UNIT PLANNER MIDDLE SCHOOLING PEDAGOGIES

Pre-service Teacher name: Highlight planning process: Date:

Charli Philips and Sarah McCarthy Planned collaboratively with ST
Planned collaboratively with peer Week 5 – Week 10
Year level/ age range: Planned independently based on ST lessons
Year 7 (12-13 years) Planned Independently
Unit title:

Learning area:

• Science

Strand(s) and sub-strand(s) from the Australian Curriculum (AC):

• Science Understanding
Chemical Sciences

Australian Curriculum content description(s):

• Use Particle Theory to describe the arrangement of particles in a substance including the motion of and attraction between particles, and relate this
to the properties of the substance

• Comparting the properties of different states of matter and explaining differences using particle theory

Relevant parts of the achievement standard from the Australian Curriculum:

By the end of Year 7 students explain how biological diversity is ordered and organised. They represent flows of matter and energy in ecosystems
and predict the effects of environmental changes. They model cycles in the Earth-sun-moon system and explain the effects of these cycles on Earth
phenomena. They represent and explain the effects of forces acting on objects. They use particle theory to explain the physical properties of
substances and develop processes that separate mixtures. Students identify the factors that can influence development of and lead to changes in
scientific knowledge. They explain how scientific responses are developed and can impact society. They explain the role of science communication
in shaping viewpoints, policies and regulations.

Students plan and conduct safe, reproducible investigations to test relationships and aspects of scientific models. They identify potential ethical
issues and intercultural considerations required for field locations or use of secondary data. They use equipment to generate and record data with
precision. They select and construct appropriate representations to organise data and information. They process data and information and analyse
it to describe patterns, trends and relationships. They identify possible sources of error in methods and identify unanswered questions in conclusions
and claims. They identify evidence to support their conclusions and construct arguments to support or dispute claims. They select and use language
and text features appropriately for their purpose and audience when communicating their ideas and findings.
General capabilities consideration: literacy, numeracy, ICT,
Learning intentions: Success criteria for students by the end of the 4 lessons:

• Identify and describe the 3 states of matters characteristic properties.
• Explain how behaviour and arrangement of particles/atoms differ in
solids, liquids and gases
• Explain and illustrate how matter changes from one state to another
(e.g. melting, freezing, evaporation, condensation, sublimation).
• Classify different substances into their respective states of matter
Ø Students can explain how the arrangements of particles differ in
solids, liquids and gases, using appropriate scientific language.
Ø Students can explain how changes in temperature and energy are
related to changes of state, providing examples from real life
Ø Students can classify different substances into their respective states
of matter
Ø Students can create clear and accurate diagrams or models that
represent the arrangement and behaviour of particles in solids,
liquids and gases

Ø Students can correctly label parts of the water cycle and explain
how the water cycle works

Ø Students can identify and verbalise the states of matter that align
with each phase of the water cycle

WEEK BEG. Key Focus QTM Elements Key concepts to be taught

Week 5 Starting your unit of 3. Significance Differentiating between a solid, liquid and gas, and
work- What will you 3.1 Background Knowledge what the states of matter can turn into (i.e liquid
Lesson 1
do? turning into a solid or gas, etc.)
2. Quality Learning Environment
Gain prior knowledge 2.2 Engagement Classifying every day/real life items as solid, liquids
from the students or gas
1. Intellectual quality:
about solids, liquids,
1.4 Higher order thinking Identifying objects that have more than one state
and gases through
of matter
interactive and group
activities that involve
questioning and higher
order thinking.

Week 6/7 Explicit Teaching Understanding and exploring the effect of

1. Intellectual quality: temperature on states of matter
Lesson 2 Explicitly teach
1.5 Metalanguage
students about solids,
liquids and gases in
 nature and weather, 2. Quality Learning Environment Particle movement/arrangements within the states
and delve deeper into Explicit quality criteria of matter
the idea of changing
states of matter. 3. Significance: How particle arrangements change when states of
3.5 Connectedness matter change
Consolidate learning
through interactive
group activities and
discussions.

