Primary Science (EDUC5221)

Grace Paterson-Miller
 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. They analyse requirements for the
transfer of electricity and describe how energy can
Science understanding

Chemical sciences • Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)
be transformed from one form to another to
generate electricity. They explain how natural
events cause rapid change to the Earth’s surface.
Earth and space sciences • Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) They describe and predict the effect of
environmental changes on individual living things.
Students explain how scientific knowledge is used
in decision making and identify contributions to
Physical sciences • Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)
the development of science by people from a range
• Energy from a variety of sources can be used to generate electricity (ACSSU219) of cultures.

Students follow procedures to develop investigable

Nature and development • Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098) questions and design investigations into simple
endeavour (Year 5-
Science as a human

of science • Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099) cause-and-effect relationships. They identify
variables to be changed and measured and describe
potential safety risks when planning methods.
6)

They collect, organise and interpret their data,

Use and influence of • Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100) identifying where improvements to their methods
science • Scientific knowledge is used to inform personal and community decisions (ACSHE220) or research could improve the data. They describe
and analyse relationships in data using graphic
representations and construct multi-modal texts to
• With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation communicate ideas, methods and findings.
Questioning and
predicting might be (ACSIS232)

• With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
Science inquiry skills (Year 5-6)

Planning and conducting

• 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 • Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data
analysing data and using digital technologies as appropriate (ACSIS107)
information • 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)
 English
The Lorax - Students read the Children's book the Lorax to learn
about human impact on the environment and the importance of
recycling. Make connections between students’ own experiences
and those of characters and events represented in texts drawn
from different historical, social and cultural contexts.
Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions.
Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements for
defined audiences and purposes, making appropriate choices for
modality and emphasis.
Add science terms to the class ‘word wall’
Writing Journal entries and reflections
Science / Technology & Enterprise
Food / cooking e.g. yeast in bread Chemical & Physical Changes in cooking
Recycling Design your own recycling Bin, Make your own recyclable plastic (e.g. making plastic
from milk).
Geography
Decisions about the alternative use of resources result in
the need to consider trade-offs (e.g. using the land to
grow crops or to graze cattle) (ACHASSK149)
Geography -The effects that chemicals can have on
erosion etc
Maths
CONCEPT MAP Students graph the class averages from ... experiment on a line
graph
Religious Education / Spiritual Education
Compare observed frequencies across experiments with expected
frequencies.
Discussion on Miracles from Scripture --> how do we know these were miracles? What
do rationalists believe? --> brings in: 'Science involves testing predictions by gathering Interpret secondary data presented in digital media and elsewhere
data and using evidence to develop explanations of events and phenomena'. (ACMSP148)
Interpret and compare a range of data displays, including side-by-
side column graphs for two categorical variables (ACMSP147)
Compare observed frequencies across experiments with expected
frequencies (ACMSP146)
Concept: Changes to materials can be reversible or
irreversible (ACSSU095)
Term: 3 Weeks: 1-10
©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
Chemical & Physical Changes that happen to our bodies (e.g. digestion)
Safety precautions for working with chemicals.
Chemical changes that happen in the body if we drink alcohol or smoke tobacco
The Arts
Economics & Business
Visual Arts:
The impact consumer purchasing decisions can have on a family,
the broader community (e.g. purchasing from the local growers' Students will make art pieces using pieces of A4 White paper,
market or a supermarket chain) and the environment (e.g. food colouring, milk & washing up detergent.
pollution, waste) (ACHASSK150) Make recycled paper
Learn about the use of rust in artworks / antiques.
considering if their actions have an effect on the environment
(for example, does choosing to use recyclable shopping bags have
Drama:
an effect on the natural environment?)
Students act out a solid, a liquid or s gas and others have to guess
which they are
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 3 / 1-10 •

