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Science: Planning Document University of Notre Dame
Science: Planning Document University of Notre Dame
Science: Planning Document University of Notre Dame
Planning
Document
Primary & Secondary
University of
Notre Dame
English CONCEPT MAP Maths
(option 1)
Exploring chemical and physical changes and the reasons behind Discuss the changes that occur in the body when being physically
why such changes occur and how we can use this knowledge active and after consuming food (chemical reactions)
throughout the learning experience
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as a Science Inquiry
Understanding Human Skills
Endeavour
DIAGNOSTIC Introduction:
(ACSSU095) Collection and Revise year 5 content with students using a mind Click on this
Observe and discuss Some mentioned
hyperlink to view
1
recording of the map on the white-board, to grasp an understanding throughout
Elaborations: the reversible and
students KWL charts of their prior knowledge lesson further detail about
irreversible changes
description reversibility /
- Investigating of materials *** This will help to - What are the states of matter?
the change in irreversibility &
provide student (gas, liquid, solid) physical / chemical
state caused
by heating and teaching & to cater - What are their different observable properties? changes
cooling of a Describe the for students - What can make these states of matter behave in Can you recall the
Click here
familiar differences between physical
different ways? (I.e. temperature)
substance and provide examples properties of
of: (worksheet)
Introduce the concept of reversibility and solids, liquids, and
- Investigating irreversibility in relation to materials Click on here to
- Reversibility gas?
irreversible
- Students are asked to fill out the first two boxes access KWL chart:
changes such - Irreversibility KWL
as rusting, - Physical change of the KWL chart prior to any further
What do you
burning and explanations
cooking - Chemical change know about Equipment:
*** After completion, explanation follows: physical and Bread
- Relate to chemical and physical changes chemical Chocolate
- Investigate o A substance that changes form has changes? Egg
reversible undergone a physical change, which Popcorn
reactions such Tissue paper
as melting,
might be reversible
freezing and o A substance that transforms into a Water / ice
evaporating different substance has undergone a PowerPoint
chemical change, which is harder to KWL worksheets
Group worksheets
reverse
- Mention that changes can also occur when
combining materials, not just from changing their
original form (demonstrated in lesson 2)
Body:
Students are divided into small groups
In small groups, students will go around to 6 stations
Click here to access
*** Material prepared prior to lesson
group worksheet
- Observing materials Observations
- Identify if they are reversible or irreversible
- Identify if it is a physical or chemical change
1. Popcorn (seeds)
2. Chocolate (melted)
3. Bread (toast)
4. Dip tissue paper in water
5. Ice (melted)
6. Egg (cooked)
At each station students discuss what they see with
their group members
- Each group will have a sheet of paper that
they fill out at each station
Conclusion:
Students fill out the last column of their KWL chart
and answer the specific questions within the column
Learner diversity:
Extra assistance provided to those who have a
learning disability or struggle
Students who struggle to see / hear sit close to the
front
Those who are ‘gifted and talented’ will be given
extensions in each task
Safety considerations:
Make sure all cooking is done prior to avoid harm
Make sure no hazards in classroom
Grouped appropriately and not big groups
Follow science lab rules
5E’s- EXPLORE (2-3 lessons)
To provide hands on, shared experiences of the change in materials
To support students to investigate and explore ideas about the changes in materials
Formative assessment
WEEK/
LESSON
AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Scienc Science Inquiry
Understanding e as a Skills
Huma
n
Endea
vour
FORMATIVE Introduction
Some mentioned
(ACSSU095) (ACSIS232) Revise previous lesson content (class discussion) throughout lesson
Revision of
Elaborations: Create a lava lamp in reversibility /
(ACSIS103)
Collection of - Reversibility / irreversibility in relation to description
groups of three prediction irreversibility &
- Describing physical and chemical changes
physical / chemical
2
worksheets
what happens
Predict and observe
Reinforce concept of also mixing materials together to changes
when (anecdotal record) Is the matter
materials are what happens when: change the formation of materials, not just by applying Click here
changing state?
mixed - Liquids are Observation during heat or cold (as last lessons activities focused on these
combined lava lamp making, two elements)
- Investigating
the solubility of - When a solid is ensuring all students Inform students that they will be creating lava lamps in
common are contributing today’s lesson Is the substance
combined to the
materials in - Involving the mixture of materials (solutes & changing in shape
liquid Further instructions
water Questioning students solvents) or form?
in discussion on how to make the
- Will be determining the solubility (ability for a Have you Lava Lamp
substance to dissolve in a solvent) recorded all the
- We will be identifying whether it is a physical or observations?
chemical change
Body
Split students into groups of 3 before explaining further
- Design briefs are handed out to groups
- Number off as 1, 2 or 3 Equipment:
- Water (to line)
- Inform students of the materials that will be
- 300ml of
used in this activity vegetable oil
- Student 1 collects jar and fills it up with water (approx.)
to the line indicated and then to receive a drop - 1 jar
of food colouring from teacher - 1-2 drops of food
- Student 2 collects a cup of oil coloring
- Student three collects an aspirin tablet - 1-2 aspirin tablets
Students are given a worksheet which will be used to - Paper towel
- Worksheet
make two predictions
- Design briefs
First prediction:
- What do you think will occur when the oil is
added to the water and food colouring?
- Will this be reversible or irreversible (Physical
or chemical)
Teacher asks a few groups what they predict
Students then conduct the first part of the task
- Pour the oil into the water
- Students observe what happens Click here to access
Students fill out the second part of the first prediction the:
- Were you correct? What happened? Predictions
Students are instructed to make a second prediction worksheet
- What do you think will occur when the aspirin
tablet (solid) is added to the liquid?
