Australian Curriculum: Science (Year 3)

Sub-strands Content Descriptions Achievement Standard

Biological  Living things can be grouped on the basis of observable features and can be By the end of Year 3, students
sciences distinguished from non-living things (ACSSU044) will use their understanding of
the movement of the Earth,
Chemical  A change of state between solid and liquid can be caused by adding or removing heat materials and the behaviour of
sciences
Science understanding

(ACSSU046) heat to suggest explanations

for everyday observations
Earth and  Earth’s rotation on its axis causes regular changes, including night and day They will describe features
space sciences (ACSSU048) common to living things and
describe how they can use
Physical  Heat can be produced in many ways and can move from one object to another science investigations to
sciences (ACSSU049) respond to questions and
identify where people use
Nature and  Science involves making predictions and describing patterns and relationships science knowledge in their
development of (ACSHE050) lives.
as a human endeavour

science
Students use their experiences
Use and  Science knowledge helps people to understand the effect of their actions (ACSHE051)
to pose questions and predict
influence of
the outcomes of investigations.
science
They make formal
measurements and follow
procedures to collect and
present observations in a way
(year 3-4)

that helps to answer the

ScienceScience

investigation questions.
Students suggest possible
 With guidance, identify questions in familiar contexts that can be investigated reasons for their findings.
Questioning
and predicting scientifically and predict what might happen based on prior knowledge (ACSIS053) They describe how safety and
fairness were considered in
Planning and  Suggest ways to plan and conduct investigations to find answers to questions their investigations. They use
(ACSIS054)
 Australian Curriculum: Science (Year 3)

Sub-strands Content Descriptions Achievement Standard

conducting  Safely use appropriate materials, tools or equipment to make and record observations, diagrams and other
using formal measurements and digital technologies as appropriate (ACSIS055) representations to
inquiry skills (Year3-4)

 communicate their ideas.

Processing and  Use a range of methods including tables and simple column graphs to represent data
analysing data and to identify patterns and trends (ACSIS057)
and  Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
information
Evaluating  Reflect on the investigation, including whether a test was fair or not (ACSIS058)

Communicatin  Represent and communicate ideas and findings in a variety of ways such as diagrams,
g physical representations and simple reports (ACSIS060)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait
 Numeracy Islander histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking with Asia
 Ethical behavior
 Personal and social competence  Sustainability
 Intercultural understanding
 English
Students create a procedure to teach the other
class how to complete the effect heat has on the
marshmallow’s investigation, using specific
language relevant to procedural writing.
(ACELA1478)
Students work collaboratively to create an
investigation in groups of 4 and express ideas
demonstrating turn taking and active listening.
(ACELY1792)
Write a letter to a parent recounting an
investigation that was carried out after carrying
out a planned investigation on the effects of
different kinds of heat and the affect they have on
solids.  (ACELY1683)
Concept: Plants
5- 10
Society and Environment
Students construct a set of rules in groups
demonstrating safety measures and collaboration
strategies in the classroom in relation to the
investigations that they are constructing. Students
come up with 10 rules and then a justification as
to why they are needed and who needs to follow
them, along with consequences. (ACHASSK071)
Students create research projects on the different
cultural ceremonies and cultural groups that use
heat in their communities, regions and peoples.
For example, how heat is used in different
celebrations like Chinese New Year, Hanukkah,
and Ramadan. (ACHASSK065)
Maths
Interpret results of heating investigation and put
them into categorical variables recording data
into an appropriate graph or diagram
(ACMSP068)
Illustrates and compares two different data
displays from melting solids with body heat
versus an external source of heat (stove, flame,
etc).  (ACMSP070)
Create a simple column graph using multimedia
to depict results from liquids to solids
investigation. (ACMSP069)
Term: 3 Weeks:
Technologies:
Students will plan an investigation on the
properties of solids and liquids and what causes
them to melt when heat is applied. They will
construct an investigation choosing one question
that they will carry out the investigation for.
(ACTDEK011)
Explore why different items may be heated and
melted to serve as a different purpose to carry
out specific jobs, activities, or functions. For
example, plastic , glass etc (ACTDEK013)
 TERM/WEEKS: 3, Wks 5-10 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science- plant life cycles
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 Chemical science – liquids and solids
 To elicit students’ questions/ prior knowledge about how changes in state
 Diagnostic assessment used- in this lesson you will find out what the students already know about solids and liquids This will allow you to take account of students’ existing ideas when planning learning experiences
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOU
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS RCES
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
1 (ACSS (ACSH Diagnostic Introduction: Ice-
U046) E050) Students will assessment What is the ice cream doing? cream
discuss different - Introduce students to unit of work What is the difference between
objects shown to WHAT: by showing them an ice-cream that the two ice creams?
them during mat has already started melting and an
session answering Could students Why do you think the ice-
ice-cream just out of the freezer.
key questions. distinguish cream has changed state?
Particular focus between liquids - Ask them questions to promote
will be on using the and solids and interest. - Why they sorted your Tub
term “state” discuss what - Show students different items and items the way they did with
may happen to materials from a mystery box. - Why did you show your differ
Key q’s: the item when - Discuss with students the ent
heat is applied. change in state of your items
How has the item differences in states and how they diagram like you did?
changed? Did students use may change in appearance when - Could some of the
scientific they are cooled or melted. items you sorted
What would literacy during change shape and if so,
happen if we added discussions to Teaching point: focus on language that
students are using and take note of How?
heat? explain how a
change of state scientific literacy.
How could we may occur in - Tell students that their next unit of
change this item’s reference to work will explore what happens to
“state”? their items.(ie
 using the word solids when they are melted.
Students will “state”).
distinguish
between 10 items WHAT: Could Body:
that have had a students Discussion Questions with
change in state and distinguish - Explain to students that they will partner:
create a diagram between items individually be sorting 10 items
describing what that had been into items that are solids or items - Why did you sort your
they think the heated and items that are changing into liquids. items in those ways?
cause is for the that had been
- Show students each of the items
change in state, per cooled.
encouraging them to think about - Why did you show your
each item.
Particular focus the answers. change in state on your
on: - Explain to students that they will diagram like you did?
Has the item then draw a diagram showing the
changed “state”? change state encouraging them to - Could some of the
items you sorted Pages
use scientific literacy (to diagnose
How did the to
prior knowledge). change shape and if so,
item change draw
“state”? - Students will take a photo of their how? diagra
sorted items and diagram and send m
HOW: to teacher. Ipad’
Anecdotal notes - Students will then meet with
(appendix 1)
partner and discuss questions,

