FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, WK1-3 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science, Chemical science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
Throughout in discussions thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

12 iPads in the classroom, students usually have one between two. Although, more IPads can be organised prior to a lesson. Students iPads are controlled by the apple classroom screen the
teacher has.

WEEK/ West Australian SPECIFIC ASSESSMENT TEACHING & LEARNING RESOURC

LESSON Curriculum LESSON (what & how) EXPERIENCES ES = ICT
LINKS OBJECTIVE (Introduction, Body and Conclusion) and
other
WK1 A change of state As a result of I will use Introduction
lesson 1 between solid this lesson sticky notes 1. Lesson stimulus/prompt: teacher tells a story of how they left Easter eggs in a bowl on a table outside and when they
‘Engage’ and liquid can be students will be from the came back they were all melted and their shape had changed.
caused by adding able to: concluding 2. Class discussion - engage prior knowledge
Engage or removing activity and
students heat (ACSSU046) 1. Write on a anecdotal Q. “Has this happened to anyone else before? What has it happened with?”
and elicit sticky note notes made Q. “Does anyone know what that term is called?” A. Melting
prior With guidance, a property from
knowledg identify questions discussions as Body
of either a
e in familiar a diagnostic 3. Experiment: The teacher presents a stick of butter (with wrapping still on). Teacher chooses a well-behaved student to
contexts that can solid or a assessment of Stick of
liquid. feel the butter.
be investigated what the butter,
scientifically and students bowl and
Q. “What does the butter feel like? Is it firm? Can it be squished?”
make predictions know about spoon
Q. “If I leave this butter in a container will it change shape if its left outside?”
based on prior solids and
- Students make predictions of what they think will happen to the butter.
knowledge liquids
(ACSIS053) already (prior - Teacher leaves butter outside till the end of the day. Teacher passes around the melted butter in the bowl with a spoon
knowledge). and have discussions around what’s happened.

This Conclusion
information 4. Assessment: Teacher hands out a sticky note to each student and they need to write a property of the butter either
will allow me when it was a solid or a liquid. Students write their names on the note. 25x sticky
to make any notes
adjustments Extending and enabling prompts:
to my FPD. Enabling: Work one on one with students and/or in small groups, target teaching. Give them more time to explore the butter.
Extending: Students can check and draw the butter every hour, recording the melting process.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES ICT and other
LINKS (Introduction, Body and Conclusion)

WK1 A change of state As a result of this I will use a checklist Introduction

lesson 2 between solid and lesson students will (formative assessment) to 1. Review last lessons discussions around butter changing from a solid to a liquid
‘Explore’ liquid can be be able to: grade and make
caused by adding or comment of the students’ Q. “Can anyone recall what happened to the butter? What do we call this process?”
Provide removing 2. Explore the worksheet to ensure that Q. “Why did this happen?”
hands-on heat (ACSSU046) properties of the students have
experienc different solid achieved the objectives. 2. Introduce science ‘Word Wall’ and add words from previous lesson to recap the content. Word wall
e of the (attached)
and liquid Body
phenome
non materials and 3. Teacher introduces the students to the worksheet ‘Solid science’ and completes the ‘Water’
record their column of the worksheet.
observations - Teach Identifies the object: water 25x Solid
in a table - Teacher describes the properties of the material –Is it: breakable? Stretchy? Scratchy? science
(asses this Breakable? Can it reshape? And conducts a variety of hands on experiments worksheet
using ‘Solid - Teacher fills out the table in front of the students document on PP (attached)
science’
4. Teacher then nominates a leader and encourager for each group and explains these roles. Materials
worksheet). (Water, rocks,
5. Experiment: Students work to complete their investigation and record their results into the elastic bands,
worksheet using the materials on their table. Remind students of the roles of the leader empty
3. Predict what container, sand
and encourager
will happen to in a plastic
various objects Conclusion bottle)
when melted 6. Introduces students to atoms as a reason for these structure: States of matter atoms game, Plastics
and the cups/containers
students are the atoms when teacher calls ‘solid’ students need to huddle up, ‘liquid’ move
reasons why slightly apart and ‘gas’ need to spread out in the classroom.
these changes Classroom roles
occur Enabling and extending prompts: poster
Enabling: Engage student’s prior knowledge and refer to the word wall created (attached)
Extending: Students make their way to the carpet where the teacher shines a flashlight through a
glass with water vs through a glass filled with sand. Discussion – why is it that the light comes through
the water and not through the sand?
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES ICT and other
LINKS (Introduction, Body and Conclusion)

WK2 Lesson A change of state As a result of this I will use work

Introduction
3 between solid and lesson, students samples
1. Word wall: state of matter terminology to be pinned up. Get students to define/describe the card
‘Explain’ liquid can be will be able to: (formative Word wall
and they can then pin it up on the wall. Choose students, ‘hands down and think about the answer,
caused by adding assessment) to cards
because I’m going to choose someone’.
Develop or removing  Write how a ensure that the
science heat (ACSSU046) change in students have
2. Experiment: Teacher displays bicarb soda, vinegar, balloons and a bottle. The teacher asks students:
explanation temperate will achieved the Experiment
“What state of matter is the bicarb soda?”
s for affect their lesson objective. materials
experiences “What state of matter is the vinegar?”
material.
and
representati The students move outside for an experiment: combining a solid and liquid to form a gas. The teacher asks the
ons of students to predict what will happen…
developing
conceptual Body
understandi 3. Give each student a card with a solid or liquid material e.g cordial, candle, milk, lolly etc
ngs “What environment is your material in when it’s a liquid or solid?” Material cards
“What happens when we add/remove heat to your material?”

