SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame

English
- Using correct language
Religious Education / Spiritual Education
and writing structure
during predictions and
scientific reports
Science / Technology & Enterprise
- Exploring chemical changes and the reasons behind why
such changes occur and how we can use this knowledge
throughout our learning experiences
Geography
- How does geographical
elements effect chemical
change – learning about
different environments and
how it effects the terrain or
weather patterns: snow vs the
dessert
CONCEPT MAP Maths
(option 1)
- Using portions, measurements
and calculations to observe the
- Ensuring each experiment is ethical chemical change is an important
aspect of the learning outcomes
and respectful to animals, nature and
of each experiment
living organisms – teaching students
- Gathering, collecting and
the importance of ethics and how this
producing data based on
relates to everyday life
experiments
Concept: Changes (Chemical science)
Term: 2 Weeks: 5-10
©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
- Discuss the changes that take place within the
body during physical activity and food
consumption
History The Arts
- Create art pieces that represent the
- Examining how science has changed
changes discussed in class
throughout the years – what’s new
- Mixing paint colours and using materials
scientific experiments and what’s
to create paper maché – science behind
common knowledge that has been
how this piece of art is created and the
around for ancient years such as
different types of material: Paint = liquid
ancient medicine, fire ect..
Newspaper= solid
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 YEAR LEVEL: 6 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

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 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

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
1 (ACSSU (ACSHE (ACSIS2 Design a mind – map DIAGNOSTIC ENGAGE LESSON: What are Quiz Questions:
095) 100) 31) (concept map) on the Introduction: different states
different states of - Quiz: the teacher reads aloud statements based of matter and Mind Map
(ACSHE (ACSIS2 matter and their Quiz: on different stages of matter and their their questions:
220) 32) characteristics. Recap on the characteristics characteristics?
different states of - The students stand up if they believe the
(ACSSIS Investigating change of matter and their statement is true and remain seated if they What is your
088) state caused by characteristics prediction for
believe it is false.
heating this
*(make sure to write on white board
Students response experiment?
Standing=True Sitting=False)
Investigate irreversible to the quiz and
changes such as quality of mind - Class discussion is made and students are all given What is going to https://www.aust
cooking maps allows them opportunity to create their mind map on the happen to the raliancurriculumle
to demonstrate different states of matter and their characteristics. cake when it is ssons.com.au/201
Describe what happens prior understanding - Whole class discussion on revised content on mind baked? 5/01/07/year-6-
when materials mix of different types of maps and guided discussion to changes of state 5e-science-unit-
matter physical-vs-
Explore how reversible Body: chemical-change/
materials can be used - A short demonstration is made about the new
to recycle materials. concept: some changes are physical others are
chemical.
- Class discusses the process of the cake mix. The
batter is liquid. What happens when it is baked?
Students then conduct a questionnaire with each
 other. Students then make predictions of states of
matter and their changes.

Conclusion:
- Questionnaire is the first entry in the science
journal created specifically for this unit. Students
have the choice of making a digital journal or
hardcopy journal.

Provision for students at educational risk:

- Student X requires constant management due to
behaviour management issues; therefore make sure
they are placed at the front of the class and visible
at all times
- Students A, B and C are achieving beyond the
content: keep them busy by: once they complete
the mind map activity, ask them to think of more
examples of states of matter such as research a
unique matter that we have not discussed in class;
how do they differ?
- Student Z is struggling with understanding the
different states of matter; Maintain a close eye on
this student and allow them extra time for activities,
providing assistance when needed

