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SCIENCE FORWARD PLANNING DOCUMENT
5E’s- ENGAGE
TERM / WEEKS: • Engage students in chemical science and diagnose their current TOPIC: Year 6
T1 / W2
knowledge of reversible and irreversible changes.
• Identify a variety of physical and chemical changes that can take Chemical Science: Reversible and Irreversible
place with solid and liquid materials.
Changes.
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Personal and Social Ethical
Thinking Understanding Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS
Science Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Understanding Endeavour QUESTIONS
Changes to Science involves testing Communicate ideas, Introduction:
materials can predictions by gathering data and explanations and
Welcome students to classroom and discuss introduction to chemical science.
be reversible or using evidence to develop processes using scientific
irreversible explanations of events and representations in a Discuss with students the topic being covered over the next forthcoming weeks.
(ACSSU095) phenomena and reflects variety of ways, including - Changes to materials
historical and cultural multi-modal texts - Reversible and Irreversible Changes
contributions (ACSHE098) (ACSIS110)
- Physical and Chemical Changes
With guidance, pose - Process of Changes including recycling.
clarifying questions and
make predictions about Mess Scene:
scientific investigations.
Introduce students to the Mess ‘Crime’ Scene which will consist of seven different - Melted Popsicle in
(ACSIS232)
stations. packaging
LESSON OBJECTIVES
- Melted Popsicle in packaging - Cut Up Pieces of Toast
As a result of this lesson, students will be able to: - Cut Up Pieces of Toast - Melted Chocolate
• Identify a variety of physical and chemical changes that can - Melted Chocolate - Berocca (or Fizzy Tablet)
place and illustrate understanding using class word wall. - Berocca (or Fizzy Tablet) in Water in Water
• Begin to contrast and define the differences between - Frozen Yoghurt - Frozen Yoghurt
reversible and irreversible changes during the class - Burn(t)/(ing) candle. - Burn(t)/(ing) candle.
discussion. - Burnt Chocolate - Burnt Chocolate
ASSESSMENT (DIAGNOSTIC) - Students provided rules and instructions before going through walk through in - 7 x Plates
Mess Scene Discussion Questions: the mess scene. - 7 x Cups
- Examine students’ current knowledge based on answers - Examine the scene but do not touch ‘tamper with’ the scene - iPads
given in question ‘Some changes are reversible or irreversible. - Take a picture using iPads to examine one particular scene of your choice. - Access to Google
Which stations would you say are reversible changes? Why? - Take notes of what possibly could of caused the scene you’ve chosen. Classrooms
LEARNER DIVERSITY - Teacher can also take photos of mess scenes if required by students if - Student’s note books or
Extension: away or other possible issues. science journals
- Students can design their own process of change material at
home (with approval from teacher) and/or include two Mess Scene Discussion
processes occurring at once. Example: Burning candle: Students will be seated and be directed through teacher’s questioning.
Melting of wax and burning of wick. Students must - What were some of the things you observed?
photograph and upload their ‘scene’. - Would it be correct in saying that there has been a changed that has
occurred from the original state of the item?
Regression: - Some changes are reversible or irreversible. Which stations would you say
- Students can buddy up with a partner and complete their are reversible changes? Why?
ongoing assignment as a collaborative project (with teacher
approval). Ongoing Assessment: Choose a scene to investigate. - iPads with Microsoft
- Guidance from teacher in selecting and examining scene, Students provided details of the ongoing assessment. Word
include hints to students about scene. Ex: Hint in regards to - Students choose a scene to investigate and will present their findings to - Science Journals
what the berrocca tablet does. the class. - Access to Google
- Students can decide the media or way to present their summary. Classrooms
- Students will gradually be provided the details to complete their summary
over the next couple of weeks.
- Students can re-choose their scene and upload their chosen scene to the
allocated Google Classroom page and create a personal word document
to gather information.
Conclusion: Word Wall - Changes to Materials

