond with other similar atoms, they end up making an element and they can be found in the periodic table of elements. All
elements have their own unique properties that allow them to function in different ways. For example, metal element such
copper are very good for conducting electricity, whereas non-metals are not that effective. Why? Because metals have free
electrons and this allows them to conduct electricity whereas their non-metal counterparts have no or not enough free
It is important to teach students about atoms, elements and molecules and how they function in the world as this will bring
them a step closer to understanding how the world works. The aim of this unit is to teach students basic concepts of
(The importance of this chemistry and this will help them grasp a better understanding of how atoms form together to make bigger elements and
learning) compounds that are present in their daily lives. Additionally, they understand the properties of elements and how they are
similar and different and how they are categorised on the periodic table of elements.
Literacy Focus Numeracy Focus ICT Focus Differentiation

Metalanguage Tables Microsoft Powerpoint & Word Think, pair & share
applications; presentation skills
Grammar Graphs Brainstorm
Researching skills (Books & Internet)
Comprehension Correct measurements Experiments
Research Symbols Researching

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander histories and cultures  Asia and Australia’s engagement with Asia  Sustainability

General Capabilities
 Information and  Intercultural  Literacy  Numeracy  Personal and social
 Critical and creative  Ethical
communication technology
thinking understanding understanding capability

Other learning across the curriculum areas

 Civics and citizenship  Difference and diversity  Work and enterprise

Values and Attitudes
Appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them (SC5-1VA)

Strand Outcomes Content
Questioning Develops questions or hypotheses to be WS4 – Students question by:
and predicting investigated scientifically (SC5-4WS). b) Prediticting outcomes based on observations and scientific knowledge.

Planning Produces a plan to investigate indentified WS5.2 - Students plan first-hand investigations by:
investigations questions, hypotheses or problems, a) Planning and selecting appropriate investigation methods including fieldwork and laboratory
individually and collaboratively (SC5-5WS). experimentation, to collect reliable data.
WS5.3 - Students choose equipment or resources for an investigation by:
a) Identifying appropriate equipments and materials.
b) Identifying the appropriate units to be used in collecting data.

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Strand Outcomes Content

Conducting Undertakes first-hand investigations to collect WS6 – Students conduct investigations by:
investigations valid and reliable data and information a) Individually and collaboratively sing appropriate investigation methods, including fieldworkd and
individually and collaboratively (SC5-6WS). laboratory experimentation, to collect reliable data.

Processing and Processes, analyses and evaluates data from WS7.1 - Students process data and information by:
analysing data first-hand investigations and secondary b) Selecting and extracting information from tables, flow diagrams, other texts, audiovisual
and information sources to develop evidence-based
arguments and conclusions (SC5-7WS) resources and graphs, including histograms and column, sector or line graphs

Problem Applies scientific understanding and critical WS8 - Students solve problems by:
solving thinking skills to suggest possible solutions to e) Using models to explain phenomena and make predicitons
identified problems (SC5-8WS)

Communicating Presents science ideas and evidence for a WS 9 Students communicate by:
particular prupose and to a specific audience, a) Selecting and using in presentations, for different purposes and contexts, appropriate text types
using appropriate scientific language, including discussions, explanations, expositions, procedures, recounts or reports.
conventions and representatons (SC5-9WS).
b) Selecting and constructing an appropriate table , type of diagram, table or graph (histogram or sector,
column or line graph) to present information and show relationships clearly and succinctly using digital
technologies as appropriate.
c) Using appropriate units for physical quantities, and symbols to express relationships including
mathematical ones.
d) Proposing ideas that demonstrate coherence and logical progression.
e) Presenting scientific ideas and information for a particular purpose, including constructing evidence-
based arguments and using appropriate scientific language, conventions and representations for specific

Knowledge and understanding

Strand Outcomes Content
Chemical world Explains how models, theories and laws about matter have been CW2: The atomic structure and properties of elements are used to organize
refined as new scientific evidence becomes available SC5-16CW them in the Periodic Table (ACSSU186).
Discusses the importance of chemical reactions in the production of a
range of substances, and the influence of society on the development
of new materials SC5-17CW

