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TERM/WEEKS: Term 1 Week YEAR LEVEL:2 LEARNING AREA/TOPIC: Science: Chemical Science-
2 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- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of creating mixtures from combining substances
 To support students to investigate and explore ideas about mixing substances.
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM LINKS SPECIFIC LESSON ASSESSMENT TEACHING AND LEARNING EXPERIENCES KEY QUESTIONS RESOURCES
LESSON OBJECTIVE (what and how) (include learner diversity)

Science Science as Science

Understan- a Human Inquiry Skills
ding Endeavour
L2 W2 ACSSU031 ACSHE03 ACSIS037 Students will Formative Introduction Primary
discuss and assessment: Students will be introduced to the lesson and their prior connection
compare their knowledge or chemical science and where these can occur.
observations Giving students Mixing of two substance to make a mixture.
from mixtures feedback that What are
to their peers. extends their “Think, pair, share” examples of
learning https://padlet.com/sinead_flynn1991/pqfcuqbzachn mixtures that Padlet
Students will capabilities. Using IPads students will use the QR finder to bring up the you use indoor exercise:
use describing Padlet to recap their previous lesson and existing or outdoor
words to Anecdotal notes understanding of mixtures. https://padlet.
describe the will be used to Where can com/sinead_f
slime monitor students Safety clip shown to students to emphasise the importance mixtures be lynn1991/pqf
mixtures. on their of safety within experiments found? cuqbzachn
developing  Points emphasised by PowerPoint
understanding What are some
of how different https://www.youtube.com/watch?v=BRDApYgvDqQ of your
materials can be (students questioned on a few safety rules from the clip) predictions for
combined, this experiment?
including by Activity
mixing, for a Students will be making two different mixtures,
particular Both using cornflour, one with water and the other with What are some https://www.y
purpose. conditioner. of the safety outube.com/
reminders when watch?v=BR
conducting DApYgvDqQ
experiments
A checklist to Students will first participate in the “think, pair, share” with
see if objectives their partner to make predictions about what do you think
were met will happen with the two different mixtures. Materials:
Corn flower
 Students will be split into four groups numbered 1- (10 packets)
4. Describing Tap water
 Students will move off to their allocated groups and words used for Cups (10)
then re allocate themselves a number from 1-4. looks like, feels Conditioner
 Using the procedure given at each desk students like and smells (6)
will use their allocated numbers to follow the given like? Popsicle
steps allocated to their given number sticks (20)
(Once slime has been made)
Students will use the A3 card allocated to each table to Worksheet
write some descriptive words about “feels like, smells like for allocation
and looks like” and
Were the instructions
Go over with students why the conditioner created the mixtures what
effect it did and why the water created the effect it did. you expected?
Scientific terminology use. A3 (4)
*mixture outcomes
Were your
Closure predictions
Students will return to their seats where they will conduct a correct or
“think, pair, share” about their predictions on the two incorrect explain
mixtures. why?

As a class we will discuss the original predictions and what

was observed between the two mixtures.

 Questions notes on their handout sheet

Learners Diversity

 Group students in groups of four for behaviour

management. When grouping students identify
which students do and don’t work collaboratively

 For students that may have more of an

understanding of mixtures, have those students

work together and give them more substances to

 mix, these students are to hypothesise by reflecting

on why there is differences between the slimes

when there is one ingredient that is the same in

each of them

 Students that need enabling they are to work with

students that will encourage and model what is

expected to do when mixing the substances

Prior Lesson
Students have examined a range of different mixtures in
both the indoor and outdoor classroom.
 What are mixtures used for
 Where they can be found
 Where you would mix them
In the previous lesson on ENGLAGE a school incursion
from Science Alive- Material mysteries program was
conducted.

Strand- Chemical science

Year 2 – Different materials can be combined, including by

mixing, for a particular purpose.

Mixing and changing