Primary Science FPD 5es

Australian Curriculum: Science (Year 2)
Sub-strands Content Descriptions Achievement Standard
 Living things grow, change and have offspring similar to themselves (ACSSU030) By the end of Year 2, students describe changes
Biological sciences
to objects, materials and living things. They
Chemical sciences identify that certain materials and resources
as a human endeavour Science understanding
 Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)
have different uses and describe examples of
where science is used in people’s daily lives.
Earth and space sciences  Earth’s resources, including water, are used in a variety of ways (ACSSU032)
Students pose questions about their experiences
Physical sciences  A push or a pull affects how an object moves or changes shape (ACSSU033)
and predict outcomes of investigations. They use
informal measurements to make and compare
Nature and development  Science involves asking questions about, and describing changes in, objects and events (ACSHE021) observations. They follow instructions to record
of science and represent their observations and
communicate their ideas to others.
Use and influence of  People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
science
(Year 1-2)
Science
Questioning and  Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
predicting
Planning and conducting  Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas,
and accessing information sources (ACSIS025)
 Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate
Science inquiry skills (Year 1-2)
(ACSIS026)
Processing and analysing  Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
data and information  Through discussion, compare observations with predictions (ACSIS212)
Evaluating  Compare observations with those of others (ACSIS213)
Communicating  Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play
(ACSIS029)
General Capabilities Cross Curriculum Priorities Notes:

Literacy Aboriginal and Torres Strait Islander histories and
Numeracy
cultures
Information and communication technology (ICT)
competence Asia and Australia’s engagement with Asia
Critical and creative thinking
Sustainability
Ethical behaviour
Personal and social competence
Intercultural understanding
SCIENCE FORWARD PLANNING DOCUMENT – Year 2
5E’s- ENGAGE (1-2 lessons)
TERM / WEEKS: 

To capture student interest and find out what they know about XXXXX TOPIC: Chemical science
Term 3, 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 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
Different 4&5 INTRO  (materials, combining, purpose)
materials can - Students are given a card with a picture of a material at - cards with materials
be combined beginning of lesson
for a particular - Discuss: What are materials  any substance that can be
purpose combined with something for a purpose - whiteboard
- Brainstorm examples of materials  get students to look
ACSSU031 - markers
at the cards they were given, write these on the board as
LESSON OBJECTIVES
they are called out  outline which of the materials are
cooking materials and why?
As a result of this lesson, students will be able to: - Explain to students that we combine (put materials
 understand what a material is and identify which materials are
suitable for cooking
together) certain materials together for a particular purpose
 Work collaboratively in groups of 3 to complete tasks  We will focus on combining ingredients to make
at each group station certain foods

- Discuss:
ASSESSMENT (DIAGNOSTIC) o what does it mean to do something for a purpose?
Checklist:  the actions you’re doing (ie combining materials)
- Images uploaded onto Seasaw of the work done at the are done for a reason
stations o Example: I combine my milo and my milk together
so I can make something to drink, that’s its purpose
Table 1: Do students understand what materials would be o can you think of any examples of where you
used for the purpose of creating a dish/meal combine any of the materials on the board for a
particular purpose?
Table 2: can students show an understanding of the different - Read: “Tyler makes pancakes!” by tyler Florence
materials used to create different dishes / used for different o Discuss the materials Tyler uses
purposes o Are they all important?
o What are their purposes?
Table 3: can students show that different materials are
combined for different purposes i.e different ingredients are BODY - cards with materials
used to make different burgers - TABLE 1 (2 groups of 3): What are cooking materials? - iPads
o Students will be given images of materials that can
be used for cooking i.e butter, eggs, milk and set of
materials that are not for cooking i.e soap, detergent,
sand
o Students will work in groups of 3 to separate which
of the materials are used in cooking and which
aren’t
o Once they have ordered each of these Take a photo
on their iPads to upload onto seasaw and shuffle
cards back randomly
- TABLE 2 (2 groups of 3): What’s my purpose?

