FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2/1-5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Chemical Science

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

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

Science Science as Science

Understand a Human Inquiry
ing Endeavour Skills

1/1
Solids,
liquids and
- Explore different Diagnostic Introduction: “What is the solid,
- Balloon
liquid and gas
gases have materials - The teacher - The teacher will inflate a balloon in front of the class and components of this
Engage different
will complete a tie it up. balloon?” (The
observable balloon is the solid,
properties - Categorise and check list and - The teacher then turns on the interactive white board the gas is the carbon
and behave
in different explain whether write and plays a Solids, Liquids and Gases clip for the dioxide breathed into - https://www.
comments on the balloon and as a
ways they think students youtube.com
(ACSSU077) funny note the saliva
the students’
materials are - The teacher asks the students to stand up and return to on the end of the /watch?
solids, liquids or progress balloon is the liquid)
v=qWsRm6n-
throughout the their desks
gases “Which state of ZVo
lesson and mater’s molecules
compile a move the fastest?”
- Describe how
running record
solids, liquids and “Which state of
mater’s molecules
gases have move the slowest?”
different
observable
properties and Lesson:
behave in different - Once the students arrive at their desk, they will notice a
ways - States of
bag of laminated cards with different matters on them
i.e. ice cubes, fairy floss, toothpaste, cordial, etc. matter cards
- The teacher asks the students “What three categories “What category did
could we place these matters into?” you put the water/ice
- Once it’s decided that they will place them into solids,
cube/pasta/etc into?
And why?”
liquids and gases the teacher instructs the students to
“What properties do
begin categorising them the materials in the
- Once the class has finished categorising the materials solids/liquids/gases
share with one
into their states of matter the teacher will begin a another?”
discussion
- The teacher asks the students to stand up and they go
outside the classroom onto the oval
- The teacher asks for three volunteers to stand in front of
the class and labels each one of them either a solid,
liquid or a gas
- The teacher explains that solids keep their shape and
their molecules move slowly, the teacher asks the
volunteer to demonstrate this.
- Liquids take the shape of the container they are in and
their molecules move faster than solids but slower than
gases, the teacher asks the volunteer to demonstrate
this.
- Finally, the teacher explains that gases spread out and
their molecules move very fast, the teacher asks the
volunteer to demonstrate this.
- The teacher then gets all of the students to stand up and
move around the space and when they call out “SOLIDS,
LIQUIDS or GASES” the students will move around the
space how fast/slow they think the molecules in that
matter would move i.e. solids move slowly, gases move
fast. “Is toothpaste a solid
or a liquid?”
Conclusion:
- After a few rounds of the game the students return
inside and sit on the mat
- The teacher concludes the lesson with a think, pair share
and after a short discussion with a partner asks for some
volunteers to answer the question and give their
reasoning
- The students pack away and prepare for their next
lesson
 Solids,

1/2
liquids and
gases have
different
Explore observable Introduction:
properties
and behave - The students line up outside ready to go to the science
in different
ways room
(ACSSU077)
- Once they arrive in the room, the students will sit on the
“Change it! Solids,
mat Liquids, Gases and
- The teacher reads “Change it! Solids, Liquids, Gases and You” by Adrienne
You” by Adrienne Mason to the students for revision Mason

Lesson: - Cookie
- The students are then instructed to go and sit at a table cutters
and nominate a team member to come and collect the - Plaster of
materials and another team member to go get aprons Paris
- Once every student table has aprons and the correct - Straw
materials the teacher demonstrates what they will be
- Petroleum
doing “Did the plaster of
jelly
- The teacher greases the cookie cutter moulds with
Paris take the shape
of the mould it was
- Water
petroleum jelly and then mixes the plaster of Paris, they in?”
then pour the plaster into the mould and sticks a straw - Wax paper on
“Does that make it a
in the top corner of the mould and leaves it to the side solid, liquid or gas?” a tray
- The students then copy this process and the teacher
“Once it dries, what
walks around and observes/assists do you think the
- Once everyone has completed their task, they put them liquid will become?”

to the side to dry and clean up

- The teacher gets the students back on the mat and asks
- Identify that air
them a question
and gas take up
space
- Work in
Conclusion:
collaborative
- Students line up and walk back to the main classroom
learning teams to
change one - Students get an exit slip with the following question
variable in a fair written on it: “True or false: When a liquid turns into a
solid it is called solidification”
test investigation
about gas
 - Discuss how the
volume of a gas
1/3 Solids, depends on the
liquids and temperature.
Explain gases have
different
observable
properties
and behave
in different Introduction:
ways
(ACSSU077) - Students create posters on the different stages of water “Is the ice a solid,
by creating clouds from cotton balls and using various liquid or gas?”
materials to show snow (solid), rain (liquid) and clouds
“What happened to
(gas) the ice?”