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Duratio Knowledge Working Scientifically Teaching and Learning Strategies Assessment For Learning Resources
n: & Content
ng Content
Wk 1 CW2 WS 7.1 Students process 1. Demonstration: Teacher brings 3 forms of 1. Discussion: Through Element
Lesson a) Identify the
data and information by: matter a solid, liquid and a gas to class. discussing with their peers, Bingo:
s 1-3 (3 atom as the students further develop their https://www.
2. Discussion: Teacher asks students to identify
hrs) smallest unit b) selecting and extracting knowledge and understanding
what each item is with the person beside them.
of an element information from tables, flow of the concept being taught. /documents/e
and that it diagrams, other texts, 3. Explanation: Teacher explains to the class what xplorelabscie
2. Questions (Kahoot Quiz):
can be audiovisual each item was and what it was made of, atoms. nce/Periodic_
represented resources and graphs, Through attempting to solve Table_Bingo
4. Size & structure of an atom video: Students
by a symbol. including histograms and textbook problems, students _403152_7.p
watch a video on the size and structure of an
column, sector or line are using their prior and df
graphs current knowledge of the
5. Kahoot Quiz: Students are assessed via this Atom video:
concept to answer the
fun and engaging quiz to determine how much https://www.y
question. This form of
they have learned this far into the topic.
assessment helps the teacher
6. Element Bingo: Students play an engaging to see the students current
game where they learn to familiarize themselves level of understanding.
with all the elements. Kahoot
3. Informal Questioning:
7. Informal questioning: Teacher asks class Class discussions enables
questions about atoms to determine whether https://embed
students to share their
they have retained information.
knowledge and understanding
of the concept with the rest of
the class and where
applicable, the teacher can
correct any
Wk 2 CW2 WS 8 Students solve 1. Presentation: Teacher plays a PowerPoint 1. Observation: Through PowerPoint
Lesson problems by: presentation that talks about atoms and how they observing the students, the Presentation
s 4-6 (3 b) Distinguish are the building blocks of everything. teacher gain a better insight :
e) Using models to explain
hrs) between the into how the students are
phenomena and make 2. Group Activity: Students form groups http://www.w
atoms of progressing and understanding
predicitons comprised of 3-4 members and are set-out 3 orldofteachin
some the task at hand as well as
random elements from the periodic table of
Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

common elements. Groups have to label elements in the letting the students take control points/chemi
WS 9 Sudents
elements by correct category (i.e. metal, gases, non-metals of their ‘own’ learning. stry/atoms2.p
communicate by:
comparing etc.), determine the number of protons, neturons pt
2. Discussion (Brainstorm):
c) Using appropriate units and electrons the element has, build elements from
for physical quantities, and scratch using Lego blocks and show to class the Through brainstorming,
about the alternatively
symbols to express differences and similarities of all 3 elements. students further develop their
numbers of click on
relationships, including knowledge and understanding
protons, 3. Brainstorm: Students work together and try to http://www.w
mathematical ones. of the topic at hand and gives
figure out why similar elements vary with one orldofteachin
neutrons and the teacher a better insight into
d) Proposing ideas that another.
electrons the students learning and
demonstrate coherence and strypowerpoi
4. Lecture: Teacher explains to students the understanding.
logical progression. nts.html
reason behind the variance and brings their
3. Informal Questioning: This
attention to an elements number of protons, and then
form of assessment helps the
neutrons and electrons. click on
teacher gain an insight of how
5. Simulation: Students use their devices or the the class in general is coping
schools devices to play an interactive simulation with the task without the
that allows students to create their own atom and teacher having to be too
element and then test their ideas. intrusive.
Wk 3 CW2 WS 9 Students 1. Think-Pair & Share: Teacher asks students 1. Discussion: Students Video:
Lesson communicate by: how they think elements are organized on the further develop their
c) Describe https://www.y
s 7-9 (3 Periodic Table. understanding and knowledge
the c) Using appropriate units
hrs) of the task at hand by sharing
organization for physical quantities, and 2. Online Class: Students do an online class. watch?v=O-
their ideas with their peers in
of elements symbols to express Students are taught the theory of how the elements 48znAg7VE
think, pair & share activites
in the relationships including are organized and the use a simulator that shows
and this permits the teacher https://www.y
Periodic mathematical ones. the classification of elements.
some insight into the students
Table using
d) Proposing ideas that 3. Elaborate + Concept Map: Students work learning and understanding of watch?v=fPn
their atomic
demonstrate coherence and together in groups and create a concept map of the content. wBITSmgU
logical progression. what they have understood on how elements are
2. Worksheets: A formative Online
organized (i.e. atomic number, weight, groups).
e) Presenting scientific type of assessment that aims Class:
ideas and information for a 4. Periodic Table: Teacher gives students a black to test a students knowledge http://cdac.ol
particular purpose, including periodic table of elements and they have to colour and understanding of a
constructing evidence- in the metals, non-metals and noble gases. particular concept. ub=75&brch=
Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

