SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English
Understand how ideas can be expanded and sharpened
through careful choice of verbs, elaborated tenses and a
range of adverb groups/phrases (ACELA1523)
Create literary texts that adapt or combine aspects of texts
students have experienced in innovative
ways (ACELT1618)
Incorporating Charlie and the Chocolate Factory
by Roald Dahl, using the description to identify
physical and chemical changes in the inventing
room.
Use of science word wall.
Use of science journal
o Writing up investigation.
o Reflections.
o Observations.
o Brainstorms.
Concept cartoons- analysing ideas presented from
different point of view.
Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and
opinions (ACELY1709)
Think, pair, share, e.g. revision of previous
experiments.
Small group work throughout the unit.
Class group discussion.
Use a range of software, including word processing
programs, learning new functions as required
to create texts (ACELY1717)
Use of Padlet, mini whiteboards to assist with
creating texts.
Use of Canva to create poster to summarise unit
content.
CONCEPT MAP
Concept: Irreversible and reversible
changes. Term: 2 Weeks: 1 -10
©The University of Notre Dame 2010 developed by C McGunnigle
Economics and business
Choices about the use of resources result from the imbalance of
limited resources and unlimited wants (i.e. the concept of scarcity)
(ACHASSK149)
Investigating materials which can undergo a change in
mater to assist with recycling. Assists with prolonging
limited resources.
School recycling program- promotion of recycling and
use of veggie garden.
o Discussion into end products with recyclables.
Maths
Connect volume and capacity and their units of
measurement (ACMMG138).
Solve problems involving the comparison of lengths
and areas using appropriate units (ACMMG137)
Use measurements and equipment through
experiments. E.g. following procedures for
sand into water.
Interpret and compare a range of data displays,
including side-by-side column graphs for two
categorical variables (ACMSP147)
Through investigation activities.
Creating table or graphs to represent results of
experiments.
The Arts
Exploration of artwork inspired by observation or
imagination from various artists and cultures that use
materials and techniques to enhance the artist's belief or
viewpoint (ACAVAM114)
Students research artists (Indigenous and Non-
Indigenous Australians) who use varied
materials (including recyclables) to create
artwork. Investigate authors viewpoints on the
creation, consider how does the choice of
material enhance the audiences’ understanding
of the artist message.
Students to create their own art piece with
recyclable material. Demonstrate a story of
their own through materials.
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Biological sciences The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) By the end of Year 6, students compare and classify
different types of observable changes to materials.
Science understanding

They analyse requirements for the transfer of

Chemical sciences Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095) electricity and describe how energy can be
transformed from one form to another to generate
electricity. They explain how natural events cause
S dd ca c a a c d ca a c Ea ac (ACSSU096) a dc a Ea ac T d c b
Earth and space sciences
and predict the effect of environmental changes on
individual living things. Students explain how
Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) scientific knowledge is used in decision making and
Physical sciences identify contributions to the development of
Energy from a variety of sources can be used to generate electricity (ACSSU219)
science by people from a range of cultures.

Nature and development Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)
Students follow procedures to develop investigable
of science Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099) questions and design investigations into simple
endeavour (Year 5-6)
Science as a human

cause-and-effect relationships. They identify

variables to be changed and measured and
describe potential safety risks when planning
Use and influence of Sc c d a d d c a d a d b a d c a c (ACSHE100) methods. They collect, organise and interpret their
science Scientific knowledge is used to inform personal and community decisions (ACSHE220) data, identifying where improvements to their
methods or research could improve the data. They
describe and analyse relationships in data using
graphic representations and construct multi-modal
texts to communicate ideas, methods and findings.

