CHEMIICAL SCIENCE

FORWARD PLANNING
DOCUMENT
NOTRE DAME

Sub-Strands
Biological Sciences
Science Understanding
Chemical Sciences
Earth & Space Sciences
Physical Sciences
Nature & Development of Science
Science as a
Endeavour
Human
Use and Influence of Science
Questioning and Predicting
Planning & Conducting
Science Inquiry Skills
Processing & Analysing Data and
Information
Evaluating
Communicating
WESTERN AUSTRALIAN CURRICULUM OVERVIEW
Content Descriptors Achievement Standards
Living things grow, change and have offspring similar to SCIENCE UNDERSTANDING
themselves (ACSSU030)
Students describe changes to materials and
Different materials can be combined for a particular purpose (ACSSU031) living things, and how push and pull can affect
an objects behaviour. They are able to identify
that certain materials and resources have
Earth’s resources are used in a variety of ways (ACSSU032)
different uses.
A push or a pull affects how an object moves or changes
shape (ACSSU033)
SCIENCE AS A HUMAN ENDEAVOUR
Science involves observing, asking questions about, and describing Describe examples of where science is used in
changes in, objects and events (ACSHE034) people’s daily lives
People use science in their daily lives, including when caring for their
environment and living things (ACSHE035) SCIENCE INQUIRY SKILLS
Pose and respond to questions about their
Pose and respond to questions, and make predictions about familiar
experiences and predict outcomes of
objects and events (ACSIS037)
investigations. Use informal measurements to
Participate in guided investigations to explore and answer
make and compare observations. Record and
questions (ACSIS038)
Use informal measurements to collect and record observations, using represent observations and communicate ideas
digital technologies as appropriate (ACSIS039)
in a variety of ways
Use a range of methods to sort information, including drawings and
provided tables and through discussion, compare observations with
predictions (ACSIS040)
Compare observations with those of others (ACSIS041)
Represent and communicate observations and ideas in a variety of
ways (ACSIS042)
 GENERAL CAPABILITIES
• Literacy
• Numeracy
• Information and Communication
Technology (ICT) competence
• Critical & Creative thinking
• Ethical Behaviour
• Personal and Social Competence
• Intercultural Understanding
CROSS CURRICULAR PRIORITIES NOTES
• Aboriginal and Torres Strait Islander
histories and culture
• Sustainability
• Asia & Australia’s engagement with
Asia
ENGLISH
• Students add the new vocabulary they have learnt MATHS
• Compare the mass of different materials by
to their spelling lists and word walls (ACELA1470)
using balancing scales (ACMMG038)
• Compare and Contrast the book What are • Collect data about class members favourite
Materials and an information pamphlet. Students materials and present them in a column
are to give reasons why they prefer one form of graph (ACMSP049)
literature over the other (ACELT1590) +
(ACELY1665)
• Rehearse and present a presentation in groups
about the positive and negatives of a certain
material (ACELY1667)

CONCEPT MAP

YEAR: 2
CURRICULUM LINK: Different materials can be combined for a particular
purpose (ACSSU031)

THE ARTS
• Use only sustainable materials to create a collage, incorporating at
least one recycled piece of material students have collected
(ACAVAM107)
• Use dramatic action to create a drama piece about how materials
are made (ACADRM027)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 YEAR LEVEL: Year 2 LEARNING AREA/TOPIC: Chemical Sciences

AUSTRALIAN CURRICULUM SCIENCE

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Understanding 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

