SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: Term 2 •

5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about XXXXX TOPIC Matter- Chemical Science
Week 1 • To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already
know about 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 Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Solids, liquids and IPads (one for each pair)
gases have different
observable properties Introduction Interactive Whiteboard
and behave in What do you already know? Padlet (10 minutes) with Padlet on the screen.
different ways • Students in pairs discuss what a solid, liquid and gas is and
(ACSSU077)
LESSON OBJECTIVES write down their thoughts on a padlet set up by the 8 stations on rotation-
teacher prior to the lesson. substances in the
As a result of this lesson, students will be able to:
• Students answers will come up anonymously on the containers include: honey,
• In pairs students use prior knowledge to define a elastic band, sand, eraser,
Interactive Whiteboard in front of the class
solid, liquid and gas on Padlet.
• Teacher acknowledges and reads a few answers out loud playdough, jelly, water
• Describe 8 different substances on a collaborative and a blown-up balloon.
but does not mention wrong or right or provide any formal
worksheet in groups of 3.
definitions.
Body: An A3 Observation table
ASSESSMENT (DIAGNOSTIC)
Rotations (20 minutes- 5 minutes at each station) for each station.
• Students in groups of 3 will examine the substance at the
Introduction: Padlet- take a screenshot to assess students' Blue tack
station and discuss whether they think it is a solid, liquid or
prior knowledge
gas.
• Students write and draw what the substance feels like, Sticky Notes
Body: Anecdotal notes and observation. Questioning
looks like and smells like and add to the A3 worksheet for
throughout the rotations to get an understanding of what Key Questions
that station.
students know and their reasoning. Collect the Brainstorm • What does the
• Students will have an opportunity to observe and vote for
sheets at the end. substance feel like,
4 substances.
Conclusion: Informal questioning in discussion time and • Safety: Tell students to not eat or smell things without look like, sound
ticket out the door to indicate what students are interested permission. Explain that it is safe to smell these like and smell like?
in/ want to learn. substances. For hygiene reasons tell students not to eat • Do you think this
the substances they will be exploring. substance is a
Conclusion: solid, liquid or
Discussion (10 minutes) gas? Why?
• Students bring the A3 worksheet from the last station they • Can substances be
were at and display it on the white board using blue tack. more than one
• Students participate in a class discussion about the votes state at a time?
for whether they thought the substance was a solid liquid E.g. a solid and a
or gas. liquid? Why or
• Class discussion about the common words used to describe why not?
the different substances e.g. gooey and hard/soft • How is this
Ticket out the door (5 minutes) substance
• Students write down one question they would like to different to
answer by the end of the term about Solids, liquids and another
gases on a piece of paper and give it to the teacher before substance?
getting ready for the next lesson.
LEARNER DIVERSITY
• Students with writing difficulties can draw their ideas on
the brainstorm and verbally discuss their ideas
• Students with reading difficulties can use the visual
prompts provided on the worksheet
• Pre-planned groups are made to make sure there is a
mixed ability level
Extension questions:
o Is it possible for a substance to change state?
o What are solids, liquids and gasses?
o What high order descriptive language words can you use to
describe the substance?

SCIENCE FORWARD PLANNING DOCUMENT

 TERM / WEEKS: T2 W2 •
5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of XXXXX TOPIC Matter- Chemical Science
• To support students to investigate and explore ideas about XXXXX
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories Asia and Australia’s Sustainability
and cultures engagement with Asia
SCSA LINKS
Science Science as a Science Inquiry TEACHING AND LEARNING RESOURCES/KEY QUESTIONS
Understanding Human Skills EXPERIENCES
Endeavour
Solids, liquids and Compare data Mini whiteboards and markers
gases have with predictions
different and use as
Introduction
observable evidence in Think-Pair-Share and Mini • Do you think some liquids can be thinner than others? Why or
properties and developing whiteboards activity (10 minutes) why not?
behave in explanations
different ways (ACSIS218) • Students share with their • What are some examples thin and thick liquids?
(ACSSU077) Use equipment partner their experiences with • Can all liquids mix? Why or why not?
and materials liquids and answer questions
safely,
identifying about liquids on their mini Lava Lamp experiment materials on Lesson 2 information sheet.
potential risks whiteboards on the mat.
(ACSIS088) Body http://www.abc.net.au/science/surfingscientist/pdf/lesson_plan17.pdf
LESSON OBJECTIVES
DIY Lava Lamp (30 minutes)
As a result of this lesson, students will be able • Students in groups of 4- one
to:
• Participate in a discussion about
student collects materials
liquids in partners using mini required for activity from the
whiteboards to express their answers. front of the room.
• Record predictions, observations and
results during a Lava Lamp experiment
• Students make predictions on
in their science books. what will happen when the oil
ASSESSMENT (FORMATIVE) mixes with the water in their
Introduction- Informal questioning and science books.
observation of what students write on their • Group members cooperate to
whiteboards/ discuss with their partners. make a Lava Lamp – each
group member should have a
Body- checklist and work sample. Collect turn at adding one of the
students' workbooks at the end of the lesson
and check off whether students have ingredients to glass and
recorded their prediction, observations and observe
results. • Discuss ideas about how the
lava lamp works
• Record observations and
results in their science books.
• All group members cooperate
to clean up.
Conclusion
Discussion (10 minutes)
• Discuss the activity and
observations as a class.