Questioning and With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation
predicting might be (ACSIS232)
Science inquiry skills (Year 5-6)

Planning and conducting With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital
technologies as appropriate (ACSIS104)
Use equipment and materials safely, identifying potential risks (ACSIS105)

Processing and analysing Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in
data and information data using digital technologies as appropriate (ACSIS107)
Compare data with predictions and use as evidence in developing explanations (ACSIS221)
Evaluating Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)

Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

©Australian Curriculum Western Australia 2012 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials (Version 3.0, January 2012) 1
General Capabilities Cross Curriculum Priorities Notes:
Literacy Aboriginal and Torres Strait Islander histories and cultures
Numeracy
A ia a d A a ia e gage e i h A ia
Information and communication technology (ICT) competence
Critical and creative thinking Sustainability
Ethical behaviour
Personal and social competence
Intercultural understanding

©Australian Curriculum Western Australia 2012 Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials (Version 3.0, January 2012) 2
 SCIENCE FORWARD PLANNING DOCUMENT Year six chemical science

TERM / WEEKS: 5E s- ENGAGE (1-2 lessons) TOPIC

Term 2, week 1 To capture student interest and find out what they know about changes which occur to Irreversible and reversible
different materials. changes
To elici den e ion / p io kno ledge about why and how changes can or cannot
be reversed.
Diagnostic assessment used- in this lesson you will find out what the students already
know about changes which occur to different material and the types of changes which can
occur. Thi ill allo o o ake acco n of den e i ing idea hen planning
learning experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures A ia and A alia engagemen i h A ia Sustainability

SCSA LINKS
Science Understanding Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Human QUESTIONS
Endeavour
Changes to materials can be - Communicate ideas, explanations and Introduction (15 minutes, including travel time):
reversible or processes using scientific
irreversible (ACSSU095) representations in a variety of ways, 1. Read o den , The inventing room- everlasting Charlie and the Chocolate
including multi-modal gob oppe and hai offee. Factory by Roald Dahl (page
texts (ACSIS110) 2. Access padlet via QR code, students brainstorm the foods Mr 103-107)
Wonka was working on in the inventing room. Followed by iPads (individual)
LESSON OBJECTIVES additional questions- refer to resource. Padlet (via QR code)
3. Hand out a golden ticket to each student and explain we are Golden tickets
As a result of this lesson, students will be able to:
going o M Wonka in en ing oom (inc ion):
Identify evidence of changes which occur by observing different materials. Head to kitchen/ lab with following facilities set up:
Explain why they think changes can or cannot be reversed. a. Melted chocolate
Work collaboratively in small groups to share existing ideas of what causes b. Kettle boiling (adult supervision)
change. c. Eggs cooking in a sauce pan (adult supervision) 1x Education Assistant
d. Rusted irons at one station. 2x Parent helpers
e. Liquid station- mentos and soft drink. (adult (dressed up if possible).
ASSESSMENT (DIAGNOSTIC) supervision)
Padlet- students current ideas. f. Ice poles melting Challenge cards (Twinkl,
Individual KWL chart at conclusion of class. g. Challenge corner (challenge cards) 2010).
Teacher observations through class discussion. Were students able to share 4. Remind students of science safety (specific sheet). Chocolate Factory rules.
their groups ideas regarding their perception on change in state? 5. Introduce students to their colour groups. Explain group name
on their golden ticket.

Lesson steps (40 minutes):

6. Instruct the four groups to go to each station (some stations Teacher, EA or parent helper
will be empty) and observe what they see (20 minutes). to ask the following
Questions to be asked to students. Encourage students to talk questions:
about their observations. What can you observe about
7. Return to classroom, students sit in colour groups and share each example?
their observations and create a team summary using their What changes have occurred
iPads (OneNote folder). to the original objects and
8. Class discussion of key points. (Teacher to not give formal materials?
definitions or correct student). Do you think the changes can
9. Introduce STEM project be reversed? Why? How?
a. Explain to students they will be making their own Why not?
invention by creating a solar oven. What are your current ideas
b. Hand out STEM student handout. on what causes change?
c. Tell students they will be in partners (they will need
to find their partner by matching up their personal
code on their ticket with one other person).

