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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- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about kitchen science and represent what they know about kitchen science
 Summative assessment of science understanding

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

Science Science as Science

Understan- a Human Inquiry Skills
ding Endeavour

Wk 4, ACSSU ACSHE ACSIS As a result of Summative – Introduction: What types of Envelope with
Lsn 5 018 022 025 this lesson, Science 1. The educator arranges for another staff changes have instructions
students will be Understanding member to deliver a large envelope we learnt about?
able to… addressed to the ‘Year One Class.’ Kitchen science
Work sample – 2. The educator opens the envelope and What happens to books/cookbooks
Invent a meal drawn or digital reads the letter inside. food when we /nonfiction books
that poster that 3. The letter instructs the students to invent heat it up?
incorporates displays how the a meal incorporating a chemical iPads for internet
chemical chemical change and one meat product, five How does the research and
changes change will alter vegetables and one grain. food change digital poster
the chosen 4. Students will create a drawn or written when we cool it making
meat product, poster in their groups informing others down?
vegetables and about how the chemical change will Coloured paper
grain alter each ingredient. Can we eat food and markers for
Lesson Body: that hasn’t been poster making
1. Students decide on which chemical changed?
change (heating or cooling) will best fit Apple TV for
the criteria they have been given. Can we eat food sharing digital
that has been posters
2. Students discuss and decide on a meat up/cooled
product, vegetables and grain for their down?
3. Students use their knowledge of how
foods are changed to write three
questions that they will use research to
find the answers to.
4. Students use books and the internet to
find answers to their questions.
5. Students create their drawn/digital
posters in groups displaying their
chemical change and how it will alter
each of their ingredients.
6. Students ensure that they have
answered each of their three questions
through their research.
7. Students must then think about what
their ingredients can be combined to
make as a meal and give it a name.
1. Each group presents their poster to the
class and discusses their chemical
2. Students also share their group’s
questions and the process they
undertook to find the answers.
3. The audience shares their feedback
with the group by highlighting one
strength and one weakness of their
4. The audience must also make sure that
the group’s invented meal meets all the

Note: As a unit completion task, students

could source the items needed for their
invented meals and test their ingredients
using the chosen chemical change.