5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about changes that TOPIC: Chemical Science - Changes to materials can
•
occur to materials in their everyday lives.
To elicit students’ questions/ prior knowledge about why certain changes occur be reversible or irreversible (ACSSU095)
and whether or not they are easily reversible.
• Diagnostic assessment used in this lesson - this will allow you to take account of
students’ existing ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social
Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
What are reversible and Students identify Questioning & Introduction: Resources
irreversible changes? reversible & Predicting.
irreversible changes Planning & Using the iPad application ‘Popplet’, students create a brainstorm of their prior • iPads (1 per student)
encountered in Conducting. knowledge of how materials change. • Science Journals
everyday life. Processing & Key Questions: • ‘Reversible vs. Irreversible
analysing data &
information. - What can we do to change the size of a material? Changes’ worksheet
Communicating. - How can we make it bigger or smaller? (Appendix 1.1)
LESSON OBJECTIVES - What can we do to change the shape of a material? • ‘Reversible Changes’ &
- How can we change the colour of an object? ‘Irreversible Changes
As a result of this lesson, students will be able to: - What processes do we use to change water from one state of matter to worksheet (Appendix 1.2)
another? • Scissors
• Glue
• Describe the conditions and influences involved in a change of
Body: • Pencils
state 1. Give students a copy of the ‘Reversible vs. Irreversible Changes’ worksheet
• Identify changes to matter that we encounter in everyday life & • Crepe paper
(Appendix 1.1). Students look at the examples listed in the columns to predict
predict whether these changes are reversible or irreversible. the meaning of reversible and irreversible changes. Students record their Key Questions
prediction. They will then use their devices to scan the QR code on the • What can we do to change
worksheet, this will take them to a short video describing a reversible and the size of a material?
irreversible change. • How can we make it bigger
or smaller?
2. In pairs, students review their brainstorms from Step 1 and compare information. • What can we do to change
Students discuss and add any of their partner’s examples to their brainstorm the shape of a material?
using a different colour, and discuss any differing answers. • How can we change the
colour of an object?
3. In the same pairs, students draw a T-Chart in their science journals and label • What processes do we use
the columns, ‘Reversible Changes’ & ‘Irreversible Changes’(Appendix 1.2). to change water from one
Give each student the worksheet ‘Reversible or Irreversible Change?’. Students state of matter to another?
cut out each of the changes and after discussing with their partner, decide • What is a reversible
which side of the T-Chart to paste them. change?
ASSESSMENT (DIAGNOSTIC)
 • Use students’ digital presentation from the Reflection as an assessment
of their understanding of how things change & the difference between
reversible & irreversible changes.
• Use student’s answers to the cut & paste T-Chart ‘Reversible or
Reversible Change?’ activity & their short video recording from the
conclusion activity as an assessment of their understanding of reversible
& irreversible changes.
• Checklist to assess student’s achievements of lesson objectives
(Appendix 1.3).
• Anecdotal notes and observations of student’s contributions to class
discussion.
Conclusion: • What is an irreversible
Give each student two pieces of crepe paper. Ask the students to perform a change?
reversible change to one of the pieces and an irreversible change to the other.
Students then need to record a short video, capturing visuals of the changes they
performed and audio of them describing what they have done and explaining why
one change is reversible and the other is irreversible.
Questions to prompt students:
- How can you change the shape of the crepe paper?
- How can you change the size of the crepe paper?
- What happens if you add water to the crepe paper?
- Can you change the colour of the crepe paper?

LEARNER DIVERSITY

Remedial:
• Students may work in pairs to discuss why they think each example in the T-
Chart on the ‘Reversible vs. Irreversible changes’ worksheet is a reversible or
irreversible change before predicting the definitions of the terms.
• Students may choose to use an audio recorder instead of completing written
tasks.
Extension:
• Students may choose some examples of reversible and irreversible changes
from the ‘Reversible vs. Irreversible changes’ worksheet’ and write the process
that was used to make each change on the back of the worksheet. For those
changes that are reversible, they can also write the process for how to reverse
the change (how to get the matter back to its original form).

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 3 / 1-10 •

5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of common chemical & TOPIC Chemical Science - Changes to materials can be
•
physical changes.
To support students to investigate and explore ideas about the
reversible or irreversible (ACSSU095).
relationship between reversible & irreversible changes, & chemical &
physical changes.

