SCIENCE

Planning
Document
Primary &
Secondary
University of
Notre Dame

English

Students will use procedural

texts.
Students will communicate
understandings about heat
conduction verbally and in
written form.

CONCEPT MAP
(option 1)

Religious Education / Spiritual

Education

Maths

Students will be required to

draw conclusions from data.
Students will be required to
order items from the fastest to
the slowest.

Concept: Heat Conduction

Term: 4
Weeks: 5-10
Science / Technology & Enterprise

Health & Physical Education

Students will use KidsBlog as a form of reflection of

learning, and formative assessment.
Students will use the internet to investigate concepts.
Students will explore the idea of heat conduction
through conducting experiments involving the transfer of
heat and insulators.

Geography

History

The Arts

FORWARD PLANNING DOCUMENT

TERM/WEEKS:
4, weeks 5-10

Literacy
- Poster creation.
-Following
procedures.

term

YEAR LEVEL: 3

Numeracy
- Timing experiments
-Graphing results

AUSTRALIAN CURRICULUM

LEARNING AREA/TOPIC: Science- Heat

ICT
- Maintain a blog
- Research concepts

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

Critical and creative

thinking
-Consider questions
- Determine possible
solutions
-Draw meaning from
experiments

Ethical Behaviour

Asia and Australias engagement with Asia

General Capabilities:
Personal and social
Competence
- Collaboratively work
in small groups
- Contribute to class
discussions

Intercultural
Understanding

Sustainability
- Disposal of materials after experiments

5Es- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about heat conduction

To elicit students questions/ prior knowledge about heat conduction

Diagnostic assessment used- in this lesson you will find out what the students already know about heat conduction. This will allow you to take account of students existing ideas when
planning learning experiences

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

(ACSSU
049)

Science
as a
Human
Endeavo
ur

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Students will
explore their prior
knowledge through
making predictions
related to
conduction.
Students will be
able to investigate
the idea of
conduction through
experiment with
melting chocolate.

Diagnostic
assessment of
students current
understandingsUnit checklist,
KidsBlog, KWL
chart

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Science
Inquiry
Skills

(ACSIS
215)

1.

2.

Introduction:

Students are asked what the term transfer of heat means

to them.

The story of Goldilocks is viewed on YouTube.

A class discussion is held on the question of why

Goldilocks' mouth got hot when she ate the porridge.
Activity:

The students are put into groups of three and assigned

their group roles.

The managers are to collect yellow and blue sticky notes.

On the yellow sticky notes the groups are to write any

questions relating to the transfer of heat abiding by group
roles.

On the blue sticky notes the groups are to discuss and

write what they known about heat transfer.

The sticky notes are submitted onto a KWL chart.

The students will apply their ideas of the transfer of heat

What is the
transfer of
heat?
What do
you know
about heat?

Yellow sticky
notes
Pink stick
notes
KWL chart
Freddo heads
Pens/pencil
Unit checklist
(appendix 1)
Goldilocks
and the Three
Bears
YouTube
video:
https://www.y
outube.com/w

by playing the game Freddo Melt.

Conclusion:

A class discussion is help on why they decided to place

their Freddo where they did and which method seemed
the most effective.

Students are moved to the computers and are to make

their first entry into their KidsBlog account which will
include a description of the task, what they knew before
hand, and what they learnt.

atch?
v=GboQ3Jxp
ptM
Smart Board
Computer
Freddo melt
game sheet
(appendix 5)
Computers
KidsBlog

Catering for learner diversity:

Practical demonstrations

Group work

Visual methods of teaching.

The sharing of ideas.

Extension: why was that the most effective place to put

the Freddo?
Health and safety considerations

Allergy risks- Lactose intolerance.

Prior to the lesson, review the
students allergies and reaction
response procedures. Alternatively
the students with allergies can hold
their chocolate in their hand.
Choking hazards- be vigilant of
students observing that they are not
chocking.

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Science
Inquiry
Skills

(ACSSU
049)

(ACSH
E051)

(ACSIS
215)
(ACSIS
055)

5Es- EXPLORE (2-3 lessons)

To provide hands on, shared experiences of transferring heat

To support students to investigate and explore ideas about heat conduction

Formative assessment

SPECIFIC
LESSON
OBJECTIVE

1.

Students willl
recognise that heat
moves from a hot
item to a cold item
through observing
that the heated item
becomes cooler

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

FORMATIVE

Introduction:

Students review what it is they saw in the previous lesson

on heat, adding to the KWL chart

Observation on
three students
related to their
group
participation

Activity:

The concept of conduction is discussed (question 1).