5 E’s ENGAGE (1 LESSON)

• Stimulate students’ interest in the subject of materials and elicit student’s prior knowledge about the subject
• Capture students’ interest of materials by providing an engaging ‘mystery bag’ activity
• Diagnostic assessment retrieved to understanding student’s current knowledge and use this information in form further lessons.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 1 Science Science as a Science OBJECTIVE 1: Demonstrate Diagnostic INTRODUCTION GUIDED DISCUSSION YOUTUBE VIDEO
Understandin Human Inquiry the understanding of the -Students brainstorms to • Teacher shows Materials video attached to the class Weebly -What is a material? https://www.youtube.
Lesson 1 g Endeavour Skills properties of different be collected to assess • Teacher shows students two clothes pegs (one metal and one com/watch?v=XnkQcP
Different Science Compare materials by correctly their current wooden) -Are all objects -RHCw
materials involves observati placing at least 5 objects understanding • Teacher passes the pegs around the classrooms made out of the
can be observing, ons with into the correct material • Students and teachers have a guided discussion about objects and same material? 1 x Wooden Peg
combined those of category. Observation and their materials (see questions for guided discussion questions) 1 x Plastic peg
asking
for a others (A checklist to assess • Students are to complete a brainstorm in groups and write down -Why would one
particular questions CSIS041) OBJECTIVE 2: Describe students understanding all of the materials they know of object be made out A3 paper for
purpose (A about, what a least five materials and current knowledge of one material and brainstorms (23 pages)
• Students share the ideas they wrote down in their brainstorms &
CSSU031) and feel like by using words on of the topic. (Appendix not another?
teacher adds them to the science word wall
describing the science word wall. 1.1.) • 5 objects get passed around the classroom and the teacher asks 5 Objects (one object
changes for volunteers to explain what the objects feel like -What are some for one material)
in, objects • Teacher adds these words to the science word wall and explains objects that are
and the other describing words on the wall e.g. shiny, soft made out of wood 12 Mystery Bags with
events (AC • Teacher explains to students that some materials are better to use (continue this mystery objects
than others because they are more sustainable question for the
SHE034)
other materials) Science Word Wall
• Teacher explains to students that they are going to be working in
teams of two in a mystery bag challenge.
SUSTAINABILITY
BODY
-Are some materials
• Ensure students understand their roles & the activity (further
better for the
instructions for the activity are on the class Weebly that is
environment than
projected)
others?
Instructions shown on the Class Weebly
-What are some
-Students describe the object they feel in the mystery bag without
materials that are
looking (words on the word wall can assist)
bad for the
-Guess the object
environment?
-Students are given headings with different material names
-Why are these
(wood, glass, plastic, metal & paper)
materials bad for
-Place the object in the correct material heading
the environment?
• Allow time for the students to complete the activity with their
CONCLUSION
partners
CONCLUSION -Could any of these
• Pairs share with the class the objects in the mystery bag and objects be made out
words used to describe them. of another material?
• Students state what material the object is made out of
-Why would you use
another material?
SAFETY
• Students are to wear enclosed shoes and have their hair tied back
• Objects from the mystery bags should be placed on the desks and
not on the floor where they could be tripped over.

EXIT
-Students are to write down on a sticky note “One thing I want to know”
about materials
-Students can go to recess once the teacher has collected them.

LEARNER DIVERSITY
-Students who are struggling are to be paired with a more advance student
-The word wall words, and material cards have pictures on them to help
students who are more visual learners
-Students can choose an object they have gotten out of their “mystery bag”
and decide on an alternate material that could be used for the object and
why they would use the other material
-Research other materials not included in the activity and their properties
 5 E’s EXPLORE (2 Lessons)
• Hand on investigations into the properties of different materials
• Formative assessment
• Provide a shared set of experiences that the class can refer back to in future lessons

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 2 Science Science as a Science Lesson Objective 1 FORMATIVE INTRODUCTION -The objects that Coloured paper
Understa Human Inquiry Create at least 1 -Anecdotal notes and • Students are each given a small piece of coloured paper (Red, you found around
Lesson 2 nding Endeavour Skills predication of what will checklist (Appendix green, blue or pink) the classroom, are Students Science
Different Science Compar • Students are to go to the desk that is assigned to each colour (A3 some of the
&3 happen to each material 1.2)
materials involves e coloured sheet on each table) materials stronger Workbooks
observing, in the experiment and than another
can be observat • In groups students have 3 minutes to find five objects in the
combine asking write the predication on Checklist classroom, each object has to be made of a different material material? Material packages (5
questions ions the science worksheet. -Were students able strips of different
d for a (wood, plastic, glass, metal & paper). Students write down what
particular about, and with (Worksheet Appendix 1.3) to make predictions they found in their science workbooks -What does it mean materials, + a peg) x 5
purpose (
describing those of and observations • Groups to share the objects they found with the class if a material
changes in, others (
ACSSU03 Lesson Objective 2 about the • Teacher and students have a guided discussion about key words – stretched, tore or
objects and
1) events (ACS
ACSIS04 Correctly identify whether experiment? stretch, tear and snap snapped? Material worksheets
HE034) 1) a material tore, snapped • Words are added to the word wall
BODY -Why would it be
or stretched and writing -Were students able important to have
• Students are to complete the experiment in the groups they are
the correct identification to identify what an object made out
seated in
on the materials materials they were of a strong material?
• One group at a time goes to the side of the classroom and collects
worksheet given the material packages
• Students are to write down the different materials that were
given in their bags on their worksheet (Appendix 1.3)
• Predict whether the material is going to tear, snap or stretch
• Teacher demonstrates how students are to connect the materials
to the peg to complete the experiment
• Students record observations

CONCLUSION
• Groups share what they found in the experiment
• Students discuss whether the materials are strong or weak
dependant on what happened during the experiment
• Students discuss whether some fabrics would be better to use for
certain jobs because of their strength
• One student takes the materials bag to the side of the classroom