4. Introduce students to their task. Must draw a table (teacher does an example on the whiteboard of
below)

Title: Conditions on … (material)

Conditions Freezer Refrigerator Room Microwave
temperature
State of
matter
What’s
Whiteboard
happened
Science books
to the
atoms
- Students are to draw these tables in their science books and fill it out according to their material
given.

Conclusion
Students share their tables with their partners and discuss why this happened to their material.

Extending and Enabling prompts

Enabling: Provide students with an ‘easy’ material to investigate and explain
Extending: Have students draw labelled diagrams of the atoms in each different environment.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

WK2 Heat can be As a result of this lesson, I will use a rubric

Introduction
lesson 4 produced in many students will be able to: (summative
‘Elaborate ways and can move assessment) to grade 1. Start by reviewing previous lessons content
’ from one object to  Make a prediction about and make comment https://www.tigtagjunior.com/film/melting-TTJ00062/ Video
another (ACSSU049 how long it will take to of the students’ 2. Word wall: state of matter terminology to be pinned up. Get students to Word Wall card,
Extend ) melt two different size worksheet to ensure define/describe the card and they can then pin it up on the wall. Choose students, pins
understan pieces of ice that the students ‘hands down and think about the answer, because I’m going to choose someone’.
dings to a A change of state have achieved the Body
new between solid and  Graph this data using objectives. Investigation
context or liquid can be the numbers app on the 3. Introduce students to the worksheet and run through the structure of the lesson.
make caused by adding or iPads 4. Introduce students to the small ice cubes and the large block of ice.
connectio removing – Have a discussion about what is a fair test. Microwave
ns to heat (ACSSU046) “What have we kept the same in this experiment? What have we changed in this Ice blocks
additional experiment?”
concepts 5. Have students go back to their desks and fill in their worksheets. 25x worksheets
through a (uploaded)
student- 6. Students return to the carpet and watch as the teacher microwaves each container
planned for 30 seconds. Teacher chooses a helper to come up and describe what they can
investigati see. 25x iPads
on. - Teacher engages discussions about safety around warm water and the microwave. Teachers iPad
controller
7. The teacher then records each time it took for the ice to melt and writes these on
the whiteboard.
8. Students return to carpet and the teacher reminds students how to graph their
results on the iPad. Teacher uses apple classroom to monitor device usage.
Conclusion
Students share their bar graphs with the class by displaying them on the interactive
whiteboard.

Enabling and Extending prompts:

Enabling: Engage prior knowledge and refer to the Word Wall.
Extending: Students sign into Brain pop on the iPad and complete an easy quiz.
https://jr.brainpop.com/science/matter/solidsliquidsandgases/easyquiz/
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

WK3 Heat can be As a result of this lesson I will use the Introduction
lesson 5 produced in many students will be able to: thumbs up, side Brainpop video
1. Students are sitting on the mat, they watch
‘Evaluate’ ways and can move 1. Identify the variables and down to give loaded
https://www.brainpop.com/science/energy/heat/
from one object to that you keep the me an indication
- “What have we been learning in the previous science lessons”?
Students another (ACSSU049 same and change in about who needs
re- ) additional help.
the experiment Body
represent 25x melting
2. Teacher presents the ‘Melting investigation planner’ on the whiteboard.
understan A change of state This lesson will investigation
2. Graph the time it As a class we do the ‘What are you going to investigate? What are we looking for?’ question
dings and between solid and form the whole planner
takes for the small together.
reflect on liquid can be summative (attached)
A: We are investigating how many minutes it takes a whole piece of chocolate to melts,
their caused by adding or and large pieces of assessment which
compared to a broken piece of chocolate.
learning removing chocolates to melt. uses a rubric to 2x chocolate
journey heat (ACSSU046) assess. freddos
- Structure the ‘What do you think is going to happen in the investigation?’ with I
and microwave
predict that…
teachers 2x plates
- Talk through what is a fair test?
collect spoons
- Talk through the need to label their diagrams.
evidence
- Teacher talks through the method
about
- Thumbs up, side, down to indicate who needs help
achievem
ent
3. Students return to their desks and fill in the first page of their worksheet.
outcomes
- Whilst the students are doing this the teacher is microwaving the chocolate
(following the method).
- The teacher records this data on a table on the whiteboard.

4. Once the chocolate has been melted the teacher facilitates conversation around how
the chocolate has changed and why that is – pass around the bowl of chocolate
5. Once the data has been collected the students return back to their desks and
complete page 2 and 3.

Conclusion
6. States of matter atoms game, students are the atoms when teacher calls ‘solid’
students need to huddle up, ‘liquid’ move slightly apart and ‘gas’ need to spread out
in the classroom.

Enabling and extending prompts:

Enabling: Scaffold the steps and apply, target teach small group
Extending: Students can use an iPad to graph the data from the investigation.