Differentiation:
- Enabling: Give students items that
are obviously distinguishable
changes in state.
- Can manipulate in different ways
(i.e. distinguish on iPad)
- Create diagram in preferred way,
(e.g. draw or electronically).
- Extending: Students can explore
the changes in states and how an
item can be changed and then
changed back into its original state.
 Conclusion:
- Students meet as a group and share
their questions as discussed with
the teacher.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of the properties of materials changing when heat is applied.
 To support students to investigate and explore ideas about materials and heat
 Formative assessment
WEE AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOU
K/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS RCES
LESS LINKS OBJECTIVE (include learner diversity)
ON
Scienc Scienc Scienc
e e as a e
Under Huma Inquir
standi n y
ng Endea Skills
vour
22 (ACSS ACSIS Students will Formative Introduction:
U046) 053) predict the changes assessment
(ACSH to 5 x different What: Oobleck
E050) materials when - Show students oobleck What does predict
heat is applied. Could students - Engage students by having them come up mean?
demonstrate the and touch oobleck
Students will take skill of a How can we show
observations in prediction by - Ask students if they think it is a solid or a we are observing
groups and record depicting a liquid and discuss why. something?
findings using possible change
drawings and in characteristics Recap on previous lesson using word wall to
descriptive to 5 x different remind students on terminology used to describe
changes in states.
language (solids, materials when
liquids) (appendix heated? - Add words predict and observe
3) - Discuss what these mean What would I be
Could students observing to test
- Show students an example of an item and
work in groups to my prediction?
record facilitate discussion surrounding Item
observations of predicting what would happen if heat was
the heated items applied.
and represent
drawings onto “Q: what do you think would happen if we put
IPAD’s ? this item outside in the sun, or placed a flame near
(appendix 3) it?”
“Would it matter what kind of heat we put on our
How: item; would it create a different outcome/change
Observations of your prediction?”
group discussions
and observations Teaching points
of predictions - Predicting means simply saying what you
(appendix 2) think may happen.
- Discuss the different thing we may be able
to predict (eg: smell, look, state).