SAFETY
• Students wear enclosed shoes and hair tied back
LEARNER DIVERSITY
• Students who struggle are to be paired with a more advanced
student
• Participating in group optimised participation and engagement
 5E’S – EXPLAIN (2 LESSONS)
• Support students to develop scientific explanations
• Develop knowledge of materials and demonstrate their understanding
• Drawing from previous experiences in past lessons

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 3 Science Science Science Objective 1: Demonstrate the Formative Introduction -What does an “What are Materials”
Underst as a Inquiry understanding of the Students posters will be • Teacher is to read “What are Materials” by Kay Buraham and Mike opaque object book
Lesson 3 anding Human Skills different properties of a assessed through a Gordon
Endeavo look like?
&4 certain material by checklist (Appendix 1.4) -The book links to the content students have been previously learning – what Opaque & transparent
ur
Different People use Represent researching at least four of materials are, the different materials and the properties of those materials words
materials science in and the six properties. Collaboration with group -What does an
can be
their daily communicat members will be object that is Paper with material
lives, • Teacher discusses the words “Opaque” and “Transparent” with
combine including
e Objective 2: Work assessed through students
transparent look names + hat
d for a when observations collaboratively with other anecdotal notes and like?
caring for and ideas in • Discuss man-made materials & non man-made materials
particular group members to create a observation Class ipads
purpose (
their a variety of
materials poster
• Project images of different materials on class Weebly
environmen ways (ACSIS -If a material is
ACSSU03 • Volunteers to come to the board and circle materials they think Class Weebly
t and living 042) are man mad and non-man made “man-made” what
1) things (ACS
HE035) • New vocabulary is added to the science word wall does this mean?

BODY
• Students are each assigned a material by picking a piece of paper
out of a hat. Students are to find the other group members who
have the same name on their piece of paper and move to their
assigned table for the activity
• In groups they are to research the properties of the materials.
• Students can use class iPad to research
• Teacher projects instructions on the class Weebly

Properties
-Is it absorbent?
-Strength
-Uses (and why this certain material is good for this use)
-Appearance (opaque or transparent?)
-What they feel like (texture)
-Is there material man made?
• Students are to present their information in a poster to be put on
the Science wall in the classroom
• Students are to include images or drawings of the material
CONCLUSION
• Students pack away iPads
• Groups share the material poster they have created by completing
a “walking gallery”
• Teacher collects posters
SAFETY
-Observe students use of technology to ensure they are using it appropriately
Exit Slip
-Students are to think of the material that another group has researched.
Write down a question they want to know about the material or something
they are unsure about.
 LEARNER DIVERSITY
-Teacher to work with students who are struggling and place them in groups
with students who are more advanced

5E’s -ELABORATE
• Students apply what they have previously learnt to new situations
• Develop a deeper understanding of the materials topic
• Discuss and compare ideas
• Investigations

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 4 Science Science as a Science Objective 1 SUMMATIVE INTRODUCTION What is a Science Video
Understa Human Inquiry Use the investigation Students recording • Teacher activates students’ knowledge by having a discussion with waterproof https://www.youtube.
Lesson 4 nding Endeavour Skills worksheet to record sheets to be assessed to the class about previous lessons on materials. Activate student’s material? com/watch?v=oFwNQ
&5 Different Science Pose and predictions about at least 3 check understanding prior knowledge by reviewing words on the word wall EOh70I
materials involves respond materials reaction to water. • Teacher shows a video to the class (waterproof clothing) Why would you
can be observing, to Worksheets – Appendix need material that is “Waterproof” added
• Teaching introduces the term “waterproof” to the class and adds
combine asking questions, 1.5 waterproof? to the word wall
it to the word wall
d for a questions and make
Objective 2 • Discuss what absorbent means
particular about, and prediction
Demonstrate the • Different types of waterproof material is passed around the class If water went on a Plastic cups
describing s about
purpose ( understanding of & students are to feel the material waterproof material,
changes in, familiar
ACSSU03 absorbency, repelling and what would Elastic bands
objects and objects
1) events (ACS and infiltration of water in BODY happen?
HE034) events (AC material by correctly • Students are split into teams of 4 (pre decided by teachers) Pipette
SIS037) identifying at least 3 • Students to investigate different materials and whether they are What things at
materials that have done so waterproof home do you have Small plastic tubs (to
during the experiment and • Teacher demonstrates in front of the class before the experiment that are hold water)
correctly record them on the commences waterproof? (rain
investigation worksheet jacket, gumboots Paper towel
Experiment ect)
-Teams are given 4 different types of materials
-Materials are to be placed over the top of plastic cups and students use a
pipette to place water on the top of the material
-Students are to make predictions about what they think will happen to the
materials.
-Students are to use the recording sheet to record whether the water went
through the material, if the material absorbed it or if the material repelled it
-Each team of students has a different set of materials and students are to
have a guided discussion with the teacher about their results and compare
the results of the groups different materials
-In the teams’ students are in they are to use one of the materials they tested
to design their rain jacket

