SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
Curriculum link: Rehearse and deliver (option 1) Curriculum link: Count and order small
short presentations on familiar and new collections of Australian coins and notes
topics (ACELY1667) Religious Education / Spiritual Education according to their value (ACMNA034)

The integration of maths occurs during

Students are given the opportunity to
lesson one. Students are responsible for
explore this curriculum link through
counting collections of money, achieving
whole class presentations and delivery
a particular value in order to pay for their
of content through video construction.
ingredients from a makeshift shop.

Concept: Mixtures Term: 2 Weeks:

1-2 ©The University of Notre Dame 2010 developed by C McGunnigle

Science Health & Physical Education

Curriculum link: Different materials can be
combined for a particular purpose (ACSSU031)

Students explore various different forms of materials

and are educated on the purposes and locations of
mixtures within our daily lives.
The Arts
Geography
Technology & Enterprise
Curriculum link: Work independently, or
collaboratively when required, to
organise information and ideas to safely create
and share sequenced steps for solutions
(WATPPS15)

Students are provided opportunity to express the

process of mixtures through video presentation.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Chemical Science - Mixtures

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
Different Science Pose and By the end of the Introduction:
materials involves respond to
DIAGNOSTIC:
Lesson 1 ENGAGE lesson, students
can be observing, questions, Diagnostic
combined asking and make will: assessment - Gather students on the mat. Teacher reads the book
Wombat Stew’ by
for a questions predictions
conducted during ‘Wombat Stew’ by Marcia Vaughan, illustrated by Pamela
particular about, and about familia Marcia Vaughan,
purpose (AC describing r objects 1. Identify common whole class Lofts.
illustrated by
SSU031) changes in, and mixtures presented in daily conversation. Attain
objects and events (ACS
Pamela Lofts.
life. mental notes of - Facilitate classroom discussion about mixtures (define).
events (ACS IS037)
answers expressed by Relate to the book to identify the ingredients in wombat stew What is a mixture?
HE034) Whiteboard and
2. Combine ingredients of students during T and present students answers in a T chart on the
markers
their choice to make a chart activity. Reflect whiteboard. What ingredients
mixture. on answers presented were in wombat
by students to gage - Showcase design brief on the interactive whiteboard. stew? Interactive
students Provide each student with a hard copy to follow along with.
whiteboard
understanding and
plan effectively for the - On the other side of the T chart, list edible mixtures that
future lessons. occur within our daily lives.
What are some
- Discuss and display the WALT and WILF of the lesson. examples of edible
mixtures?
Lesson Body:
- In pairs, students will shop at the ‘local shack shop’ using
fake money to purchase ingredients for their mixture.
Fake money (notes
and coins)
- Students will package their items using recycled bags.
Technological
- Students are required to film themselves discussing their
devices with access
ingredients, what the ingredients can make and what is the
to photo booth
purpose of the mixture.
Recycled bags
- Monitor classroom proceedings through conversations with
students, utilise prompting and probing questions to keep
them accountable for their learning.

Conclusion:
 - Students share their video with teacher via GoogleDocs. What components
are in your
- Source volunteers to showcase their video with the class. mixture?

What is the
mixture used for?

Where can it be
found in our daily
lives?

What will it look

like?

