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TERM 2, Week 5 YEAR LEVEL: 5 LEARNING AREA/TOPIC:: Science – Facts of the Matter
(Chemical Science) Lesson 5: Gases/ Assessment

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

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
(ACSS 5E Model: Assessment Tunning In What is a Water
U077) Evaluate Task- results  Encourage the students to recall as many facts gas? Balloons
will be used for String
as they can about liquids from the previous
Report writing Why do Cup
Students will lesson. Ask the students what a gas is and how
and comments different gas 2 rulers
observe that gases they can tell if something is a gas. types smell Marker pen
have mass and take
up space  Watch the What is a Gas? Video on YouTube. different? Small coin
Encourage the students to take notes. Inflatable sport
What is a ball
Afterwards, invite the students to share any
current Air pump
Students will be information from the video that they feel is example of Scales to
assessed on their important. gas use in measure mass
knowledge and
understanding of  Introduce the statement to be investigated in the your home Round
lesson: Gases have mass and volume. and outside? container
solids, liquids and
Large
gases, their
Teacher Instruction What is a container
properties and their
bubble made Small pieces of
behaviour.  Display the Facts of the Matter Teaching up of? paper
Presentations. Work through slides 1-2 and Adhesive tape
encourage the students to take notes. What is or putty
matter?
YouTube
Guided/ Independent Learning What are the video link:
 Display the Gas Has Mass Task Cards. Read three types of https://youtu.b
 through the method for each activity and ensure gases? e/EDTF6l2Wh
that the students understand the tasks. Yo
 Divide the class into four groups and assign a How are The Gas Has
task card to each group. Assist the students as gases all Mass Task
they gather the required equipment to set up a alike? Cards
workstation for each task card.
 Allow the groups approximately ten minutes to Facts of Matter
PowerPoint
work though the first activity, and then have
Presentation
them rotate through all of the stations. Monitor
and support the students as they complete the States of
activities. Matter word
 Gather the class back together. Review the Wall
tasks and invite the students to share their
results. Check for misconceptions and discuss
any discrepancies.

Wrapping Up
 Revise the lesson’s statement for the
investigation: Gases have mass and volume.
Discuss whether the statement is true or false
on the information presented and the findings
from the activities.
 Encourage the students to think about the slime
created in Lesson 1. Discuss whether or not the
slime could be a gas. Encourage the students to
refer to the observable characteristics of gases
when making their judgement
 Revisit the States of Matter Word Wall. Add the
word ‘gas’ to the display.
 Explain to students that they are now going to
complete an independent investigation to tell
Mr Nelson what they know and have learnt.
Distribute the Understanding States of Matter
 Worksheet.

Differentiation

Extending Students
 Students requiring extension can suggest
adjustments to the task, or create new activities,
that will also demonstrate a gas’s variable
volume e.g. poster, research findings

Supporting Students
 Students requiring assistance can perform the
activities in groups with more confident peers
and/or adult support.

Health and Safety Concerns

 Be aware of any health or medical concerns,
refer to Student Health folder (see teachers
wall)
 When using air pump, teacher must be present
and supervising this station at all time.
 Remind students of the consequence’s set in
Lesson 1. They all should be well aware of
appropriateness required.