Conclusion (5 minutes):

10. Students to complete individual KWL chart. KWL chart (Twinkl, 2010).

Learner diversity
Below expected level:

Have pre-selected groups to ensure there is a combination of

education levels.
QR code for additional resources to assist with STEM project.

Above expected level:

Challenge corner available in laboratory.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E s- EXPLORE (2-3 lessons) TOPIC

Term 2, week 3 To provide hands on, shared experiences of four experiments demonstrating Irreversible and reversible changes
different changes when working with a variety of materials.
 To support students to investigate and explore ideas about materials which can
be irreversible and reversible.
Formative assessment
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures A ia and A alia engagemen i h A ia Sustainability

SCSA LINKS
Science Understanding Science as a Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Human
Endeavour
Changes to materials can - Identify, plan and apply the elements of Introduction (10 minutes): Google slides- PowerPoint.
be reversible or scientific investigations to answer
irreversible (ACSSU095) questions and solve problems using 1. Iden if den p io knowledge by using a What can make matter change?
equipment and materials safely and think, pair, share and images from slides.
identifying potential risks (ACSIS103) 2. State learning objectives and refer to success
criteria.
Decide variables to be changed and
measured in fair tests, and observe Lesson steps (35 minutes):
measure and record data with accuracy
using digital technologies as 3. Walk to each work station and explain to Procedure sheets.
appropriate (ACSIS104) students they will find the procedure of;
Class set of pipe cleaners
Pipe cleaner shapes Bucket of sand
LESSON OBJECTIVES
Sand and water concentrate 8x cups of water
As a result of this lesson, students will be able to:
Digesting food Packet of lollies
Berocca and water 4x berocca
Observe and record information about common changes to materials.
4x observation sheets
Share and discuss observations of chemical and physical changes and identify
4. Model the pipe cleaner shape activity
whether or not they are easily reversible.
including how to complete the observation
Work collaboratively in small groups for four experiments. sheet during experiments.
5. Revise safety procedures- two main areas Safety procedure on wall (Teachstarter,
ASSESSMENT (FORMATIVE) today, working with water, if any spills clear 2020).
up immediately, eating at one station only,
Self-assessment via success criteria. use other senses on the three other stations.
Google form- example of one reversible and one irreversible change 6. Students move into their allocated colour
Observe groups to ensure students are working together. Input from each groups (roles of scribe, manager, speaker and Golden tickets handed out to students with
group member. Anecdotal notes used to record. photographer). Collect iPad and head to one group information.
of the stations. 4x iPads
7. Students follow instructions at each work
station for a five-minute period.
Bell/ timer
 8. Following experiments, speaker of each group
shares findings with class. Group discussion
identifying findings.
Conclusion (10 minutes):
9. Students close eyes and self-assess
achievement of success criteria.
10. Students use QR code to access google form
quiz.
What did you notice before, during and after
each experiment?
What did you see, hear, feel, taste?
Could you get the pipe cleaner/ sand/ lolly/
berocca back to its original state?
Do you think the changes you saw were a
physical or chemical state?

Learner diversity

Below expected level:

o Have pre-selected groups to ensure
there is a combination of education
levels.
o Google form- to give an example of
one reversible and one irreversible
change covered in the lesson.

Above expected level:

o Scribes of the group, explain to Google form:
students to utilise scientific https://forms.gle/rdKvboLn7WudgxoAA
vocabulary, explain to peers. QR code specific to educational level.
o Google form- to give an example of
one reversible and one irreversible
change not covered in the lesson.

