SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS:  To capture student interest and find out what they know about XXXXX TOPIC Chemical science – irreversible and reversible

2/3 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about changes
XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU095) (ACSIS232) Engage What do you notice?
- Students will observe a number of objects that have already
been changed by the classroom teacher (candle burning, How do you think the
melted chocolate, dissolved salt, dissolving Panadol etc.) object was changed?
LESSON OBJECTIVES - Students will record their observations in their journals
Do you think they could
As a result of this lesson, students will be able to: (including their observations, explanation of what they think
 Identify changes of materials be changed back?
has happened and whether or not they think it can be
 Describe observable changes returned to its original state completed in rotations so How do you know?
 Make predictions students can observe one object at a time.
- Students will then discuss their observations as a class creating How could the material
a word wall with key observation and scientific language. be reused in its new
ASSESSMENT (DIAGNOSTIC) LEARNER DIVERSITY state?
- Offer extension to excelling students (Diagrams with
- Collection of students’ science journals labelling)
- Questioning throughout lesson Science journals
- Model and prompt struggling students with a written Candle
example observation Matches
Chocolate
Panadol

SCIENCE FORWARD PLANNING DOCUMENT

 5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPIC: irreversible and reversible changes

2/4 Formative assessment
To support students to investigate and explore ideas about XXXXX

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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU095) (ACSIS232 (Explore) Introduction: Laminated images of
) - As a class, students will categorise changes into reversible or changes, boiled egg,
irreversible changes (wood burning, cake baking, ice melting raw egg, bread, toaster,
etc.) chocolate, butchers’
LESSON OBJECTIVES Body: paper, water, cup,
As a result of this lesson, students will be able to: - In four groups students will have the opportunity to physically Panadol
 Categorise changes to materials into reversible or irreversible change the state of various objects
 Determine the difference between an irreversible a reversible - Groups: 1 Toasting bread, 2 Dissolving a tablet, 3 melting
change.
Can the change be
chocolate with hands, 4 Boiled eggs reversed? Why or why
 Present the findings of experiments to the class in a short - Groups will predict what will happen to the material and
presentation which will cover predictions, observations, and not?
whether or not the changes are reversible
reasoning using a provided worksheet.
ASSESSMENT (FORMATIVE) - Students will complete group brainstorms of predicting if the What do you think will
change will be irreversible or reversible, draw diagrams of happen to the object?
- Colour texters used to represent each child’s before and after with clear observational labels
contributions. Anecdotal notes LEARNER DIVERSITY
- Small group activities
How could you reverse
- Constant questioning to allow for consolidation of ideas the change?
- Hands on
What changes did you
observe?

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: irreversible and reversible changes
2/5 Formative assessment
representations of developing conceptual understandings
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU095) (ACSIS232 (Explain) Intro:
) Chemical and physical changes sort Why do you think it is a
- Students will move to the left of the room if they think the physical or chemical
change is physical or to the right if they believe the change is change?
LESSON OBJECTIVES chemical
What has changed?
As a result of this lesson, students will be able to: - Answers will be recorded on a class T-chart, to be displayed in
 the classroom
 - Discuss each answer as students move by asking students to
 justify answers
- Explain what makes a change physical or chemical
Body:
ASSESSMENT (FORMATIVE) - Dissolving salt?
- Small groups What have you noticed
- Predict and experiment with ratio of salt to water when the ratio is
- Discuss states of dissolving changed?
- Display data as a graph and design poster Does all the salt dissolve
- Present findings to the class in the form of a poster, diagram
in each test? Why or why
or preferred method
not?
LEARNER DIVERSITY
- Small group activities
- Constant questioning to allow for consolidation of ideas
- Allow students the choice of presentation method

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC
2/6 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills irreversible and reversible changes
Summative assessment of science inquiry skills

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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU095) (ACSIS232 Elaborate What do you notice?
) - Students will investigate what makes a change physical or Why do you think it is that
chemical type of change?
- Students will discuss the variables involved when adding What do you predict will
LESSON OBJECTIVES
baking powder and vinegar together. Record as a class happen?
As a result of this lesson, students will be able to: - Model how to utilise materials and how to carry out a fair
 Determine scientific classifications test (what changes are occurring?)
 Determine what makes a fair test - Students will experiment with ratios to determine the best
 Create an accurate graph using results collected ratio of vinegar to baking powder (testing at least twice
Vinegar
for each ratio)
- Recording ratios on a table
Goggles
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) - Discuss predictions, what makes a fair test and why it was Baking powder
so important to test more than once Bowls
- Collection of tables and graphs
LEARNER DIVERSITY Measuring instruments
- Provide scaffolding (recording sheet with questions and pointers)
- Allow students to present their predictions in a style of their
choice

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC
2/7 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning irreversible and reversible changes
learning experiences

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

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
(ACSSU095) (ACSIS232 Evaluate Were your predictions
) - Students compare observation notes from the first lesson. correct?
Why do you think it was
- Students will create a report on the observations they that type of change?
LESSON OBJECTIVES
made during the first lesson. Presented using ICT What would you like to
As a result of this lesson, students will be able to: (PowerPoint, Canva poster, video etc.)
 Prepare and present a clear and concise report of findings investigate next?
 Describe changes and why they have occurred
 Determine if a change is irreversible or reversible
- Students complete a self assessment of their presentation
using a two stars and a wish structure
Book school Ipads
ASSESSMENT (SUMMATIVE – Science Understanding) Journals
Word wall
- Self-assessment (two stars and a wish)
- Rubric (presentation skills and content knowledge) LEARNER DIVERSITY
- Allow students to choose how they present their final report
- Provide clear examples of various presentation styles