Students introduced to word wall and how it will be utilised in the classroom. - Strips of A4 paper
- Students will gradually add their own words to create a constructive word - Pin Wall
wall to support their learning of the subject. - Pins
- First words: Processes of change: words describing how materials can - Marker
change.
Example: Melting, Burning, Bending, Fizzing
5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS: • To provide hands on, shared experiences of reversible and irreversible TOPIC: Year 6
T1/W3
changes
• To support students to investigate and explore ideas about processes Chemical Science: Reversible and Irreversible
that are reversible or irreversible
Changes.
SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
Endeavour QUESTIONS
Changes to materials can Science involves testing With guidance, pose
be reversible or irreversible predictions by clarifying questions and
(ACSSU095) gathering data and using make predictions about Introduction and Motivation Challenge
evidence to develop scientific investigations - Introduce students to lesson and describe list of activities that will be - A4 Lined Paper
explanations of events and (ACSIS232) conducted today.
phenomena and
- Students to reengage with content with a memory mini-challenge.
reflects historical and Identify, plan and apply the
cultural contributions. elements of scientific - Students to write/type as many change process words as they can in
(ACSHE098) investigations to answer a two minute period *Word wall will be covered during this time
questions and solve - Students will provide answers to teacher for the whole class to check
problems using equipment
how many they have.
and materials safely and
identifying potential risks
(ACSIS103) Will it Melt or Burn? Activity - Bowls with water
- Students will be introduced to the exploration activity of reversible and - Tongs
Communicate ideas,
irreversible changes whilst burning and melting household objects. - Melt or Burn worksheet
explanations and processes
using scientific - Students provided worksheet ‘Melt or Burn’ to complete. - Tray or Plastic Board
representations in a variety - Students guided through safety considerations and asked what - Dried Spaghetti
of ways, including multi- potential risks and observable and how to minimize the risk.
modal texts (ACSIS110) - Chocolate
- Do not eat items in the experiment - Ice
LESSON OBJECTIVES - All items stay in work area/table includes flame source and - Dried Leaves
As a result of this lesson, students will be able to: materials. - Butter
• Demonstrate conducting a safe experiment and minimizing - Use utensils when dealing with hot materials/flame and be cautious - Toast
potential risks in a science-based experiment. of any loose items and clothing near flame source. - Tea Lights
• Classify material changes to either reversible or irreversible - Students are not to relight tea-lights only the teacher wil. - Lighters
through group observation and discussion. - Teacher provides demonstration with chocolate for students to - Extra Pens
• Discuss ideas and findings from the experiment and support understand what is required and completing activity in a safe
with observational evidence. manner.
- Students then move to small groups to complete individually.
ASSESSMENT (FORMATIVE)
Observational Notes Will it Melt or Burn? Debrief.
• Observe students conducting a safe experiment and ensure Students to discuss as a group their observations and findings to clarify
potential risks are removed, minimised as well as utilising answers with teacher.
equipment appropriately. - Run through discussion in regard to worksheet clarifying answers
• Observe students communicating with other students during and students reasoning.
- Discuss the concept of reversibility and irreversibility in relation to
Marking Key the items melted or burned.
Ex: If we froze the melted chocolate would it change back to its
- Student completed worksheet marked against completed original state. Likewise, for burnt spaghetti can it return to it’s
teacher completed marking sheet. original state.
- Students complete the remainder of the worksheet.
-- iPads with Microsoft Word
LEARNER DIVERSITY Ongoing Assessment: Is it reversible? - Science Journals
Extension: Students are given time to reflect and gather information to explore whether - Access to Google Classrooms
their ‘mess scene’ product is reversible.
- Students to discuss ways the experiment can change and/or
- Students decide on reversibility based on their current information
conducting changes. Example: Using dark chocolate as well as
and image gathered from previous lesson.
white chocolate or holding each piece at different heights
* Students that were absent may receive a scene from a partner to explore
from flame.
individually.
Regression:
- Guidance from teacher in conducting the experiment and
Conclusion: Word Wall - Reversible and Irreversible
providing hints about reversibility.
Utilising the recently acquired knowledge of reversibility students will - Strips of A4 paper
- Provide demonstration of at least two household items to
categorize the words from the word wall into the categories of reversible - Pin Wall
discuss when the item is melting or burning as well as
processes and irreversible processes. - Pins
experiment procedure.
- Teacher to guide students through reversible and irreversible - Marker
processes to clarify any questions and answers.
- Teacher to also provide titles reversible and irreversible on the wall
with the corresponding words placed underneath.
5E’s- EXPLAIN (1 lesson)
TERM / WEEKS: • To support students to develop explanations for experiences and TOPIC
make representations of developing conceptual understandings
T1/ W4 Formative assessment Chemical Science: Reversible and Irreversible
Changes.
SCSA LINKS
Changes to Science involves testing With guidance, pose clarifying questions Introduction and Motivation Challenge
materials can predictions by and make predictions about scientific
- Introduce students to lesson and describe list of activities that will be
be reversible or gathering data and using investigations (ACSIS232)
irreversible evidence to develop conducted today. - Reversibility Quiz List
(ACSSU095) explanations of events Construct and use a range of - Students to reengage with content with a quiz mini-challenge.
and phenomena and representations, including tables and - The teacher will call out change processes that have occurred to
reflects historical and graphs, to represent and describe
materials from the ‘Reversibility quiz’ list
cultural contributions. observations, patterns or relationships in
(ACSHE098) data using digital technologies as - The teacher will also allocate sides of the room as ‘reversible’ and
appropriate (ACSIS107) ‘irreversible’
LESSON OBJECTIVES - Students will vote on whether the process is reversible or irreversible
by moving to the allocated side of the rooms *Word wall will be
As a result of this lesson, students will be able to:
covered during this time
• Define the two classifications of material changes: physical and
chemical, through a matching activity and word wall
Introduction to Concept
• Classify change processes as reversible and irreversible and link - Students will be introduced to concept of physical and chemical changes.
the concept to physical and chemical changes using a Venn - PowerPoint or visual cue with
- Students provided definition of physical and chemical change through definition listed.
diagram. direct communication of teacher and other visual input
(whiteboard/PowerPoint)
ASSESSMENT (FORMATIVE)
- Physical change is a change in which no new substance is formed.
Marking Key - Chemical change is a change that results in the conversion of the
• Student completed worksheet marked against completed original substances to form new substances.
teacher completed marking sheet. - Elaborate physical changes are easy to change back to its original state
whilst chemical changes are extremely hard or impossible to change
Observational Notes back.
• Teacher gathering notes on students who participated and - Link physical and chemical changes to reversibility and irreversibility.
contributed to word wall.
LEARNER DIVERSITY Match Physical Changes and Chemical Changes
Students asked to get into groups of two then collect materials for group and - A3 Venn Diagram
Extension: complete the following instructions ( 1 per 2 Students)
- Venn Diagram Sheet - Changes card sort sheet
- Students provide their own material physical and chemical - List of change processes sheet ( 1 Per 2 students)
changes. - Glue - Glue
Regression: - Scissors - Scissors
- Guidance from teacher in conducting the task and providing - Students will separate each change process into two categories ‘chemical’ and
further explanation in regard to physical and chemical changes ‘physical’ changes
etc Linked to reversibility and/or new substances being made or - Each circle of the Venn diagram must be labelled and represent each
not. classification of the change
- Provide hint of at least two household items to discuss and - The intersection of the Venn diagram represents processes that can be
share differences. classified as both a physical and a chemical change.
- More students can join group - Provide examples to get students started:
- Rust = Chemical Change
- Cutting Carrots = Physical Change
- Cutting Wood but causes smoke due to friction = Both
- Students must check with the teacher for answers before gluing onto diagram
- Students go through answers together and elaborating why they believe the
process has been classified as such.
Ongoing Assessment: Is it chemical of physical change? - iPads with Microsoft Word