KEY
QUESTIONS

1.
2.

What is
conduction?
Where do
you see this
in your
homes?

RESOURCES

Ice cubes- 3
per group
Alfoil
Cling wrap

(ACSIS
057)
(ACSIS
060)

2.

3.

throughout an
experiment.
Students will be able
to make comparisons
between the rates of
conduction between
different materials.
Describe the reason
for the materials used
to create cooking
items such as pans
through the
investigation into the
most effective heat
conductors.

and application
of knowledge.
Unit checklist

The class will brainstorm collectively the question of

'where in your homes do you see heat conduction and
what are the materials are made of?' (question 2)
Students are put into groups of three and are assigned
their group role.
Students are then posed with question: 'which material
will be a better cheat conductor: Alfoil, plastic, or paper?'
In their groups, students are to produce an explosion with
the effort of answering this question. The teacher will
show them an example of an explosion chart for the
question.
The experiment is introduced and individual predictions
are made and recorded on worksheets.
Before the experiment is undertaken, a class discussion
on the rules/ safety considerations of the experiment e.g.
when it is considered melted (question 4) and recorded on
the students work sheet.
The group Managers are to collect the experiments
materials
Students are moved to a sunny spot around the school.
In their groups, and using their assigned group roles,
students work through the experiment.

3.

4.

Which
material will
make the
ice melt
fastest?
What rules
do we need
to follow
when
conducting
this
experiment
?

Conclusion:

The speaker from each group presents their findings.

These are then discussed as a class.

KidsBlog: the blog should include a description of the

activity, what they child feels they learnt and any
questions they may still have.
Catering for learner diversity:

Class discussions

Visual representations

Example work

Practical work- for visual and kinaesthetic learners.

Extended: discussion on what they think is happening.

Health and safety considerations

Sun safety: the students will need to

have their hats and sunscreen in
order to protect them from UV rays.
Consumption risks: students will be
advised not to drink the ice when it
melts as it may be contaminated.

5Es- EXPLAIN (1 lesson)

To support students to develop explanations for experiences and make representations of developing conceptual understandings

Paper
Summary of
conduction-1
per student
(appendix 6)
Experiment
sheet- 1 per
student
(appendix 7)
Example
brainstorm
(appendix 11)
Stopwatchone per group
Unit checklist
(appendix 1 )
Observation
record
(appendix 2)
Masks
Group role
badges
(appendix 12)

WEEK
/
LESS
ON

33

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Science
Inquiry
Skills

(ACSSU
049)

(ACSH
E051)

(ACSIS
060)

1.

2.

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Students will
produce a poster
which provides an
explanation of their
understandings of
heat conduction.

FORMATIVE

Students will
elaborate on their
understanding of
the transfer of heat
through the
provision of
examples.

Unit checklist
Observations of
three students
on their
application of
reasoningacquired
through
questioning.
Rating scale

Formative assessment

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Introduction:

A class discussion is held on the students perceived

understanding of the meaning of conduction and real
world examples.

The KWL chart is added to.

Activity:

The teacher introduces the task of creating a poster to

explain and share the students individual understandings
of heat conduction.

The teacher shares an enlarged example of the

completed poster and explains the structure, focusing on
how to graphically represent the process of heat
conduction.

Individually students will produce a poster explaining what

conduction is. It will include a heading, information about
the topic including illustrations and written, and examples.

Conclusion:

Students are selected to show the class their posters,

sharing what the information they included.

The information is discussed and the child is questioned

further.
Catering for learner diversity:

Extension: Using the internet, investigate where else

conduction is seen in areas outside of the home.

The students have access to the information sheets

handed out in previous lessons.

Example poster will be shown to prompt thinking and

understanding of the task.

Students at educational risk will be assisted through

question prompting and peer assistance.

Health and safety considerations

KEY
QUESTIONS

What is
conduction?
What are
What are
examples of
conduction?
How could
you draw
conduction?

RESOURCES

KWL chart
Sticky notes
A3 poster
paper
Computers
Textas
Glue
Craft
equipment
Conduction
summary
sheets
(appendix 6)
Example
poster
(appendix 13)
unit checklist
(appendix 1 )
Observation
record
(appendix 2)
Rating scale
(appendix 3)

WEEK
/
LESS
ON

4
4

5Es- ELABORATE (1-2 lessons)

To challenge and extend students understandings in a new context or make connections to additional concepts through a student planned investigation

To use investigative/ inquiry skills

Summative assessment of science inquiry skills

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

Science
as a
Human
Endeavo
ur

Science
Inquiry
Skills

(ACSSU
049)

(ACSH
E051)

(ACSIS
060)
(ACSIS
215)
(ACSIS
055)

1.