o In groups students will be given a piece of paper
with three columns on it that outline a purpose - worksheet
 Column 1: To cook chocolate chip cookies - images of materials
 Column 2: To cook S’mores on a fire
 Column 3: To make Breakfast in the
morning
o Students are given a set of images with materials
they could use to complete each of these
o Take a photo on their iPads to upload onto seasaw
and shuffle cards back randomly
- TABLE 3 (2 groups of 3): Combining materials, what can I

make?
o At this station there will be a range of ingredients
(materials) used to make different types of burgers
o Students will choose the ingredients they want to
use and then draw a picture of their burger and
outline the type of burger they have created
o Take a photo on their iPads to upload onto Seasaw
CONCLUSION - Pictures of burger
 Class discussion materials
o what does it mean for something to have a purpose? - patty
o What does it mean to combine materials? - bun
o What are materials - lettuce
 Add a definition of each to the class wordwall - chicken ect
LEARNER DIVERSITY
- students are given lots of visual aid through the images which allow for
students with poorer reading abilities to partake in tasks

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPIC: Chemical science

Term 3, week 2 Formative assessment
To support students to investigate and explore ideas about XXXXX
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
Different 4&5 INTRO - stickers
materials can - Give each student a coloured sticker (red, yellow, green)
- Recap with student’s previous lesson  certain materials
be combined (ingredients) can be combined for a particular purpose i.e
for a particular making certain foods
purpose
ACSSU031 - Teacher will have a range of ingredients presented on the
whiteboard that can be used to create meals
LESSON OBJECTIVES - I do: identify the ingredients used to make pancakes - images of ingredients
highlight each of their purposes i.e. sugar for the
As a result of this lesson, students will be able to:
sweetness, flour for the texture ect
 Identify an ingredient used in the ice-cream recipe and outline its
- We do: Teacher asks students which ingredients on the
“Why do we need the
purpose. board they would use to create choc-chip cookies  as a
class, brainstorm ideas on the whiteboard choc-chips? Would the
o make sure to elaborate with students the purpose of cookies still be choc-chip
 Make observations about the way the ice-cream looks, feels,
smells and tastes and record these in worksheet provided the ingredients cookies without them?
- You do: 30 second Think, pair share with the person next What’s their purpose?
ASSESSMENT (FORMATIVE) to you and think of a meal that could be created with the
 Exit slip: Outline an ingredient used in the activity and ingredients on the board
explain its purpose (appendix 7) o Write ideas and ingredients on the board  outline
why they chose the ingredients and their purpose
- MYSTERY BOX  select students to come up and choose

one item from mystery box
o Make predictions along the way on what they could
make with the ingredients
o Once all ingredients are revealed allow for students
to make further predictions with reason - mystery box and
o Explain to students that they will be making ice- ingredients
cream
- Outline safety instructions:  sugar
o No eating the ingredients before activity.  full cream milk
o Parents must provide teacher with confirmation  thickened cream
that students can eat the ice-cream and are not  vanilla extract
allergic to any ingredients.  salt
o If something spills or breaks leave it and seek  handful of ice
teachers attention  Containers to hold
- Outline procedural steps to class  show how to tightly ingredients
lock the ziplock bags  Large zip lock bags
BODY (medium and
- Students are divided into groups of 3 spread large)
- Each student is given a role (outlined at the beginning of  Spoons
class with stickers)
o Holder/sealer (red)
o collector/Pourer (yellow)
o Recorder (green)
- Teacher will call out each step one by one to the class and
identify which student is needed
o EXAMPLE:
o yellow students collect the ice from the eski and
return to group station
o Red student will hold open the small ziplock for the
yellow student to pour ingredients in
o Ect…
- Make sure all students are ready to begin throwing the bags
at the same time and bring them outside
- After 5 mins of throwing, return inside to complete ‘senses’
- ingredients for ice-cream
worksheet (filled in by the green student)
activity at each station
CONCLUSION
- Return to mat for discussion  what did it look, feel, smell,
and taste like?
- Students complete exit slip at the end of class as assessment
o Outline an ingredient used in the activity and
explain its purpose
LEARNER DIVERSITY
- teacher will place students in groups of varying abilities to ensure the following
lessons and work load is evenly distributed
Enabling: students who struggle to write can have a stronger writer

in their group be the scribe and they can record themselves verbally
explaining what they see.
Extending: allow for students to consider what the ice is for?
Whether or not the results would be the same without it?
- Senses worksheet
(appendix 1)

