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TERM/WEEKS: T4 WK1-5 YEAR LEVEL: 3 LEARNING AREA: Science

TOPIC: Chemical Science
WESTERN AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ WA SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS

Week 1 Chemical By the end of this Diagnostic: INTRODUCTION:

Lesson 1 Science: lesson students will Mystery box: Seeing Mat session – 2 mystery boxes. One box has water in it, the other has pebbles. 2 student volunteers are chosen to stand in front 2 mystery boxes
A change of state be able to: what vocabulary the of the class. The volunteers are blindfolded and place their hand in the box with the water in it. Together they must describe filled with water
ENGAGE – between solid and students use to with it feels like, sounds like and smells like. The other students are to guess what the object might be based on the and pebbles
create interest liquid can be Determine describe solids and descriptions. Reveal the object to the students. Repeat the process with the box of pebbles.
and stimulate caused by adding appropriate liquids. Can they Ask students: what makes these 2 objects different? 2 blindfolds
curiosity. or removing heat categories for sorting differentiate
Reveal and (ACSSU046) a variety of items between the objects LESSON BODY:
compare based on their based on Introduce the students to the group work roles in the science classroom. Refer to the poster and show the students the lanyards Role allocation
students pre- Questioning and properties and characteristics? they will receive to remind them of their role and what it requires. lanyards x 21
conceived predicting: characteristics. - Speaker: Asks the teacher and other team speakers for help, speaks on behalf of their team during discussion
ideas With guidance, Quiz: - Director: Makes sure the team understands what to do, keeps team on task and following directions
identify questions Students write their - Manager: Collects and returns equipment, reports if any equipment is damaged
in familiar predictions on the Discuss with students the appropriate way to fulfil your roles.
contexts that can whiteboard in
be investigated answer to what EXPLAIN ACTIVITY Collection of
scientifically and changes they think Students are working in groups of 3 at their tables. Each group receives a collection of items and 2 boxes. In their groups, items in zip lock
make predictions might happen when students must decide on a category that they can sort their items into (states of matter, colour, size, texture). The students write bags x7
based on prior items are exposed their category on the laminated tile and blue tack it onto the corresponding box
knowledge to different Boxes x 14 (or
(ACSI053) temperatures/heat The students then work in their groups to sort the items into their boxes. Encourage the students to choose 1 object at a time alternatively use 2
and collaboratively decide on which box it belongs to. desks and label
them)
Discuss safety considerations
- If anything spills tell the teacher and she will help you clean it up Laminated tile
- Even though some of the items you can eat. In the science classroom we don’t eat anything x14
Whiteboard
Allocate students into random groupings by numbering them off. marker x 7

Early finishers: Choose a different category to sort the items into. Don’t inform the students that they will sort the items into
another category until the first group finishes. Reiterate to the students that if their group doesn’t get up to the second sorting
that is ok!

Questioning: Ask each group what categories they sorted their items into and why (speaker to reply). Did any groups choose to
sort the items into states of matter? Regardless if they do or don’t, discuss what states of matter means with the students.
(Refers to whether an object is a solid, liquid or gas. For example the water is a liquid, the rock is a solid. What might paint be?
Chat with your group for 20 seconds and see if you can figure out what it is and why? Repeat this process for a few items)
 CLOSURE:
Mat session- teacher holds up a glass of water. Write on your whiteboard what you think might happen if I leave the water in the Glass of water
freezer for a whole day. Would the water change? If so how? Think-pair-share with a partner if you need some help. Students Whiteboard and
show the teacher their answers. Discuss answers. marker x 21
What if I left this gold coin in the freezer for a whole day? Would it change in the same way that the water would? Students
verbally respond.
What if I left my water in the sunshine for a whole day? Would it change? Give the students 20 seconds of silent think time.
What about an ice-cube? Students write their answers on the whiteboard. Ask students to share with the class what they think
might happen.

CATERING FOR DIVERSITY:

High achievers: the closure mat session will allow students to apply their knowledge of the states of matter and how they can
change (with heat or cooling).
In the sorting activity, prompt the high achieving students to consider more complex ways of grouping. Ask these students
specific questions about certain items. Eg. have set and liquid jelly. What do you notice about some of the items on the desk? If
you smell these two cups do they smell the same? Why might that be? (Encourage students to consider that it is the same item,
just a different state of matter)

Support students: Students are working in groups so can support each other through the task. By allowing the students to
choose the categories that they sort the items into, the students can choose a complex concept (stats of matter) or a simple
concept such as colour.

