SCIENCE

Forward Planning Document

Year 5 Science (Chemical
Sciences)
Caiden Vales de Menezes
(20162805)
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 5 YEAR LEVEL: 5 LEARNING AREA/TOPIC: SCIENCE (Chemical
Sciences)
WESTERN AUSTRALIAN CURRICULUM
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ W.A. LINKS SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON OBJECTIVE (what & how) EXPERIENCES (include timing)

ENGAGE Science Students will be Lesson Motivation and Introduction Each station will
LESSON Understanding able to: Objective 1 have the
Solids, Liquids A marking key Placing Activity: At each group in the classroom, similar following:
To capture student and Gases have 1. Categorise to assess how objects will be placed on the desks (water bottle, juice box, - Water
interest and find out
what they know about different 5 materials students have deodorant, tub of ‘air’, rock, pencil). Students are to classify Bottle
States of Matter observable into States categorised the these items into groups (no teacher direction). Students will - Juice
To elicit students’ properties and of Matter states of matter. collaborate and decide. (Allow 5 minutes for this activity) Box
questions/ prior behave in categories - Deodora
knowledge about
States of Matter different ways (Solids, Lesson - Once the 5-minute timer is up, each group will explain nt
(solids, liquids and (ACSSU077) Liquids and Objective 2 their categories. At this time, no student can change - Tub
gases)
Gases) Anecdotal Notes what their group has done. Once all groups have shared, - Rock
Diagnostic assessment Science Inquiry using will be used for students will then have 1 minute to make any required - Pencil
used- in this lesson
you will find out what Skills catalogues. assessment. The changes. The teacher will ask students the following
the students already Construct and 2. Predict the teacher will questions: “How did you categorise the objects?” “Are
know about different
examples of states use a range of outcome of write comments there any similarities/differences between the objects?”
of matter. This will representations, an for how students Padlet Link:
allow you to take
account of students’ including tables experiment. move around in Padlet Activity: The teacher will pose this question to the
existing ideas when and graphs, to 3. Define the the activity students: “What is Matter?”. Using the iPads, students will Class iPad set
planning learning
experiences represent and states of based on access the Padlet and respond to the question. Students will
describe matter prompts. share their responses.
observations, (solids, Lesson Body
patterns or liquids and
relationships in gases) - Introduce States of Matter (Solids, Liquids and Gases)
data using to students. No definitions are provided to the students
digital as in the ENGAGE lesson, students illicit knowledge is
technologies as developed.
appropriate
(ACSIS090) Lesson States of Matter Game: (Conducted in Open Space in front of
Questioning Objective 3 classroom) Instructions for the game are as followed:
and Predicting
With guidance, A marking key Students are to predict the outcomes of each situation.
pose clarifying will be used to 1. Stand very lightly together and link arms with the
questions and ensure students person next to you. This replicates the atoms in a solid.
make have stated You cannot move away from each other and are packed
predictions various points to tightly together. The teacher will tell the students that
about scientific define the state heat is being applied to them. The following prediction
investigations of matter. In the question will be posed to the students: “What should
(ACSIS231) definition, you be doing?” (Possible answers: Moving apart from
students need to each other slowly) Inform students that when heat is
state the applied, particles move away from each other. Another
properties and question: “What is this process called?”
provide an 2. Students are spread far away from each other. The
example. To teacher will state that when cool air is applied, particles
guide the move close together. Students slowly move together.
teacher in
assessing Brainstorm It Activity: In the classroom, students will use
students, a their knowledge from the game and own prior knowledge. 6x 6 x 2m Butcher
model answer 2m butcher paper will be placed around the room (3 per half Paper
will be class). On each of the papers, students will work together and Pens/Marker
provided. create a graphic organiser/brainstorm on the following: state of
matter, properties of states of matter & examples etc). (10-15
minutes)

After the completion of this activity, one student from each

group will explain about the state of matter for the poster. Catalogues &
Magazines
Diagnostic Assessment: Using catalogues and magazines,
students will cut out images and place 5 for each matter in the Categorise This!
respective categories (Solids, Liquids and Gases). Students will Sheet
write a basic definition for each matter.

Lesson Closure
 3-2-1: On a piece of paper, students will be required to answer 3-2-1 Sheet
the following statements: 3 things they learnt, 2 things they
have a question about & 1 thing they want the teacher to know.