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 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 (ACSSU (ACSHE (ACSIS2 •In your groups of 3 FORMATIVE EXPLORE LESSON: -What will Https://docs.Goo
095) 220) 32) you are to create a lava Introduction: happen when gle.Com/presenta
Use the link or QR Recap on last week’s lesson of the solubility of substances: tion/d/1pejr_epo
lamp using the the liquid
code to access the The ability of a substance (solute) to dissolve in a solvent ywismnfy392l6xp
materials provided (solid, liquid or gas) materials are v-
•You will be exploring slide: combined?
- Depends on the chemical and physical properties of aoa7n8a_fztm4ci
solubility of materials •Https://docs.Goog 6cq/edit?Usp=sha
the solute and solvent
and how they mix le.Com/presentatio - When mixing a solid in a liquid it produces a -What will ring
together n/d/1pejr_epoywis solution or suspension happen when
•As a group you will be mnfy392l6xpv- the solid Padlet:
predicting what will aoa7n8a_fztm4ci6c Body: material is
- Students placed in groups numbered 1-3 Https://padlet.Co
happen at two stages q/edit?Usp=sharing added to the
- Each group will make two predictions: m/michelle_obrie
of the task solution? n98/zbt9ed8ym4
-View student’s 1. What will happen when the liquid materials
prior predictions to (oil, water and food colouring) are 9z
•prediction on what lesson objectives -What did you
combined within the lava lamp?
will happen when the -How does their observe?
2. What will happen when the solid material
liquid materials are prior knowledge
differ from what (aspirin tablet) is added to the solution
combined (water, oil -Where your
they learnt today - After each prediction, students begin the
and food colouring) predictions
experiment and observe the changes
•prediction on what correct?
As a group
will happen when the
comment on
solid material is added Conclusion: -What was
observations on the
to the solution (the - Whole class discussion occurring in the
class Padlet - What did we observe?,
aspirin tablets) lava lamp?
- Were our predictions correct?
Use the link or QR - What was occurring in the lava lamp?
code to access the
Padlet:
•Https://padlet.Co Provision for students at educational risk:
m/michelle_obrien - Student X requires constant management due to
behaviour management issues; therefore, make
98/zbt9ed8ym49z
sure they are placed at the front of the class and
visible at all times during the hands on experiment
- Students A, B and C are achieving beyond the
content: keep them busy by: once they complete
their predictions, ask them to predict what would
happen if you added different types of solids to the
lava lamp such as chocolate, dish washer tablet ect..
- Student Z is struggling with making their
predictions/understanding the lesson objectives;
Maintain a close eye on this student and allow them
 extra time for activities, providing assistance when
needed and encourage them to work together as a
group and discuss their predictions and why they
came up with this prediction

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
(ACSSU (ACSHE (ACSSIS
- Demonstrate FORMATIVE EXPLAIN LESSON:
095) 220) 088)
the findings from What are the
Introduction: visible
Science
last week’s Science Journal - Begin by having students present the findings of differences Journals
observing their last lesson. Each group presents findings of 1 between
experiment flow charts, experiment. On the EWB, note the findings in a chemical and
collaboratively in diagrams and table. physical
reactions
a classroom other form of
observed in
drawings and
discussion lesson 2?
annotations
Body:
- Through class discussion, expound on the visible What happens
differences between chemical and physical when heat is
reactions observed in lesson 2. applied,
- Physical change is reversible, chemical change is substances
irreversible (refer again to cake batter from lesson dissolve,
1). change in
- Visit class website to identify the differences. colour? Ect..
Students then create diagrams in their journals
(illustrations, diagrams, flow charts, and other forms
of drawing can be used) to illustrate chemical vs.
physical change observed in lesson 2.
- Illustrations should include annotations showing all
aspect of the change (i.e., heat applied, substance
dissolved, change in colour etc.)

Conclusion:
- Students then create diagrams in their journals
(illustrations, diagrams, flow charts, and other forms
of drawing can be used) to illustrate chemical vs.
physical change observed in lesson 2.
- Illustrations should include annotations showing all
aspect of the change (i.e., heat applied, substance
dissolved, change in colour etc.)

Provision for students at educational risk:

- Student X requires constant management due to

behaviour management issues; therefore, make
sure they are placed at the front of the class and
visible at all times during the investigation
- Students A, B and C are achieving beyond the
 content: keep them busy by: once they complete
their predictions, ask them to predict what would
happen if you added different types of solids to the
lava lamp such as chocolate, dish washer tablet ect..
- Student Z is struggling with making their
predictions/understanding the lesson objectives;
Maintain a close eye on this student and allow them
extra time for activities, providing assistance when
needed and encourage them to work together as a
group and discuss their predictions and why they
came up with this prediction

