Chemical Science FPD

SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS:  To capture student interest and find out what they know about XXXXX TOPIC: Chemical Sciences

Term 3/ Week 1 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
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Chemical Sciences:
Science Introduction Resources:
Everyday materials
involves  Students sitting on mat. Introduce a bag of materials with objects made  paper, aluminium foil,
can be physically
observing, of different materials for students to explore. Students take one object pipe cleaner, pop
changed in a variety
asking and think about how they could change the object. Teacher stick, rubber band,
of ways (acssu018).
questions demonstrates I can change this piece of paper by tearing it in half and rope, balloon, sponge.
about, & then again.  4 bananas, gloves,
describing  Think, pair, share: students share their ideas about how to change their butter knife and
changes in, object with partner. Teacher asks 6 students to share their answers. chopping board.
objects & Teacher writes students responses in science journal- visible to students. Key questions:
events.  Introduce class science journal- explain that we use a science journal to  What has changed?
LESSON OBJECTIVES record what we see, hear, feel and think so we can reflect on learning. (the shape of the
As a result of this lesson, students will be able to:  Challenge students to think about how we could share 4 bananas with banana)
 Experiment with mixtures to verbally identify how adding water everyone- What would we have to do? Give students a minute to think  How did it change?
to sand causes a physical change. and reply. (chopping)
 Illustrate on worksheet how objects can be physically changed by  chop bananas into smaller pieces  What did not change?
applying force  Explain activities to students- activities are going to be outdoors (colour)
 Compare objects to distinguish how objects are made of different Health and safety considerations: Explicit instructions about how to behave
materials and that impacts how it can be manipulated outdoors- follow instructions, stay in specific area, wear hats.
 Activity 1: students wear aprons, trough is placed on grass to avoid
slips, no throwing sand or water and is to stay in the trough.
 Activity 2:
Activity 1: Mixing sand and water
ASSESSMENT (DIAGNOSTIC) Activity 1 resources:
Objective 1: Observation and anecdotal notes to record and analyse if  Students explore and experiment with the concept of mixtures and Aprons, water trough, buckets,
students understand that objects can be physically changed. physical change using sand and water. This activity allows students to spades, water, sand, hats,
Objective 2: Students use traffic light strategies to reflect on what they see and feel how a solid can change by adding a liquid.
know about physical change (self-evaluation). Activity 1 key questions: (teacher uses answers to assess student understanding)
Objective 3: Observation and anecdotal notes  How did you change the sand?
 What did it feel like before you added the water?
 What did it feel like after?
 Did anything stay the same?
LEARNER DIVERSITY Activity 2: Change it (primary connections)
 In this activity students manipulate objects to observe how it physically Activity 2 resources:
 Individual and small group activity to cater for different types of
changes. Students also investigate how objects are made of materials. Play dough, plasticine, pipe,
learners.
Using a worksheet, students record their finding and discuss with small paper, rubber band, balloon,
 Teacher work with individual students to scaffold understanding
group. clay, plastic wrap, aluminium
Activity 2 key questions: foil,
 What is the object?
 What is the object made of?
 How did you change it?
 What did it look like before you changed it?
 What did it look like after you changed it?
Closure
 Students return to mat. Teacher asks students to write one physical
change they saw (observed) during the lesson and stick it on the board. Traffic light activity
teacher adds notes to science journal. resources:
 Traffic light assessment activity: Students place their name cards Name cards designed by
depending on how confident they feel about the topic. “What happens students, traffic light
to a piece of paper when you tear it into pieces?” assessment poster.
Green means I understand and can explain it to my friend
Yellow means I understand but could not explain it to my friend.
Red means I don’t understand this yet/ I would like help.
Activity 2 worksheet (primary connections) Traffic light assessment poster

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPIC: Chemical Sciences: Bend, Stretch & Twist