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social
Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
 Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
Investigating the Students identify Use equipment and Introduction Resources
characteristics of reversible reversible & materials safely,
(physical) & irreversible irreversible changes identifying potential Think-Pair-Share “What can make matter change?” • Work Station Instructions
(chemical) changes encountered in risks. - Use visuals to engage the students with the chemical and physical (Appendix 2.1)
everyday life. changes and discussion regarding the pictures demonstrated. • Observations worksheets
describe
observations, (Appendix 2.2)
patterns or Tell students that today we are going to explore irreversible and reversible changes
relationships in data and their relationship with chemical and physical changes.
using digital
Work Stations Equipment:
technologies as • Set of class pipe cleaners
appropriate. Body • Plastic Cups
Group Activity Work Station Observations – Chemical & Physical Changes. • Berocca Tablets
1. Explain the activity to the students (including safety considerations). • Lolly Snakes
2. Explicitly go through instructions for each of the 4 Stations - Pipe Cleaner
LESSON OBJECTIVES • Sieve
Shapes, Sand & Water Concentrate, Digesting a Lolly Snake, & Dissolving • Tray of Sand
As a result of this lesson, students will be able to: Berocca Tablet in Water (Appendix 2.1). Walk students around to each
• Observe and record information about common changes to station as you go through the instructions. Key Questions
materials. 3. Model how to complete the observation sheet (Appendix 2.2) on another • What can make matter
• Work collaboratively to formulate interpretations and ideas of work station at the front of the class (folding a piece of A4 paper into a change?
observations made during the experiments paper aeroplane) • What did you notice before
• Share and discuss observations of chemical and physical changes 4. Students move into their allocated groups (roles of director, manager, & after each experiment?
and identify whether or not they are easily reversible. speaker & scribe), and head to one of the four stations (manager collects • Which experiments
observations worksheets). demonstrate a physical
5. Students follow instructions at each work station (Appendix 2.1). Groups change?
ASSESSMENT (FORMATIVE) rotate work stations every 5 minutes.
• Which experiments
• Use students’ answers from the google forms survey exit ticket demonstrate a chemical
Conclusion change?
activity to formatively assess their understanding of chemical & 6. Clean-up.
physical changes (Appendix 2.3). 7. The Speakers of the groups share their observations with the class.
• Checklist to assess student’s achievements of lesson objectives 8. Group Discussion identifying chemical & physical changes
(Appendix 2.4). Exit Ticket Activity
• Anecdotal notes and observations of student’s contributions to Students use their devices to scan the QR code that will take them to the google
class discussion. forms survey (Appendix 2.3).

SAFETY
• Remind students that there is one station that involves eating (lolly-snake
station), but that apart from this, students must not eat or drink anything else
from any of the other stations.
• Remind students that while working with water, they need to be careful to try
not to spill, and if they do spill, let the teacher know and grab a cloth to wipe it
up as soon as possible.

LEARNER DIVERSITY
• Teacher can decide which team roles are allocated to which students with the
class still thinking that teams were ‘randomly allocated’. Therefore, students
who need more help can be given a role with less responsibility. These students
will also be asked by the teacher to verbally explain some of the observations
that they see to ensure they are not being left behind by their more capable
group members.
• Incidentally, those more capable students may be given roles with more
responsibility.
• Students who complete the task early can use their devices to look up some
other chemical/physical reactions.
 SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 3 / 1-10 •

5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and TOPIC Chemical Science - Changes to materials can be
make representations of developing conceptual understandings
• Formative assessment
reversible or irreversible (ACSSU095)

