Primary Science FPD 5es

SCIENCE FORWARD PLANNING DOCUMENT – YEAR 6
5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS:  To capture student interest and find out what they know about Chemical change, TOPIC: Solubility, Reversible and irreversible change.
2/3
reversible and irreversible change and solubility.
 To elicit students’ questions/ prior knowledge about Chemical change, reversible and
irreversible change and solubility.
Diagnostic assessment used- in this lesson you will find out what the students already know about
Chemical change, reversible and irreversible change and solubility. This will allow you to take account
of students’ existing ideas when planning learning experiences. Engaging students to the topic by
exposing them to a visual experiment about the topic.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
ON (Year 1 &
2 only)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
Endeavour
Changes to Introduction: https://play.kahoot.it/v2/?quizId=804f704f-
materials can be 1. Begin lesson with a Kahoot to establish prior 130f-4a4a-9d72-4bff240b0e23
reversible or
irreversible
knowledge.
(ACSSU095) 2. Class discussion. Question: What is a reversible
LESSON OBJECTIVES and irreversible change?
As a result of this lesson, students will be able to: a. Come up with a list of different descriptive
 Identify characteristics of solubility by placing 3 chemical words to place on the class science word
mixtures into low, medium or high solubility tables. wall.
 Identify and describe changes that occur to Body:
materials when they are mixed, using language 1. Explain three experiments students will be
such as reversible and irreversible. conducting.
1. Elephants toothpaste – irreversible change
2. Soluble Solutions – irreversible/reversible
change.
3. Oobleck – irreversible.
In groups of 6 Students rotate through each experiment.
ASSESSMENT (DIAGNOSTIC) Spending 10 minutes at each experiment.
Padlet: Students organise different house hold materials
into high, medium or low solubility. Solubility Solutions: Students take a photo of each
mixture and post it onto a padlet into a table under the
Checklist: correct heading. (High, medium or low solubility)
https://padlet.com/connorhowley/wu
Achieved: All 3 materials in correct table.
Developing: 2 materials in correct table. rdudzkjuxv7ecs?
Not Achieved: 1 or no materials in correct table. Conclusion: fbclid=IwAR2_vjMcDbHAa_0s68JZaeA
Class discussion: Each group discusses were they
Anecdotal notes – not if students use descriptive placed their mixture on the table (high, medium and
language such as reversible and irreversible. low solubility)
Prior knowledge: Kahoot Ticket to leave: One thing you learnt today.
LEARNER DIVERSITY
Students are working as a group so each group member can assist
each other, as well as discussions can be made with the rest of
their group members if students are struggling.

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of Solubility of oil in water. TOPIC: Solubility

2/4 To support students to investigate and explore ideas about Solubility of oil in water.
Formative assessment
Thinking Capability
SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Changes to materials Introduction 1. What is solubility?
can be reversible or Revise last lesson. Key question: 2. Is a physical
irreversible
(ACSSU095)
KQ1 change reversible
KQ2 or irreversible?
LESSON OBJECTIVES
KQ3 3. Is a chemical
As a result of this lesson, students will be able to: change reversible
 Identify what happens to water when mixed with oil by using Body or irreversible?
descriptive words such as the solubility.
Experiment: Oil in water.

Students complete a series of questions (Hypothesis is done before
 the experiment.)
Questions:(Put these questions on the board for students to copy
ASSESSMENT (FORMATIVE) down and answer in their science booklets)
Anecdotal notes – Based on Key Questions: Looking for 1. Hypothesis: What do you think is going to happen when oil
words such as solubility, irreversible and reversible. is added to the water?
 Looking for the word solubility to be used.
Students post their answers to seesaw for assessing. 2. Solubility of oil in water (Low, medium or high)
Answer = Low to No Solubility.
Students, in groups of 2 are given a cup of water and 35mls of oil

to mix.
Booklet questions:
3. What happened when you mixed the two liquids?
Add a drop of food colouring and observe.
4. What happened to the food colouring when added to the
chemical mixture?
Add salt to the water and oil
5. What happened when you added salt to the water?
Answer = the salt absorbs the oil into clumps.
Conclusion
Each group is asked each KQ asked within the booklet.
Students then take a photo of their questions and post it to the
science seesaw page.
LEARNER DIVERSITY
Students are working as a group so each group member can assist each other, as
well as discussions can be made with the rest of their group members if students
are struggling.
Cups and equipment will be labelled.

