FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: 5 LEARNING AREA/TOPIC: Chemical Science

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

Students are
What do these
Laminated
Solids,
liquids and
gases have Introduction/ activation of student interest: materials look
like, sound
1. to Anectdotal cards
different obs
ervable prop Teacher to hand out laminated cards with pictures of certain
like, feel like?
erties and
notes materials which are either a Solid, liquid or a gas. Students
Engag brainstorm
behave in
different are to attempt to find other students with the same picture What are
ways
e as them, and form a group of 5 (in a class of 30). Teacher some
(ACS their current Quailty of introduces the topic: Solids, liquids and gases have different examples of 6 A3
physical properties (without explaining any content). solids, liquids
SU07 information on
knowledge and gases, sheets of
7) the posters and what do
about the Activity 1
we know
about these
paper
topic of Students are to brainstorm everything that they think they
things?

If we are
solids, liquids know about Solids, liquids or gases (gives students a chance
to feel like they can contribute even if they don’t know much unsure about Coloured
any
and gases, in about the topic. Also provides information about the information, pens,
misconceptions students may have). what are some
groups of 5. Students are to take turns in making a suggestion to be of the trusted pencils
written on the A3 sheet of paper. Prior to the activity, remind resources we
students of group work skills: can access to
find out?
Write a - Do not interrupt others when they are providing a Design Brief:
Sticky
suggestion
question - Respect others and their suggestions – do not make fun of
How can the
materials be
notes
or tease others transported
about solids,
with as little
- Give everybody the chance to contribute equally.
- Students always have the right to pass. effort as (minimum
possible?
liquids and 40)
Once students have compiled a list of their current How do we
gases and knowledge of the topic, have some students read out some ensure that Whiteboar
of the suggestions they may have made. no amount
submit it to of material d markers
is lost or
the question Activity 2 damaged in
the process?
Students are given a coloured sticky-note each. On the sticky
board. note, they are to write a question they may have about the Recycled
topic. Once students have written their question on the sticky
note, they are to attach them to the whiteboard. Take a materials
Plan the photo of the whiteboard with all the sticky notes attached,
and tell students that some of these questions will be chosen
construction and answered in future lessons. Design
of a device Conclusion brief
Students are to be introduced to the design brief. In today’s
which can be lesson, they will be in the planning and brainstorming stage worksheet
(mainly drawing what it may look like, what type of device
used to they can make), coming up with some ideas before building
their designs. They are to be given a worksheet to help guide
transport a their planning (see resources). Some materials will be placed
on the table to provide students with inspiration and to give
solid, liquid an idea as to some of the materials they may be able to use
or gas from for their designs. The teacher will explain the task, and help
students when they are drawing up their designs or planning
one place to for their task.

another
(STEM)
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

2-
Solids,
liquids and
Science
involves Slime activity:
gases have testing Introduction:
predictions
Explor
Explain that Design Brief
different obs
ervable prop by Have three stations set up around the classroom. Tell http://www.abc
e erties and gathering
students not to touch any of the equipment until instructed.
data and
– Rubric .net.au/science/
some objects
behave in
different using Tell students that they will be exploring the properties of
ways evidence to
different solids, liquids and gases. Set ground rules and experimentals/
develop
(quality of
(ACS
explanatio
share expectations for group work (recap safety and skills required experiments/ep
device, were
ns of
events and for group work). Briefly explain each activity to the whole isode27_3.htm
SU07 phenomen
properties of class prior to beginning the lesson.
7
a and
reflects any
See Weebly for
historical
and both a solid materials rubrics and
cultural
Station 1: Slime activity
contributio
ns and a liquid. damaged, Students are to be given a recipe of how to make the slime
Is the slime
a solid or a
checklist
liquid? Can a
(ACSHE0
81)
creativity, (see attached). A Parent helper or the teacher will be at this
material be Recipe for
station to take students through the process of making slime
Describe the use of step–by-step. Once the students have made the slime, they
both? slime activity
are to experiment with the material, observing its different above.
recycled How is the
different properties, and how they change when it is manipulated in slime
materials) different ways. Students will be able to see that there are different to a Samples of
properties some materials, such as the slime, that have properties which regular solid
different solids,
do not match those of other solids or liquids. or liquid?
that Solids, Slime
liquids and
Station 2: Solids, liquids and gases gases, in
liquids and activity –
How do
these
containers for
Students will have a worksheet to fill out (see attached). On students to
gases anecdotal
the table(s), there will be multiple types of matter in
materials fill
up a manipulate and
typically notes (group containers, taking the form of solids, liquids and gases. Some container?
explore
Do these
examples may be: an eraser, water, ice, honey, sand,
work materials
have. uncooked rice, steam, air. flow from Have students
On the worksheet, students will have to list and describe the one
properties of each of the materials on the table. They can container to
bring in own
Station 3: work in pairs, and can take turns manipulating materials and another? containers to
Explain the Checklist – acting as the scribe (some students may get sticky or dirty
Do these
be able to take
hands – have cloths or a station available for students to home the slime
findings from Quality of
materials
clean their hands). Students can compare the characteristics (have lesson at
retain or
of different materials, and categorise them into solids, liquids
observations, change their end of the day
the slime and gases based on their observations. shape?
to avoid mess
number of
activity and Conclusion: What do during the
observations Summary of each station, have some students describe their these school day)
the solids, for each findings from the slime activity and the solids, liquids and materials
look like,
gases activity. Explain the key scientific reasoning for the
liquids and material, occurrence of these events (e.g. why does the slime have
feel like, and
sound like?
characteristics of a solid and a liquid?). Outline the plans for
gases ability to
students and their design briefs – they are to continue to
How do they
compare to

