PST Names: Matthew Manuell, Mark Tunnicliffe, Brigid Mcconville

Topic: Physical Change

Year Level: 1
Unit outcomes
AusVELS:

Science - Level 1
Science Understanding
Chemical sciences
Everyday materials can be physically changed in a variety of ways (ACSSU018)
Science as a Human Endeavour
Nature and development of science
Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Science Inquiry Skills
Questioning and predicting
Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
Planning and conducting
Participate in different types of guided investigations to explore and answer questions, such as manipulating
materials, testing ideas, and accessing information sources (ACSIS025)
Processing and analysing data and information
Through discussion, compare observations with predictions (ACSIS212)
Communicating
Represent and communicate observations and ideas in a variety of ways such as oral and written language,
drawing and role play (ACSIS029)

English - Level 1
Writing
Literacy

Write using unjoined lower-case and upper-case letters (ACELY1663)

Speaking and Listening
Language
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including
appropriate use of formal and informal terms of address in different contexts (ACELA1454)
Literacy
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing
ideas, information and questions (ACELY1656)
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using
appropriate volume and pace (ACELY1788)
Make short presentations using some introduced text structures and language, for example opening statements
(ACELY1657)

The Arts - Level 1

- They begin to select, arrange and make choices about ways of using arts elements, principles and/or conventions
from individual arts disciplines as they investigate the use of skills, techniques, processes, media, materials,
equipment and technologies relevant to the arts disciplines
- Using ideas and concepts taken from themes, scenarios, narratives and visual stimuli, they experiment with ways
of expressing and communicating ideas and feelings to particular audiences or for particular purposes
- They explore and, with guidance, maintain a record of ways of creating arts works that use a range of
contemporary and traditional arts forms, media, materials, equipment and technologies
Concepts: (include representations and practices that may be relevant)
There are different states of matter (solid, liquid, gas)
Matter changes when heat is added or removed
Particles move when heat is added or removed, and this is why the change in the state of matter occurs
How to plan and implement a fair test
Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)
Students understand that temperature changes the state of matter

Students use scientific language to describe the changes in matter

Students discuss, plan, predict and participate in a fair test
Students represent their knowledge by creating a physical representation of the content learned

Unit overview
Phase/
Lesson

Science outcomes

Lesson 1
(Engage)

- Engage with
chemical change
- Use scientific
language
- Explore the
difference between
holding sherbet in
a hand compared
to in a mouth
- Explain thought
processes

Lesson 2
(Explore)

- Engage with
chemical change
- Explore the
changes occurring
to butter and ice
when held in the
palm of the hand
- Make

Literacy outcomes

- Use language
specific to the
content
- Describe change
using oral
language

- Record
observations by
writing or drawing
changes students
can observe on a
provided template
- Use language to

Lesson Summary

- Welcome students to the class,

introduce ourselves and ask students
to tell us their names
- Make sherbet with the students,
asking them to measure out
quantities and stir the mixture
- Place a small amount of sherbet
into each students hand and ask
them to explain what they think is
happening
- Then ask students to put the
sherbet from their hands onto their
tongues. Ask them to describe what
they think is happening
- Ask them to describe why they
think the sherbet is reacting
differently in their mouths than it was
on their hands
- Reflect on last weeks activity
- Introduce students to the blocks of
ice and cubes of butter. Explain that
we will be observing the changes
that are going to happen (if any)
when we place the butter or ice in
our hands.
- Ask the students to work in a pair,

Assessment
opportunities
- Diagnostic
assessment
- Observations of
language
- Identification of
misconceptions
through
observation and
discussion

- Diagnostic
assessment
- Observation of
language used
through discussion
- Identification of
misconceptions

predictions
- Explain thought
processes

Lesson 3
(Explore)

- Engage with
chemical change
- Explore the
changes happening
to the butter and
water when placed
in bowls of ice
- Make
predictions
- Explain thought
processes and
reasoning

describe changes
occurring

- Record
observations by
writing or drawing
changes students
can observe on a
provided template
- Use language to
describe changes
occurring

where one person will hold the butter

and the other will record what
happens on a piece of paper.
- Give the ice to the students and
ask them to hold it in their palms for
190 minutes while their partner
records what happens over the time.
- Prompt student with questions
that will allow them to explain what
they think is happening to the ice
and, more importantly, why.
- Repeat the activity with the butter
cube, asking students to swap with
their partners so that they each get a
turn to record and how a material.
- Reflect on the students thoughts
on why the materials melted the way
they did
- Reflect on last weeks activity
- Introduce students to the melted
butter and water (in zip-lock bags)
and pass them around the group so
that they can feel the materials, ask
students to explain what they think
the water and butter feels like. See if
they can connect to last weeks
lesson
- Then introduce students to the
bowl of ice and explain that the
butter and water will be placed in the
bowl. Ask the students to predict
what they think will happen to the
materials and ask them to draw or

through discussion
- Annotated
collection of
writing/drawing of
students
observations