Week 8/9 Using Digital 3. Significance: Identifying states of matter in nature and weather
multimodal resources 3.3 Knowledge Integration
Lesson 3 The integration of states of matter and the
to support
1. Intellectual quality: rain/water cycle
differentiation
1.1 Deep knowledge
Discuss process of evaporation, condensation,
2. Quality Learning Environment precipitation (and collection).
2.3 High Expectations
How clouds are formed and what changes in state
occur in the process

Week 10 Higher Order thinking to 2. Quality learning environment: Recapping on particle movement from previous
assess formatively- 2.6 Student Direction week
Lesson 4
teaching an online
(Not much teaching of new concepts within this
lesson 1. Intellectual Quality:
lesson)
1.2 Deep Understanding
Learning from previous 3 weeks consolidated with
3. Significance:
3.4 Inclusivity interactive activities to assess formally

1. Intellectual quality:
1.4 Higher order thinking
 Success criteria for the lesson
Learning Experiences and
(clear and specific measures of
Resources
Lesson running schedule: how students have met the
Time Frames learning intentions – this can
What will the students do?
QTM elements/ how they include both learning content
Learning Experiences and Resources What skills and strategies Teach 30
are implemented specific and strategies; ‘I know that I
Lesson running schedule: will be used by the minutes of a
learning intentions/success can do this when I have.. Make
What will I do? students? 45 minute
criteria for each lesson sure that these can be shared
What teaching strategies will I use? lesson but
with the students and modelled
plan 45mins
for them. Each of the learning
intentions should be covered
somewhere by the success
criteria.)

Lesson 1
Students will use prior
knowledge to differentiate
between a solid, liquid and
gas
Students will work
collaboratively to discuss
what the states of matter
can turn into (i.e liquid
turning into a solid or gas,
etc.)
Students will categorise
every day/real life items as
solid, liquids or gas
Students will Identify objects
that have more than one
state of matter through use
of collaboration with peers
and higher order thinking
3. Significance
3.1 Background Knowledge
2. Quality Learning
Environment
2.2 Engagement
1. Intellectual quality:
1.4 Higher order thinking
Transition: N/A
Introduction: Ø Students will know that
they can classify
Hook: Solid liquids and gas song played to Students will become 5 minutes different substances into
begin the lesson (very catchy and visually engaged at the beginning
their respective states of
appealing to draw students in about the new of the lesson by watching matter when they have
topic) a catchy video (Figure 1) got the answers right on
and song about states of the interactive activity
matter and justify their
reasoning through think,
1. PRIOR KNOWLEDGE DICE ACTIVITY:
pair, share activities
Get students into random groupings by Students will be placed
getting them to find an image under their into random groups by
chair and find the matching people finding an image under Ø Students will know that
Explain the instructions of the activity their chair and finding the they can differentiate
Let students have 5-10 minutes in their groups people with the matching between a solid, liquid
to have guided discussions and answer the picture. and gas once they can
questions that prompt their prior knowledge give examples of
together 10 minutes objects that are different
Students will answer
Swap pages around within groups, so that states of matter
prompts on the worksheets
students can recap other states of matter in (Figure 2.1, 2.2 and 2.3) to
their own groups without having to call them show their prior knowledge
out in front of the class by rolling a dice, and
answering the
corresponding numbered
question. They will be able
to answer individually or
Development:
collaborate in their groups
- INTERACTIVE ACTIVITY - WHAT IS THIS to come up with an
STATE OF MATTER? answer
Explicitly explain intructions of the activity (a
short brief instruction) Students will be able to
discuss with other students
Have a slide show going on the board while
to share their prior
students move independently to the state of knowledge and ideas on
matter that they think the object is states of matter. This will
Start with some simple objects, and slowly then be able to be shared
move onto some objects that require more with the group when
higher order thinking moving the worksheets
 around to different groups,
Students work individually however will also or having a class
work collaboratively when they aren’t sure of discussion.
an answer (give students time to turn to the
person next to them and discuss their
reasoning to consolidate their understanding) Students will work
individually in a fun and
Formative assessment: Can the students
differentiate objects into their respective engaging interactive
activity to match the 10 Minutes
states of matter? And can they justify why
object to its state of matter
they have chosen that object as that specific
category, by moving
state of matter? IF they cant justify, or are
around the room,
unsure by any objects, this will be a good
participating individually
indication if they don’t have much prior
and collaborating with
knowledge in classification of states of
others.
matter.
Students will have the
Consolidation and practice:
opportunity to use higher
Guided brainstorm of other objects they think order thinking by working
might be more than 1 state of matter to collaboratively with others
formatively assess their understanding of the to discuss their reasoning
previous activity- to differentiate the activity and be able to justify their
students can either write words or draw responses.
pictures. They may write objects that have 2
Students will also be
states of matter, or objects that are always
justifying their reasoning
changing between states of matter.
within the interactive
This is done in their random table groupings – activity to show that they
Teachers will go around to table groups to have an understanding of
categorising states of
listen to discussions and use proximity to
matter, and if they can’t it
determine understanding, and give
will mean they don’t have
feedback in the learning they are discussing
much prior knowledge on
or have shown on paper
the topic.
Give students 2-3 minutes writing or drawing Students will work
pictures of objects that share more than one collaboratively to show 15 minutes
state of matter, then get students to swap their understanding of the
their pages around to see what other tables lesson in a creative
brainstorm activity, using
examples are, then adding any more to the creativity to draw pictures
new page or creating a list of objects
that are more than 1 state
of matter.