activity in a work within research and gather materials for their designs over the the other
following week. At home and during spare time after materials
a group being
class completing other class work, students can work on their tested?
setting. design briefs also. Set deadlines for completion of the task.
discussion.
Safety considerations:
- No eating unless instructed to by
the teacher
- No walking around with scissors
- Wash hands after using materials on
all activities
- Do not interfere with other
classmates’ work or projects
- If assistance is required, put your
hand up
- Be mindful of sharp objects
- Ensure that your workspace is kept
as clean as possible
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

3-
Solids,
liquids and
gases have Introduction:
Explain
Explain the Anectdotal How do we
different obs
ervable prop Have students represent the three main forms of matter. https://www.ch
erties and Begin with gases, and have students walking around the em.purdue.edu/
notes know if an
different
behave in
different classroom in random directions, and each time they are gchelp/liquids/
ways
about to collide with another student or object in the object is a character.html
(ACS chemical classroom, to “bounce off” it and move into another
solid, liquid
SU07 direction. Explain how this represents the movement of gas
properties of molecules – fast, irregular, and spread out. or gas? http://www.sci
7 encecompanio
a solid, For liquids- have a smaller group of students demonstrate (5- n.com/wp-
10) in a smaller area. Have students walk past each other and How do the content/upload
liquid and moving in random directions, but remaining close together. molecues s/SolidsLiquids
gas. For Solids – have students stand in a 3x3 formation, where behave in -and-Gases-
Digital-
they can shake and jiggle, but they do not change direction solids, SamplerWEB.
or move away from their original position.
liquids and pdf
Arrange key
Show students diagrams and further explain each concept of gases?
characteristic the scientific properties of a solid, liquid and a gas. See top
resource for
s of a solid, Activity 2: Has your table to be
Students given cut out sections of a table, all jumbled in a
liquid and pile (characteristics of a solid, liquid and gas). In groups of 3-
opinion rearranged.
4, students are to rearrange these tables into the correct changed
gas in the categories, discussing with their group the possible answers. about any
correct Give students 4-5 minutes to do this, then conduct a whole
materials
class discussion.
order, in and which
Activity 3: In the previous lesson, students completed a work
sheet in which they listed the characteristics of different type of
small groups. materials or objects. Using the knowledge gained from the
activities and explanations in this lesson, students are to
matter
categorise these objects into solids, liquids or gases, and they are
provide evidence for this based on their observations. since the
Categorise first
Conclusion: Address some of the students’ questions from
objects into lesson 1 (whole class discussion). Perform an exit slip quiz lesson?
relating to the content of the lesson.
solids, liquids
Are there
and gases
any
based on materials
their physical that you
unsure of
and chemical
whether
properties. they are a
solid,
liquid, or a
gas? Why is
this?
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

Checklist What have Checklist

Solids,
liquids and
Science
involves
With
guidance
Make predictions, Introduction:
gases have testing
, pose provide evidence Quiz to recap previous lesson – Girls vs Boys we learned
4.
different obs
ervable prop
predictions
by clarifying
for their predictions (based from – see
erties and gathering question about the
data and s and and compare them worksheet)– Teacher to ask questions based on the
Weebly
Elaborat behave in
different using make properties of
e ways evidence to
predictio with results. Prediction; previous lesson’s content. The teacher is to
develop
solids/liquids
website
(adapted
(ACS
explanatio
ns about
alternate between a girl and a boy (or could be
Dependent,
from scientific
/gases?
ns of