based arguments and using 12&sim=94&

5. Worksheet: Students are given a worksheet that 3. Observation: Teacher
appropriate scientific cnt=1
asks them what the difference between metals and utilizes this form of
language, conventions and
non-metals are. assessment to determine and Worksheet:
representations for specific
monitor students progress in Hulme, P.
audiences. 6. Research: Students do a research task in which
the class activity (research (2013). Com
the teacher instructs them to find out five elements
task). plete
common elements in our day-to-day activities and
chemistry for
give examples of three different uses for them
1 (p. 49).
Wk 4 CW2 WS4 Students question by: 1. Practical: Teacher brings to the class a few 1. Tabulation: This assesses Experiment
Lesson b) Prediticting outcomes metals: zinc, copper & aluminium, a few non- a students ability to properly (Modified):
d) Relate the
s 10-12 based on observations and metals: carbon (solid), sodium (very small amount) record and tabulate data, this
properties of https://www.t
(3 hrs) scientific knowledge. and helium; and experiments each item with water assesses a students IT skills
some eachervision.
to get a reaction and electricity. and knowledge of various
common WS 5.2 Students plan first- com/chemistr
computer applications to help
elements to hand investigations by: 2. Think, pair & share: Teacher asks students to y/which-
achieve this.
their position work with the person beside them to answer which metal-
in the a) Planning and selecting items are reactive with water and conductors for 2. Informal Questioning: This corrodes-
Periodic appropriate investigation electricity. form of assessment helps the fastest
Table methods including fieldwork teacher gain a better insight
and laboratory 3. Informal questioning: Teacher asks some pairs
into how the class in general is
experimentation, to collect why they believe that some items will react with
coping with the task, this is
reliable data. water and electricity and why some won’t.
e) Predict, used before an experiment to
using the WS 5.3 Students choose 4. Experiment: Students in groups plan and carry- see what the students already
Periodic equipment or resources for out the reaction and conduction experiments for all know and after the experiment
Table, the an investigation by: items. to see what the students have
properties of learnt.
a) Identifying appropriate 5. Tabulate data: Students tabulate their data into
equipments and materials. a table on a computer program such Excel 3. Observation: Through
spreadsheet. Data will later be collected by the observing the students
elements b) Identifying the teacher and from other groups. throughout experiments and
appropriate units to be used other class activites, the
in collecting data. 6. Think, pair & share: Teacher asks the same
question as before to the students. To see what teacher gains a better insight
they now think as opposed to before. into how the students are

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

WS6 Students conduct progressing and understanding

7. Explanation: Teacher explains the reason why
investigations by: the task at hand.
certain items reacted and goes in to talk about the
a) Individually and elements and where they are positioned.
collaboratively sing 8. Lecture: Teacher gives a lecture to the class of
appropriate investigation elements belonging to certain groups on the
methods, including Periodic Table and where they are positioned and
fieldworkd and laboratory from there students can figure out some of the
experimentation, to collect properties of common elements.
reliable data.

Wk 5 CW2 WS 9 Students 1. Periodic Table history: Students watch an 1. Presentation: This Video:
Lesson communicate by: engaging Ted Ed video on the history, assesses a students ability to
f) Outline https://www.y
s 13-15 development and scientists that contributed to work collaboratively in a group
some a) Selecting and using in
(3 hrs) modern Periodic Table of Elements. with other students, IT skills via
examples to presentations, for different watch?v=O-
creating a presentation and
show how purposes and contexts, 2. Textbook reading: Teacher set’s out readings 48znAg7VE
public speaking skills when
creativity, appropriate text types for students to gain a better insight into the history
logical including discussions, of the Periodic Table.
reasoning explanations, expositions, 2. Group Questioning: By https://www.y
3. Brainstorming: Students get into groups and
and the procedures, recounts or allowing students to question
focus different aspects of the development of the
scientific reports. each other in their respective watch?v=fPn
Periodic Table over time (i.e. first person to
evidence groups, the teacher is wBITSmgU
b) Selecting and categorise elements, Mendeleev’s contribution etc.)
available at providing the students an Textbook
constructing an appropriate and create a Powerpoint presentation.
the time, oppurtunity to ask specific reading:
table , type of diagram,
contributed 4. Presentation: Groups come to the front of the questions that require other
table or graph (histogram or Whalley, K.
to the class and do their presentations. students to think deeply and
sector, column or line (2004). Scien
development 5. Question time: At the end of each groups critically and provide a succinct
graph) to present ce focus. 2nd
of the presentation, teacher allows other students to ask response to that question. This
information and show ed.
modern questions to presenting groups. assesses a students public
relationships clearly and Melbourne:
Periodic speaking skills.
succinctly using digital 4. Kahoot Quiz: Students complete a Kahoot quiz Pearson
technologies as appropriate. 3. Observation: As the
on the history of the Periodic Table. Education
students are working in their Australia,
5. Final Unit Assessment: Teacher gives students groups and working pp.9-10.
a notice that there will be a final exam on the unit collaboratively with one
and the time will be advised. The final exam will another, the teacher is able to Kahoot Quiz
assess a students knowledge and understanding of monitor a students progress (modified):
the whole unit. The teacher will advise of the individually and in a group. https://kahoot
specific topics, if so happens, that will be examined
in the exam.
Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

