SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Biological  The growth and survival of living things are affected by the physical conditions of By the end of Year 6, students
sciences their environment (ACSSU094) compare and classify different
Science understanding

types of observable changes to

Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or materials. They analyse
sciences irreversible, such as burning and rusting (ACSSU095) requirements for the transfer
of electricity and describe how
Earth and  Sudden geological changes or extreme weather conditions can affect Earth’s surface energy can be transformed
space sciences (ACSSU096) from one form to another to
generate electricity. They
Physical  Electrical circuits provide a means of transferring and transforming electricity explain how natural events
sciences (ACSSU097) cause rapid change to the
 Energy from a variety of sources can be used to generate electricity (ACSSU219) Earth’s surface. They describe
Nature and  Science involves testing predictions by gathering data and using evidence to develop and predict the effect of
development of explanations of events and phenomena (ACSHE098) environmental changes on
endeavour (Year 5-6)

 Important contributions to the advancement of science have been made by people from a individual living things.
Science as a human

science
range of cultures (ACSHE099) Students explain how
scientific knowledge is used in
 Scientific understandings, discoveries and inventions are used to solve problems that decision making and identify
Use and contributions to the
influence of directly affect peoples’ lives (ACSHE100)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) development of science by
people from a range of
cultures.

Students follow procedures to

 With guidance, pose questions to clarify practical problems or inform a scientific develop investigable questions
(Yea
inqu

Questioning
skill
Scie

r 5-
nce

iry

6)
s

and predicting investigation, and predict what the findings of an investigation might be (ACSIS232) and design investigations into
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve simple cause-and-effect
conducting problems (ACSIS103) relationships. They identify
 Decide which variable should be changed and measured in fair tests and accurately variables to be changed and
observe, measure and record data, using digital technologies as appropriate measured and describe
(ACSIS104) potential safety risks when
 Use equipment and materials safely, identifying potential risks (ACSIS105) planning methods. They
Processing and  Construct and use a range of representations, including tables and graphs, to represent collect, organise and interpret
analysing data and describe observations, patterns or relationships in data using digital technologies their data, identifying where
and as appropriate (ACSIS107) improvements to their methods
information  Compare data with predictions and use as evidence in developing explanations or research could improve the
(ACSIS221) data. They describe and
Evaluating  Suggest improvements to the methods used to investigate a question or solve a analyse relationships in data
problem (ACSIS108) using graphic representations
and construct multi-modal
Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi- texts to communicate ideas,
modal texts (ACSIS110) methods and findings.

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking
with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 English CONCEPT MAP Maths
(option 1)
Write a recount of the
observation that was made at Religious Education / Spiritual Education
home (i.e. who was there, which
room, what did it look, touch,
smell, taste like)
Create a narrative that involves
chemical or physical reactions
as a main plot point
Concept: Term: Weeks:
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Examine which healthy meals can be made, and within them examine physical and
chemical changes
Examine physical and chemical changes that occur in the body (i.e. mechanical
digestion, chemical digestion, oxygenation of blood etc.)

Geography History The Arts

Look at famous chemical discoveries
through history (i.e. Internal combustion
engines, batteries, stomach acid)
Look at how the use of steam started the
industrial revolution
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: x/1 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science/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

5E’s- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about chemical science
 To elicit students’ questions/ prior knowledge about chemical science
 Diagnostic assessment used- in this lesson you will find out what the students already know about chemical science. This will allow you to take account of students’ existing ideas when planning
learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

111 1 ACSS ACSH ACSIS Students will: DIAGNOSTIC  Introduce students to Chemical science Why do Experiment
U095 E098 105  Elicit student knowledge through group students think materials
Share and discuss Collecting of graffiti wall (these groups will remain the these changes (listed on the
their prior ‘graffiti walls' same for all following activities), followed happened? worksheets)
knowledge of In-class by a class discussion
chemical science discussion  Introduce students to experiments, noting What would Whiteboard
rules and safety (put safety rules on students like
Make observations Focus Q- what smartboard) to know more Whiteboard
and predictions of do students  Demonstrate labelled diagram and about? Markers
chemical reactions know about worksheet to students, allocate roles to
chemical students Poster paper
Share their findings science?  Work with students through 3 experiment
among their peers activities: Oobleck; bicarbonate soda and
vinegar; salt dissolution
Correctly observe  Finish experiments, giving students time to
and apply proper complete the worksheet and return to their
safety behaviours desks
 Discuss student observations and questions
they have re. the experiments