Students are given time to reflect and gather information to explore whether - Science Journals
their ‘mess scene’ product is a chemical or physical change. - Access to Google Classrooms
- Students decide if their mess scene occurred due to a chemical or
physical change based on their current information and image
gathered from previous lesson.
- Students asked to elaborate further as to why they believe the
particular process has occurred including the scene’s reversibility
properties.
- Strips of A4 paper
Conclusion: Word Wall - Chemical and Physical Changes - Pin Wall
Utilising the recently acquired knowledge of reversibility students will - Pins
categorize the words from the word wall into the categories of chemical - Marker
processes and physical processes.
- Teacher to guide students through chemical and physical processes to
clarify any questions and answers.
- Teacher also asks for definition of physical and chemical changes to be
written and placed on the wall.
- Teacher to also provide titles physical changes and chemical changes
on the wall with the corresponding words placed underneath.
5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS: • To challenge and extend students’ understandings in a new context TOPIC
or make connections to additional concepts through a student
T1W5 •
planned investigation
To use investigative/ inquiry skills
Chemical Science: Reversible and Irreversible
Summative assessment of science inquiry skills Changes.
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS
Changes to materials Scientific knowledge is Communicate ideas, explanations Introduction and Motivation Challenge
can used to solve problems and processes using scientific
- Introduce students to lesson and describe list of activities that will be conducted Kahoot:
be reversible or and inform personal and representations in a variety of
irreversible community decisions ways, including multi-modal texts today. https://create.kahoot.it/share/
(ACSSU095) (ACSHE100) (ACSIS110) - Students to reengage with content with a Kahoot quiz. physical-and-chemical-
- Students to have their own iPads or laptops to complete quiz changes/04092990-7d8a-4059-
Identify, plan and apply the
- Students to complete quiz individual. b202-ac4e3ebf1fbb
elements of scientific
investigations to answer questions - Challenge students to get a better standing on the ladder.
and solve problems using - iPads or Laptops with
equipment and materials safely
Recycling Materials Microsoft Office and other
and identifying potential risks
(ACSIS103) - Students will work in small groups of 4 or 5 to discover the process of recycling video creation software.
LESSON OBJECTIVES materials; either glass, paper or plastic. (One Each)
- Google Classroom
As a result of this lesson, students will be able to: - Students must show the information gather in a medium of their choice
• Classify the individual material changes of a recycled object showing the process the material takes from collection to recreation and
Information Resources
as either a physical or chemical transition. distribution of the product.
Glass
• Recall the chemical and physical changes that occur; in - Medium Examples: Poster, story board, comic strip, in class play, https://www.youtube.com/wat
order, to recycle various materials whilst conducting a PowerPoint/Google Slides. ch?v=vhpc0UULjDU
scientific investigation.
• Explain their scientific findings to the classroom to clarify the - Class of 30: 2 groups working on each material.
https://www.recyclenow.com/r
recycling process of materials during the class presentations - Links will be provided via Google Classrooms for students to access and ecycling-knowledge/how-is-it-
research but students are encouraged to research further. recycled/glass
Paper
https://www.youtube.com/wat
ch?v=jAqVxsEgWIM
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)
Rubric Recycling Materials: Presentation https://www.recycling-
• Students’ presentations are examined against a rubric. - Students will present their findings to the classroom through a class presentation. guide.org.uk/science-
paper.html
Students will be marked based on - Students should also be ready ask and receive questioning in regards to
- Correct Information physical and chemical process that have occurred to make the recycled
- Clearness of progression steps of recycling Plastic.
material.
- Presentation creativity and design https://www.youtube.com/wat
ch?v=apOgE88Q8fs
Observational Notes Ongoing Assessment: Why did the change happen?
• Teacher gathering notes on students who participated and https://www.recyclenow.com/r
Students are given time to reflect and gather information to explore how their
contributed to word wall. ecycling-knowledge/how-is-it-
‘mess scene’ might have occurred / the process required to create the change .
recycled/plastics
• Remarks on presentation attributes.
- Students should describe the external or creative elaborations of how the
change might have occurred. Presentations
- Students should also discuss how long ago did the scene take place. Etc A - A3 and A4 Paper
LEARNER DIVERSITY - Supermarket Magazines (For
Extension: Slow and instant change.
Cut outs)