Lesson: “How did the solid - Glass

turn into a liquid?”
- The teacher has some ice cubes in a glass which they - Ice cubes
“Is water a solid,
heat using a candle on the base of the glass liquid or gas?” - Candle
- The students will observe what is happening to the ice as - Lighter
“What happened to
it is exposed to heat the water in the
- Students will be asked to discuss questions kettle?”

- The teacher will explain that solids change when heat is “What state of matter
applied and, in this case, the solid ice melted into liquid is water - Water
vapour/steam?”
water when heat was applied. - Kettle
- The teacher puts water into a kettle and turns it on,
when it heats up the steam leaves the spout of the kettle
- The students will be asked to discuss questions

Conclusion: https://www.yout
ube.com/watch?
- Students walk around the classroom like an art gallery
v=tuE1LePDZ4Y
and view each other’s posters
- Watch Changing Water clip on YouTube to recap
2/4 Solids,
liquids and
Elaborate
gases have
different
observable
properties
and behave
in different Introduction:
ways
(ACSSU077) - Read “Hot Air: The (Mostly) True Story of the First Hot-
Air Balloon Ride” by Marjorie Priceman
- Have a class discussion
- The teacher explains that: “Gases expand when heated
and spread out far more than liquids or solids since the
interactions between their atoms or molecules are far https://www.yout
weaker. This means that the density (mass per unit of ube.com/watch?
volume) of a gas at a certain pressure can vary v=ABsVP41-EeY
significantly depending on the temperature.”
- Watch “How do hot air balloons work?” on YouTube
- The teacher explains: “Hot air balloons use this principle
to rise above the ground. The air they contain is much
less dense than the surrounding air, which is therefore
pushed upwards. “

- Balloon
Lesson:
- The students line up and walk down to the science room - Small bottle
- Students will work in groups of 2 or 3 and will be - Small funnel
given the following materials: - Baking soda
 Balloon - Vinegar
 Small bottle
 Small funnel
 Baking soda (1 tablespoon per group)
 Vinegar (4 tablespoons per group)
o Students will first need to answer the
following question:
 What do I think will happen to a
balloon on top of a bottle if I combine
vinegar and baking soda?
 Using the funnel, add the baking soda to each
balloon (one person to hold the balloon open
and the other person to put the baking soda
 inside of the balloon).
 Pour the vinegar into the bottle.
 Carefully fit the balloon over the bottle opening
(be careful not to drop the baking soda into the
vinegar yet).
 Once the balloon is fitted snugly on the nozzle,
hold up the balloon and allow the baking soda
to fall into the vinegar.
 Observe the chemical reaction and effect on the
balloon.
- After the students perform the experiment and the
balloon inflates the teacher gets the students to sit on
the mat
- The teacher has heated some vinegar and asks the
students to predict what they think changing this
variable will do
- The teacher explains that the heated vinegar creates
more carbon dioxide therefore the balloon gets bigger,
quicker.

Conclusion:
- The students walk back to the main classroom and sit at
their desks
- The students will draw a diagram of the experiment with
a title and labels/annotations and write down some
variables that could have been changed
2/5 Solids,
Evaluate liquids and
gases have
different
observable
properties
and behave
in different
ways
(ACSSU077)

Introduction:
- The teacher hands out three sticky notes to each student
- On the whiteboard is the words: Solid, Liquid and Gas
- The teacher asks the students to write down on their
sticky notes a definition/description for each of the
states of matter and when they’re ready to come and
place them on the whiteboard under the appropriate
heading.
- The teacher reads out some of the ideas on the board

Lesson:
- The teacher tells the students to get out their science
books and write down the following: “Liquids are runny
and flow to take the shape of the container, gases take
up space and fill up the container that they are in and
solids hold their shape and do not flow.” (Student with
Dysgraphia is given a printout that they cut out and glue
into their book).
- Students get an iPad and play the sorting game online
- The teacher allocates three parts of the room as either
solid, liquid or gas and the students stand up and move
to the middle or either side of the classroom if the
object the teacher calls out is a solid, gas or liquid.

Conclusion:
- The teacher asks the students to define a solid, liquid
and gas and give some examples of each.
)