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social
Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
Chemical change involves The classification of Compare data with Introduction Resources
substances reacting to form chemical changes predictions and use
new substances. to materials how as evidence in 1. Ask students to think-pair-share with their shoulder partner “look at the • Smart Board
scientific developing photos of these artworks & antiques from Indonesia. What do you notice • Laptop
understandings, explanations. about them? Can you see anything they all have in common?” (Appendix • ‘Indonesian Artworks &
such as
classification, are Communicate 3.1) Antiques’ images sheet
used to help ideas, explanations 2. Ask students to ‘Pair-Pair’ “can you think of other places you have seen (Appendix 3.1)
people all over the and processes in a rust?” • ‘Science by doing’ concept
world variety of ways.
communicate map
through a shared Body • Exit Ticket Slips
discourse. 3. Ask students to consider what causes rust. A list of suggestions may be • Student Worksheets
used to prompt ideas and discussion. (Appendix 3.4)
4. Project the concept cartoon onto the board for all students to see • Pencils
LESSON OBJECTIVES (Appendix 3.2).
As a result of this lesson, students will be able to:
• Make predictions about what causes rusting and make
observations of an investigation to test these predictions.
• Define rust and what causes it.
• Identify rusting as a chemical change & give reasons as to why it is
a chemical change.
ASSESSMENT (FORMATIVE)
• Checklist to assess student’s achievements of lesson objectives
(Appendix 2.4).
• Anecdotal notes and observations of student’s contributions to class
discussion.
5. Explain that students (in randomly allocated groups) will watch the Investigation Equipment:
teacher conduct an investigation to identify what causes rusting and to • 4 test tubes
test their predictions (group manager collects worksheets). • 1 stopper to fit test tube
6. Project investigation instructions on the board (Appendix 3.3). Ask the class • test-tube rack
what the dependent & independent variables are? Ask the class what • calcium chloride
variables need to be controlled and why? Run through the investigation • 4 small pieces of steel wool
demonstration at the front of the class for all students to see. • boiled water
7. Project the concept cartoon onto the board for all students to see again • vegetable oil
(Appendix 3.2) and give groups 5 minutes to write down their predictions
(Appendix 3.4). Key Questions
8. For the sake of time, the teacher has previously conducted the • What is rust?
investigation, “here’s something I prepared earlier” (this experiment must • What causes rusting?
be left to sit for over four or five days) and each group (one at a time) is to
come forward to the teacher’s investigation set-up and record their
• What the dependent &
independent variables?
observations, then return to their seats and answer the discussion • What variables need to be
questions. Groups that are not observing can continue to work on their controlled and why?
9. predictions until they are called forwards.
10. Students compare ‘their’ (the teacher’s) results to those of ‘Katie, Joshua,
Olivia and Iggy’ from the concept cartoon (Appendix 3.2), and complete
the discussion questions (Appendix 3.4).

Conclusion
1. As a class, discuss students’ results and predictions on the cause of rust.
2. Explain to students what rust is (Appendix 3.5). Discuss the student’s
predictions in comparison to the teacher’s explanation.
3. Ask student’s to give reasons as to why rusting is a chemical change and
write these answers on the board (e.g. a new substance is formed, the
change is irreversible)
4. Exit Ticket Activity (Appendix 3.6):
- Hand out one exit-ticket activity per student, get them to fill this out
and hand it back to you before they leave for lunch.

LEARNER DIVERSITY
The more capable groups will be asked to come forward to observe the experiment
sooner than other groups, hence giving them less time to make predictions.
The less capable groups will be incidentally given more time to discuss and write
down their predictions.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 3 / 1-10 •

5E’s- ELABORATE (1-2 lessons)
To challenge and extend students’ understandings in a new context TOPIC Chemical Science - Changes to materials can be
or make connections to additional concepts through a student
planned investigation
reversible or irreversible (ACSSU095)
• 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 Capability
Thinking
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