Learner diversity: (Ensure that Brayden is with

Jaxon, as they work well together and Jaxon can
assist Brayden with reading; ensure that Campbell
is given the ‘manager’ role, as it will be the most
engaging for him)

Safety concerns: Ingredients for experiments are

nontoxic, hypoallergenic; rules for safe discussion
and classroom behaviour are stated in class
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of chemical and physical changes
 To support students to investigate and explore ideas about chemical and physical changes
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
2 ACSS ACSH ACSIS Students will: FORMATIVE Prior to the lesson: organise parent helpers and give What do you Hotplates (3)
U095 E098 110 them the recipe sheet, gather materials, ingredients; think caused
Observe physical and Assessment of freeze Zooper Doopers, turn on smartboard these changes? Pancake
ACSIS chemical changes students attained ingredients
103 knowledge will  Start lesson by revisiting previous lesson with a Can the (listed in
Make inferences take place through think-pair-share; ask students to recall the ingredients be attached recipe
ACSIS about the cause of discussion of changes that occurred in the experiments, changed back? sheet)
232 physical and class activities
describing the results of each, then discuss this
chemical changes and through Which change ~20 Zooper
observation of with the class was chemical Doopers
Produce labelled answers on the  Introduce physical and chemical changes (i.e. and which was (Frozen)
diagrams detailing worksheets ‘water dissolving in salt = physical change’, physical – how
the events of ‘Bicarbonate soda reacting with vinegar to do you know Timer
physical and make gas = chemical change’); this?
chemical changes Smartboard
 Ask class if they are aware of the differences
How are the
Identify physical and between physical and chemical changes (note: changes Whiteboard
chemical changes class would have already learnt about states of similar or markers
from activities matter in previous year). Explain physical different?
 changes, then chemical with the assistance of Whiteboard
this video:
https://www.youtube.com/watch?v=37pir0ej_S Modified
E (Crash Course Kids, 2015) Worksheets (2)
 Explain to students that in their science groups, Worksheets
they will be between two stations, in the first (18)
they will be making pancakes with parent
helpers (in the wet area) and observing and
describing the results, and then at the other
station, they will be attempting to melt Zooper
Doopers in any way they can so long as it’s safe
(but they have to remain sealed), while
observing the changes that are taking place (list
examples for this – i.e. holding them, sitting on
them putting them near a heater or the sun etc.)
 Before groups are dismissed to work, safety
rules will be discussed and put on the
Smartboard
 In their groups students will be allocated to the
pancake making station or the melting station
with their worksheets and pencils (2 groups per
station, 1 group per helper, I will observe
Zooper Dooper activity, swapping group
stations at 10 minutes)
 After both activities, students will return to
desks and be given 5 minutes to finish
worksheets
 Class discussion will occur, with students being
asked: why did the materials change? Which
change was physical and which was chemical –
why? Can either change be reversed – why?
 Each change will be compared and contrasted in
a discussion, with students writing their answers
on a venn-diagram on the board

Learner diversity: Give Brayden and Campbell modified

worksheets with closed questions instead of open-
 questions;

Safety concerns: Safety rules are discussed and on the

board; full adult supervision is present for each activity;
students are not required to cook the pancakes but
instead are observing the changes in the ingredients

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
3 ACSI Identify differences FORMATIVE Before class: pre-cut changes and put them into bundles What are the Hoops (8)
ACS S232 between chemical for each group, put hoops at front of the class characteristics
SU09 and physical changes Assessment of of chemical Bundles of
ACSI students attained Get class to think-pair-share, then as a class discuss and physical changes (1
5 Apply knowledge of knowledge will knowledge from last lesson about the differences changes? sheet = 1
S107
chemical and take place through between the two changes that occurred in previous bundle)
physical changes to discussion of activities, again conducting the venn diagram activity on Is x a physical
reactions class activities the board or chemical Whiteboard
and through change, why?
Work with peers to observation of Discuss with class the characteristics of physical Whiteboard
categorise changes answers on the changes and chemical changes, writing the answers on What are some markers
according to whether worksheets the board (in a table) and adding any more if necessary other changes
they are physical or you can think Take home
chemical Introduce the class to the activity; tell them that in their of and where scientist sheet
groups, they will have a list of different changes and would they go
they have to decide whether they are physical or on this
chemical changes diagram?
Explain that:
 Each change will be on a pre-cut strip of paper and
will be sorted into a venn-diagram (which the
groups will construct using hula hoops), with one
side being ‘physical’, one side being ‘chemical’,
and the middle being ‘unsure’
 When groups have finished the venn-diagram
activity, they are to copy the diagram into their
science books
 Groups will grab their materials from the front of
the class and then get to work for 20 minutes