*Check for student allergies prior to class.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E s- EXPLAIN (1 lesson) TOPIC

Term 2, week 4 To support students to develop explanations for experiences and make Irreversible and reversible
representations of developing conceptual understandings changes
Formative assessment
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures A ia and A alia engagemen i h A ia Sustainability
 SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Endeavour QUESTIONS
Changes to materials can Scientific knowledge is With guidance, pose clarifying Introduction (10 minutes):
be reversible or used to solve problems questions and make predictions about Bag contents:
irreversible (ACSSU095) and inform personal scientific investigations (ACSIS232) 1. Students work in science groups. Groups are given an Ice block (started to melt),
and community unknown bag with materials representing chemical or candle, chocolate, candle
decisions (ACSHE100) Construct and use a range of physical changes. wax, labels including
representations, including tables and 2. Instruct students to classify bag contents into Venn dissolving salt, dissolved
graphs, to represent and describe diagram (using hoops). Students to select their own topic berroca (Primary
observations, patterns or relationships classifications. Connections, 2014).
in data using digital technologies as 3. Speaker to present group discussion. Hoops
appropriate (ACSIS107) 4. Photographer takes photo of Venn diagram, sends to iPads
small group members, all add to OneNote journal.
Communicate ideas, explanations and
processes using scientific Lesson steps (35 minutes):
representations in a variety of ways,
including multi-modal 5. Discuss importance of classification.
texts (ACSIS110) 6. Explain we can classify materials into physical and
chemical changes. Youtube
LESSON OBJECTIVES 7. Students to watch YouTube clip on changes. Word wall
https://www.youtube.com/watch?v=x49BtB5dOwg
As a result of this lesson, students will be able to:
8. Add physical and chemical definitions to word wall.
Identify the difference between chemical and physical changes. 9. Remind students of vocabulary such as heating,
State the type of change/ process which has occurred to create the end product. dissolving, melting, burning (already on wall).
Create a visual representation of the experiments complete in week three. 10. Explain to students the gold and silver groups will be
looking at the pipe cleaner and sand and water
experiments from previous lessons. Yellow and blue iPads
groups will be looking at berocca and lolly station. What changes have
ASSESSMENT (FORMATIVE) a. Explain the task is to use the photos from the occurred from start to
explore lesson and review the changes which finish?
Science journal, refer to criteria rubric. occurred pre, during and post experiment. What process allowed for
b. Students to brainstorm in journal the answers to the changes to occur, e.g.
Self assessment: Students to add animation on OneNote with shared access to teacher.
key questions before sharing ideas in small heating, cooling?
Teacher to review.
groups (think, pair, share). ** Is this a physical or
c. Students share thoughts and represent findings chemical change?
in a table or chart. Additional questions can be
added by students.
d. Students to group with another group to share
findings from two experiments they have not
studied today.
e. Students upload visual representations of all
experiments into OneNote journal.
f. Teacher to have checklist on IWB for students
to refer back to at any time.
 Conclusion (15 minutes):

11. Speaker presents to class.

12. In class discussion summarise relationship with
reversible changes e.g. melting, evaporating and
dissolving as physical changes, and irreversible chemical
changes (burning and the formation of gas).
13. Explain general rule however there are exceptions of
chemical changes being reversible and physical being
irreversible.
14. Exit ticket: Students to add one of three animations to the
op of oda cience jo nal. (Onl acce ible o (Teachers Pay Teachers,
student and teacher). 2006).

*Below expected level:

o Students have access to examples of chemical
and physical changes to assist with answering
questions from experiments.

*Above expected level:

o Students to research examples where chemical
changes can be reversible and physical changes
can be irreversible. Students add findings below
their brainstorm as an addi ional fac bo .

Safety: School internet safety set up on iPads.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E s- ELABORATE (1-2 lessons) TOPIC

Term 2, week 5 To challenge and e end den nde anding Irreversible and reversible changes
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.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures A ia and A alia engagemen i h A ia Sustainability