- Will this be reversible or irreversible? (Chemical
or physical)
Teacher asks a few groups what they predict
Students conduct the second part of the task
- Add aspirin
- Observe what happens
- Students can add two for longer reaction
Students fill out second part of second prediction
- Were you correct/ what happened?
Conclusion
Class discussion will take place
- Asking each group what they observed
- Asking them why they think that happened
Teacher will then explain the science behind what
happened (click on link) – this will be continued into
lesson 3
Students are instructed to clean up
Safety considerations:
Follow safety procedures as mentioned in lesson 1
5E’s- EXPLAIN (1 lesson)
To support students to develop explanations for experiences and make representations of developing conceptual understandings
Formative assessment
WEEK/
LESSON
AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science Inquiry
Understanding a Human
Endeavour Skills
Safety considerations:
Follow safety procedures as mentioned in lesson 1
WEEK/
LESSON
AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Scien Science
Understanding ce as Inquiry Skills
a
Hum
an
Ende
avour
SUMMATIVE Introduction
(ACSSU095) Demonstrate Science Inquiry Introducing the topic of recycling to students
Elaboration: (ACSIS103) understanding of the Skills - We have physical changes that are reversible and Raise your hand if
chemical changes that are you have an
chemical changes, which are irreversible, as you
Exploring how part of recycling today by understanding of
4 reversible creating a poster that
Observation to should know by now.
how recycling
changes can illustrates the cycle of
ensure all students - Everything that we can see or feel is matter works?
participate in the - But, it all had to start somewhere, Lets for a
be used to recycling research and poster
recycle moment reflect on the beginning of matter
task
materials Reflect on the value of - Look at this water bottle, what is it made of? We Would this be
recycling as part of need to appreciate that all things started as physical or
sustaining, and caring for, Assessment of poster, chemical change?
slogan, group work
something else.
the environment by - Very often, things are made by combining different
proposing a slogan for rubric
types of matter or by processing matter through What caused
their posters.
heat, pressure, compaction and other processes change in state or
In this lesson students will be looking at the broader use product?
of chemical changes and reactions
What processes
Students discuss with the person next to them the
are involved?
changes of matter (physical) that they experience in
everyday life (e.g. scrambled eggs).
Why is recycling
important for
Body
the
Brief overview of the ‘recycling process’
environment?
- We throw rubbish into recycle bins, trucks Links to access
collects, depot separates and so on. Then, resources for group
depending on what it is, the material will research
undergo change and be restructured into new glass
materials glass clip
Students task is to choose either glass, paper or plastic a plastic
in their groups of three (lava lamp groups) and research plastic clip
the recycling process using the provided links paper
During the research process, students should dot points paper clip
of interest and learning into their journals.
When students have an understanding of the recycling
process they are to:
- Create (in groups) an A3 poster of the recycling
process of their chosen material
- Devise a slogan that promotes recycling or the
benefits of
- The posters will be displayed around the
classroom
- Use colours to make it appealing
Conclusion
This lesson will carry out slightly into lesson 5
Students are brought together to conclude the lesson by
discussing the issues the world would undergo if there
was no way to recycle
A student from each group tells the class one interesting
process that they learnt about their material and the
class has a brief discussion
Learner diversity:
Extra assistance provided to those who have a learning
disability or struggle
Students who struggle to see / hear sit close to the front
Those who are ‘gifted and talented’ will be given
extensions in each task
Safety considerations:
Follow safety procedures as mentioned in lesson 1
SUMMATIVE- Introduction
(ACSSU095) (ACSIS103) Explain in their own Science Students are given 10-15 minutes to finish off their
Elaboration: words the difference Understanding recycling posters
Exploring how between physical and
(ACSIS108) Students are brought back together to bring the unit to a
reversible chemical changes using
5 changes can be vocabulary acquired
Reflective writing task
will give evidence of
closure, the rest of the lesson will be solely focused on
used to recycle throughout the unit such reflecting
student
materials as reversible, irreversible, understanding of the Body
chemical reaction, topic. Assess
heating, cooling Students are to do a reflective writing’ task in their
reflective writing task
using journal rubric
science journals
They are to write approximately one and a half pages on
Rubric the issues covered in this unit These questions
Individually complete a Students are to write the headings below and answer will be handed
personal reflection them (encourage students to do a draft on scrap paper out to students
first) Questions
1. The difference between physical and chemical
changes
o Describe what you learned in this unit.
o Use terminology that describes the
characteristics of a chemical/physical
change (such as reversible and irreversible)
2. My predictions vs. experiment results
o This is in relation to the lava lamp task
o Reflect on what you thought would happen
o How accurate were you?
o What did you learn?
3. How are chemical changes and physical
changes used in everyday life
o Expound on how chemical changes are
used in the recycling process that you Equipment
researched - Science journals
4. The most fascinating thing I have learnt that I -
can take away from this unit
Conclusion
Class gathers for a class ‘reflection’
Students sit in a circle to share
Go around the circle and ask students to share
something that they found the most fascinating about
this unit
Explain to the students that chemical vs. physical
changes are only a small part of the chemical sciences.
But, as learned, they make up an important part of
everyday life
Inform students of the next topic they will be covering
Learner diversity:
Extra assistance provided to those who have a learning
disability or struggle
Students who struggle to see / hear sit close to the front
Those who are ‘gifted and talented’ will be given
extensions in each task
Safety considerations:
Follow safety procedures as mentioned in lesson 1