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
Different Science Participate By the end of this Teacher dresses up as clown prior to the commencement of the Clown costume:
materials involves in guided
FORMATIVE:
Lesson 2 EXPLORE lesson, lesson. colourful wig, white
can be observing, investigation Making mental notes
combined asking s to explore students will: of student’s lab coat, safety
for a questions and answer Introduction: glasses and gloves.
particular about, and questions (A predictions and their
purpose (AC describing CSIS038) 1. Discuss the purpose of observation skills.
SSU031) changes in, mixtures in daily life. Frequent questioning - Provide every student with a coloured sticker (group YouTube for music:
objects and
to ensure students allocation) and a ‘mix master’ journal. https://www.youtube.com/w
events (ACS atch?v=1D5Sa2Yq-2g
HE034) 2. Compare different understand the - Play circuit music for effect. Teacher to role-play as though
mixtures of solids and process of mixtures. they were in the circus about to perform a magic trick, acting ‘mix master’ journals
liquids. Finally, tracking clueless as to what they are doing. and coloured
students stickers
3. Record observations understanding based - Conduct elephant tooth paste experiment. Provide
using annotated drawings. on their answers in commentary throughout the experiment to inform students
their ‘mix master’ of what chemicals are being added. Elephant toothpaste:
journal and marking - hydrogen peroxide
using a checklist. - Once reaction has occurred, stop the music, take off 12%
costume and begin introduce the lesson descriptor; - measuring cups
‘chemical science’. - plastic bottle 600ml
- food colouring
- Explain WALT and WILF as shown on whiteboard (written - yeast
prior to the commencement of the lesson). - warm water
- dish washing
- Introduce the station rotations and explain the proceedings. Did you expect detergent
o Station 1: mixing of oil and water that would - tray
o Station 2: mixing of dry ingredients happen? - table cloth

- Recap on safety requirements when partaking in science Why do you think

experiments. it went foamy?
No eating any products, no touching chemicals
unless instructed by teacher, moving around the
room in a sensible manner.
- Direct red group to station 1 and be seated to await further
instruction, followed by yellow group to station 2.

- Position teacher at one station and EA/parent helper at the

other. What are our Timer:
safety https://www.youtube
Lesson Body: requirements? .com/watch?v=uogf
NyCYGe8
- Set rocket launcher timer for 10 minutes per rotation.

- Students work in partners at each station.

Station 1:
- Students utilise ‘mix master’ journals to make predictions - Oil
and record observations. - Water
- Cups
- Number students 1 or 2. Following the direction of the - Spoons
station leader (teacher or EA/ parent assistant) students - Measuring cups
take turns adding ingredients by measuring with
measurement cups to create a mixture. Station 2:
- Coconut
- Keep students accountable for their learning by discussing - Cocoa powder
their predictions, their observations and utilising - Rice bubbles
questioning. - Spoons & bowls
- Measuring cups
- Rotate stations Did the water and
oil mix together?
- Why do you think
Conclusion: it stayed
separate?
- Facilitate whole class discussion, what worked well? What
didn’t work well? Why? What does your
mixture smell like?
- Distribute mixture cards to pairs. Students are required to
have a conversation and decide what individual materials What does it look Cards with mixtures
make up this mixture, what would it be used for and where like? written on them
could we find it in our daily lives.
What your
prediction correct?
 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
Different Science By the end of this FORMATIVE Introduction: https://www.youtube
Lesson 3 materials involves
can be observing, EXPLAIN lesson, students Formative assessment - Showcase YouTube clip on interactive whiteboard. .com/watch?v=37pir
combined asking will: will be conducted 0ej_SE&index=6&lis
for a questions through the - Whole class brainstorm relating to prior t=PLE6T_mKCsrqM
particular about, and
purpose (AC describing 1. Observe various submission of knowledge/information expressed in the clip. M_Utx6vc-
SSU031) changes in, chemical reactions using a student’s storyboards. How would you NccaNEpivupj
objects and variety of materials. This process will be - Reveal content in mystery boxes. define a mixture?
events (ACS
HE034) completed using a Colourful gift boxes
checklist to check Box 1: solid ingredients x3
2. Construct a storyboard students Box 2: liquid materials
that explains the process understanding of Box 3: materials that release gases - cornflakes
of particular mixtures. mixtures and the - sugar
processes. - teaspoons
Lesson Body: - bi carb
- Provide live demonstrations of mixing the ingredients soda
contained in the boxes and provide commentary of what is - cordial
occurring.
- bowls
Demonstration 1: mixing corn flakes and sugar together.
Inform students of the process and how this dry mixture can - vinegar
be separate into its individual components. State the - plastic
purpose (eating) and link to other examples of food. bottle

Demonstration 2: mixing of cordial and water. Provide

explanation as to why these liquids mix together, the
observable changes (colour) and its purpose
(drinking/freezing).