- Diagnostic
assessment
- Observation of
language used
through discussion
- Identification of
misconceptions
through discussion
- Annotated
collection of
writing/drawing of
students
observations

write it down.
- Place each material in the bowl of
ice.
- While waiting for the change to
occur, watch a video about dry ice.
Discuss with students the use of dry
ice, the pros and cons
- Check on the water and butter,
pass around to the students and ask
them to describe what they can feel
and to explain why
- Ask students if they think that
time has an impact on cooling down
or freezing materials and ask them to
explain why
- Ask students to predict what
would happen if we left the water
and melted butter in the bowl of ice
for an extended period of time
- Show the students a previously
made frozen butter and frozen water
and get them to compare them with
the materials we tried to freeze
during the lesson
- Reflect on learning and concept
development during this lesson
Lesson 4
(Explain)

- Engage in a
visual
representation of
particles and how
they move within
materials
- Participate in a

- Complete
provided
worksheet
individually
through drawing
- Engage in

- Reflect of the previous two

lessons, see if students can use
scientific language and if they can
not, introduce the language to them:
melting, freezing, temperature,
change etc.
- Watch a video that explains the

- Formative
assessment
- Observation of
language used
during discussions
and representation

representation and
demonstrate how
particles move
within materials
- Show
understanding of
the different states
of matter
- Use scientific
language to
describe the
change in matter
when heat is
applied or removed

scientific language
specific to the
content being
taught

different states of matter and

describes what happened at a
particle matter within matter.
- Discuss the video, assess what
knowledge the students gained from
engaging in the video
- Introduce students to buttons and
explain that these will be
representing the particles that can be
found in butter or ice or water. Then
explain that we will be using a yellow
piece of paper cut out like a sun to
represent heat. Explain that we will
also be using blue paper cut out like
a snowflake to represent the cold.
- Model for the students what
happens to the particles when heat is
applied by moving the buttons away
from each other when the sun
appears. Use language such as
melting, liquid, heat, change and
temperature while modelling
- Then model for students what will
happen to the particles when heat is
removed by moving the buttons
close together when the snowflake
appears. Use language such as cold,
freeze, solid, change and
temperature while modelling
- Ask students to then represent
what they have experienced by
allowing them to experiment with the
representation and demonstrate their
knowledge. Correct any

- Collection of
completed
worksheet with
annotations

misconceptions as they arise and

encourage correct scientific language
- Give students a worksheet that
asks them to draw what they think
particles would look like when heat is
applied or removed (see worksheet
below), allow students to work
through it individually and assist
students who have misconceptions or
need extra assistance
- Reflect on lesson, asking students
to recap the scientific terms we had
introduced
Lesson 5
(Elaborat
e)

- Engage in
scientific language
- Discuss and
understand the
meaning of a fair
test
- Conduct an
experiment of their
own choosing
- Make
predictions
- Explain the
changes that occur
within their
experiment

- Plan a fair test by

writing steps and
instructions to
follow
- Write or draw
predictions and
results
- Engage and use
scientific language

- Review previous lesson and revisit

scientific language developed
- Explain that we will be splitting
into three groups to conduct a fair
test, experimenting with chocolate
- Explain the meaning of a fair test
that only one variable can be
changed in order to test a constant
material
- Allow students to work in their
groups to design their experiment,
providing options and guiding the
experiment
- Ask students to predict what will
happen during their experiment
- Conduct the experiment. During
the experiment, discuss with
students the changes that the are
able to observe and ask them to
explain why they think the change is

- Formative
assessment
- Observation of
ability to create a
fair test and make
predictions
- Assessment rubric
from observations
during the fair test

or is not occurring. Encourage the

use of correct scientific language
- After the experiment is complete,
ask students to explain what
happened. Ask them to then
compare the result with their
prediction was their prediction
correct, why/why not?
- Ask students to predict what
would happen if we had more time to
conduct the experiment what would
happen over time?
- Ask them if they were to conduct
the experiment again, what would
they do differently?
- Record these responses on a piece
of paper
- Reflect on lesson
Lesson 6
(Evaluate
)

- Demonstrate
understanding of
the different states
of matter
- Explain the
reasoning behind
the change in
matter
temperature
- Create a roleplay that
represents their
understanding
- Use of correct
scientific language

- Create a
storyboard for the
role-play
- Engage in
scientific
terminology

- Reflect on previous lesson, discuss

what the students have learnt over
the course of the unit
- Inform students that they will be
making a role play to demonstrate
their knowledge
- Allow students time to create the
role play while prompting them with
ideas if they get stuck and
encouraging the participation of all
students
- Create a storyboard to depict what
will happen in the role play
- Film the students acting out the
role play

- Observations
from discussion
with students
about the creation
of the role play
- Filmed role-play
- Observed
participation and
engagement during
the creation and
filming of the roleplay

- Reflect on learning throughout the

unit
Celebrati
on Day

Show the recorded role play of the students showing the knowledge they have developed about change
and temperature. Ask students to describe to their audience what is happening during the role-play. If
students are comfortable, ask them to act out the role-play to an audience.
Show photos of students taken during the learning sequence, ask students to describe to the audience the
context in which these photos were taken.