INTEGRATION CONCEPT MAP
Science Year 5
Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
HUMANITIES AND SOCIAL SCIENCES
Students will be allocated into groups. Each group
receiving a climate. Students must research their
given climate, specifically looking at how humans
interact within that climate. Students must choose a
state of matter (solids, liquids or gas) that best relates
to their given climate. For Example, Antarctica and
solids due to the ice bergs.
Students must create a PowerPoint presentation
teaching student about their given climate with a
major focus being on the state of matter they have
chosen. Students must include one activity they can
do in their lesson. The lesson should go for 5-15
minutes.
Features of the environments (e.g. climate,
landforms, vegetation) influence human activities
and the built features of places (ACHASSK113)
Chemical Sciences
TECHNOLOGIES
Design Technology
Students are given a design brief. Students must
research, design and create an eskie in order to help
keep an ice block from melting. Students will be
utilizing recycled materials in order to create their
design.
Define a problem, and set of sequenced steps, with
users making decision to create a solution for a
given task. (WATPPS27)
THE ARTS
Drama
Students are to create a dramatic performance
utilizing the climate and state of matter they
researched in their Humanities and Social Science
Class. Students have free range of creating whatever
type of dramatic piece they would like. A few
examples include:
 A short play
 Tabloids
Students can take this opportunity to be creative
through story telling about their climate.
Experimentation and refinement of ten elements
of drama when creating improvised, devised or
scripted drama (ACADRM036)
Performance skills and audience awareness
(where the performers control the focus) to convey
meaning to the audience (ACADRM037)
Media Arts
In groups small groups, students are to use their
iPads to create a documentary style program. One
student will be the interviewer, one the
cinematographer and the other will be a scientist (of
solid, liquids or gas) being interviewed.
Exploration of stories from a specific point of view
(ACAMAM062)
 TERM/WEEKS: 3, Wks 5-10 YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science- Solids, Liquids & Gas
FORWARD PLANNING DOCUMENT
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 Solids, Liquids and Gases
 To elicit students’ questions/ prior knowledge about Solids, Liquids and Gases
 Diagnostic assessment used- in this lesson you will find out what the students already know about Solids, Liquids and Gases. 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
LESSO
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N
(include learner diversity)
Science Science as a Science
Understanding Human Inquiry
Endeavour Skills
1 Solids, liquids Scientific Identify at DIAGNOSTIC  The class will begin with students playing a game of  What is a  Kahoot
and gases have knowledge least 3 liquids KAHOOT in order to for the teacher to see what liquid? Game
different is used to The teacher is students already know  What is a https://www.youtu
observable solve Identify at able to use kahoot  The class will then have a short discussion about the solid? be.com/watch?
properties and problem least 3 solids in order to see topic of the questions  What is a gas? v=JQ4WduVp9k4
behave in and inform what students  Student will then watch a short video on all three  What
different ways. personal Identify at already know.  The teacher will then explain lesson to students experience do
ACSSU077 and least 3 gases you have with
community The teacher is ACTIVITY each of these?
decisions. able to make  Students will be given a sheet of paper with pictures
ACSHE083 anecdotal through of many solids, liquids and gases
observing the  Students are to cut out each picture and state if it is a  Sheet of
activity and how solid, liquid or gas objects
the students  Students will then glue each picture into their per
completed the science books under the correct category student
activity  Partners
 This activity is to be completed individually
 Students will then partner up and compare their for each
answers student
 What makes a
  There will be a few questions on the board for liquid a
students to consider when comparing with their liquid?
partners  What makes a
 The teacher will then call upon different partners to gas a gas?
share with the class one of their answers and why  What makes a
solid a solid?
CONCLUSION
 The teacher will conclude the lesson by briefly
explaining the design brief students will be
completing in the next few lessons  Definitio
 Students are to write a definition of the difference n for
between a solid, liquid and gas students
to use
LEARNER DIVERSITY
Students will be partners up according to skill level
Lower level
 These students are not expected to complete and
categorise all pictures during the activity and this
will be explained to them prior to commencing
 The teacher will have a definition of the differences
written on the board and students are able to copy
this down during the conclusion of the less
Higher Level
 Students may be given more questions to consider
with their partners
 Students are given the opportunity to create their
own definition

5E’s- Explore (1-2 lessons)