Science
Understanding
Investigate reversible
changes such as dissolving a
solid in a liquid.
LESSON OBJECTIVES
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science as a Science OUTCOMES
Human Inquiry Skills
Endeavour
Science involves With guidance, Introduction Resources
testing predictions plan investigation
by gathering data methods to answer 1. Ask children to think of everyday examples of dissolving solids in water e.g • Investigation worksheet
and using evidence questions. sugar in a cup of tea, salt in water for cooking and to suggest ways in (Appendix 4.2)
to develop which they could make a solid dissolve faster (e.g. stirring, size of the • Sticky Notes
explanations of Engage in
events and discussion to particles of solid, temperature of the water, volume of water). Get • (Students will be provided
phenomena. compare ideas and students to write their ideas on a sticky note and to come forward and with a variety of materials to
relate evidence stick their sticky note to the white board. use in their investigation
from an
investigation to 2. Read out student’s ideas off the sticky note and have a class discussion including, sugar, salt, coffee,
explanations about about ways in which we could increase the rate at which a solid dissolves kettle, ice-cubes,
dissolving and in a liquid. thermometers, plastic
reacting and to
prior predictions. 3. Ask students whether dissolving is a chemical or physical change, and beakers, spoons, timers,
why? depending on what they
Use equipment and choose to investigate).
materials safely,
identifying potential (Physical change is a change in which no new substance is formed. Chemical
risks.
change is a change that results in the conversion of the original substances to form
Decide variable to new substances. In this unit a ‘new substance’ means the formation of new types of
be changed and particles. Therefore a solid such as salt dissolving is a physical change, whereas the
measured in fair
tests & accurately sodium bicarbonate reaction in dissolving an Alka-Seltzer tablet in water is a
observe, measure chemical change)
and record data,
using digital
technologies as Body
appropriate.
1. Explain to students that they will be planning and carrying out an
Suggest investigation to that will focus on variables that influence the speed of
improvements to dissolving a solid in a liquid. (The time taken to complete fizzing is a
the methods used
to investigate a
measure of the reaction rate or speed of the reaction).
question or solve a 2. Show students the investigation marking rubric and tell them that they will
problem be formally assessed on this investigation (Appendix 4.1).
3. Help children to decide which suggestions to investigate and how to carry
out a fair test e.g. try using the same amount of solids (mass or volume
measure), the same number of stirs, the same volume of water and
varying the temperature of the water.
4. Ask children to choose their own apparatus and to present their plan and
results in the worksheets provided (Appendix 4.2).
5. Ensure a range of factors is investigated by different students.
Conclusion
As a result of this lesson, students will be able to:
• Describe one or two factors that affect the rate at which a solid will
dissolve in a liquid.
• Formulate a question and make predictions about what factors
affect the speed of dissolving a solid in a liquid.
• Identify whether their chosen investigation question is exploring a
chemical or physical change.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
• Summative assessment of Exit-Ticket Activity to determine whether
students can correctly define the cause of rust, and identify whether
rusting is a chemical or physical reaction (Appendix 3.5).
• Checklist for assessment of lesson objectives (Appendix 3.6).
• Anecdotal notes and observations of student’s contributions to class
discussion.
6. Ask groups of students to share their investigation questions and
predictions with the class.
7. Tell students that in the next lesson, they are going to be given time to
conduct their investigations and to present their results as a line graph or
bar chart.
SAFETY
• If children wish to use hot water it should be ‘hand hot’ only e.g. from a tap not
boiling water from a kettle.
• Mercury thermometers are not suitable for use in primary schools because of
the problem of clearing up toxic mercury if they are broken.
LEARNER DIVERSITY
• Less capable students will be given a lot more direction when planning their
investigation.
• Less capable students will be given a template table to record their results in,
rather than having to draw their own.
• Less capable students may decide to work in pairs rather than individually.
• More capable students may investigate TWO variables if they get through the
investigation for their first chosen variable quickly.
• Students may decide to present their results as a line graph or bar chart either
using either pencil & paper or using their iPads.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 3 / 1-10 •

5E’s- EVALUATE (1 lesson)
To provide opportunities to review and reflect on their learning about TOPIC Chemical Science - Changes to materials can be
reversible & irreversible changes to matter and represent what they
know about this.
reversible or irreversible (ACSSU095)
• Summative assessment of science understanding e account of
students’ existing ideas

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Thinking Ethical Understanding Personal and Social
Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
(Year 1 & 2
only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
Changes to materials can This lesson Communicate Introduction Resources
be reversible or irreversible combines the ideas, explanations
(continuing the chemical science and processes in a • Open lesson with YouTube video “6 Chemical Reactions that changed • YouTube Video
(https://www.youtube.com/watch?v=jb4CMnT2-
development of their learning with variety of ways, History” (https://www.youtube.com/watch?v=jb4CMnT2-ao) to share the ao)
understanding and human including multi- importance of the understanding that scientists have of chemical reactions.
evaluating their learning). responsibility to modal texts. • Concept Map Activity
sustainability. Discuss with students the use of chemical changes and their application in (Appendix 5.1)
everyday life, including the recycling process (they will have covered • Student devices, or paper for
recycling in a previous lesson). students to plan / draft their
• Chemical Changes Concept Map Activity (remind students that this will serve reflections.
LESSON OBJECTIVES as a good revision tool) (Appendix 5.1). Get students to fill out as much as they
can without providing any hints / answers for them.
As a result of this lesson, students will be able to:
Body
• Explain in their own words the difference between physical and • Each student uses data collected throughout the 4 previous lessons (dot
chemical changes using vocabulary acquired throughout the unit such points, sketches, and all journal entries) to create a learning reflection page.
as reversible, irreversible, chemical reaction, heating, cooling...
• In two or three paragraphs, students reflect on their learning.
• Respond to their learning in this unit by completing a personal reflection
on topics covered this unit. • Students may choose to write a ‘draft’ and complete the final copy at home.