 Following this, groups will pack away, return to

their desks and we will discuss the answers and why
they were chosen using a venn-diagram on the
board
 Class will then discuss what they think are any other
changes they could sort into group and where those
changes would go on the venn-diagram
 After this, hand ‘Take home scientist’ sheets to
students. Explain that they are to observe 4
reactions (2 chemical and 2 physical) and describe
them on the worksheet

Learner diversity:
Brayden and Campbell are in groups with students who
are known to help them (for the purposes of peer
learning);

Safety considerations: There are no risks in this activity

that are not already covered by class rules
 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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
4 ACSS ACSH ACSIS Students will share SUMMATIVE- Start class with Think-pair-Share, particularly with What do you Take home
U095 E098 232 scientific Science Inquiry students discussing the reactions that they observed aim to test? scientist sheets
observations with Skills at home with each other. Then move to whole class What do you
ACSIS classmates brainstorm, recording everyone’s observations on predict will Whiteboard
103 Student learning the board. happen and
Students will will be assessed why? Whiteboard
ACSIS produce a scientific through their Introduce the topic: Tell the class that they are to markers
104 investigation with observation choose one of the reactions to investigate at home – How will you
ACSIS a(n): sheets (i.e. were they will have to keep the ingredients the same but make it a fair Investigation
 107  Aim they able to change one factor of the experiment to see if the test? sheets (adapted
 Prediction recognise reaction changes and repeat this four times from
appropriate Department of
(with
reactions), and Then with the whole class, model the ‘Investigation Education and
reasoning) through their Plan’ sheets (with the modified booklets being Training,
 Procedure planning sheets given to Brayden and Campbell) on the Smartboard 2007)
 Materials list (are they able to and work through it with the class. When you have
use their finished the modelling, read through and explain Modified
knowledge of the take home assignment element of the investigation
physical and worksheet. booklets
chemical
changes in the Learner diversity: Brayden and Campbell will be
context of an given modified investigation booklets to assist
investigation?) them with the completion of this task

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

5 ACSS ACS ACSI Students will SUMMATIVE Starting with the class on the mat, firstly go What is/are Students and
U095 HE09 S232 communicate Are students through guidelines on respect when others are the: their
able to use their talking.
8 the following assessments
ACSI knowledge of
elements of their physical and Then, have students present their investigations in Aim
S103
planned chemical alphabetical order, assessing them for the
ACSI investigations to changes to plan individual sections of their plan, as well as Predictions
S104 their classmates: an effectiveness of the presentation (in terms of
 What they investigation? communicating their ideas). Reasons for
ACSI
 S110 aim to Are students After students have presented, thank them all and the
able to inform them that next lesson, they will be looking predictions
achieve
effectively at how to measure their experiments at home.
 What they construct each
section of their Materials
predict will Learner diversity: Brayden and Campbell
plan (i.e. aim, used
happen (and have been given modified investigation
prediction,
their materials, templates to allow for easier understanding Procedure
reasoning for procedure) of concepts. Presentation format has been
made flexible so that students are
it) Are students comfortable in the methods that they choose
 What able to use to present.
materials and appropriate
language to
procedure communicate
they will use their proposed
investigations to
their peers?

References:

Crash Course Kids. (2015, July 16). Chemical Changes: Crash Course Kids #19.2 [Video file]. Retrieved from

https://www.youtube.com/watch?v=37pir0ej_SE

Department of Education and Training. (2007). Working scientifically: investigation framework. Middle Childhood. Retrieved from

http://ecm.det.wa.edu.au/connect/resolver/view/DET0005