Date: 19/05/16

Year Levels: 5/6

Lesson Duration: 50mins

Class Size: 24

Lesson Title: What A Gas!

Lesson Outcomes:

Lesson Number in Sequence: 4

Students will be able to:
Make and provide evidence of
predictions and compare with
results
Work in teams to safely use
equipment
Identify that gases take up
space and fill containers

Assessment:

Formative: monitor students

developing understanding of how
gases have observable properties that
distinguish them from liquids and
solids. This is done through
discussion.

Student Prior Knowledge:

Links to Victorian Curriculum

(2016):

What students have discussed

and learnt in previous lessons
about solids and liquids (may
have briefly discussed gases
which can be used as a link in
discussion/s)
Students previous experiences
with gases
Any previous knowledge
students have learnt about
gases

Literacy
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions, and use interaction
skills, varying conventions of
spoken interactions according
to group size, formality of
interaction and needs and
expertise of the audience
(VCELY366)

Participate in formal and

informal debates and plan,

rehearse and deliver

presentations, selecting and
sequencing appropriate content
and multimodal elements for
defined audiences and
purposes, making appropriate
choices for modality and
emphasis (VCELY367)
Science
Solids, liquids and gases
behave in different ways and
have observable properties that
help to classify them
(VCSSU076)
With guidance, pose questions
to clarify practical problems or
inform a scientific investigation,
and predict what the findings of
an investigation might be based
on previous experiences or
general rules (VCSIS082)
With guidance, plan appropriate
investigation types to answer
questions or solve problems
and use equipment,
technologies and materials
safely, identifying potential
risks (VCSIS083)
Compare data with predictions
and use as evidence in
developing explanations
(VCSIS086)
Communicate ideas and
processes using evidence to
develop explanations of events
and phenomena and to identify
simple cause-and-effect
relationships (VCSIS088)
Resources and/or Materials

Transparent cups
Balloon filled with air
Science books
Grouping list
Tissues in a Cup worksheet
(refer to Resource 1)
Tissues
Containers filled with water
Pens/pencils
Erasers

Lesson Structure
Beginning (10mins)

Review previous lesson content

(solids and liquids). Focus on
gases if it is mentioned. Can
write ideas on board if relevant
Discuss different examples of
gases and where they can be
found
Blow up balloon and ask
students what is inside balloon
(explain that it is a combination
of different gases nitrogen,
oxygen and carbon dioxide).
Can write ideas on board if
relevant
Pose question: Is the balloon a
solid or liquid? Why? (explain
that gas in balloon is bounded
by a solid which is the balloon)
Ask for other examples of
where gases are bounded by
solids
Introduce cup and ask if there is
anything inside? (air which is a
type of gas)
Tip cup upside down and repeat
same question is there
anything inside the cup? (air is
still inside)

Middle (30mins)

Explain to class that they will

be working in their allocated
groups to explore properties of
gases
Show copy of worksheet (refer
to Resource 1) and read
through to class
Highlight term annotated. Ask
what is an annotated drawing?
(drawing with labels)
Students get into teams,
allocate roles, collect
equipment and stick worksheet
into science book
Students complete activity
whilst teacher roams from
group to group observing
student progress and offering

assistance if required
End (10mins)

Students pack up materials

Each group shares findings from
activity to the class and
mention how gases are relevant
to activity
Ask students, what conclusions
can be drawn from the
investigation? Can write ideas
on board if relevant

Resource 1 Tissues in a Cup Worksheet

(Australian Academy of Science 2014)

Australian Academy of Science 2014, Whats the Matter? Year 5 Chemical

Sciences, Primary Connections, retrieved 27 April 2016,
http://www.scootle.edu.au/ec/viewing/S7162/Whats-the-matter-2012/index.html
Victorian Curriculum Assessment Authority 2016, 'Victorian Curriculum:
Foundation-10', retrieved 6 June 2016, http://victoriancurriculum.vcaa.vic.edu.au/