• Formulate a personal interpretation of the benefits of chemical
changes and their use today in their reflective writing task.
ASSESSMENT (SUMMATIVE – Science Understanding)
Summative Assessment:
• Reflective writing task will give evidence of student understanding of
the topic. Assess reflective writing task using journal rubric (Appendix
5.3).
• Do summative assessment of entire journal using the journal rubric
(Appendix 5.3).
• Formative assessment of the concept map activity.
• Students should summarise what they have learned by writing a personal
reflection on what was learned within this unit. This would include a summary
and critique of the differences between chemical and physical changes
(headings will be provided to ensure a comprehensive reflection of learning).
• Students should incorporate vocabulary learned throughout the unit.
Conclusion
• Remind students that they can work on their assignment at home and that
they’ll also have time to work on it in the science lesson.
• Get students to get out their concept maps from the beginning of the lessons,
go through the answers with the class, get students to correct their sheets if
required.
• Quick summary / class discussion on the main take-aways from this unit
(Changes to materials can be reversible or irreversible)

LEARNER DIVERSITY
Students may choose an alternative way of presenting their reflection, such as a
poster, infographic, video, power point presentation etc.

Less capable students may be provided with a ‘step-by-step’ template that they
can follow in order to complete this task.
APPENDICES

Lesson 1 (ENGAGE) Resources

Appendix 1.1 ‘Reversible vs. Irreversible Changes’ Worksheet Appendix 1.2 ‘Reversible or Irreversible Changes?’ Worksheet
Appendix 1.3 Formative Assessment Checklist
Lesson 2 (EXPLORE) Resources

Appendix 2.1 Work Station Instructions

Appendix 2.2 Observations Worksheet

Appendix 2.3 Exit Ticket Activity Appendix 2.4 Assessment Checklist
Lesson 3 (EXPLAIN) Resources

Appendix 3.1 ‘Indonesian Artworks & Antiques’ images sheet

Appendix 3.2 Concept Cartoon (Sourced from Science by Doing https://www.sciencebydoing.edu.au/teacher/rock-paper-scissors)
Appendix 3.3 Investigation Steps (Sourced from Science by Doing https://www.sciencebydoing.edu.au/teacher/rock-paper-scissors)

Appendix 3.4 Student Worksheet (Sourced from Science by Doing https://www.sciencebydoing.edu.au/teacher/rock-paper-scissors)

Appendix 3.5 Exit Ticket Activity Appendix 3.6 Assessment Checklist

Lesson 4 (ELABORATE) Resources

Appendix 4.1 Investigation Marking Rubric (Sourced from Twinkl https://www.twinkl.com.au/resource/us2-s-215-science-investigation-scoring-rubric)

Total Score:
0-6 = below achievement standard
7-9 = at achievement standard
10-12 = above achievement standard

Appendix 4.2 Investigation Planner & Results (Sourced from Primary Connections https://primaryconnections.org.au/)
Lesson 5 (EVALUATE) Resources
Appendix 5.1 Concept Map Challenge Student Copy (Sourced from TES https://www.tes.com/en-us/teaching-resource/reversible-and-irreversible-changes-
mind-map-6309935)
Appendix 5.2 Concept Map Challenge Answers (Sourced from TES https://www.tes.com/en-us/teaching-resource/reversible-and-irreversible-changes-mind-
map-6309935)

Appendix 5.3 Journal Entry Headings

REFERENCES:
Primary Connections. (2020). Resources and Pedagogies. https://primaryconnections.org.au/resources-and-pedagogies

Science by Doing. (2020). Rock, Paper, Scissors. https://www.sciencebydoing.edu.au/teacher/rock-paper-scissors

TES. (2020). Reversible and Irreversible Changes Mind Map. https://www.tes.com/en-au/teaching-resource/reversible-and-irreversible-changes-mind-map-

6309935

Twinkl. (2020). Science Investigation Scoring Rubric. https://www.twinkl.com.au/resource/us2-s-215-science-investigation-scoring-rubric