4. Final Exam: This final
formative assessment will
assess a students overall
knowledge and understanding
of the unit.

Summative Assessment Description: Outcomes Assessed:

CW2: The atomic structure and properties of elements are used to
Final Unit Examination: Students are to undertake a final exam for the unit,
organize them in the Periodic Table.
the time and date will be advised by the teacher. The exam aims to assess a
students understanding of atoms and explain how it is smallest unit of
element, its relation with common elements, knowledge of an elements no. of
a) Identify the atom as the smallest unit of an elment and that it can be
protons, neutrons and electrons, describe how elements are organized in the
represented by a symbol.
Periodic Table of elements, relate the properties of a few common elements to
their positions in the Periodic Table, predict the properites of some common
b) Distinguish between the atoms of some common elements by comparing
elements and the history behind the moderm Periodic Table and the
information about the number of protons, neutrons and electrons.
individuals that contributed to it.
c) Describe the organization of elements in the Periodic Table using their
atomic number.

d) Relate the properties of some common elements to their position in the

Periodic Table.

e) Predict, using the Periodic Table, the properties of some common


f) Outline some examples to show how creativity, logical reasoning and the
scientific evidence available at the time, contributed to the development of the
modern Periodic Table.
Evaluation of Teaching and Learning:

Overall rating of unit for: 1 (Poor) 2 3 (Neutral) 4 5 (Extremely well)

Use of ICT
Use of QTS

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Numeracy techniques utilised

Literacy techniqes utilised
Reflective learning
Collaborative oppurtunities
Research tasks
Time frame
Student comprehension
Teaching strategies utilised

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Some suggested Teaching and Learning Strategies:

Thinking Skills Co-operative Learning Graphic Organisers
 Higher Order Thinking Skills  Think-pair-share  Mind Maps or Concept Maps
 Visual Representations  Jigsaw  Venn Diagrams
 Think all possibilities (TAP)  Brainstorming  Five Ws
 Predict, Explain, Observe  Numbered heads  PMI charts
 Y Chart or W Chart  Discussion  T charts
 Constructing Experiments  Expert Groups  Flow Charts
 Analogies  Round robin brainstorming  Frayer diagram

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A


The primary aim of this unit was to create a fun, engaging and informative classroom lessons whilst also incorporating
inquiry-based learning strategies in the process. Inquiry-based learning (IBL) as referred to by Cantillon, Wood & Yardley
(2017), is utilising a range of teaching techniques and methods that allows a student to demonstrate their critical thinking
when answering questions that require them to think deeply about a question, actively explore and critically examine data
that they are presented with, this approach sometimes requires teachers to tap into a student’s prior knowledge of the
content and build-on from there. This teaching strategy allows students to reap benefits such as: communication skills,
problem-solving skills, socio-behavioural skills, team working skills and negotiation skills. Students that attain these
essential life skills are better prepared for further studies, work, family and life in general. Furthermore, differentiated
learning strategies were also implemented in the unit and this was primarily done to accommodate for all diverse learners.
Strategies such as: think, pair & share, brainstorming, experimenting, researching, presenting and discussing, were
integrated horizontally across the unit to further enhance and optimise classroom learning. Additionally, the 5 E’s concept
was also incorporated into the lessons and this would enable students to formulate their own hypotheses, analyse and
collect data, and generate their own conclusions; an essential component in inquiry-based learning.

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

The 5 E’s learning model stands for: engage, explore, explain, elaborate & evaluate; in the initial steps of an inquiry-based
learning activity it is essential for a teacher to start the lesson off with something that gets the attention of the students as
this will then provide them an opportunity to share their prior knowledge on the content and create stronger links with
their prior and current knowledge and understanding (5Es Teaching and Learning Model - PrimaryConnections: Linking
science with literacy, 2017). In week 4 in the unit outline, the lesson begins with a think, pair & share activity that requires
the students to ask the person beside them which items are reactive to water and are good conductors for electricity, this
is an example of the students engaging in the lesson as they are required to share their knowledge with one another.
Sequentially, the ‘explore’ phase requires students to carryout hands-on activities such as an experiment, during this
phase they gain some experiences that they can use towards learning the new content. In week 4, once the students have
completed the experiment the teacher then ‘explains’ to them the phenomenon they witnessed and the reasoning behind
it. During activities such as discussions and brainstorms students get the chance to ‘elaborate’ what they have learned
with each other (Lederman, 2009). In the final phase, ‘evaluate’, the students reflect on their new learning experiences it
is also a time where students bring forth evidence for changes in their understandings, skills and beliefs.