SAFETY CONSIDERATIONS:
- Role allocations: this should limit the number of students moving around the room.
- When we move around the classroom we walk
- Students are not to consume any of the items or materials
- The materials are all in plastic zip lock bags to secure the contents
- Students are reminded to explore the materials but be gentle and to not open the zip lock bag.
- If something spills or an accident occurs, tell the teacher straight away

FORWARD PLANNING DOCUMENT

TERM/WEEKS: T4 WK1-5 YEAR LEVEL: 3 LEARNING AREA: Science
TOPIC: Chemical Science

WESTERN AUSTRALIAN CURRICULUM

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ WA SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS

Week 2 Chemical By the end of this Formative: INTRODUCTION:

Lesson 1 Science: lesson students will Observation: Show the students the blank word wall and tell them that it is there job to fill it with scientific terms and pictures that are all Cardboard and
A change of state be able to: Monitor students about states of matter and heat. pencils to write
EXPLORE – between solid and during the Pin up 7 words: with
provide liquid can be Predict outcomes experiment. Which - Melt
experiences of caused by adding when adding and/or students - Freeze Pins
the concept. or removing heat removing heat from understood the - Temperature
Explore (ACSSU046) specific objects instructions and - Heat
students concept and were - Predict
questions and Questioning and Observe the changes able to complete - Remove
test their ideas predicting: in materials when heat the worksheet - Add
With guidance, is added through Students are given a number 1-7. They must find their peers with the same number. Together, they then must re-word the term Individual ipads
identify questions collaborating with into a simple definition and think of an example where possible. Students regroup and one term is discussed at a time, with
in familiar Record their findings their peers? Which any student who researched that term invited to contribute to creating a definition. Once the definitions have been established,
contexts that can through use of a story students needed nominate a student to write it out and pin it to the word wall. Repeat process with remaining 6 words.
be investigated board more help?
scientifically and Set up a new blog page with the students. Explain that this will be where they keep all the information they learn about adding
make predictions Anecdotal notes: and removing heat from solids and liquids. The teacher might upload some questions for you to answer, or you might just write
based on prior Use the students your own reflection about what you learnt or found interesting.
knowledge responses on their
(ACSI053) blog as a way to LESSON BODY:
gauge students TEACH: We call things that are runny liquid. For example apple juice. Who can think of something else that might be a liquid?
Planning and understanding We call things that keep their shape a solid. For example a rock. Who can think of something else that might be a solid?
conducting:
With guidance, Students are broken into groups of 3 based on class dynamics (teacher has a list prepared - with role allocations too)
plan and conduct The manager from each group will collect the resources for their group. Each group will receive a zip lock bag of apple juice, a
scientific straw, a ice cube of apple juice (will retrieved later) and a worksheet. Once students have all the resources they need, move Pre-allocated
investigations to outside. groups and roles
find answers to 7x Zip lock bag of
questions, How might we remove heat from an object? How might we add heat to an object? Students to raise their hands in response. apple juice, apple
considering the juice ice cube,
safe use of Ask students: What might happen if you remove heat from the apple juice? Each student will write his or her prediction on the straw, worksheet
appropriate worksheet.
materials and Ask students: What might happen if you remove heat from the straw? Each student will write his or her prediction on the
equipment worksheet.
(ACSI054) Students write their name on the juice bag and two nominated managers take the bags and straws to the staffroom. Put some
bags/straws in the fridge and others in the freezer. The same students collect the icetray from the freezer and bring it back to
the class with them.
Each manager then collects an ice cube and puts it in the plastic container.
Ask students: What might happen if you apply heat to the apple juice ice cube? Each student writes his or her prediction on the
worksheet.
Students test their prediction by placing the ice cube in the full sun for 5 minutes. One the timer goes off, students look at their
 container to establish what changes happened. Record their findings on the worksheet.

The students pack up and wash their resources and the manager returns them to the teacher. The groups reassemble and
discuss the results from their experiment and make sure their results are all the same.

CLOSURE:
Students take out their online blog. The teacher has set 3 questions for the students to answer: Questions pre-set
What were some changes that happened when your materials had heat added to them? to the students
What were some things that stayed the same? individual blogs
Why do you think that the chocolate and juice spread when it melted?

