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TERM/WEEKS: Term 4, Week 4 YEAR LEVEL: Year One LEARNING AREA/TOPIC: Science – Chemical Sciences

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 (1-2 lessons)

 To capture student interest and find out what they know about the differences and similarities between raw and cooked foods
 To elicit students’ questions/ prior knowledge about the changes between raw and cooked foods
 Diagnostic assessment used- in this lesson you will find out what the students already know about the differences and similarities between raw and cooked foods. This will allow you to take
account of students’ existing ideas when planning learning experiences

LESSON OBJECTIVE (what and how) (include learner diversity)

Science Science as Science

Understan- a Human Inquiry Skills
ding Endeavour

Wk 4, ACSSU0 ACSIS As a result of Diagnostic Introduction: What is different Images of raw

Lsn 1 18 027 this lesson, 1. Students are seated in a circle as between this and cooked
students will be Video – various images of raw and cooked picture and that foods
able to… students’ video foods are passed around. picture?
their completed 2. Students are asked to discuss what is iPads for
Group foods groupings, different and what is the same about How does raw recorders
into raw and explaining their the images. food change
cooked reasoning for 3. The educator will prompt children when you cook 40 plastic plates
categories the about the chemical changes occurring it? (two per cloche)
categorisation between the images (cooking).
List the and listing the 4. Students are grouped by choosing a Can you change Raw and cooked
differences differences they partner or a group and three and cooked food foods:
between raw have observed joining up to make groups of four to six back into raw  raw potato
and cooked students. food? slices
foods Work sample – Lesson Body:  mashed
Popplet 1. Students decide on a group name What groups can potato
brainstorm based on their favourite snack food. we put these  raw dried
summarising the foods into? pasta
listed 2. Students negotiate roles for each group  cooked pasta
differences from member (group leader, photographer, Do the raw foods  raw apple
each group recorder and reporter/s). smell, look and wedges
3. Students are presented with feel different from  stewed apples
homemade cloches (plastic plates the cooked  fresh peas
covered by other plates) containing foods?  cooked peas
various kinds of foods in their raw and  rolled oats
cooked states. How do they  porridge
4. Students must work together in the smell, look and  raw pumpkin
assigned roles to match the raw feel different? cubes
cooked to its cooked partner e.g. rolled can you use  pumpkin soup
oats and porridge. some of our  raw capsicum
5. Students must then group the foods describing words rings
(they will be scaffolded to group them (adjectives)?  roasted
based on their raw and cooked states). capsicum
6. students must then discuss and list the Is raw potato the  fresh plum
differences between raw and cooked same as cooked halves
foods e.g. softer, can be eaten, has potato? Why or  plum jam
been cooked etc. why not?  fresh
7. The photographer must video the cauliflower
completed food groupings and the  cooked
other group members listing the cauliflower
differences between the raw and rice
cooked foods.  fresh tomato
Conclusion: slices
1. Educator asks each group what  tomato sauce
categories they used to group their
foods. Gloves and
2. Each group’s reporter/s present their spoons (if
group’s video to the class. students don’t
3. The educator asks each group’s want to use their
reporter to add their list of differences hands)
onto a class Popplet to aid review in
later lessons. Popplet