2.

3.

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Recognise and
describe what an
insulator is through
a class discussion.
Make comparisons
between the
effectiveness of
materials to
insulate heat
through the use of
observation skills
involving touch.
Make informed
predictions on the
materials
effectiveness to
prevent
conduction.

SUMMATIVE
- Science
Inquiry Skills

Unit checklist
Observations
on three
students on
their level of
understanding
of content
through the use
of specific
questioning.

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

Introduction:

A class explosion chart will be created to review the

current unit content.

The KWL chart is added to.

The teacher adds their own question to it: does anything

stop the transfer of heat?

Activity:

A class discussion will be held on the topic of what

insulators are- see questions column.

Activity 1 is introduced: Ouch! My Milo is hot.

Students are put into groups of three and are assigned

their team roles.

Each group is given the scenario sheet which the teacher

reads aloud and the students follow along.

The work sheet is distributed and the task is read through

and discussed.

While completing the task, the students fill out their

worksheet. The students are encouraged to discuss
conclusions and ideas throughout the experiment.

Conclusion:

The speaker of each group shares the teams conclusion

for the experiment, explaining their answer.

KidsBlog: students will be required to blog what they did

in todays lesson, what they learnt, how they felt and any
questions they have.
Catering for learner diversity:

Group work allows for peer assistance.

The teacher works with the group where the students at

educational risk are, prompting them with questions.

Class discussion is held to remind students of past

concepts and help them to better understand the present
task.

Practical work

Does
anything
stop the
transfer of
heat?
what is an
insulator?
Have you
seen
anything
that stops
the transfer
of heat
around the
house?
Which cup
do you think
will stop the
transfer of
heat most
effectively?
Why?

RESOURCES

Whiteboard
Whiteboard
markers
KWL chart
Sticky notes
Foam, plastic,
glass and
ceramic cups1 per group.
Hot water
Scenario
sheet
(appendix 8)
Recording
sheet
(appendix 9)
Unit checklist
(appendix 1)
Observation
record
(appendix 2)
www.kidsblog
.com
Computers
Team role
badges.

Extension: students consider the question "why is it a

good thing that glass is not an effective insulator?"
The work sheet and scenario sheet are read aloud to
cater for differing reading capabilities.

Health and safety considerations

Burns: the water is heated. The

water should be heated only until
warm rather than hot. Burns
treatment kit needs to be on hand.
Students should be advised not to
drink the water.

WEEK
/
LESS
ON

AUSTRALIAN
CURRICULUM
LINKS
Science
Underst
anding

555

5Es- EVALUATE (1 lesson)

To provide opportunities to review and reflect on their learning about heat conduction and represent what they know about heat conduction

Summative assessment of science understanding

(ACSSU
049)

Science
as a
Human
Endeavo
ur

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Demonstrate an
understanding of
the unit content
through the
completion of a
multiple choice
test.
Determine their
self perceived level
of understanding of
the content
through the
completion of a
self-assessment.

SUMMATIVE
- Science

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURCES

Science
Inquiry
Skills

1.

2.

Understandin
g

Score sheetmultiple choice

test score
Unit checklist
Selfassessment

Introduction:

Students are informed that they are going to be

undertaking a multiple choice quiz to see how much they
have learnt.

The process of the testing situation is reviewed.

Activity:

Students undertake the multiple choice test.

The test is collected.

The teacher introduces the self-assessment activity.

The teacher models the procedure for completing the selfassessment.

Conclusion:

In a class discussion the unanswered questions on the

KWL chart will be discussed and answered with the aid of
technology, including the internet.

KidsBlog: the students will produce a final entry explaining

how they felt about the unit, any questions they may have,
and what they would like to know more about.

What must
we do when
taking a
test?

Multiple
choice quiz- 1
per student
(appendix 10)
Selfassessment
sheet
(appendix 4)
unit checklist
(appendix 1)
www.kidsblog
.com
Computers
KWL chart

Catering for learner diversity:

The teacher reads out the questions and options for each
question through the multiple choice quiz.

Students have the option of working ahead of the others

throughout the multiple choice quiz.

Extension: students attempt to answer the unanswered

questions on the KWL chart.

Health and safety considerations