SAFETY
-Ensure students don’t drink the water in the containers
-Students are supervised when undertaking the experiment
LEARNER DIVERSITY
-Headings on the worksheet can assist students
-To extend, students are to choose another material and predict if it would
be waterproof
 EVALUATE (1 Lesson)
• Review and reflect on their own learning, understanding and skills
• Represent their changes in understanding, belief and skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 5 Science Science as Science Objective 1 Summative INTRODUCTION What is a waterproof “What are Materials”
Underst a Human Inquiry Demonstrate the ability to Students A3 recording • Teacher continues to read “What are Materials” to students material?
Lesson 5 anding Endeavour Skills work cooperatively with sheets will be assessed • Review what students learnt last lesson about absorbent materials by A3 recording sheet
&6 others by collectively working through a checklist playing 4 Corners How do you know if a
Represent as a group to complete an A3 material is Coloured pens and
Different People use and poster, including all relevant Anecdotal notes will be -Each corner of the room is designated A, B, C, D waterproof? pencils
materials science in communic -Teacher asks students questions about materials
information used to assess group
can be their daily ate -Students go to the corner of the room that they think corresponds What happens if a Materials samples from
lives,
cooperation
combine observatio with the answer material isn’t previous lesson
including ns and
Objective 2 waterproof?
d for a BODY
when caring ideas in a Design a rain jacket using an
particular • Students are to work in the groups they worked in during the previous
for their variety of appropriate material choice lesson What are some
purpose ( and include the diagram in
environmen ways (ACS • Students to base their jacket design off one of the materials they properties of a
ACSSU03 students A3 poster.
t and living IS042) tested last lesson waterproof material?
1) things (ACSH
E035) -Student record findings in the group A3 recording sheet
->Why they have chosen the material
->Properties of the material that would make it suitable to be a rain jacket
->A coloured drawing of the jacket with labels
->Other aspects students want to include
->Students can incorporate more than one material into their rain jacket

CONCLUSION
• Students to present their ideas to the class with their team members

1) State the materials they used and why

2)Explain their diagram

• Students have time to give questions to each group

•
-To summarise the lesson students, play “Roll the Dice”
->Teacher puts a 6-sided die on each table
->Students use their science books to answer questions based on each roll
1)I want to remember
2)Something I learnt
3)Something I still want to know
4)What I would like to do next time

SAFETY
• Hair tied back and enclosed shoes worn
 LEARNER DIVERSITY
-Group work used to increase engagement and participation
-Groups with student that have behavioural issues are to be monitored closely

APPENDIX

Figure 1.1 – Checklist

Lessons Objective 1 Demonstrate the understanding of the properties of different materials by correctly placing at least 5 objects into the correct material
category.
Lesson Objective 2 Describe what a least five materials feel like by using words on the science word wall.

Student LO1 LO2 Observations

Figure 1.2 – Worksheet

SNAP, TEAR OR STRETCH

Group Members__________________________

What happened to each material?

Material Prediction Why did I predict this? Result
Figure 1.3 – Checklist
Lessons Objective 1 Create at least 1 predication of what will happen to each material in the experiment and write the predication on the science worksheet.

Lesson Objective 2 Correctly identify whether a material tore, snapped or stretched and writing the correct identification on the materials worksheet
Student LO1 LO2 Observations

Figure 1.4 – Poster checklist

Poster Content
Groups (Students) Is it Strength Uses - Why the Appearance Is the Texture
absorbent material is good (opaque or material man (Description of
transparent) made? what it feels like)

Group 1 (Students….)
Group 2 ()
Group 3 ()
Group 4 ()
 Is this material waterproof?

What happened to the material?

Material Prediction What did I see happen? Why did this happen?
Figure 1.6 – A3 Rain Jacket poster

DESIGNING A RAIN JACKET

MATERIAL

PROPERTIES OF THE MATERIAL

OTHER INFORMATION

JACKET DESIGN
Figure 1.7 – Rain jacket Checklist

Lessons Objective 1 Demonstrate the ability to work cooperatively with others by collectively working as a group to complete an A3 poster,
including all relevant information

Lesson Objective 2 Design a rain jacket using an appropriate material choice and include the diagram in students A3 poster.

Groups LO1 LO2 Anecdotal Notes

Group 1
Group 2
Group 3
Group 4