Once students have finished they can insert images and add the new vocabulary from the word wall to their blog.

CATERING FOR DIVERSITY:

High achievers: these students will still have 3 questions in their closure, however question 1 and 2 will be combined and
question 3 will be an extension question.
Extension question: why do you think some materials change when heat is added/removed and others don’t?

Support students: these students will only have to answer question 1 and 2, as question 3 is more of an applied thinking
question, which may prove difficult. Question 3 will be replaced with a simplified question.
Simplified question: define the word melted.
The teacher will guide all the students through the activity and worksheet, ensuring everyone is working at the same pace. This
will allow students who are struggling to ask questions and/or be guided by the teacher to complete their worksheet.

SAFETY CONSIDERATIONS:
- Role allocations: this should limit the number of students moving around the room.
- When we move around the classroom we walk
- Students are not to consume any of the items or materials
- If something spills or an accident occurs, tell the teacher straight away

FORWARD PLANNING DOCUMENT

TERM/WEEKS: T4 WK1-5 YEAR LEVEL: 3 LEARNING AREA: Science
TOPIC: Chemical Science

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ WA SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS

Week 3 Chemical By the end of this Formative: INTRODUCTION:

Lesson 1 Science: lesson students will Round robin/ Mat session – Pass a few candles around for students to feel and smell. Students are to describe how it feels and smells. Candle and
A change of state be able to: graffiti wall: Ask students: is this candle a solid or a liquid? matches
EXPLAIN – between solid and In their groups Students are to make a prediction about what they think will happen to the candle once it has been lit. Will it change? How
introduce liquid can be Observe the changes students brainstorm might it change? Students are given 10 seconds of think time, then they share their prediction with a partner. Teacher calls on
conceptual caused by adding in materials when heat a variety of a partnership to share. If any group had a different prediction they can share too.
tools for or removing heat is removed materials and Light the candle and leave it to burn for the remainder of the lesson. Tell students we will test our predictions in 45 minutes
scientific (ACSSU046) whether they are time.
explanations Define a solid and a solid/liquid and
Questioning and liquid and provide melt/don’t melt. LESSON BODY:
predicting: examples of each Tests their Nominate a few students to retrieve the frozen bags and straws from the freezer. Design brief
With guidance, understanding of Ask students: what were some of the predictions you made about the apple juice removing heat/freezing?
identify questions Demonstrate their adding and What were some of the predictions you made about the straw freezing?
in familiar ability to work with removing heat Students assemble into the same groups as last lesson, retrieve their frozen items and complete their worksheets based on the
contexts that can their peers to observations.
be investigated formulate responses Anecdotal notes:
scientifically and Use the students Define a solid and liquid. Worksheets and
make predictions responses on their Solid: Has a fixed shape. resources from
based on prior blog as a way to Liquid: shape depends on the container it is put into. last lesson
knowledge gauge students
(ACSI053) understanding Demonstrate to students- put a liquid into a container and a solid into a container. See how the liquid changes its shape to fill
the container, but the solid stays the same.

Update the word wall with new pictures and terminology based on students input.
- Solid
- Liquid
- Container
- Do all materials melt/freeze?
- What are some words to describe a solid?
- What are some words to describe a liquid?
Students are to go in groups of 2 or 3 to find the definitions to these words and answers to the questions. Students can draw A container, water
diagrams or pictures if they desire. and a marble

Students take out their blogs and answer the pre-set questions: Cardboard and
How is the frozen juice different from the unfrozen juice? pins
What is a solid? Give some examples
What is a liquid? Give some examples

Introduce the students to the design brief. Read it aloud to the class.
Students are randomly grouped into groups of 5. Each student will start off with a poster. The 5 posters all have different Individual Ipads
categories:
- Materials that might melt
- Materials that might not melt Posters x21
- Materials that I’d like to test Different coloured
- Materials that I know are solids pencils
- Materials that I know are liquids
Each student will use a different coloured pencil and has 30 seconds to write on the poster. At the end of 30 seconds they must
pass the poster to the next person.
Tell students: it is okay if your writing is messy or if you are unsure. Just put down what you think. You might be able to use the Blog
same idea on a few posters so don’t cross anything out if it is wrong or repeated.