Term 3/ Week 2 Formative assessment
To support students to investigate and explore ideas about XXXXX
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INTEGRATIO TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
N (Year 1 & 2 QUESTIONS
only)
Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
Chemical Science involves  Outcome Introduction Mystery bag resources:
Sciences: observing, asking two  students on the mat- introduce topic and recap on pervious E lesson Eraser, elastic band, pencil,
Everyday questions about,  Outcome (Engage lesson). shell, rock, rope, hair band.
materials can be & describing four  use mystery bag filled with everyday materials that students can feel Mystery bag questions:
physically changes in, and guess. Student can categorise object into a malleable object or not. 1. What is the object?
changed in a objects & events. Sort students into three groups and explain each activity. Go through 2. Does it bend, stretch or
variety of ways behaviour expectations- “mac & cheese… Eyes on me” twist?
(acssu018). Activity 1: What goes back to normal? 3. How do you know?
LESSON OBJECTIVES  Have a variety of materials that students can bend, stretch and twist to What do you have to
explore if they revert back to their original state. Use worksheet to do to it?
As a result of this lesson, students will be able to:
record whether each item returns to original state and discuss in small Activity 1 resources:
 Student explores physical change of everyday objects through Pipe cleaner, aluminium foil,
bending, stretching & twisting. groups.
Health and safety considerations: Discuss the use of balloons- children can plastic spoon, rubber band,
 Explore and record on worksheet at least 4 objects that can blow them up if they want to but if they do they need to place them in the bin balloon, pop stick, sponge, play
change back to its original state after bending, stretching & immediately after deflating them. dough, worksheet, display cards
twisting. Activity 1 key questions:
 Student participates and follows instructions in small groups  What is it made out of?
 What action did you use to change the shape of the object?
 what happened to the object when you did that?
 Can object go back to its original shape?
ASSESSMENT (FORMATIVE)  Extending: did it go back by itself or did you have to move it back?
Objective 1: Observation and anecdotal notes from each activity. Activity 2: Make a piece of play equipment (STEM activity)
 students are directed to use the materials provided to build a piece of Activity 2 resources:
Objective 2: Activity 1 worksheet is used to measure objective two. miniature play equipment. This activity allows students to explore Foam paper, pipe cleaners, pop
Checklist is used to assess the level of understanding- use ticking system. manipulating materials to see how they can be changed to be used in sticks, plasticine, play dough,
Checklist: new ways. craft paper, sticky paper,
Student Student Student Observations Activity 2 key questions: scissors, display cards.
identified identified 6 identified 8  What materials did you use?
4 objects objects objects  Why did you use that material?
Student 1  How did you change the material to make it suitable for your play
equipment?
Activity 3: Stretching Snakes (primary connections) Activity 3 resources:
Student 2  Students use different brands on lolly snakes to stretch them out, 3 different types of snakes,
exploring their elasticity. On a worksheet, students are to measure the pencils, worksheet, display
original length and the length of the snake once stretched to stimulate cards.
Student 3 small group discussions on what snake had the most elasticity.
Health and safety considerations: Explicitly tell students they are not allowed
Student 4 to eat the snakes because we are using them a science experiment
Activity 3 key questions:
 Which snake stretched the most?
 What happened to the snake when you stretched them?
Objective 3: Anecdotal notes are recorded by teacher of students’  What do you think will happen if you keep stretching it?
behaviour while working in small groups.  Why do you think different people had different answers?
Closure
 bring students back to the mat and introduce concept of how people use
their bodies to bend, stretch and twist. Instruct students on different
yoga poses to bend, stretch and twist different body parts.
LEARNER DIVERSITY
 Visual cards with directions for each activity to cater for students
with delayed working memory and processing speed.
 Individual and small group activity to cater for different types of
learners.
 Teacher to scaffold learning to the needs of the child.
Visual card displays of each activity