- Students explore other materials that can be recycled etc - Example: The chocolate was burnt because the teacher put in the toaster - Other Craft Materials
Aluminium cans and batteries/electronics. for 5 minutes or the chocolate melted as it was left in the sun for 3 hours.
- Students asked to elaborate on separation on different - Students to then explore options of how they would like to present their
findings to teacher and class. Ex: Using PowerPoint, Poster, Video Ongoing Assessment
material types etc different plastics, glasses and paper
- iPads with Microsoft Word
products/
Conclusion: Word Wall - Additional Process - Science Journals
Regression:
- Students are given the opportunity to revisit the word wall and add processes to - Access to Google Classrooms
- Guidance from teacher in conducting the task and providing
further research links to guide students. the wall.
- Students must also explore whether the process irreversible or reversible Word Wall
- More students can join group to help presentation.
Consequently, students classify the process either chemical or physical change. - Strips of A4 paper
- Provide story board template and images of the dedicate
- Pin Wall
process. Students will match the correct processes in order.
- Pins
- Marker
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: • To provide opportunities to review and reflect on their learning about TOPIC
reversible and irreversible changes and represent what they know
T1/W6 about physical and chemical changes Chemical Science: Reversible and Irreversible
Summative assessment of science understanding e account of students’ existing ideas
when planning learning experiences Changes.
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS
Science Understanding Science as a Human Science Inquiry Skills TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Endeavour
Changes to materials can Science involves testing Communicate ideas, Introduction and Motivation Challenge Kahoot:
be reversible or irreversible predictions by explanations and processes
- Introduce students to lesson and describe list of activities that will be https://create.kahoot.it/share/physical-
(ACSSU095) gathering data and using using scientific
evidence to develop representations in a variety conducted today. and-chemical-changes/04092990-7d8a-
explanations of events and of ways, including multi- - Students to reengage with content with a Kahoot quiz. 4059-b202-ac4e3ebf1fbb
phenomena and modal texts (ACSIS110)
reflects historical and - Students to have their own iPads or laptops to complete quiz
cultural contributions. Identify, plan and apply the - iPads or Laptops with Microsoft Office
(ACSHE098) elements of scientific - Students to complete quiz individual. and other video creation software.
investigations to answer
questions and solve
- Challenge students to get a better score from previous time. (One Each)
problems using equipment
and materials safely and - Google Classroom
Finalise Ongoing Assessment.
identifying potential risks - A3 and A4 Paper/coloured cardboard
- Students to finalise their findings of the ‘Mess Scene’ investigation to be
(ACSIS103) - Access to printers.
ready for submission to teacher and/or presentation to class.
LESSON OBJECTIVES - Extra images of mess scenes
Their presentation must include;
As a result of this lesson, students will be able to:
• Compile scientific findings and understandings from the mess
- The scene they are investigating (including image)
scene investigation including reversibility, classification of - The process of how the change may have occurred.
change and process of change through a form of media.
• Construct a form of media to reflect on their current
- Discussion of if the scene material is reversible or irreversible and
explanation why.
understandings of chemical and physical changes.
• Discuss and compare their findings of the mess scene - Classification of whether the scene is the cause of a chemical and
investigation with other through a class presentation. physical change and explanation why.
- Students are encouraged to be creative once the main
information is provided to the findings and presentation.
ASSESSMENT (SUMMATIVE – Science Understanding)
Rubric Submission and Presentation of Assessments.
• Students’ presentations are examined against a rubric. * This task can be done in the next lesson given time factor.
Students will be marked based on - Students to submit their physical presentations to the teacher or
- Correct classification of physical or chemical change upload any digital media to Google Classrooms.
- Correct assumption of reversibility and explanation * Students who submit physical must submit text saying to check
- Validity of process that led to the change physical work.
- Presentation creativity and design
- Students present their findings and presentation to the
Observational Notes classroom.
• Notes on presentation and ability to communicate ideas to - Students should also be ready ask and receive questioning in
others. regards to physical or chemical process that have occurred to
make the current mess scene.
LEARNER DIVERSITY Conclusion: Celebration of Content Completion