Lesson body:

- Recap on teamworking skills

- Add words to word wall that students will use to
describe predictions (including comparative Word
words). What kind of skills wall
- Introduce task to students explaining that they are necessary to
will get a box with 5 x different items in it work as a team?
- As a team they will discuss and record the
different predictions they conclude by using
drawings in science journals. What descriptive
- Students will then place their items in a labelled words may you use
zip lock bag and discuss where they will put their to describe your
items so that they can see them heated up. predictions and any
- Have students place their items in their agreed changes in your
place. item (eg: hot, cold,
- Ensure students have completed predictions in runny, sticky, Zip lock
IPADS (appendix 3) colder, runnier, bags
- While items are heating, show students an softer).
example of what they will complete on
IPAD’S including diagrams after What kind of
language can I
observing the changes in states.
show for my melted
- Scaffold an example for students and chocolate?
create class discussions targeting the How can I describe
specific language and skills used. to someone the
- Students go back to their teams and changes in states?
observe materials using comparative and
collaborative language.
- Students record observations on second Questions to Science
part of science sheet. discuss in groups sheet
put on board:
Differentiation:
Enabling: grouping, extending and enabling - What
students together
changes did
- Comparative and descriptive word bank
you notice?
given to students.
- How did
Extending: your items
- Students can explore how different heat change in
would change the outcome (ie. can work comparison
with teacher to explore heat from a heater to another?
versus the sun). - Why do you
think an
item had the
Conclusion
- Teams hand pages to teacher and discuss least
amount of
key questions that were observed in
change?
groups as a whole class.
- Say to students “what would happen if we
put your changed item in the freezer?”
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WEE AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESO
K/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS URCE
LESS LINKS (include learner diversity) S
ON
Scienc Scienc Scienc
e e as a e
Under Huma Inquir
standi n y
ng Endea Skills
vour
3 (ACSS (ACSI Students will Formative Introduction:
U046) S055) demonstrate how assessment How can we move
molecules act in a solid What: - Recap on lesson where students our bodies to show
and as they form itwith Could students learnt about how the molecules in the molecules of an
plasticine. create a stop motion an item look when they are a item that is a solid
demonstrating the (standing still)?
solid versus when they are melted
Students will explore the movement in
similarities and molecules when heat into a liquid. How can we move
differences in solids and is applied to a solid? - Get different students to choose our bodies to show Mystery
liquids after they have items from a mystery bag and the molecules of an bag and
been melted or had heat Could students class must move in ways to revise item that is frozen items
applied by describing explore the how the molecules would be (eg: (moving our limbs
characteristics and using similarities and really fast!)
ice-cream, melted ice-cream)
a thermal camera. differences between
solids and liquids - Review words solid, liquid, melt,
using a thermal freeze and comparative words on
camera and word wall.
answering discussion
questions? Body: Q’s to discuss
- Students will then work in teams from thermal
What do you think to explore the difference between camera)
the different colours solids and liquids by using app: Thermal
mean? thermal camera fx. What do you think camera
the different app
- Students will use the app to
What were the colours mean?
similarities and discuss questions:
differences between - In same groups, students will What were the
what you see on the choose one of these items to similarities and
camera in a solid and create a stop motion on app differences between
in a liquid? (ADD APP) to describe the what you see on the
camera in a solid IPAD’S
change in state from a solid to a
Does a change in and in a liquid?
shape occur when I liquid
melt my chocolate? - Questions and teaching points to Does a change in
Why? consider prior to students shape occur when I
completing stop motion: melt my chocolate?
- Draw example with students on Why?
board from chocolate changing to
Q’s prior to stop
a liquid. motion:
Monitoring the - Discuss how a change in shape What might I want
development of the can occur to show in my stop Stop
student’s - Include key terminology: motion (solid, then motion
understanding of molecules, causing, freeze, show the movement app.
changes in states. in molecules and
Constant feedback frozen, heating, heat. then the final liquid
given on the child’s - Reiterate to students they can use once heat is
understanding of a the word wall if they get stuck. applied).
change in state and
HOW it has Differentiation:
happened. Enabling: Students supplied with
individual word bank and scaffold page
outlining different steps included in stop
motion (one frame for solid, three frames
for the movement in molecules and one
 for the liquid.)

Extending: Students explore frozen item

with thermal camera.

Closure:
Choose groups to show stop motion to
rest of class and share responses to
discussion questions.