  To capture student interest and find out what they know about Solids, Liquids and Gases
 To elicit students’ questions/ prior knowledge about Solids, Liquids and Gases
 Diagnostic assessment used- in this lesson you will find out what the students already know about Solids, Liquids and Gases. 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
Understanding a Human Inquiry
Endeavour Skills
2 Solids, Record at least 2 ANECDOTAL INTRODUCTION:  What do you  Bath
liquids and observations about NOTES:  The class will begin the lesson exploring think will bomb
gases have the reaction of a bath  The teacher gases happen when  Bowl of
different bomb and water. will walk  The class will begin in a circle around a table the bath bomb water
observable around the at the front of the class touches the
properties Predict at least 2 class  The teacher will have a bowl of water on the water?
and behave in occurrences of what observing the table and a bath bomb  What did you
different will happen when students and  The teacher will conduct a class discussion observe?
ways. mixing vinegar and how they are about the bath bomb
ACSSU077 baking soda. carrying out  The teacher will then place the bath bomb in
the experiment the water while videoing the reaction
Explain in 2  Students will  The teacher will then conduct a discussion of
sentences the then hand in the reaction of the bath bomb in water
observations of the their  The teacher will then explain the lesson to the
mixing of vinegar worksheets of students
and baking soda. their
recordings EXPERIMENT:
 Students will be allocated into groups of 4
 Each student will have a separate team role
within the group  Plastic
 Students will be given: bottles
- Bottle for each
- Funnel group
- Vinegar  Funnel
- Baking Soda for each
 Fill up bottle with water and vinegar group
 Using the funnel, put baking soda in the  Vinegar
balloon for each
group
 Attach the balloon to the end of the bottle
  Lift the balloon up to release the baking soda  Baking
into the water and vinegar soda for
 Watch the reaction of all ingredients and each
what happens group

 Students will record what they believe will

happen before they complete the experiment
 Students will then record what happen after
they complete the experiment

CONCLUSION:
 The students will gather together for a class
discussion in order to conclude the lesson

LEARNER DIVERSITY
Students will be grouped with a mixture of different
skill levels.  What happen
Lower Level during the
 These students will explain their recording in experiment?
dot point form rather than extended response  Why do you
Higher Level think this
 These students will need to explain their happen?
recordings in extended response

SAFETY CONSIDERATIONS
 Listen to the teacher before doing the
experiment
 Wear gloves and safety goggles
 DO NOT eat, touch or taste anything unless
advised to

5E’s- EXPLAIN (1-2 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WEE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS
ON (include learner diversity)
Science Science as a Science Inquiry
Understanding Human Skills
Endeavour
3 Solids, Scientific Communic Research and FORMATIVE INTRODUCTION What did we do  Predeter
liquids and knowledge ate ideas, answer a This lesson will provide  The class will begin by discussing the last lesson? mined
gases have is used to explanation minimum of the teacher with a good previous lesson What did you groups
different solve s nd three questions indication of where the  Once the lesson has been discussed the learn from last
observable problem and processes about either a students are at in terms of teacher will introduce the activity to students lesson?
properties inform sing solid, liquid or content and having the ACTIVITY
and behave personal and scientific gas ability to peer teach that  Students have the opportunity to use their
in different community representati topic. findings from the previous lesson in order to
ways. decisions. ons in a Peer Teach at support this activity
ACSSU077 ACSHE083 variety of least three Anecdotal Notes  Students will get into groups of three
ways, important The teacher will take  Each student will be allocated either a solid,
including concepts about down anecdotal notes liquid or gas
multimodal either a solid, throughout the lesson for  These students are to research their area to
texts liquid or gas the students. find as much information as they can in order
ACSIS093 to teach the rest of their group about the
concept
 Students are able to present to their group
however they wish to

CONCLUSION
 Students will present their findings to their
group
 Students are to send their findings to the
teacher at the commencement of the lesson

LEARNER DIVERSITY
Lower Level
 These students are will be grouped together.
 This will allow the teacher to keep an eye on
them and for each student to feel valued in
what they research
Higher Level
 These students will be grouped together. This
will allow the students to individually
challenge themselves through a potential
competition of findings with one another

SAFETY CONSIDERATIONS:
 Ensure all groups are spread out evenly to
allow them to concentrate

5E’s- Elaborate (1-2 lessons)