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: To support students to develop explanations for experiences and make representations of developing
conceptual understandings
TOPIC: Chemical science
Term 3, week 3 Formative assessment
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
Different 4&5 Lesson ideas came from Primary connections “Explain”
materials can INTRO
be combined  Recap with students what they had covered in previous
for a particular lesson
purpose o “We use certain materials for the purpose of
ACSSU031 making particular foods”  what are some
examples of materials used in the previous class?
LESSON OBJECTIVES  Brainstorm: materials (ingredients) they’ve used today to
create their food - whiteboard and markers
 understand that different materials are used in cooking depending o Example: today I used milk and cereal to make my
on their purpose breakfast  the milk and cereal were my materials
 use a T-chart to separate different materials depending their purpose was to make my breakfast
on their purpose and explain why  Discuss: If materials are the things we combine to create
 work independently to complete brainstorm on a food something for a purpose, would different meals use
made by using different materials different materials?
ASSESSMENT (FORMATIVE) BODY
Checklist:  Create a T-chart on the board
o column 1: materials used to make a ice cream “What materials are used to
 students were able to: make bread?” ect
o brainstorm different types of food that can be o column 2: materials used to make rocky road
created  Use cut-out images of foods
o participate in classroom discussion and use of o As a class divide the images into the two columns and
T-chart discuss why they placed the foods there and what
o discuss what materials are and the differences purpose they served
o draw image of their chosen food dish to o When completed, discuss some differences seen
present around classroom between the two columns i.e. column 1 has a lot of
chocolaty materials that wouldn’t be used in the ice-
cream ect
- cut out images of
- DISCUSS: Just because column 2’s materials aren’t used ingredients
to make ice-cream, are they still materials? Why?
o As a class refer back to lesson ones definition to
what a material is  any substance that can be
combined with something for a purpose
- Send students to desks to complete worksheet with a

images of ingredients (some from rocky road and ice-
cream).
o Allow them to brainstorm other foods they could
create with the ingredients and why they would be
chosen (use as formative assessment)
o Draw image of what they could create
o Teacher model example on the board:
 Materials: chocolate biscuit and - rock road and ice-cream
marshmallows  make s’mores worksheet (appendix 2)
 Draw image of what they could create
CONCLUSION
- Hand images of food to teacher to be displayed around the
classroom
LEARNER DIVERSITY
- Teacher will assist students who are struggling to think of
food options  give examples of cakes, muffins, biscuits
ect
- by modelling, the teacher can guide students way of
thinking about the materials
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC: Chemical science
Term 3, week 4 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
Different 4&5 INTRO
(ACSIS037)
materials can  DISCUSS: What was the definition of a material? (look to
word wall)
be combined (ACSIS025) o Are there different materials used for each recipe? What - whiteboard and
for a are some for rocky road and ice-cream? markers
particular  Brainstorm: materials used in the ice-cream activity and
purpose discuss their purpose?
ACSSU031  Discuss: the importance of each material
o THINK, PAIR, SHAIR: Would the ice-cream be
different if any of the materials changed or were
removed?
o Would this affect the ability to make ice-cream (serve
their purpose)
 Explain what it means to predict something “If I am to predict
o Example: I predict that tomorrow will be a sunny day something it means im
o Ask for students to make predictions on aspect of the going to guess what I
day think will happen” …
“What do you predict
 Explain to class that today the students will make predictions in will happen when you
their groups on what their ice-cream would be like if they were go home from school?”
to remove an ingredient
BODY
 Students are divided into groups of 3
 Each group receives a “Prediction’s sheet”
o Choose material they’d remove
o Make predictions what will happen if removed
- Prediction worksheet
o Make prediction on why they think this will happen
(appendix 3)
 After students have completed the written sheet they use
iMovie to create a video explaining their predictions  upload
onto Seasaw
CONCLUSION - iPads
 Discussion on mat about materials students have chosen to -Seasaw
remove and what their predictions were
 Explain the next class they will repeat the ice-cream activity
with their chosen materials removed
 Add predict to word wall
NEXT ELABORATE LESSON:
 In next lesson of elaborate students will attempt to create their
ice-cream with their chosen material removed and record how it
differed from the first time creating the ice-cream (set timer for
5 mins of throwing) - ice-cream ingredients
 Complete another ‘senses’ worksheet and outline how the ice- - ensure teacher has
cream differed from the first time they completed the activity made note of what each
 Outline safety instructions: group is removing
o No eating the ingredients before activity.
o Parents must provide teacher with confirmation that
students can eat the ice-cream and are not allergic to
any ingredients. - senses worksheet
o If something spills or breaks leave it and seek teachers (appendix 4)
attention
LEARNER DIVERSITY
- students with writing / spelling difficulties can use the dictation assist on their ipads
to spell for them
LESSON OBJECTIVES
 In small groups make predictions about how removing a
material will affect the final result
 Work collaboratively in groups to complete worksheet and
create iMovie

