SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Da
Santa’s slime machine is not working, he does not have enough time to repair it before Christmas
He needs you, to make the BEST slime in school! Lucky for you, Santa has provided the BEST slime
recipe.

1. Make sure you have all the ingredients.

2. With the support of your teacher order the ingredients so you know what ingredient to put in next:
a. Guar Gum,
b. Baking soda,
c. Water,
d. Shaving cream,
e. Glitter or food colouring

3. Investigate the ingredients, what do they feel like and look like? Record what you see and feel in your
science journal.
4. Each time you notice a change from a new ingredient, write or draw the changes.
5. It’s IMPORTANT to record Santa’s slime recipe procedure, so he knows you are sticking to his perfect
recipe.
 English CONCEPT MAP Maths
Draw a recount of the procedure (option 1) Order the images into the correct
used to create the slime. Write a Religious Education / Spiritual Education order of the recipe used to create the
description of the recount slime.
underneath, using descriptive words
Discuss the significance or importance of certain
to describe the textures. Order the ingredients from largest to
materials that are considered sacred.
smallest.

Concept: Materials Term: 3 Weeks: 5-10

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Research using the QR codes provided by the teacher to Discuss the benefits of chemical sciences, such as food
discuss the different uses of materials to create an object recipes and diet (healthy and unhealthy food).
that will protect an egg from cracking.

Geography History The Arts

In the sand pit, find the different Discuss the different materials that Create a sculpture using different textures
natural materials that are found create gold and the significance it and materials. Paint the sculpture and
in Australia. Where they were had. create different colours by mixing
found and how they were made. different paint colours together.
 TERM/WEEKS: 5-10 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Combining materials
FORWARD PLANNING DOCUMENT
AUSTRALIAN CURRICULUM
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 XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning experiences
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

1 1 ACSHE0 ACSIS03 Discuss a mystery DIAGNOSTIC 1. Introduce the mystery box to class and Class science
34 7 box of material journal
explain that all the items inside are linked
1 ACSIS04
items and raise in some way.
What do you
0 Collection and know about
ACSIS04 ideas about the TWLH chart
recording of the 2. Show items one by one – use questions in this?
2 relationship
students the next column.
between them. 1 large box
ordering of 3. Explain to students that they will work in Can you
materials, as pairs to show what they know by arranging name any of
Arrange materials Material
anecdotal them? Could
to show the pictures or materials to show the stages in items/pictures
records. you put these
process of mixing making a material. to go into the
into groups?
the materials. 4. Students predict what the material will box, e.g. food,
Focus Q – What ingredients,
do students create, they combine.
natural
know about the 5. Students share their completed timeline or minerals,
materials. recipe with another pair and discuss the cotton, wool.
similarities and differences.
6. As a class, complete the 1st and 2nd columns
of the TWHL chart.

*Assist students ‘O’, ‘K’ and ‘J’ with cutting and

 sequencing the recipe. Early finishers will be
extended by brainstorming words to describe the
different materials.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU0 ACSHE0 ACSIS03 Make observations FORMATIVE 1. Read through the slime recipe’s procedure, Record
31 34 9 and informal What did the template
measurements and ingredients.
2 ACSIS03
measurements of 2. Students come up to the smart board and materials feel
8 Anecdotal
the materials. records – were and look like For each
highlight any words they do not
students able to before you group:
understand. Teacher explains. mixed them?
Describe how use informal Guar Gum,
mixing only two or 3. Teacher assigns teams of three. Each group Baking soda,
measurements
three materials has a small sample of each material. What Water,
and
together affects observations of Students feel the materials on their desk happened to Shaving cream,
the texture and the materials and write or draw in table 1, that describe them after Glitter or food
consistency of the and the the material. you mixed colouring
material. different them?
4. Students order the ingredients so they mix
consistencies. the materials together in the correct order
and record any changes, using describing
words or drawings.
5. Students can mix their last ingredient,
recording any observations they made,
using describing words.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSHE0 ACSIS03 Describe the stages FORMATIVE 1. Review the purpose of mixing the materials What TWLH chart
34 7 and changes as materials
together.
3 more materials are 2. Explain to students they will be using their made the
mixed together. Checklist – were mixture
students able to records of observations to create a
change the
representation of the different
Explain the role of create a most?
the natural fibre timeline of the relationships between materials.
and what happens materials 3. Explain that scientists use timelines just like What were
to it when it showing the the students are. the largest
combines with relationships changes you
4. Model development of a timeline, as well
water. between observed?
materials. as discussing the features and purposes of
a timeline.
5. Students work on their timelines
individually.
6. Class discussion using key questions.
7. Review the words – dry, watery, gooey,
slime, dough. Students review their
timelines and add correct vocabulary.
8. Update columns on the TWLH chart.
9. Discuss with students where the largest
change occurred and what materials made
the mixture change.
 5E’s- ELABORATE (1-2 lessons)
 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSIS03 Write answers to SUMMATIVE- 1. Review unit activity and key questions. What TWLH chart
8 questions for an conditions ‘Materials
Science Inquiry 2. Make a list of these things. Introduce the
4 ACSIS03
investigation. would keep relationship’
9 Skills term variable as things that can be
ACSIS04 the slime’s Investigation
changed, measured or kept the same in an
0 Work in teams to texture/feel planner
ACSIS04 Rubric of inquiry investigation. Explain the focus of the team
test the from
1 investigation: skills: investigation is to determine what affect changing? Slime
Team 1 will add Made a will one of the variables has on the Water
more water. prediction, What things Flour
consistency of the slime.
Team 2 will add answered the could change
3. Teacher explains the investigation planner.
more flour. investigation the slimes
questions about 4. Teacher divides the class into two, one
texture/feel?
the change of group will add more water the other will
Observe and How?
record the results consistency, add more flour.
of the investigation observed and 5. Teacher gives students their slime balls and
recorded the water or flour.
results for both
6. Students record their observations and
team’s results.
compare with the students who changed a
different variable to them.

*Teacher could extend students by having more

variables to observe – what happens in the slime is
left out or stored in the fridge?
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU0 ACSIS03 Students arrange SUMMATIVE- 1. Review the first activity completed in the TWLH chart
31 9 and annotate Material
Science unit.
5 ACSIS04
pictures to relationships
2 Understanding 2. Students make any adjustments to their
represent the timeline
Checklist – timeline.
sequence of events
Were students 3. Students as a whole class, create a picture
that occurred
able to correctly timeline of the processes that occurred
when the materials
arrange and when combing the materials, by pegging
combined.
annotate
the images on a string.
pictures?
4. Students share their completed timelines
5. Whole class review and completion of the
TWHL chart.