Demonstration 3: Place a teaspoon of bi carb soda into a

balloon and 50 ml of vinegar into a plastic bottle. Wrap
What do you think
balloon opening around top of bottle and discuss the
is going to happen
chemical reaction that occurs and the release of gas. State
when I add the bi
the purpose of the reaction.
carb soda to the
vinegar?
- Summarise by stating that different materials are mixed
together for different purposes in our every day lives.

- From the demonstrations, students are to construct a

storyboard that clearly states the process of how the mixture
is formed and the chemical reaction that occurs.

Conclusion:
- Students share their storyboard with their shoulder partner,
facilitating discussion about how you would conduct this Does your
process. storyboard follow
logical order?
- Submission of work to teacher for marking using a checklist.
 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
Different Science Participate By the end of this SUMMATIVE- Introduction: What is a mixture?
Lesson 4 materials involves in guided
can be observing, investigation ELABORATE lesson, Science Inquiry - Revise brainstorm about mixtures and reasoning behind Different types of Brainstorm from
combined asking s to explore students will: Skills chemical reactions. mixtures? previous lesson
for a questions and answer Why do chemical
particular about, and questions (A
1. Make scientific Teacher utilising reactions occur? Safety rules poster
purpose (AC describing CSIS038) - Refer to class safety rules when conducting experiences
SSU031) changes in, predictions prior to anecdotal notes to
objects and experiment. conduct summative during science (no running, no tasting, glasses, gloves, What are our
events (ACS removal of personal equipment from desks).
HE034) assessment. Teacher safety
2. Follow written is observing student’s precautions?
procedures. ability to work in group
situations, and their - Students put on their imaginary science hats. Discuss the What is the role of
ability to follow qualities of a scientist and their role during experiments. a scientist during
instructions. an experiment?
Lesson Body:
- Students will be working in groups of 4 to conduct an
experiment ‘walking rainbows’.
- Various colours of
- Ensuring safety is upheld within the classroom, the food colouring
materials manager of the group is collect the materials listed - paper towel
on the board from the supplies trolley. - 5 glass jars

- Individually, students are to make predictions about the up

coming experiment, accompanied with a drawing.

- Following the experiment procedure, students distribute

food colouring into separate jars. Next add paper towel as
directed by teacher.

- Observe the changes, if any, that are occurring

Conclusion:
 - Conclude the lesson by conducting a whole class game of
buzz. Utilising the groups students are already in, provide
each group with a buzzer, to buzz in when they know the
answer.

- Use classroom brainstorm to construct quiz questions.

- Lastly, challenge students go home, observe the world

around then and request they take note of
mixtures/chemical reactions in our daily lives.

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
Different Use a range
Lesson 5 materials of methods
By the end of this SUMMATIVE- Science Introduction:
EVALUATE lesson, - Using scrap piece of paper, students are to write one thing
Understanding
can be to sort
combined information, students will: they know about mixtures or chemical reactions, scrunch it
for a including
particular drawings up and throw it in the air on the teachers command to ‘mix’
1. Represent observed Summative
purpose (AC and the responses up.
SSU031) provided data in a graphic assessment will be
tables and organiser.
through
conducted using their
- Students pick up a piece of paper off the floor and read
discussion, overall evaluation of
compare the experiment. aloud to class one at a time.
observations
with
Students will be
predictions ( marked against a
ACSIS040) rubric to finalise a - State the WALT and WILF of the lesson
decision on their
overall understanding Lesson Body:
of mixtures in regards - Using the evaluation template, students are to analyse and
to chemical science. record the observable data presented from experiment in
elaborate lesson.

- Utilise questioning techniques to ensure students are

What would you Evaluation template,
achieving high order thinking.
change? printed per student
Conclusion: What would you
keep the same?
- Conclude with whole class Kahoot quiz, questions relating
to content covered over the 5 lessons. Students participate Was your
individually using technological device. prediction
accurate, why/why
not?

https://kahoot.it/