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

To monitor students learning progression there needs to be some form of assessment, be it formative, summative or both,
that will give the teacher an insight into how much the students knows and/ or has understood (Guskey, 2003).
Additionally, they also reflect the skills and concepts that were taught by the teacher in the classroom and assessments
can also utilised for teachers to see whether their teaching strategies are effective. Formative assessment is used during
the development phase when a unit is being taught (Nicol & Macfarlane‐Dick, 2006), in the unit outline there are
examples such as: quizzes, observations, informal questioning and worksheets, which are used to assess and determine
students learning progress at a given time in the development phase. According to (Taras, 2005) summative assessment is
a form of assessment that if focused on the outcome of a program, in this instance an experiment, group presentation and
final exam.

According to Warren (2016), integrating the use of ICT in classroom environments improves student engagement,
communication skills, increase participation of students, promote critical thinking skills and problem solving skills. It is
evident that ICT can be used to further assist in the overall learning development of students and can be used as a skill in
future studies and the workplace. Used in conjunction with inquiry-based learning activities, ICT can further add to
creating a more effective learning experience for both the students and the teacher. In week 3, an online class activity
follows a think, pair & share activity, in it the students are required to understand the theory behind how elements are
organised in the Periodic Table of elements and see first-hand how they are arranged through using a simulator.

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Furthermore, in week 5 there is a researching task for the students to undertake and at the end they are required to
create a presentation on different aspects of the development of the Periodic Table of elements over the course of time.
This uses a range of teaching strategies to ensure that it caters for the learning requirements for a diverse range of

As everybody has a unique fingerprint, so too do students having unique learning styles. It is thus essential that a diverse
range of teaching strategies and methods are incorporated beforehand into lessons to help differentiate learning and to
better effectively cater for different types of students (Morgan, 2013). Differentiated learning strategies such as: think,
pair & share, brainstorms, collaborating, experiments, researching, presenting and discussing were incorporated into the
unit outline to provide different avenues for students to reach the same destination, understanding the content and
learning or improving upon a skill. Students with learning impairments, for instance, such as autism spectrum disorder
(ASD), dyslexia and dyscalculia that have difficulty learning can attain a more enriched learning experience as the content
is delivered in different ways (Vlachou & Drigas, 2017). Students with a learning disability do not have to feel shy or
embarrassed because all the other students are learning something according to their learning capability level.
Additionally, gifted and talented students are continuously being challenged and are not just sitting around waiting for
their peers to catch-up.

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Conclusively, this unit has successfully incorporated teaching strategies such as IBL, assessments, differentiation and the
use ICT to help cater for a diverse range of students and enable them to demonstrate their critical thinking skills,
communication skills, bring up prior knowledge and apply that to current learning activities or even build upon it.
However, the primary objective was to create an engaging and stimulating learning environment through the various
learning activities as aforementioned in the unit outline.

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A


Cantillon, P., Wood, D. and Yardley, S. (2017). ABC of learning and teaching in medicine. 3rd ed. Oxford: Wiley, pp.11-12.

Guskey, T. (2003). Educational Leadership:Using Data to Improve Student Achievement:How Classroom Assessments
Improve Learning. Retrieved 3 October 2017, from

Lederman, J. S. (2009). Levels of inquiry and the 5 E’s learning cycle model. National Geographic Science.

Morgan, H. (2013). Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal Of Educational
Strategies, Issues And Ideas, 87th ed., 34-38.

Elias Arsalah (17708946) Secondary Curriculum (102087) 1A

Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of
good feedback practice. Studies In Higher Education, 2nd ed., pp.199-218.

Educational Studies, 4th ed., pp.466-468.

Vlachou, J., & Drigas, A. (2017). Mobile Technology for Students & Adults with Autistic Spectrum Disorders
(ASD). International Journal Of Interactive Mobile Technologies (Ijim), Retrieved 3 October 2017, from http://online-

5Es Teaching and Learning Model - PrimaryConnections: Linking science with literacy. (2017).
Retrieved 3 October 2017, from