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 (ACSSU (ACSHE (ACSSIS -Discuss and SUMMATIVE- ELABORATE LESSON: How does
095) 220) 088) investigate the Science Inquiry Introduction: physical and
application of Skills - Play quick game (link on class website) to chemical Chemical vs
chemical and demonstrate that new materials are constantly change occur physical
Students hand in being produced. in everyday change:
physical changes in
their journals for life?
everyday life and - Chemical and physical changes are part of
the teacher to https://www.y
how chemical and assess their these processes How does outube.com/wa
physical changes research of physical and tch?v=gSmW8Yi
are part of these recyclable chemical JWfw
processes materials and the Body: changes allow
chemical and - Students work in their groups of three to the recycling Chemical vs
-Discuss in your physical change investigate the use of chemical changes and process to physical change
science journals they take place their application in everyday life by exploring occur? within the
how material in. the recycling process. environment:
(plastic, paper or - Each group will choose one material (plastic,
The poster will be What https://www.y
glass) takes part glass or paper) and research the origin, process, processes
glued into their outube.com/wa
within a recycling and end product using the links prepared on allow for the
journals and tch?v=X328AW
process marked. the class website. physical and aJXvI
- During the research, students will note the chemical
-Design a poster to processes as dot points within their journals. recycling Science
illustrate the Each group will then design a poster to process to Journals
processes involved occur? e.g;
illustrate the processes involved in recycling
in recycling the heating/coolin
that material (heat, pressure, addition of g mechanisms
chosen material materials…) within
workshops

Conclusion:
- Students will then devise a short slogan to
emphasise the benefits of recycling.
- Encourage students to discuss their findings
and the process of recycling with their group
members.

Provision for students at educational risk:

- Student X requires constant management due to
behaviour management issues; therefore, make
sure they are placed at the front of the class and
visible at all times during the research phase and
 ensuring they are on the correct sites and using
them responsible
- Students A, B and C are achieving beyond the
content: keep them busy by: once they complete
their activity, they can choose another material they
wish to research or find out which resource is the
most recyclable
- Student Z is struggling with the
investigation/understanding the lesson objectives;
Maintain a close eye on this student and allow them
extra time for activities, providing assistance when
needed and encourage them to work together as a
group and discuss their findings during the
investigation
 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
(ACSSU (ACSSIS Reflect on
SUMMATIVE-
(ACSH
5 095) E098) 088) -Graph data and draw EVALUATE LESSON: your learning
Science
Introduction:
major findings from from this
previous weeks Understanding topic? Chemical and
experiments
Physical
Reflection - Open lesson with videos of amazing chemical What’s
something changes
Journals are experiments to share the importance of the
understanding that scientists have of chemical new you explained:
handed in and learnt?
-Create a learning reactions.
reflection page marked based on
https://www.
reflecting on their the last 5 weeks What’s
learning within the unit something you youtube.com/
and the difference
Teachers main
Body: want to know watch?v=4ZG
between chemical and
more about?
physical change look at the ULLWEy1c
student’s - Each student uses data collected throughout
paragraphs the 4 previous lessons (dot points, sketches,
written on their and all journal entries) to create a learning
learning reflection page.
Reflection
experience - In two or three paragraphs, students reflect on
their learning. Journals
- Students may choose to write a ‘draft’ and
complete the final copy at home. Students
should summarise what they have learned by
writing a personal reflection on what was
learned within this unit.

Conclusion:
 - This would include a summary and critique of
the differences between chemical and physical
changes (headings will be provided to ensure a
comprehensive reflection of learning). Students
should incorporate vocabulary learned
throughout the unit

Provision for students at educational risk:

- Student X requires constant management due to
behaviour management issues; therefore, make sure
they are placed at the front of the class and visible
at all times during the research phase and ensuring
they are on the correct sites and using them
responsible
- Students A, B and C are achieving beyond the
content: keep them busy by: once they complete
their activity, they can choose another material they
wish to research or find out which resource is the
most recyclable
- Student Z is struggling with the
investigation/understanding the lesson objectives;
Maintain a close eye on this student and allow them
extra time for activities, providing assistance when
needed and encourage them to work together as a
group and discuss their findings during the
investigation