Conclusion- reflection:
Students will use higher
Debrief lesson by questioning students about order thinking to
learning intentions to consolidate their consolidate their learning
learning at the end of the lesson by
answering questions posed
“What did we take away from this lesson by the teacher 5 minutes
about states and matter and the way they
change?” Students will receive and
complete a feedback
“Can an object have more than one state of sheet to fill out which will
matter?” “Why?” guide the next lessons and
the way in which we
Give students a feedback sheet to fill out
deliver content or activities
which will guide the next lessons and the way
(Figure 2.4).
in which we deliver content or activities.

The “What do you want to know about this

state of matter?” question in the dice activity
also ensures student voice is present and can
frame the next lessons by including content
that students want to know about states of
matter.
Resources:
Presentation Slides:
https://www.canva.com/design/DAFxYJlwSGU/WKkfDC9PfhJc73SiQGnDqg/edit?utm_content=DAFxYJlwSGU&utm_campaign=designs
hare&utm_medium=link2&utm_source=sharebutton (view only)
Figure 1: https://youtu.be/Re3_ajB11E0?feature=shared – HOOK video
Figure 2.1, 2.2 and 2.3 (prior knowledge worksheets)
Figure 2.4: Feedback form 1
Lesson 2 Transition: N/A Students will reflect on their ¬ Students will know that
knowledge of what they they can understand the
Students will use prior Introduction: observed, and they will fill effects temperature
knowledge from out a task sheet which will change has on the
previous lessons to Hook: Teachers will conduct an experiment
ensure they understood different states of matter
differentiate between a at the front for the students to observe. This
what had occurred 5 mins through hands on
solid, liquid, and gas will be relevant to the content covered
throughout the interactive activity.
using their properties throughout the lesson but engaging for the
experiment.
and definitions. students to watch (3mins).
A small individual worksheet will be explained ¬ Students will know that
Students will connect
for the students to complete (Figure 3.0) they can differentiate in
through collaborative
(2mins). depth between a solid,
group tasks to analyse
liquid and gas once
the effects of
they can show each of
temperature on states of
their properties and
matter. Development: definitions.
Students will associate 1. DEFINING THE STATES OF MATTER
life experiences outside Random groupings will be created by a
of school to understand quick number off by the teacher and this will 8 mins
Students will discuss the
how states of matter create their new table groups. Each table different states of matter
change between a group will pull out a state of matter from a regarding their form,
solid, liquid and gas. hat. Using their listed state of matter, they will atoms, and molecule while
have a small table discussion on what they brainstorming on a work
Students will learn about
think defines their state of matter. sheet (Figure 3.1). Students
different state change
examples through group Slideshow on the board to guide questions will work collaboratively to
learning and self- they may need to think about or refer to. understand the properties
experiences. within each state.
Each group will tell the class what they
1. Intellectual quality: discussed whilst the teacher will write their
1.5 Metalanguage ideas on the whiteboard and these findings
will be discussed (5mins).
2. Quality Learning
Environment 2. INTERACTIVE ACTIVITY – WHAT ARE THE
Explicit quality criteria PROPERTIES OF EACH STATES OF 12 mins
3. Significance: MATTER?
3.5 Connectedness Teacher will explain their next task explicitly
(short brief explanation). Students will work together
Students will work collaboratively within their and use their packet of
group and use guiding answers that are cheerios on a piece of
presented on the whiteboard from previous paper, to demonstrate
task. They then will need to consolidate their their understanding of
reasoning by showing an understanding of what a solid’s properties
what particles within a solid may look like, should look like whilst
using cheerios’. referring to the description
on the whiteboard.
Teacher will then explain a scenario using
temperature change which will extend the After actively listening to a
students to use higher-order thinking and real-life scenario given by
discuss how they may need to reconfigure the teacher, students will
their structure of the particles (cheerios). need discuss within their
group and re-configure
This task will explore how temperature their particles (cheerios) to
change affects each state of matter. demonstrate how this state
Throughout the task, a slideshow will reveal is affected by
how each state should look like after its temperature.
‘temperature change’.
Formative assessment: Can the students
identify how effect of temperature change
on each state of matter?
IF the students are showing they are not able
to understand throughout group activity,
slideshows and discussions will be used to
further explain reasoning.