primary SU07
events and investiga Identify the one side of the room vs the other side, factions
phenomen tions (AC
connecti
7
a and
reflects
SIS231 features of a fair independent, etc.). The teacher is to make it a competition
test and choose between the two groups, and the team with the • Do you
Primary
ons)
controlled
historical
and
cultural Identify, which variable to most correct answers will win the competition think those
contributio
ns
plan and
apply the
change in an variables; (go out to lunch first or similar reward). properties connection
elements investigation. observations
(ACSHE0
81)
of
scientific Arrange students into groups of 4.
always stay s
investiga Investigate the and results; the same?
https://www.pri
Why/Why
tions to
answer effects of can explain Remind students of the science investigation maryconnectio
question
temperature on the process. These include making sure there are not? ns.org.au/curric
s and
amount a balloon the purpose three trials, making sure there is only one
solve ulum-
problems
using will inflate. of a variable that is being changed, making sure • How do resource/whats
equipme
controlled there is a “control” trial and a test trial, making you think -matter
nt and
materials a prediction beforehand, and recording
variable; you could
safely
accurate results.
and
change the Equipment:
identifyin
Explain why
g
Balloon inflation investigation: properties of
potential
the balloon Balloons
risks (AC a material?
SIS086
 inflated Students are to conduct an investigation into (15)
Decide
the effects temperature has on the properties Is it okay if
variables
to be
when water of solids, liquids and gases (see primary Plastic
our
changed
was heated. connections resource for expanded bottles
and
predictions
measure explanation and worksheet). Students will (15)
d in fair
have water bottles with balloons wrapped don’t match
tests,
and
around the top of the bottle where the cap the results Plastic
observe
measure would normally sit. For this experiment, we get from containers
and
students will submerge this bottle into a the
record da
ta with container of water, and see if the balloon will (15)
investigation
Kettle
accuracy
using digi inflate or stay deflated.
tal
? What
technologi
Teacher is to model the investigation using two would
es as
appropria containers of water with different happen if we
te (ACSIS
087 temperatures. Ask students to predict what will could
happen prior to the experiment and ask for correctly
Compare
data with
reasons. After initiating the experiment, ask predict the
predictio students to make observations about what
ns and results of
use happened to each balloon, and whether they
as eviden were the same as predicted. every
ce in
developin
experiment
g Explain each of the components of the we
explanati
ons (ACS experiment- what is being kept the same conducted?
IS218
(amount of water, size of balloon, size of the
bottle), what is being changed (temperature of
Which
the water), and what is being measured (size
of the balloon). variables had
an effect on
Explain what happens when solids or liquids the inflation
are heated, and how it affects their properties. of the
Explain how hot air rises, which forces the balloons?
balloon to inflate and expand.
Why or why

Discuss some of the variables which could be not?

changed in the experiment to see what affects
the inflation of the balloon. Examples include Why does
the size of the container, the size of the temperature
bottles, the type of balloon, the temperature of affect the
water.
properties of
 a material?
Have students conduct and record
observations from their own experiments.

Conclusion:

Discuss the predictions, results, and findings

of the groups and their investigations.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills

5- Recall Rubric – Introduction: Soft ball

Solids, Scientific
liquids and knowledg
gases have e is used

Eval objects which quality of Warm up game: Solid, liquid and gas.
different obs
to solve
ervable prop
erties and problems
and answers, Students to be standing scattered
uate can be Assessmen
behave in
different inform
ways personal
descriptions around the room. The teacher is to
categorised t paper
and
(ACS communi
and have a soft ball. Teacher throws the
ty
SU07 decisions
into a solid, drawings. ball to a student. Student has to
7
(ACSHE0
83)
liquid or gas catch the ball, and also give an example Reflection
in the warm- of a solid, liquid or gas (teacher to slip
up game. specify which one). Students to keep
throwing the ball around the room to a
different student. Students are out if
Complete a
they drop the ball, give an incorrect
written answer, give an answer that has already
assessment been said by another student, or take
individually, too long to answer. The last person
relating to remaining in the game is the winner.

the chemical
Body:
properties of
Written assessment-
solids,
Students are to be tested on the
liquids, and content taught throughout the 5
gases. lessons. Questions are to be open-
ended, to allow students to

Reflect on demonstrate their learning of the

topic. Allow students to also use
their learning
drawings and diagrams to assist in their
and progress
responses. Use a variety of response
which types to cater for different learners in
occurred the classroom.
throughout
the 5 Conclusion:
Class discussion about what students
lessons in a
learnt about the changing properties of
class
solids, liquids and gases. Address any
discussion. further questions, or answer any other
questions from the question box
submitted in lesson 1. Students to fill
out a slip with three sections:

- Two things I learnt about solids,

liquids and gases
- What I enjoyed about the 5
lessons
- What I did not enjoy about the
lessons