Activity 1 worksheet Activity 3 worksheet
Visual prompt cards

Twist Bend Stretch
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: Chemical Sciences
Term 3/ Week 3
representations of developing conceptual understandings
Formative assessment
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
Chemical Sciences: Science Compare Outcome 1 Introduction Intro key questions:
Everyday materials involves observations Outcome 2  Students sitting on mat. Review previous lesson by discussing the 1. What did you do to change
can be physically observing, with those of Outcome 4 different actions (bend, stretch and twist) that can be used to the shape of the object?
changed in a variety asking others Outcome 5 manipulate objects. 2. What happened to object?
of ways (acssu018). questions (ACSIS13).  Discuss other actions that they haven’t explore yet such as melting, 3. Did object change back to
about, and solidification (freezing), heating (not burning). Ask students to think original state after?
describing about actions and give examples. Intro resources:
changes in,  Teacher scribe’s student answers in class science journal. Class science journal, pop stick
objects and  Explicit teaching: Physical change involves changes in the appearance for demonstration.
events of an object (substance), but the type of object does not change. Give
(ACSHE021). Example: “As I bend this pop stick, I am physically changing the shape Teacher informs parents and
of it. If I break it, I have caused a physical change but if we look at it, guardians of exercise and
it’s still made of wood.” The pop stick looks different, but It is still a provides a document detailing
pop stick. the requirements such as
 Explain activity: Children are directed to look for physical change at description of activity, physical
home/ in their environment. As a class, decide how the findings will be change and examples.
recorded- drawing, photo or bring object to class (discuss what is
appropriate and not appropriate to bring to class e.g. melting ice).
Key questions:
1. What is the object? What
Activity (commences following week)
material is it made of?
 Explain that students will be working in small groups to share their
2. How did it change?
observations about objects changing at home. There is 4 small groups-
3. Did it change back to
each group will present their observations to another group
original state or stays the
 In small groups, students will discuss the changes they observed and
compare findings with peers. Students are required to write down 4 same after you manipulated
changes they observed on worksheet and present finding to another it?
small group.
Closure
 Learning logs activity: students reflect on how their understanding of
physical change has developed. Pre-determined prompts are written on
log, students’ response.
Learning Log template

What did you learn today? Was it different from what you already knew?
Do other people have different ideas? how does your idea compare to
theirs?
The part I like the most…
The hardest part is…
LESSON OBJECTIVES
1. Illustrate in drawing &/or photos how an object from home was
physically changed
2. Compare & discuss in small groups how an objects ability to
change depends on the material it is made of
3. Use written and verbal language to present information to a small
group of peers.
ASSESSMENT (FORMATIVE)
Objective 1: Observe student drawings, photos and objects from home
exercise to assess if they understood objects can be physically changed.
Objective 2: Use work sample completed by group as evidence. Anecdotal
notes taken based on the key questions
Objective 3: Observation and anecdotal notes from 2 focus group
presentations. Use worksheets to measure objective 3.
Learning log activity is to assess student’s conceptual knowledge,

enjoyment and to cater for specific learning needs.
LEARNER DIVERSITY
 Give students time to observe how objects can physically change
at school if they were unable to complete task at home
 Group students to suit learning styles and personality (Sometimes
students can clash purely on personality traits. Something I
learned on prac)
 Written worksheet to prompt students during presentation
 Students present to small groups to support presentations skills in
safe environment. Scaffold to class presentations.

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC: Chemical Sciences
Term 3/ Week 4 connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
SCSA LINKS EYLF