Consolidation and practice:

Partnered diagram drawing showing an
overview of all states and their changes.
Assessing their understanding of the previous
activity – differentiating for all students as
they have their own choice as to how they
want to display this diagram. Examples of
how the diagram may look will be displayed Students will work
on the board for guidance, along with the collaboratively within their
metalanguage they will need to utilise when pair to show their
labelling this diagram. They may choose any understanding of the
object example, like ice, and write the states lesson in a creative
of matter using words. This will illustrate their activity, using creativity to 15 mins
understanding of how the states change but draw pictures or having
then integrating arrows which represent choice of examples that
temperature change (energy). explore the effects
temperature can have of
This is done in their random table groupings – the states.
Teachers will go around to table groups to
listen to discussions and use proximity to
 determine understanding and give feedback
in the learning they are discussing or have
shown on paper

Give students enough time to draw, write

and label their diagrams, then get students to
swap their pages around to see what their
other table members examples are. They can
discuss their reasoning of examples but
knowing that temperature change has similar
effects on all states of matter.

Conclusion- reflection:
Debrief lesson by questioning students about Students will consolidate
learning intentions to consolidate their their learning at the end of
learning. the lesson by answering
“What did we take away from this lesson open ended questions
about the effects temperature change may posed by the teacher
have on the states of matter?”
“Can our states of matter be reversed and
unreversed? Why?
Asking the students what they found the most
interesting, or if there are any questions, they
are curious to know about. This can frame the 5 mins
beginning of the next lesson by including
content students want to learn/know about.

Give students a feedback sheet to fill out

which will guide the next lessons and the way
in which we deliver content or activities
(Figure 3.2).

Lesson 2 Slides:
https://www.canva.com/design/DAFxky1t0Y0/oZoMNFImSgNdUL9wP4jUvg/edit?utm_content=DAFxky1t0Y0&utm
_campaign=designshare&utm_medium=link2&utm_source=sharebutton
RESOURCES:

Figure 3.1 – Observation Sheet

Figure 3.0 – Observation Sheet
Figure 3.2 – Feedback Form 2
Lesson 3
Students will use develop
their knowledge integration
of science and geography
as they learn about states of
matter in nature and
weather
Students will classify stages
of the rain/water cycle and
match these with changes
in state of matter
Students will discuss and
recognise the process of
evaporation, condensation,
and precipitation.
Students will understand
how clouds are formed and
what changes in state occur
in the process
3. Significance:
3.3 Knowledge Integration
1. Intellectual quality:
1.1 Deep knowledge
2. Quality Learning
Environment
2.3 High Expectations
10 minutes Ø Students will know that
they can differentiate
Introduction: Students will participate in between the phases of
an individual/group a water cycle when
Recap particle movements by heading
activity where they will act they can correctly label
outside to ‘move around as a particple’
as particles changing parts of the water cycle
between states of matter and justify their
to recap their reasoning.
Development: understandings from week
Ø Students will know that
2.
- EXPLICIT TEACHING: they can identify the
Explicitly deliver information about the states of matter that
following terms: align with each phase of
A video explaining the the water cycle by
Evaporation (liquid to gas) water cycle will be played verbalising them and
Condensation (Gas to liquid or solid) (Figure 4.0), and then showing them through
Precipitation (rain, hail or snow forms) during the video, students diagrams.
Formative assessment: Can the students will have the chance to
match the definitions in their table groups or collaborate to answer the
individually with aid from the video? questions on the sheet
(Figure 4.1).
Consolidation and practice:
Conduct a ‘cloud in a jar’ experiment’
(Figure 3.2) with students doing the Students are actively
experiment listening during short and
Ask guided questions throughout the brief explicit teach of
experiment: definitions of evaporation,
10 minutes
“What is the change in state occurring right condensation, and
now?” precipitation. They will be
“What is this process called?” answering guided
questions throughout the
Provide students with a worksheet to fill explicit teach.
out,(Figure 3.3) after the experiment to
ensure students are on track, and help guide Students will be actively
them if they are stuck. involved in doing the
experiment (Figure 4.2) 15 minutes
Students will be expected
Conclusion- reflection: to talk the teacher through
the water cycle process
and changes in states of
 Debrief lesson by questioning students about
learning intentions to consolidate their
learning
“What did we take away from this lesson
about how states of matter change within
weather?”
“Can water turn into vapour without heat?”
“Why or why not?”
Give students a feedback sheet to fill out
which will guide the next lessons and the way
in which we deliver content or activities.
Lesson 3 Slides: (slide 17-26)
https://www.canva.com/design/DAFxYJlwSGU/WKkfDC9PfhJc73SiQGnDqg/edit?utm_content=DAFxYJlwS
GU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
RESOURCES:
Figure 4.0 - Water Cycle Video:
https://youtu.be/Oq8iCsV4woE?feature=shared
matter in detail, to
consolidate their learning
while filling in an
observation sheet (Figure
4.3))
Students will consolidate
their learning at the end of 10 minutes
the lesson through a group
discussion that connects
with the experiment
Students will receive and
complete a feedback
sheet to fill out which will
guide the next lessons and
the way in which we
deliver content or activities
(Figure 4.4)
RESOURCES:

Figure 4.1 – Water Cycle Worksheet Figure 4.2 – Experiment Task Sheet
Figure 4.3 – Observation Sheet Figure 4.4 – Observation Sheet

Lesson 4
Students will use prior
knowledge from previous
lessons to differentiate
between a solid, liquid, and
gas using their properties
and definitions.
Students will connect
through individual
challenges to achieve
deeper understanding of
questions and tasks.
Students will self-direct their
learning through using
group tasks and creating
learning opportunities using
their interests.
2. Quality learning
environment:
2.6 Student Direction
1. Intellectual Quality:
1.2 Deep Understanding
3. Significance:
3.4 Inclusivity
Higher Order thinking to assess formatively- Recapping on particle
teaching an online lesson. movement from previous week
Transition: N/A (Not much teaching of new
Students will need to listen
concepts within this lesson)
Introduction: to the recap slide, as well
as read through and Learning from previous 3 weeks
Recap on the last 3 weeks with what students download previous consolidated with interactive
5 mins
have learnt or should be up to – and provide resources if extra activities to assess formally
students with resources/slides from last 3 recapping is needed
lessons if needed.
Development 1:
Students will watch the
Provide students with online form to fill out ‘science of pancakes’
while watching the ‘science of pancake’ video (Figure 5.0) and fill
video (Figure 5.0) out the Microsoft Forms
quiz (Figure 5.1) before or
10mins
after watching the video
Development 2:
Provide instructions for master bake off
Students will individually
challenge –
need to use their
On the board and in task sheet will be a knowledge on solids,
scaffolded list of what the students need to liquids and gases in a
consider and utilising the appropriate master bake off.
metalanguage throughout the unit. No new
Students will get to create 20mins
terms will be introduced in this lesson.
their own MasterChef
challenge where they
think of a particular food
which interchanges
between all states of
matter.
- Utilising the task shet and
resource (Figure 5.2) using ,
words or diagrams to
demonstrate their
understanding of the
Consolidation and practice: movement of particles
and how the effects of
PROBLEM SOLVING GAME : Blooket(Figure temperature change can
5.3) influence their food of
choice.
Explicitly explain what is required (short
brief explanation)

Direct the students through a scaffolding Students will need to solve

game. problems and answer
questions which relate to
Questions and challenges that real-life situations
encourage success for the students to regarding the states of
solve a challenge/puzzle. matter. They will need to
5 Minutes
determine the physical
states of matter and the
causes of that change,
Conclusion- reflection:
specifically what energy
Debrief lesson by providing students with a a had caused that state to
feedback sheet (Figure 5.4)to fill out which change.
will guide the next lessons and the way in
which we deliver content or activities . Students can direct
themselves throughout
their own journey based
off of which problem they
decided to solve but they
will need to solve these
problems to successfully
accomplish the challenge.

Students will receive and

complete a feedback
sheet to fill out which will
guide the next lessons and
5 Minutes
the way in which we
deliver content or activities
(Figure 5.4)
 Lesson 3 Online Presentation:
https://www.canva.com/design/DAF0YWwcANs/lrAZD0XOjjYn-SrIU-
6Ncw/edit?utm_content=DAF0YWwcANs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Figure 5.0: Pancake Science Video: https://youtu.be/jWVbrFLvp2g?feature=shared

Figure 5.1: The Science of Pancakes Quiz: https://forms.microsoft.com/pages/responsepage.aspx?id=Xb0tbGCPxEan_hWlmT-
8pW2iYGDJGiZDsPTZO9gyJXFUQ1dBUU5VUDNZNUpQVUZYQjJFVlNYRFFGSS4u
Figure 5.2: Masterchef Bake off Task Sheet:
Figure 5.3: Feedback Form
https://forms.gle/oLiYdZWpLcqWB12e9