CLOSURE:
Bring out the burning candle.
 Ask students: how has it changed? What has changed? Is it still a solid? What do you predict will happen if it continues to burn
for another hour?

CATERING FOR DIVERSITY:

High achievers: the teacher allocates tasks for these students to complete for the word wall (the more challenging questions).

Support students: the teacher allocates tasks for these students to complete for the word wall (the simpler
questions/drawings).

SAFETY CONSIDERATIONS:
- Role allocations: this should limit the number of students moving around the room.
- When we move around the classroom we walk
- Students are not to consume any of the items or materials
- If something spills or an accident occurs, tell the teacher straight away
- Once the candle has been lit it remains on the teacher’s desk and students do not go near it until the end of the
class. Only the teacher touches the candle once lit.

FORWARD PLANNING DOCUMENT

TERM/WEEKS: T4 WK1-5 YEAR LEVEL: 3 LEARNING AREA: Science
TOPIC: Chemical Science

WESTERN AUSTRALIAN CURRICULUM

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ WA SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS

Week 4 Chemical By the end of this Summative: INTRODUCTION:

Lesson 1 Science: lesson students will Electronic blog: Go over the design brief again with the students. Design brief
A change of state be able to: Assess the student’s Draw a rough diagram on the whiteboard of what I’m thinking about creating. It has chocolate windows, walls made of marbles
ELABORATE – between solid and ability to conduct an and roof made of apples etc (get students ideas flowing). Today you need to test a variety of materials that you might like to
use and apply liquid can be Conduct an experiment and design your house out of. Write the key requirements from the design brief on the board for the students to refer to.
concepts and caused by adding experiment to test the record the data
explanations to or removing heat effect of heat on 12 appropriately. LESSON BODY:
new contexts (ACSSU046) different items Students are grouped into 3. Teacher will pre-allocate these groups (one low, middle, high achieving students where possible).
Electronic blog:
Questioning and Collect data from the Gives insight into EXPLAIN ACTIIVTY:
predicting: experiment by the students Each group will receive a cupcake baking tray and a collection of items/materials (students must choose 12 different
With guidance, recording the results understanding of items/materials that they are interested in testing). The students will put one item in one hole on the tray. Students must then
identify questions in a table. why some things write down all the items/materials that they will be testing. As a group, students will predict which item will melt first to which 7x cupcake trays
in familiar melt and why others item will melt last/wont melt/will be the hardest to melt and number the items on the left hand side of the table. 7 x each of the
contexts that can don’t. Students then move outside into the sun with their trays. Students start the stopwatch as soon as they find a spot in the sun. items/materials
be investigated Students must record the time at which an object started melting and what order the objects melted in. to test
scientifically and Students take a photo of the table they completed and components of the experiment. 7 x stop watches
make predictions 21x tables
based on prior At the end of a 10-minute time frame, the students pack away and move back inside with their groups.
knowledge On their electronic blog students must upload the images they took and reflect on the experiment. There are also questions for
(ACSI053) the students to answer:
Why do you think some items melted faster than others?
Planning and Do you think it is possible for all the items to melt eventually? Why/why not?
conducting:
With guidance, TEACH:
plan and conduct All items can in fact melt, but they all are made of different materials and those materials decide whether or not they will melt
scientific quickly or take a long time. Some materials also need a much hotter heat applied to them before they melt. For example the
investigations to chocolate can melt in our hand or in the sun, which means it melts easily and doesn’t need much heat to melt. However, a
find answers to marble won’t melt in the sun, but it will melt if it placed in the fire for a long time. This is because the marble needs a hotter and
questions, longer heat to melt it. Whether it melts in hot heat or cooler heat, depends on the materials the item is made up of.
considering the
safe use of CLOSURE:
appropriate Ask students: what are some different ways that we can add or take heat away from a material or item?
materials and Students are to think-pair-share with their partner, then share their response with the class. (eg. Freezer, fan, microwave, sun)
equipment
(ACSI054) Bring out a hairdryer.
Ask students: do you think the heat from the hairdryer will melt the chocolate faster than the sun melted it?
Processing and Test melting the chocolate with the hair dryer and time the experiment. Compare the time it took to melt the chocolate with the
analysing data: hair dryer vs in the sun.
Use a range of Ask students: why do you think the hairdryer melted the chocolate faster than the sun? (Because the heat is more direct and
methods therefore stronger. If the sun were as close to the chocolate as the hair dryer was it would melt it faster). Hairdryer
including tables
and simple
column graphs to CATERING FOR DIVERSITY:
represent data High achievers: the high achievers will be given the role of director for their group as they will likely have the greater
and to identify understanding of the task, the requirements and what potentially should happen with the items.
trends
(ACSIS057) Support students: these students are supported through this lesson in their groups. These students can have a more hands on
role, being the time keeper or recording the results into the results onto the table for the group.