2 only)
Science Science as a Science Inquiry Skills OUTCOMES
Understanding Human
Endeavour
Chemical Science  Pose and respond to Introduction Intro resources:
Sciences: involves questions and make  Review previous lessons- changes can affect objects as well as the Pre- measured and labelled
Everyday observing, predictions about materials the object is made from. ingredients at the front of
materials can be asking familiar objects and  Introduce concept of mixing- mixing ingredients together can use the class.
physically questions events (ACSIS024). a physical change (as well as chemical, however that’s not the Intro key questions:
changed in a about, and  Participate in guided focus on activity. We can mix ingredients together and make  What does it smell like?
variety of ways describing investigations to something new. Today we are going to make playdough.  What does it feel like?
(ACSSU18). changes in, explore and answer  Teacher hands pre-measure bags of ingredients to students to feel  Do you think it will
objects and questions and smell. Ask key questions and write responses in science change when we
events (ACSIS025). journal. combine the
(ACSHE021).  Use a range of Health and safety considerations: Explicitly tell students have are no ingredients? why/ why
methods to sort making play dough to eat- we are going to be experimenting with play not?
information, including dough and therefore it’s not to be eaten. Activity resources:
drawings and Pre-measured and labelled
provided tables Activity ingredients
through discussion,  As a whole class, with the help from students mix the ingredients
compare observations in a bowl. Ask students to observe how each ingredient changes Key Questions:
with predictions and discuss observations as class.  What does it feel like?
(ACSIS027).  Ask students to what think will happen to the playdough in the  How has it changed?
LESSON OBJECTIVES oven. Write predictions on investigation sheet.
As a result of this lesson, students will be able to:  Cook playdough and let cool.
1. Observe and record on investigation worksheet how heating a material can  Divide play dough amongst the groups and let students feel it.
cause a physical change. Students investigate how the playdough has changed.
2. Combine materials to cause a physical change in the texture of an object Explicit teaching: Heating and cooling cause a physical change like
(Playdough) we saw when we combined the ingredients and baked them for a short
3. Experiment with play dough to see the changes that have occurred. period of time.
 Discuss and record on the investigation sheet what we:
o Observe: Combining many ingredients to make a new
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
solid
Objective 1: Teacher will use the scientific write up as summative assessment. As o What will stay the same: the shape and colour
well as work samples for the prior lessons to analyse development of student o How did the playdough change?
knowledge on physical change.  Before & After
Objective 2: anecdotal notes on students’ participation in making playdough. o What we found out.
Objective 3: observations and work sample Closure
 Ask groups to return to mat. Recap: today we made play dough by
combining different ingredients to make a whole (the playdough).
LEARNER DIVERSITY
 Provide gloves for students who find it difficult to handle sensory materials Ask students to think about each material that was used to make
 Teacher models and scaffolds making play dough. the play dough- did any of the materials feel like play dough?
why/why?
 Ask one member from each group to share their groups results
with class.
Play Dough Investigation

I predict that:
We will Observe:
What will stay the same:
How did the playdough change? What did we do to change it?
Before After
What we found out

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC: Chemical Sciences
Term 3/ week 5 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
SCSA LINKS EYLF