LEARNER DIVERSITY

• Visual ques for students with

reading difficulties
• Students with writing difficulties
may draw observations and
discuss predictions,
observations and results orally.

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: T2 W5 •
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and TOPIC Matter Year 5 Chemical Science
make representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Asia and Australia’s Sustainability
Islander histories and cultures engagement with
Asia
SCSA LINKS
 Science Science Science TEACHING AND RESOURCES/KEY QUESTIONS
Understanding as a Inquiry LEARNING
Human Skills
Endeavour EXPERIENCES
Solids, liquids (Students have Kahoot- https://create.kahoot.it/share/states-of-matter/b80e0690-4816-472e-9063-b4f9d13306d7
and gases have
different had 2 previous
observable EXPLORE lessons Power Point-
properties and on Solids and https://myndedu-
behave in
different ways Gases before my.sharepoint.com/:p:/g/personal/32003419_my_nd_edu_au/EaTL2B186e5Hi7GMFQVTK0QBxSs05pyMS9p
(ACSSU077) lesson 5)
LESSON OBJECTIVES Introduction Ipads
As a result of this lesson, students will (10minutes) Interactive whiteboard
be able to: • Students Whiteboard marker
• Students actively participate participate Student science books
in a class discussion about
solids, liquids and Gas (prior
in a class
knowledge) discussion
• Students write the correct on what
definitions of a solid, liquid they now
and gas and 2 examples of know about
each into their science
solids,
workbooks
• In pairs, students answer all liquids and
questions on a Kahoot to gas. Create
demonstrate what they have a Y chart on
learnt about matter using the board
iPads.
with Solids,
Liquids and
ASSESSMENT (FORMATIVE)
Gases.
Intro- take a photo of the Y Teacher
chart (diagnostic) fills in the
Body- informal questioning chart as
throughout PowerPoint and students
checklist for workbook describe
definitions and examples matter.
(formative)
Conclusion- Kahoot results Body (30 minutes)
(formative/ summative)
 • Students
watch a
video about
matter
• Teacher
presents an
interactive
PowerPoint
about
matter with
formal
definitions
and
examples
• Students
write the
definitions
into their
science
workbooks
and 2
examples
of a solid,
liquid and
gas

Conclusion (10
minutes)
• Students
play a
kahoot
about
matter in
partners
using iPads
 LEARNER DIVERSITY

• Picture
ques in the
PowerPoint
for students
with
reading
difficulties
• IEP for
student with
behavioural
issues
• Student
with writing
difficulties is
given a
printout to
glue into
their
workbook

SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: T2 •
5E’s- ELABORATE (1-2 lessons)
To challenge and extend students’ understandings in a new context TOPIC Matter Year 5 Chemical Science
Week 6 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 Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Solids, liquids and With guidance, Introduction (5-10 minutes) • PowerPoint
gases have different pose clarifying •
observable properties • Watch a quick video on rockets Investigation
questions and worksheet that
and behave in make predictions • Teacher talks about rockets and what propels them (heat) includes Instructions
different ways
about scientific • Introduce today’s lesson – and objectives sheet for Rocket
(ACSSU077)
investigations • “Today we are going to be making our own rockets, but experiment - trimmed
(ACSIS231) • Clipboards
they will not be propelled by heat but by the pressure of a • 8 pop tops with room
Compare data gas” temperature water in
with predictions • Ask students what gasses they can name and what a gas is them
and use as • If they don’t say carbon dioxide then describe carbon • A pack of soluble
evidence in paracetamol tablets
developing
dioxide- the trees soak it and turn it into energy, we • 2 mugs and a glass
explanations breathe in oxygen and breathe out… • Cones to mark out
(ACSIS218) • Tell the students what they are going to do to make that action zone
LESSON OBJECTIVES gas that will propel their rockets (SAFETY)
As a result of this lesson, students will be able to: • Ask the students to make predictions of heat with happen
• Recognise that gases have mass and take up space, to the water when a tablet is dropped into it and then
demonstrated by the pressure of the carbon dioxide in the
bottle rockets
demonstrate what will happen by putting a soluble tablet
• Predict what will happen when water is mixed with soluble into a glass of water
paracetamol and then placed in a bottle upside down on a • Ask the students what they have observed – the water is
worksheet fizzy etc
• Compare their predictions with what was observed in the
rocket experiment and explain why this happened
• Identify variables that can be changed that will affect the Body
result (independent variable). Bottle rocket investigation (35 minutes)
• Students complete the prediction section on the
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) worksheet and orally read instructions as a class for the
• Investigation worksheet with predictions, experiment
observations and results written completed • Students complete the experiment in groups of 5
(summative) • Refer to worksheet 4 for information on the experiment
• The experiment will be conducted outside on the oval.