SAFETY CONSIDERATIONS:
- Role allocations: this should limit the number of students moving around the room.
- When we move around the equipment we walk
- Wear your hats outside to prevent sun burn
- Students are not to consume any of the items or materials
- If something spills or an accident occurs, tell the teacher straight away
- Ensure the teacher has pre cut the items to prevent students having to/sharps risk
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: T4 WK1-5 YEAR LEVEL: 3 LEARNING AREA: Science
TOPIC: Chemical Science

WESTERN AUSTRALIAN CURRICULUM

General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ WA SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES
LINKS

Week 5 Chemical By the end of this Summative: INTRODUCTION:

Lesson 1 Science: lesson students will Portfolio work: Students are given a link to the class share document. In a 3-minute time frame, students brainstorm all the things they know Individual Ipads
A change of state be able to: The students will about solids, liquids, changing states of matter, adding and removing heat etc. Students must read the brainstorm to ensure
Evaluate – between solid and upload their they don’t contribute the same idea/point as one of their peers.
students review liquid can be Respond to the response to the Prompt students with questions or ideas that haven’t appeared on the brainstorm yet.
and reflect on caused by adding builder by creating an builder onto Seesaw
their learning or removing heat email, Imovie or voice for the parents and LESSON BODY:
and new skills (ACSSU046) recording, using the teacher to see. The EXPLAIN ACTIVITY:
checklist to guide the teacher will use a Students are to communicate their findings to the builder (design brief), based on the data from the melting experiment.
Evaluating: contents of the reply. rubric, similar to the Students can reply to the builder through email, voice call (voice recoding) or by video call (Imovie). In the reply students must
Reflect on students checklist, include: (each student will receive a checklist to keep them on track) Checklists
investigations, to mark their work - An explanation of the experiment
including whether - The variables (kept the same, changed, measured)
a test was fair or Quiz/ test: - What materials you would suggest the builder uses
not (ACSIS058) Helps the teacher to - What materials you would suggest the builder doesn’t use
see what concepts - Images of the testing and the table you recorded your results on
Communicating: the students have - Special features that you think might keep the house cool and prevent it from melting
Represent and understood from - Any other facts you’d like to tell the builder or questions you’d like to ask
communicate this unit of learning
observations, and which concepts Once students have completed their response to the builder, they upload their work to SeeSaw
ideas and need to be revisited.
findings using ** This activity could be extended into another 2 lessons, by getting the students to sketch and label a design that they would
formal and propose to the builder. Students could even try and construct their house using the physical materials and binding agents or
informal use technology to create a 3D version of the house. **
representations
(ACSIS060)
CLOSURE:
The teacher has a series of flash cards with multiple-choice questions on them. Each student has a whiteboard and a marker. Flash cards
The teacher will read out the question and give 3 possible answers to it. The students must write a,b or c on their whiteboard 21x whiteboards
based on the answer that they believe is correct. When the teacher says STOP, the students must turn their whiteboard to show and markers
the teacher. Teacher will reveal the answer and ask students who got the answer correct why they chose that answer
(explanation of the question).
Eg. A pencil is a:
a) Solid
b) Liquid
c) Neither/both

Teacher asks 3 open-ended questions where students must work out the answer.
Eg. If I fill my water bottle with water the water will take the shape of the container. Why is this?

CATERING FOR DIVERSITY:

High achievers: these students are required to complete all 6 components in their reply to the builder.
The open-ended questions in the quiz are targeted at the high achievers, although all students are encouraged to attempt
them.

Support students: these students are encouraged to answer the first 4 parts on the checklist. If they want to attempt the
remaining parts they are encouraged to.
- What you did in the experiment
- The materials you think the builder should and shouldn’t use
- Photos and images of the experiment
The teacher and peers are available for the student to ask for help

SAFETY CONSIDERATIONS:
Not applicable to this lesson