2 only)
Human Skills
Endeavour
Chemical Sciences: Science Participate Introduction
Everyday materials involves guided  Students on mat facing smartboard.
can be physically observing, investigations  Review the unit using the class science journal.
changed in a variety asking to explore and  Begin the class looking at images of sculptures on the smartboard.
of ways questions answer These sculptures feature everyday materials used for a different
(ACSSU18). about, and questions purpose.
describing (ACSIS025).  Explain that students will create a sculpture using the playdough they
changes in, made last lesson. Students can use bending, stretching and twisting etc
objects and to create a sculpture. Activity resources:
events Activity A3 paper, playdough, a variety
(ACSHE021).  Students are directed to design their sculpture to show how they will of everyday materials such as
change the playdough into sculpture. Once students have completed pipe cleaners, pop sticks,
design, they present design to partner and describe what they are doing features, etc.
to do to change the playdough
 Students make model. They have access to play dough and everyday Key questions:
materials.  was the playdough still
Closure playdough after you
 Review the unit by asking students questions about learning changed it?
experience:  What do you do think
o Did I work as hard as I could have? you could do to play
o In the beginning of the term I though… now I though dough to change it?
o I would like to know more about...  Did the design help
you to build the
model?
 did anything go
wrong?
LESSON OBJECTIVES
1. Design and construct a 3D model using playdough and everyday
materials to show how objects can be physically change in a
variety of ways.
2.Present design brief to partner and describe how they changed the
play dough to create model.
ASSESSMENT (SUMMATIVE – Science Understanding)
Objective 1: Design brief and model is used to measure objective 1.
Objective 2: Self- assessment- students place a red, orange or green sticker
on design brief to signal how well they think they did presenting design.
Observational notes: teacher takes notes while students are presenting to
partner
Concept Map Assignment two: Forward planning document
Mathematics
English Concept: Physical Change
Measurement and Geometry: measure
Term: 3 Weeks: 1-5
Literacy: Make short presentation using and compare the lengths and capacities of
some introduced text structure and pairs of objects using informal units
language, for example opening statements Visual Arts
Responding: Personal opinions, feelings and ideas about (ACMMG019).
(ACELY1657) Activity: Students use different brands on
artwork they view and make (ACAVAR109).
Activity: Give a presentation to small lolly snakes to stretch them out, exploring
Activity: students reflect on object they have created in
groups explaining the physical changes their elasticity. Trace shape of each lolly
evaluate lesson. Identify how the design elements such as
recorded at home. Students use extended snake onto paper. Trace snake again after
shape, colour and texture are used in their artwork.
vocabulary and scientific language. it has been stretched out. Compare how
Making: Experimentation with, and use of materials,
Literacy: Engage in conversations and the lengths have changed.
media and/or technologies when creating artwork
discussions, using active listening
(ACAVAM107).
behaviours, showing interes, and
Use of visual art elements and techniques, to create 2D
contributing ideas, information and
and 3D artwork, to communicate ideas and messages to
questions (ACELY1656)
an audience (ACAVAM108).
Activity: Over the sequence of 5 science
Activity: Students use everyday materials to create a
lessons, students participate in class
miniature playground. The art is displayed in classroom
discussion as well as small group
for students and parents to share.
discussion.
Australian Curriculum: Science (Year 1)
Sub-strands Content Descriptions Achievement Standard
Biological  Living things have a variety of external features (ACSSU017) By the end of Year 1, students
sciences describe objects and events that
 Living things live in different places where their needs are met (ACSSU211)
they encounter in their
everyday lives, and the effects
Chemical  Everyday materials can be physically changed in a variety of ways (ACSSU018)
Science understanding
sciences of interacting with materials and

objects. They identify a range of
habitats. They describe changes
Earth and space  Observable changes occur in the sky and landscape (ACSSU019) to things in their local
sciences environment and suggest how
science helps people care for
Physical  Light and sound are produced by a range of sources and can be sensed (ACSSU020)
environments.
sciences
Students make predictions, and
Nature and  Science involves asking questions about, and describing changes in, objects and events
investigate everyday
development of (ACSHE021)
as a human endeavour
science phenomena. They follow

instructions to record and sort
their observations and share
Use and  People use science in their daily lives, including when caring for their environment and their observations with others.
influence of living things (ACSHE022)
science (1-2)
(Year 1-2)
Science inquiry Science
Questioning and  Respond to and pose questions, and make predictions about familiar objects and events
predicting (ACSIS024)
Planning and  Participate in different types of guided investigations to explore and answer questions,
conducting such as manipulating materials, testing ideas, and accessing information sources
(ACSIS025)
 Use informal measurements in the collection and recording of observations, with the
Australian Curriculum: Science (Year 1)
Sub-strands Content Descriptions Achievement Standard
assistance of digital technologies as appropriate (ACSIS026)
skills (Year 1-2)
Processing and  Use a range of methods to sort information, including drawings and provided tables
analysing data (ACSIS027)
and information  Through discussion, compare observations with predictions (ACSIS212)
Evaluating  Compare observations with those of others (ACSIS213)
Communicating  Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play (ACSIS029)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy
histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking
with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding

Chemical Science FPD

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SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

Activity 2 worksheet (primary connections) Traffic light assessment poster

SCSA LINKS EYLF

Visual card displays of each activity

Visual prompt cards

SCSA LINKS EYLF

Learning Log template

The part I like the most…

The hardest part is…

Learning log activity is to assess student’s conceptual knowledge,

SCIENCE FORWARD PLANNING DOCUMENT

SCSA LINKS EYLF

Play Dough Investigation

What will stay the same:

How did the playdough change? What did we do to change it?

What we found out

SCSA LINKS EYLF

sciences of interacting with materials and

science phenomena. They follow

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