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC: Solubility/Density.
2/5
representations of developing conceptual understandings
Formative assessment
Thinking Capability
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
ON (Year 1 &
2 only)
Endeavour
The growth and Introduction
survival of living
Video 1: https://www.youtube.com/watch?
things are affected by Students watch video 1: How oil harms marine v=ZIjB5c_N5ME
physical conditions of environments
their environment KQ1: What was the problem in the video?
(ACSSU094)
Changes to materials Ask Students Key Questions:
can be reversible or
KQ2: What affect did the oil spill have on the
irreversible KQ1 environment?
(ACSSU095) KQ2 KQ3: What did the people do to fix the problem?
Looking for answers: KQ4: What was the bacteria called?
- Pollute the water
- Pollute the beach
- Destroying the coast line (all the animals
that live in it too)
- Pelican can’t fly because their wings are
too heavy.
KQ3
Looking for answers:
- Sweeper ship suck away the oil.
- Bacteria in the water to chunk up the oil.
KQ4
Answer: Corn bacteria.
Mention how oil spills are harmful to the
environment and therefore we must do
something to stop this. (Hint to design brief and
sustainability priority)
Body
Remembering what students did in the
previously lesson, students are to write what
they already know in their science book,
describe what they saw. Students are also to
write why they think this (prior knowledge
assessed)
KQ5: Describe oil in water.
KQ6: Why is the oil like this in water.
Using iPads students are to read through the

websites provided, and search for 1 website on
their own, on why oil does not mix with water.
(QR codes will be provided) KQ5: Describe the oil in water.
Website 1 KQ6: Why does the oil not mix with the water?
Video 2 KQ7: What is density?
KQ7
Website 1: https://mocomi.com/why-oil-and-
Students are to answer the 3 key questions water-dont-mix/
(KQ5-7) in their science booklet. Video 2: https://www.youtube.com/watch?
v=vSXTBnnx4OA
Conclusion:
Once students have completed the questions,
they take a photo and post it to their seesaw
science page.
Ticket to leave - Each student is to say what

they wrote in their science book about:
1. why oil is not soluble.
Or
2. What is density.
LEARNER DIVERSITY
iPads and assistive technologies are being used for

students struggling. Teacher will sit with and assist
students who struggle and ask questions to allow for these
students to think about the answer.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Provide a reason as to why Oil is not soluble (does not
mix with water) by completing the density work booklet.
 Define density by writing a definition in their science
booklets.
ASSESSMENT (FORMATIVE)
Questioning – Anecdotal notes on answers to the key
questions.
Checklist: Have they understood why Oil is not soluble

(Ticket to leave) Looking for the word density.
 Yes
 No
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC: Chemical and Physical change. (Variables)
2/6
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
ON (Year 1 &
2 only)
Endeavour
Changes to Introduction – Revision on physical and KQ1: what is a physical change?
materials can be chemical change. KQ2: Examples of a physical change?
reversible or
irreversible
Class discussion to KQ1 & KQ2 KQ3: What is a chemical change?
(ACSSU095) - Come up with a definition on the board. KQ4: Examples of a physical change?
LESSON OBJECTIVES - Include examples.
As a result of this lesson, students will be able to: Class discussion to KQ3 & KQ4 Video 1: https://www.youtube.com/watch?
 formulate a question and make predictions about what - Come up with a definition on the board. v=x49BtB5dOwg
factors affect the speed of a chemical reaction - Include examples.
 demonstrate change based on different variables (If students are struggling with a definition refer
KQ5: What happened when mixing bicarb soda
by graphing results chemical reaction. to learner diversity.)
with vinegar?
 Understand change occurs based on variables
by completing the science investigation planner.
Body
Refer back to lesson 1 experiment. Mixing
Bicarb Soda with vinegar.
KQ5
Inform students they are going to be
investigating change
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) Investigation question: brainstorm what
Checklist - Students have understood: variables might affect the rate of the reaction.
1. Variables change results of the experiment
Achieved: correct terminology is used in lesson Answers:
- Amount of vinegar
summary. - Amount of bicarb soda added.
Developing: Terminology is not used correctly. - Temperature of vinegar
Not achieved: Terminology Is not evident from - Brand of Bicarb Soda.
lesson summary. - If any other chemical was added to the
mixture.
RUBRIC FOR ASSESSMENT LISTED BELOW Students are then to record their answers in a
FPD... variables grid.
Ask student to choose 1 variable.