- Students are congratulated on finishing the content area
Extension: - Students take photo in front of word wall and/or physical
presentations.
- Students aid students who require assistance. - Students rewarded with teacher’s own choice. Ex Additional
- Challenge students to utilise a variety of digital technology to science experiment, free time.
enhance their presentation.
Regression:
- Guidance from teacher in conducting the task and providing
further observation links to guide students.
- Students can join group to help presentation.
- Provide basic template for students to complete.
Referencing:
Alphabet Incorporated. (n.d.). Google classroom. https://classroom.google.com/

Australian Academy of Science. (2020). Primary connections: Change detectives. https://primaryconnections.org.au/sites/default/files/unit-file-downloads/Change-
detectives.pdf
Domtar. (2017, January 10). The paper recycling process [Video]. YouTube. https://www.youtube.com/watch?v=jAqVxsEgWIM
Fuse School. (2015, December 15). Recycling glass [Video]. YouTube. https://www.youtube.com/watch?v=vhpc0UULjDU
Guides Network. (2021). How paper is recycled. https://www.recycling-guide.org.uk/science-paper.html
Jaeger, M. (2014) Year 6 science lesson plans. https://www.australiancurriculumlessons.com.au/wp-content/uploads/2015/01/Year-6-Science-Physical-vs-Chemical-Change-
5E-Unit.pdf
Kahoot. (2017). Physical and chemical changes quiz. https://create.kahoot.it/share/physical-and-chemical-changes/04092990-7d8a-4059-b202-ac4e3ebf1fbb
Plastics Possible. (2014, November 14). How are plastics recycled [Video]. YouTube. https://www.youtube.com/watch?v=apOgE88Q8fs
Recycle Now. (2021). Everything you need to know about recycling plastics. https://www.recyclenow.com/recycling-knowledge/how-is-it-recycled/plastics
Recycle Now. (2021). How are glass bottles recycled. https://www.recyclenow.com/recycling-knowledge/how-is-it-recycled/glass
School Curriculum and Standards Authority. (2014). K-10 curriculum: Science. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8

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SCIENCE FORWARD PLANNING DOCUMENT

Conclusion: Word Wall - Changes to Materials

Ongoing Assessment: Is it chemical of physical change? - iPads with Microsoft Word

LEARNER DIVERSITY Conclusion: Celebration of Content Completion

Alphabet Incorporated. (n.d.). Google classroom. https://classroom.google.com/

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