Date: 24/05/16

Year Levels: 5/6

Lesson Duration: 50mins

Class Size: 24

Lesson Title: Sort It Out

Lesson Outcomes:

Lesson Number in Sequence: 5

Students will be able to:
Make and discuss evidence
based claims on states of matter
Work in teams to sort materials
according to properties
Identify how to distinguish solids,
liquids and gases

Assessment:

Formative: monitor students

developing understanding of the

differing properties between solids,

liquids and gases through descriptions.
This is done through stages beginning
at working individually to working as a
class on a worksheet (refer to Resource
1A, 1B and 1C).
Summative: to assess students
developed understanding of the
differing properties of the states of
matter with reasoning provided. This is
documented through a table, with
feedback provided (refer to Resource
2).
Student Prior Knowledge:

Links to Victorian Curriculum

(2016):

What students have discussed

and learnt in previous lessons
about solids, liquids and gases
Students previous experiences
with solids, liquids and gases in
general and from lesson 1

Literacy
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions, and use interaction
skills, varying conventions of
spoken interactions according to
group size, formality of
interaction and needs and
expertise of the audience
(VCELY366)

Participate in formal and informal

debates and plan, rehearse and
deliver presentations, selecting
and sequencing appropriate
content and multimodal
elements for defined audiences
and purposes, making
appropriate choices for modality
and emphasis (VCELY367)

Science
Solids, liquids and gases behave
in different ways and have

Resources and/or Materials

observable properties that help

to classify them (VCSSU076)
With guidance, pose questions to
clarify practical problems or
inform a scientific investigation,
and predict what the findings of
an investigation might be based
on previous experiences or
general rules (VCSIS082)
With guidance, plan appropriate
investigation types to answer
questions or solve problems and
use equipment, technologies and
materials safely, identifying
potential risks (VCSIS083)
Compare data with predictions
and use as evidence in
developing explanations
(VCSIS086)
Communicate ideas and
processes using evidence to
develop explanations of events
and phenomena and to identify
simple cause-and-effect
relationships (VCSIS088)
Mulch/stones
Icing sugar
Playdoh
Elastic bands
Cooking oil
Honey/maple syrup
Air
Grouping list
Descriptions sheet (refer to
Resource 1A, 1B AND 1C)
Pens/pencils
Erasers
States of Matter information
sheet (refer to Resource 3)
Science book
Glue stick
Scissors
Classification table (refer to
Resource 2)

Lesson Structure
Beginning (15mins)

Review previous lesson content

solids, liquids and gases. Can

write ideas on board if relevant

Students complete description
sheet (refer to Resource 1A, 1B
and 1C) individually, in pairs and
in small groups all using ideas
from the previous stages.
Descriptions are shared to form
class descriptions of states of
matter which is written on board.
Can expand on descriptions if
required. Sheets are collected at
conclusion of lesson
Middle (25mins)

Individually students read

silently the States of Matter
information sheet (refer to
Resource 3) and highlight
important aspects/main points.
Sheet is stuck into science book.
Discuss sheet briefly what have
we learned? Does this change
your ideas about states of
matter? Why?
Explain that using descriptions,
prior knowledge and information
read on the information sheet,
students will classify items with
reasoning, from lesson 1 and
complete classification table
(refer to Resource 2) in allocated
groups
Students get into teams, allocate
roles, collect equipment and
complete the table
Students complete activity whilst
teacher roams from group to
group observing student
progress and offering assistance
if required

End (10mins)

Students pack up materials

Each group shares findings from
activity to the class and
discusses any changes to
opinion with justification

Resource 1A Description Sheet 1

Resource
Sheet 2

1B Description

Resource 1C Description Sheet 3

Resource 2 Classification Table

Resource 3 States of Matter Information Sheet

(Australian Academy of Science 2014)

Date: 31/05/16

Year Levels: 5/6

Lesson Duration: 50mins

Class Size: 24

Lesson Title: Hot Stuff

Lesson Outcomes:

Lesson Number in Sequence: 6

Students will be able to:
Make and provide evidence of
predictions and compare to
results
Identify features of fair test and
choose variable to change
Understand the meaning of the
term variable
Review investigation and
identify further questions
Identify volume of gases
depends on temperature

Assessment:

Formative: to support students to plan

and create questions of investigation
to observe whether the properties of
materials change with temperature.
This is observed through discussions
in class and within small groups

Student Prior Knowledge:

What students have discussed

and learnt in previous lessons
about solids, liquids and gases

Links to Victorian Curriculum

(2016):

Students previous experiences

with the states of matter
Any previous knowledge
students have learnt about fair
tests
Any previous knowledge about
how the properties of the states
of matter can be affected by
temperature and other
variables

Literacy
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing
and supporting arguments,
sharing and evaluating
information, experiences and
opinions, and use interaction
skills, varying conventions of
spoken interactions according
to group size, formality of
interaction and needs and
expertise of the audience
(VCELY366)

Participate in formal and

informal debates and plan,
rehearse and deliver
presentations, selecting and
sequencing appropriate content
and multimodal elements for
defined audiences and
purposes, making appropriate
choices for modality and
emphasis (VCELY367)

Science
Solids, liquids and gases
behave in different ways and
have observable properties that
help to classify them
(VCSSU076)
With guidance, pose questions
to clarify practical problems or
inform a scientific investigation,
and predict what the findings of
an investigation might be based
on previous experiences or
general rules (VCSIS082)

Resources and/or Materials

With guidance, plan appropriate

investigation types to answer
questions or solve problems
and use equipment,
technologies and materials
safely, identifying potential
risks (VCSIS083)
Compare data with predictions
and use as evidence in
developing explanations
(VCSIS086)
Communicate ideas and
processes using evidence to
develop explanations of events
and phenomena and to identify
simple cause-and-effect
relationships (VCSIS088)
Two 1.25L empty plastic bottles
Two balloons
Science books
Grouping list
Container filled with hot water
Pens/pencils
Erasers

Lesson Structure
Beginning (15mins)

Review previous lesson content

of solids, liquids and gases. Can
write ideas on board if relevant
Introduce plastic bottles with
balloons wrapped over the
bottle opening. Ask the
question what is inside the
bottle? (air which is a type of
gas)
Students predict in science
books what will happen when
the bottle is submerged in the
hot water, providing
justification for their prediction.
Some students can share
predictions with class
Allow students to stand around
container so they can observe
experiment. Submerge one
bottle and compare with nonsubmerged bottle
Students draw both bottles in

science books, explaining why

they think the submerged
bottle balloon inflated. Some
students can share responses
to the class
Explain that the amount of
space that a gas takes up
depends on its temperature: it
is a property that changes with
the temperature. This is why
balloons can shrink if put in the
freezer
Middle (25mins)

Discuss with students the

purpose of non-submerged
bottle (to be able to see what
happens if the bottle was not
submerged. To also check to
see that the balloon inflates
due to submersion)
Explain that submerged bottle
is called a test (item is
altered) and non-submerged is
control (item that is not
altered)
Describe to students that in
allocated groups they will
create a list of variables they
believe can affect balloon
inflation (bottle size, water
temperature etc.). They then
make a prediction with reasons
of what will happen. The group
will pick one to share with the
class
Students complete activity
whilst teacher roams from
group to group observing
student progress and offering
assistance if required
Depending on whether variable
is available to change, teacher
will alter the bottle with student
selected variables to test
balloon inflation
Students draw before and after
images of bottles and list what
variable was added, with
justification of why it did/did not
inflate

End (10mins)

No Resources

Discuss with students about

what they learnt in lesson
mentioning terms such as a
variable, fair test, test and
control
Have students explain why
balloon inflated due to change
of temperature and its relation
to gases