 To capture student interest and find out what they know about Solids, Liquids and Gases
 To elicit students’ questions/ prior knowledge about Solids, Liquids and Gases
  Diagnostic assessment used- in this lesson you will find out what the students already know about Solids, Liquids and Gases. This will allow you to take account of students’ existing ideas when planning learning experiences
WEE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS
ON (include learner diversity)
Science Science as Science
Understanding a Human Inquiry
Endeavour Skills
4 Solids,  Research and FORMATIVE:  The teacher will begin the lesson by reviewing the What is a solid? Predetermined
liquids and answer at least Anecdotal Notes previous lessons What is a groups of 4
gases have 5 questions The teacher will  The teacher will then conduct a class discussion with liquid?
different about climate collect students the intent of transferring state of matter into a real- What is a gas? Research
observable change/global research notes to life scenario (climate change/global warming) Questions
properties warming identify if students  The teacher will then explain the activity they will be
and behave  Write a short have grasped the doing for the next few lessons (design brief) Design Brief
in different paragraph idea and the worksheets for all
ways. explaining the relation. TODAYS ACTIVITY: students
ACSSU077 relationship  Students are to get into groups of 4
between state Checklist: Students  Students are to research and answer a series of
of matter and design briefs will questions looking at climate change/global warming
climate be marked through  Students must write a short paragraph explaining the
change a checklist relationship between state of matter and climate
change
DESIGN BRIEF:
 Students are to create an eskie out of a range of
different materials
 Each group will be given an ice block to put into
their eskie
 The aim is to see how long the ice can stay in the
eskie without it melting completely
 This will take a few lessons of planning and creating

CONCLUSION:
 Students will come together for a class discussion
and touch base on what they learnt

LEARNER DIVERSITY
 Lower Level
 These students will be grouped together. This will
allow the students to be on the same skill level as
one another and not having one person completing
the whole task
 This will be a lot easier for the teacher to keep an
eye on these students and give extra assistance if
they are grouped together
Higher Level
 These students will be grouped together. This will
allow the students to be working with other peers of
the same skill level and help to challenge one
another

SAFETY CONSIDERATIONS
 Ensure all groups have enough space to complete
their task
 Ensure all recycled materials are checked and not
dangerous

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about Solid, liquid and Gas and represent what they know about Solids, Liquid and Gas
 Summative assessment of science understanding

WEE AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/
CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LESS LINKS (include learner diversity)
ON
Science Scien Scien
Understanding ce as ce
a Inquir
Hum y
an Skills
Ende
avour

5 Solids,  Research and SUMMATIVE  Students will begin the lesson on  Did your
liquids and ASSESSMENT
explain a given the mat for a class discussion investigations go
gases have
different climate :  The teacher will review the the way you
observable  Relate their given Checklist previous lesson and the design expected them?
properties climate to a state of Students brief activity
and behave matter work will be
in different marked
ways.  Explain how their ACTIVITY
ACSSU077 state of matter is according to  Students will be given the lesson  A few
related to their a checklist to complete this task climates
climate by the  This investigation will require for
teacher students to research a climate students
provided by the teacher. to choose
 Students will need to relate their from
climate to a state of matter and  Colour
explain how that state of matter is paper for
included within their climate posters
 This research investigation will
be presented as a poster
 This will allow students to
evaluate what they have learnt
over the past science lessons
CONCLUSION:
 Once students have completed
their investigation they are to
hand it in to the teacher in order
 to mark and hang up around the
class

LEARNER DIVERSITY
Lower Level
 These students may need a bit
more extra help and time with
their investigation, this will be
given to them if needed
Higher Level
 These students have the
opportunity to relate their climate
to two states of matters rather
than one

NAME Objective 1 Objective 2 Objective 3

Mikayla

Sophie
 Ella

Sage

Josh

Matthew

Matias

Joel

Jacob

Ben

RESOURCE & ASSESSMENT

LESSON ONE

LESSON ONE:

IS THIS A SOLID, LIQUID OR GAS?

LESSON TWO:
NAME Objective 1 Objective 2 Objective 3

Mikayla

Sophie

Ella

Sage
 Josh

Matthew

Matias

Joel

Jacob

Ben

LESSON THREE:

NAME Objective 1 Objective 2 Objective 3

Mikayla

Sophie

Ella
 Sage

Josh

Matthew

Matias

Joel

Jacob

Ben

LESSON FIVE:

Research and explain a Relate the given climate to a Explain how the state of
given climate state of matter matter is related to their
climate