SCSA LINKS
Science Understanding Science as a Human
Endeavour
Changes to materials can Science involves testing
be reversible or predictions by
irreversible (ACSSU095) gathering data and
using evidence to develop
explanations of events and
phenomena and reflects
historical and cultural
contributions (ACSHE098)
Scientific knowledge is
used to solve problems and
inform personal and
community
decisions (ACSHE100)
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
Create questions, predictions and record their observations for an
investigation.
Conduct an investigation on how different variables are affected by the
heating and cooling process.
Identify a change in state of some materials allow for recycling.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Investigation workbook- completion.
Refer to rubric- explicit assessment of inquiry skills.
Science Inquiry Skills
Identify, plan and apply
the elements of scientific
investigations to answer
questions and solve
problems using equipment
and materials safely and
identifying potential
risks (ACSIS103)
Decide variables to be
changed and measured in
fair tests, and observe
measure and record data
with accuracy using digital
technologies as
appropriate (ACSIS104)
Reflect on and suggest
improvements to scientific
investigations (ACSIS108)
TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
QUESTIONS
Introduction (10 minutes)
1. Students divide into science groups. Manager picks up group
concept cartoon. Concept cartoon (RSC.
a. Discuss thoughts. 2000).
b. Share ideas with class.
Lesson steps (35 minutes):
2. Introduce students to class investigation by reminding them of
the work they did in the inventing room in lesson one.
3. Tell den one of M Wonka o ke ha e made a speech
in he in en ing oom a ing, All he change ha occ o
ma e ial beca e of hea ing can be e e ed h o gh cooling.
Explain to students it is their responsibility to test this statement
with four materials. Google slides, information
4. Refer to google slides to present instructions. adapted from Primary
a. Revision of fair test (Cows Moo Softly) Connections, 2014.
5. Students to access investigation workbook through OneNote.
6. Students complete investigation (Monitor timing, may need to Investigation online
be completed over two lessons). workbook.
7. *Extension question:
What materials can be heated as a form of recycling? Equipment: 4x groups: ice
How do we reverse materials for recycling? cubes, wax cube, 1 table
Refer to https://www.coolaustralia.org/student-toolbox/ spoon grated cheese, 1
Conclusion (15 minutes): tablespoon bicarbonate soda,
1 tea light, freezer, matches
8. Students to complete an individual reflection at the end of (teacher supervision).
investigation workbook. Protective heating gloves.
9. Mix and match activity identifying processes in which materials go
through (change in state). Links to next elaborate lesson of recycling Reflection questions:
materials.
What changes could you
Below expected level: make to the investigation?
o Students grouped in mix abilities.
o Students have role to ensure continued participation. What worked well?
*Above expected level: Explain whether you agree or
Students to research extension questions or apply current disagree with the statement.
knowledge.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5E s- EVALUATE (1 lesson) TOPIC

Term 2 Week 7 To provide opportunities to review and reflect on Irreversible and reversible changes
their learning about changes in matter and represent
what they know about irreversible and reversible
changes.
Summative assessment of science understanding
explains acco n of den e i ing idea hen
planning learning experiences.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures A ia and A alia engagemen i h A ia Sustainability

SCSA LINKS
Science Understanding Science as a Human Science Inquiry TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Endeavour Skills QUESTIONS
Changes to materials can Science involves testing Communicate ideas, As a cross curricular experience, students have been reading Charlie and the Charlie and the Chocolate
be reversible or predictions by explanations and Chocolate Factory by Roald Dahl during English classes. Students should factory by Roald Dahl text.
irreversible (ACSSU095) gathering data and processes using have finished the book by this listen.
using evidence to develop scientific
explanations of events and representations in a Introduction (10 minutes):
phenomena and reflects variety of ways,
historical and cultural including multi- 1. Students use QR code to access Kahoot. Questions review concepts QR code, Kahoot.
contributions (ACSHE098) modal of unit.
texts (ACSIS110) Journals
2. Students to review science journals and word wall. Each student Word Wall
LESSON OBJECTIVES shares one new thing they have learnt to their shoulder partner.
As a result of this lesson, students will be able to:
Lesson steps (40 minutes):
Create a poster demonstrating the concepts of reversible and
irreversible changes. 3. Introduce to students their task is to create a poster on how
Explain reversible changes can be used to recycle materials. reversible and irreversible changes occur, they are to discuss
Reflect on their learning via completion of the poster, KWL chart and processes in which a change of state occurs (via heating, cooling,
oral discussion. rusting etc) using specific examples.

