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TERM/WEEKS: Term 2 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Chemical science - Mixtures

Week 3

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- EXPLAIN (1 lesson)

 To support students to explain their understanding of how different substances/materials can be mixed together to different purposes.
 Formative assessment

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

Science Science as Science

Understan- a Human Inquiry
ding Endeavour Skills

W3- ACSSU0 ACSHE0 ACSIS0 Students will be Formative Introduction (10min) When an ice cube
L1 31 21 27 able to… Monitoring melt is this a liquid
students Students will play a game of true or false on or a solid?
Describe and development facts about mixtures. (If students are unsure
explain the basic they can pick which one sounds right) Is paper a solid
terminology for Checklist mass?
making mixtures. Were the If you think it is true you will move to the left
objectives met? side of the room. If you think it is false you will Is play doe a liquid
Discuss mixtures move to the right side of the room. or solid? A3 paper x 20
explores and their Check for student Coloured pencils
purposes. understanding Students will be questioned on their choice in (students have
throughout the answer their own pencil
Define what a lesson. case)
mixture is and Teacher will go through the answers with the
their purpose. students and explain why.

Activity (30min)
Go through definitions with students shown on
projector. Ask students first if they know what Definition sheet on
the definitions are then explain. projector
Can you define
(Use definition sheet) this?

Students will use an A3 piece of paper where What is an

they will create a poster from their given example of this?
definition. Students will work in pairs and
students will present their definition and fun
facts to the classroom.

The definitions must be included on their A3

poster and any additional information and
pictures can be printed and added by the

Students will have their own logins in which

the teacher will be monitoring for research What question will
and printing. you be asking and
why? What is the
Each student will airdrop their definition and answer to the
present to the classroom in their pairs. question?
Science journals
Closure (15 min)
Students will write up a question for their
partner to answer, based on what they have
learnt today. Students will create a question
and then swap with their partner. Students will
have five minutes on their IPad to research a
good question to ask their partner.

Examples shown on the board of good

questions to ask.

Students will then go over the question with

their partner and explain the answer.

Students can share a few with the classroom.

Quick pair, share with your partner on

something that you have learn today.
Students will note these in their Science

Learners diversity
Students are grouped in their colour, student
are pushed to create more intellectual
Students who struggle with their writing can
use one of the questions from the board or the
teacher will help them to create a question.

Students will be seated away from distraction

and ensure all students are able to have a
clear view of the board.

Students noted in which lower learning

capabilities and those will be checked up on
throughout the lesson.

Additional sheets made for students in which

are ahead within class.

Prior lesson
Students have previously gone through the
terms of chemical reactions and the scientific
basic knowledge of how they occur and why
they occur. What it is needed for.

Students used a placement card game to

match definitions prior and gone through what
they are.