Explain that if we change that one variable a
different result may occur.
e.g.
Change: The amount of vinegar Variables Grid Listed below FPD
• Measure/Observe: how long it takes to
completely react.
• Keep the same: Amount of bicarb,
Temperature of vinegar, the brand of bicarb
soda, container being used, the size of the
container.
Discuss why doing multiple experiments is

necessary for reliability.
KQ 6
KQ 7
KQ 8
Students are then introduced to and ask to
complete Investigation planner on bicarb soda
and vinegar. (Planner worksheet)
KQ 6: Do you think it will happen the same way
Once completed Compare students graphs as a every time?
class. KQ 7: How will that affect the result?
KQ 8: How will that affect what we think?
KQ9.
KQ10.
KQ 11 Planner sheet listed below FPD.
Conclusion
Students upload the investigation planner to
seesaw and include a caption summarising what KQ 9: What is the graph telling us?
they have learnt. KQ 10: Is there any patterns visible?
KQ 11: When did it take the least time for the
reaction to come to a completion?
LEARNER DIVERSITY
If students are struggling to define a physical and
chemical change go back to the lesson 1 and use examples
from the experiments completed.
If students are still struggling play video 1 to assist with
prior knowledge.
Questions of the Investigation planner will be gone

through as a class before students complete the task to
clarify answers.
Variables Grid
BICARB SODA & VINEGAR
INVESTIGATION PLANNER
Tea spoon of
bicarb
Table Spoon of Bicarb
Quarter of a cup of
Bicarb
5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC – Summary of Chemical and Physical change
2/7 represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning (Solubility and density)
learning experiences
Thinking Capability
SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
Changes to materials Introduction KQ1: What is chemical
can be reversible or Review of last lesson: change, with example.
irreversible
(ACSSU095)
Ask students the definition of physical and chemical change that KQ2: What is a physical
was written on the board. (including the examples used) change, with example.
LESSON OBJECTIVES
KQ3: What is solubility,
As a result of this lesson, students will be able to: Body
 Define Chemical change by listing examples. with examples.
Using the knowledge, they have gained as well as the questions KQ4: What is density, with
 Define physical change by listing examples.
they have answered throughout the 5E Solubility and Density
 Define Density by listing examples and referring to oil in reference to oil in water.
science lessons:
water.
Students are to create a presentation, in groups of 2 or 3, on:
1. chemical and physical change (examples need to be
ASSESSMENT (SUMMATIVE – Science Understanding) included)
Rubric will be created for the presentation. (Rubric listed 2. solubility (With examples of different chemical mixtures of
below FPD) solubility)
3. Density with reference to why oil cannot mix with water.
Students are allowed to use any mode of presentation (power point,
prezi, iMovie etc.)
Show an example that the teacher has created.
Conclusion
Students present their presentations to the class
Or
Split class into 5 groups of 6 for students to present their work.
LEARNER DIVERSITY
iPads are being used therefore assistive technologies are available to help the
students.
Students are working in groups of 2 or 3 and can help each other, explain what
needs to be done, but if students are still struggling the teacher will stop the class
and clarify the key questions that need to be answered.

Primary Science FPD 5es

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SCIENCE FORWARD PLANNING DOCUMENT – YEAR 6

5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT – YEAR 6

SCSA LINKS EYLF

Students, in groups of 2 are given a cup of water and 35mls of oil

Cups and equipment will be labelled.

SCIENCE FORWARD PLANNING DOCUMENT – YEAR 6

Using iPads students are to read through the

Ticket to leave - Each student is to say what

iPads and assistive technologies are being used for

Checklist: Have they understood why Oil is not soluble

Ask student to choose 1 variable.

Discuss why doing multiple experiments is

Questions of the Investigation planner will be gone

SCSA LINKS EYLF

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