Conclusion

• Students complete the rest of the worksheet

• Class discussion on what happened
 LEARNER DIVERSITY

• Students with reading/ writing difficulties have a student

read out the instructions to them and orally share their
predictions to the EA who will write them down for them
• Student with behavioural issues follows IEP and is warned
of safety rules

SCIENCE FORWARD PLANNING DOCUMENT

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

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Sustainability
cultures Asia
SCSA LINKS
Science Understanding Science as a Science Inquiry TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Human Endeavour Skills
Solids, liquids and gases Video-
have different observable
properties and behave in
Introduction (10minutes) https://youtu.be/LqCsYwz8Q7s?t=366
different ways • Students play musical statues dancing like a solid,
(ACSSU077) liquid or gas (teacher calls out the state of matter) Reflection questions

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
• Students use critical and creative thinking to
express the proprieties of solid, liquid or gas
using movement.
• Students engage in a word/ definition sort to
demonstrate their knowledge of the three states
of matter and their properties.
Music for musical statues
Body
Definition and word sort (15 minutes) Ipads
• Students engage in a definition and word sort in
groups of 5 that includes the states of matter,
definitions, and their properties
 • Students complete a reflection of what they have • Teacher walks around the room and observes
learnt and what they would like to learn in the where the students have placed their definitions etc
future about matter. and takes a photo with an iPad once students have
finished

Revision and Reflection 20 minutes

ASSESSMENT (SUMMATIVE – Science Understanding)
• Photo of definition word sort (summative)
• Reflection questions in workbook
(SUMMATIVE)
• Students look at their question board of what they
wrote down first lesson
• Groups of 4 discuss these questions and see what
they now know
• Students complete reflection questions of what
they now know about solids liquids and gas and
what they still want to know (in workbooks)

Conclusion (10 minutes)

• Students watch an engaging video called science max that

involves making a large Oobleck.

LEARNER DIVERSITY

• Students with writing/ reading difficulties may record their

reflections orally using an iPad
Lesson 1 ENGAGE WORKSHEET (This would be printed out as an A3 sheet, students will add to the
table at each station)

OBSERVATION TABLE!
Observe the substance, discuss with your group members and write or draw what the substance looks like, feels like and smells like.

Substance:_________________________

Looks Like Feels Like Smells Like

Vote- Do you think this substance is a solid, liquid or gas? Place a tally mark in the cloud below:

Solid Liquid Gas

Lesson 2 EXPLORE Information


Lesson 4- ELABORATE Bottle rocket investigation

What you will need:

• 1 Pop top bottle filled halfway with lukewarm water

• 2 Fizzy headache tablets (paracetamol) broken in half
 • Mug or glass or jar that allows upside-down bottle to fit inside, with lid touching bottom.

Method:

1. Unscrew the lid of your bottle and make sure pop up lid is firmly pressed down.
2. Half-fill the bottle with warm water.
3. Break two fizzy tablets in half and drop them into the bottle.
4. Quickly screw lid back on firmly, give bottle a quick shake and place upside down in mug or glass or jar (left).
5. Stand back behind the cones provided by your teacher and wait.

6. Allow at least three minutes to pass before checking rocket.

1.What is the gas produced when the headache tablet reacts to the water? _____________

Prediction (If… then…)

Observations
 Conclusion

2. Does gas take up space? How do you know this? Use your observations of the rocket experiment to explain your answer.

___________________________________________________________________________

4. A dependent variable is what you measure in the experiment and what is affected during the experiment. The dependent variable
responds to the independent variable. It is called dependent because it "depends" on the independent variable.

What is the dependent variable in the rocket experiment?

5. An independent variable is the variable that is changed or controlled in a scientific experiment. A change in the independent variable
directly causes a change in the dependent variable.

List the 3 independent variables in this experiment:

___________________________________________________________________________