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Rubric (appendix 5):
- worksheet and iMovie
o identify which material they are removing
o create predictions on how that will affect
their ice-cream
o consider why this will happen?  showing
their understanding of the importance of that
material
5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC: Chemical Science
Term 3, week 5 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
Thinking Capability
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
Different Science involves
asking questions
4&5 INTRO - whiteboard
materials can about, and - “Today I predict we will….”  write on whiteboard and - markers
be combined describing allow for students to make predictions about what they will
changes in,
objects and do in the lesson
for a particular events
(ACSHE021)
- Remind students of the predictions they had made two
purpose lessons prior
ACSSU031 o what were some of the predictions you made about
removing a material from your ice-cream?
LESSON OBJECTIVES - Today they will look at the predictions they made about
As a result of this lesson, students will be able to: removing the material and compare the sense’s worksheets
 Make observations about how the ice-cream activity differed when from the ‘proper’ recipe we created in lesson 2 and their
materials were removed modified one
 identify the importance of combining all materials to achieve a purpose
 create a poster that displays the ice-cream predictions, results and
identifies the importance of each of the materials BODY
 group students with their previous groups
ASSESSMENT (SUMMATIVE – Science Understanding)
 Give students their two senses worksheets to observe the
differences
Rubric for poster (appendix 6)
 Create iMovie on their ‘ice-cream discoveries’
- Students show they can compare their two senses’
 Students will use the senses’ worksheets and the prediction
worksheets and make connections between the two
poster to create their imovie:
- Show they have understood their predictions and if -
o What they were trying to make.
they were correct
- How the end results differed o The material they removed.
- The importance of each material to complete the o Was their prediction correct?
purpose o How was their ice-cream different from the first
activity?
o Compare the two senses worksheet?
o Are all materials needed to be combined in order to
complete the purpose?
CONCLUSION
 DISCUSS:
o What was the purpose of combining the materials?
o Did you create the ice-cream?
o Why do you think this didn’t work?
LEARNER DIVERSITY
Extending: consider an alternative ingredient that can be combined
to alter the end result of the ice-cream
Appendix 1
Appendix 2
Appendix 4
3
Appendix 5
Appendix 6
Appendix 7
References
Abraham, L. (2019). Ice-Cream In a Bag. Retrieved from https://www.delish.com/cooking/recipe-

ideas/recipes/a54721/ice-cream-in-a-bag- recipe/
ASTA. (2013). Science Web Australia. Retrieved from

http://scienceweb.asta.edu.au/verve/_resources/asta_2-3-1_bi_mixing_yr2_v1-3.pdf
Primary connections. (2012). All Mixed up. Retrieved from file:///Users/mollyfox/Desktop/chemical

%20science%20year%202%20all%20mixed%20up.pdf
School Curriculum and Standards Authority (SCSA) (2014). Science. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teachin g/curriculum-browser/science-v8

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Primary Science FPD 5es

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Australian Curriculum: Science (Year 2)

Sub-strands Content Descriptions Achievement Standard

Evaluating  Compare observations with those of others (ACSIS213)

General Capabilities Cross Curriculum Priorities Notes:

SCSA LINKS EYLF

- TABLE 2 (2 groups of 3): What’s my purpose?

- TABLE 3 (2 groups of 3): Combining materials, what can I

SCIENCE FORWARD PLANNING DOCUMENT – Year 2

SCSA LINKS EYLF

- MYSTERY BOX  select students to come up and choose

Enabling: students who struggle to write can have a stronger writer

SCIENCE FORWARD PLANNING DOCUMENT – Year 2

SCSA LINKS EYLF

- Send students to desks to complete worksheet with a

SCSA LINKS EYLF

SCSA LINKS EYLF

Abraham, L. (2019). Ice-Cream In a Bag. Retrieved from https://www.delish.com/cooking/recipe-

ASTA. (2013). Science Web Australia. Retrieved from

Primary connections. (2012). All Mixed up. Retrieved from file:///Users/mollyfox/Desktop/chemical

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