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
WEE AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESO
K/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS URCE
LESS LINKS OBJECTIVE (include learner diversity) S
ON
Scienc Scienc Scienc
e e as a e
Under Huma Inquir
standi n y
ng Endea Skills
vour
4 (ACSS ACSIS Identify 3 questions Summative Introduction:
U046) 053) about the factors Assessment
that may affect the - Students come in as teacher is placing block of
(ACSH rate of a What: chocolate onto a chocolate fountain.
E050) marshmallow melt. Could students
identify 1 Say to students: why isn’t it flowing nicely? (needs
(ACSI Students will plan question to melt!)
S054)
an investigation to exploring the rate Recap on previous lessons asking questions: Do all materials
 test one question a marshmallow look the same
(ACSI created and include melts dependent - Show students different marsh mellows and ask when they melt?
S055) dependent, on factors? them “what would happen if we melted this
(ACSI independent and Do you think all
S215) marshmallow?”
controlled Could students materials would
- Think pair share answer.
variables. plan an melt at the same
investigation in temperature?
Lesson body:
Students will groups to test
construct one question outlining Why/why not?
- Get students to discuss different factors that
prediction to their the 3 x different
investigation. variables?. might affect how fast or how much the What can happen
marshmallow will melt (eg: size, mass, shape, to the shape of a
Could students heat, how heat is applied). material?
demonstrate the - Revise how to make a prediction
skill of prediction Get students to
when discussing Teaching point: Predictions include using discuss questions
possible knowledge to take an educated guess of an outcome. and share.
outcomes of their - Revise how to determine the variables
investigation?
Controlled= things we keep the same
How: Dependent= think we measure
Rubric (appendix Independent= what we change.
5) - Introduce activity to students:
- Students must discuss and record one prediction
- Tell them that they will need to create a question
to test using example questions as a base:

Examples including:
- How does the size of a marshmallow change
how it melts?
- How does the shape of a marshmallow change Did our
how fast it melts when heat is applied? investigations give
- Scaffold students through making a way to us an answer to our
question?
record their investigations in journals which they
will complete in teams (i.e. make a table for What are the 3
them to record their investigations). different variables
in our
 In example/modelling highlight the: investigation?
Thing that will change (Independent)
The thing they will measure (Dependent) What would we
Keep the same (Controlled) change for next
- Once satisfied with their planners, students will time?
begin by showing the teacher, where they will be
told to make changes or begin their
investigation.

Students will complete investigation and record their

findings.

Differentiation:
Enabling- grouping of students
- Students can be given a specific question to
create an investigation.
- Extending: students may start to explore the
method section that will be focused on in next
lesson (can create a method for someone else to
follow).

Conclusion:
Students compare their predictions to actual results
discussing outcomes in groups.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about solids and liquids to represent what they know about how heat can change materials
 Summative assessment of science understanding
WEE AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE
K/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS S
LESS LINKS OBJECTIVE (include learner diversity)
ON
Scienc Scienc Scienc
e e as a e
 Under Huma Inquir
standi n y
ng Endea Skills
vour
5 (ACSS Summative Introduction: It’s Melting!
U046) assessment: By Rozanne
Students determine Lanczak
if a change of state What: Read book: “It’s Melting!” By Rozanne Lanczak Williams
has occurred by Williams.
ticking on online Were students What were the
sheet (Appendix 5. able to - Review previous lesson and the different factors that
determine if a factors that affected the rate of melting of affected the
Students explain change of state marshmallows (lesson 4) rate of
why the change of had occurred by melting?
- Get students to discuss their findings with
state has occurred ticking on their
by drawing a pages which partners. What was
diagram and using scenarios would - Recap on what happened to their marsh something you
scientific literacy result in a mellows when they melted them. Questions would change
used during unit of change of state?. including: the next time
work from word you plan and
- “Why did this happen?’
wall (appendix 4) Were students complete an
able to - “What were the particles doing?” investigation?
demonstrate the - “How would a scientist describe that?”
ability to use
scientific
literacy learned Lesson body: Appendix 5
throughout the
unit to describe Students complete sheets (appendix 5). where
why a change in students determine what would happen to
state occurred? different items if they were left out in the sun.

How: Marking - Students must use their accumulated

of sheets scientific literacy from word wall and must
(appendix 6) tick if there is a change in state that would
occur (solid to liquid)
- Students then discuss questions with their
partner:
Think pair
 share
Closure: questions:
- Students share think pair share questions
with whole class. “What do you
- Leave students with question “what would now know
about solids
happen if we put our melted items in the and liquids that
freezer” in preparation for next unit of you didn’t?
work. What is
something you
found
challenging?
How would
you decide the
reason
something
melts using
scientific
literacy?|”
Appendix 1. Appendix 2
Lesson 2:
Formaitive assessment
ACSSU046)
Appendix 3 ACSIS053)
(ACSHE050)
Appendix 4
Appendix 5
Appendix 5
Appendix 6
 References

Chem4kids. (2018). Liquid basics. Reteieved from http://www.chem4kids.com/files/matter_liquid.html

Chem4kids. (2018).Solids basics. Reteieved from http://www.chem4kids.com/files/matter_liquid.html

Science Web (2020) Solids,

liquids and gasses. Retrieved from http://scienceweb.asta.edu.au/years-5-6/unit1/lesson-two/yr56-unit1-lesson-

2.html

School Curriculum and Standards Authority. (2014). Kindergarten to year 10: Scienc