ASSESSMENT (SUMMATIVE – Science Understanding)

 4. Explain to students they are to apply this in the context of Charlie *Extension: Discuss the
Criteria achieved on Canva poster (refer to rubric). and the Chocolate factory. Consider: recycling process of one
How can these physical and chemical changes assist in the material in detail, e.g. plastic,
Anecdotal notes during group participation. factory having minimal waste (recycling)? paper.
Will it impact rules for visitors? What affect could rusting have
Reflection via KWL chart. Reflect on previous experiments e.g. from lesson one and use in the inventing room?
these as examples of what you would find in the factory.
Assessment tasks reflect whether the lesson objectives have been met across How can you apply what you have learnt from your
the unit. investigations on Abo iginal and To e S ai I lande People
knowledge of reversible processes?
Mini whiteboards
5. Students to create plan on mini whiteboards. Refer back to previous
lessons using science journal on OneNote.
Canva
6. Encourage students to use Canva to create their poster.
Criteria
7. Have criteria easily accessible for students to refer to.

Conclusion (10 minutes):

Students move into their small groups and share their posters.
KWL chart
Students access KWL chart from lesson one. Review answers. Students
reflect on what they have learnt and complete their chart. Students are invited
to share with the class one point from each section of the KWL chart.

Below expected level:

o Students given summary of Charlie and the Chocolate
Handout (Twinkl. 2010)
Factory as a guide in linking their science learning to the
text.
o Students refer to changing states of matter handout to
assist with giving examples regarding processes in which a
change in state occur.
Above expected level: * Refer to key questions.
References

Australian Academy of Science. (2020). Change detectives.

https://www.primaryconnections.org.au/resources-and-pedagogies/curriculum-
units/change-detectives

Australian Curriculum Lessons. (2015). Year 6 (5E) Science Unit- Physical Vs Chemical
Change. https://www.australiancurriculumlessons.com.au/2015/01/07/year-6-5e-
science-unit-physical-vs-chemical-change/?fbclid=IwAR0iF37a-
NhGsnh_oyUF49orhgObqm1u2hRS7BtAN04P5z5kaG0hGZpQ34M

Cool Australia. (n.d.). Unit: Sustainability 5 &6.

https://www.coolaustralia.org/unit/sustainability-5-6/

Department of Education. (2017). Pialba State School: Science year 6 semester 1.

https://pialbastateschool.wordpress.com/year-6-curriculum-units-v8-2020/

Free School. (2018, April 30). Physical and Chemical Changes: Chemistry for Kids –
FreeSchool [Video]. Youtube. https://www.youtube.com/watch?v=x49BtB5dOwg

RSC. (2000). The nature of science: Concept Cartoons.

https://edu.rsc.org/download?ac=13794

School Curriculum and Standards Authority. (2014). Western Australian Curriculum.

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser

Teachers Pay Teachers. (2006). Traffic Light Assessment.

https://www.teacherspayteachers.com/Product/Traffic-Light-Assessment-2007953

Teachstarter. (2020). Science safety poster. https://www.teachstarter.com/au/teaching-

resource/science-safety-poster/

ThoughtCo. (n.d.). Physical and chemical changes. https://www.thoughtco.com/physical-and-

chemical-changes-examples-608338

Twinkl. (2010). Blank KWL grid template. https://www.twinkl.com.au/resource/t-he-176-

new-blank-kwl-grid-template

Twinkl. (2010). Changing states of matter display poster.

https://www.twinkl.com.au/resource/au-t2-s-1001-changing-states-of-matter-display-
poster

Twinkl. (2010). Properties and changes of materials challenge cards.

https://www.twinkl.com.au/resource/t2-s-793-new-properties-and-changes-of-
materials-challenge-cards