EXPLORE Science Students will be Lesson Motivation and Introduction

Understanding able to: Objective 1 YouTube Link:
Solids, Liquids 1. Conduct a Anecdotal Notes YouTube Clip: “Matter Chatter” to recap on the 3 states of https://www.you
To provide hands on, and Gases have science and Checklist to matter tube.com/watch?
shared experiences of
the properties of different experiment monitor if v=C33WdI64Fi
states of matter observable following students have ‘Properties of a Matter’ Activity Card: Based on the activity Y
To support students to properties and safety employed safety in the Engage Lesson. Students will complete a characteristic
investigate and behave in procedures. procedures to sort to identify characteristics that distinguish solids, liquids ‘Properties of a
explore ideas about
solids, liquids and different ways 2. Identify the conduct an and hand. Each pair, will be given a zip-lock bag that contains a Matter’ Activity
gases (ACSSU077) properties experiment. three column sorting pack (Liquids, Solids and Gases) and a Card.
of states of pack of properties (characteristics) cards. Students will be
Formative assessment Planning and matters Lesson directed to take out all cards out and arrange the properties
Conducting (solids, Objective 2: under the titles ‘Solids, Liquids and Gases. Students will be
Identify, plan liquids and Checklist to required to take an image of their completed activity and upload
and apply the gases) ensure all the it to SeeSaw. Teacher to go through the properties with the
elements of 3. Describe correct class.
scientific the method properties are
investigations to of changing listed for the Lesson Body Experiment
answer a solid to a state of matter. Activity Sheets
questions and liquid. 1. There are 3 activities that will be conducted during this
solve problems Lesson time. The class will be split into groups of 5. Each
using equipment Objective 3: activity will have 2 stations to allow students to have an
and materials Marking Rubric enjoyable and worthwhile experience (to avoid
safely and to see if students crowding). Each activity will conduct a 10-minute
identifying can identify the rotation. Students will complete an activity sheet per
potential risks process of station.
(ACSIS086) evaporation and 2. Each group member will be allocated a role Manager
what process (Leads the group through the experiment), Speaker
Decide variables was employed to (Will discuss observations to the class at the end),
to be changed ensure it Organiser (Check or Collect required equipment) Two 30 x Ice Cubes
and measured in occurred. The Recorders (Record observations of experiment iPads
fair tests, and teacher will use outcomes.
observe measure the SeeSaw Activity 1: Ice-Cube Experiment: Students will be given an
and record data videos to see ice-cube. The objective of this activity is to change the solid ice
with accuracy how students cube to a liquid in any way **SAFETY – Students should not
using digital use scientific eat ice-cubes or throw it their peers. Ensure iPads aren’t
technologies as literacy within damaged**
appropriate their response. After the activity, the students will discuss the following
(ACSIS087) questions:
1. What methods did you use to change the state of the ice-
Questioning cube?
and Predicting 2. What solids can be changed to a liquid? What are the
With guidance, names of this process? Activity 2
pose clarifying SeeSaw Activity: Based on this experiment, students will use Materials
questions and the iPad and record a 1-minute video describing the method use
make and what happened in the process. The video will be uploaded - 30 x
predictions unto SeeSaw. 600mL
about scientific empty
investigations Activity 2: Balloon Gas Experiment water
(ACSIS231) bottles
Instructions: - 100mL
1. Students will place the balloon with bicarbonate soda on vinegar
the opening of the bottle (pre-filled by the teacher with per bottle
vinegar). - 1
2. Students are to release the bicarbonate soda inside the Tablespo
bottle so a reaction can take place. on of
3. Students are to observe what happens to the balloon. Bicarb
**SAFETY: Ensure students do not drink vinegar or Soda
splash bi-carb soda in eyes. Remind students to hold (x30)
unto the balloon so it doesn’t explode ** - 30x
Activity 3: Three Gloves Balloons

1. Three latex gloves are required for this activity. Two Activity 3
will be filled with one. One needs to be placed in the Materials
freezer (prepare before lesson) The other balloon - 2x 3
will be blown up like a balloon and tied. latex
2. Students are to examine the three filled gloves, gloves
 determine the state of matter and discuss its’
properties.
3. Using the iPad, students are to take an image of one
of the glove and state the matter and its properties.
**SAFETY: Ensure students do not burst gloves.
Ensure iPads are not damaged**
Conclusion
1. The group at the final station need to all ensure the
items/equipment are placed away neatly.
2. The Speaker from each group will outline something
new learnt from today’s activities.

References
Balloon Gas Experiment:
https://www.education.com/science-
fair/article/balloon-gas-chemical-reaction/

Three Gloves:
https://inventorsoftomorrow.com/2016/12/05/states-
of-matter-2/
Science Students will be Lesson Motivation and Introduction
Understanding able to: Objective 1
EXPLAIN Solids, Liquids 1. Identify Anecdotal Notes 1. Children’s Literature: Read ‘Joe, Joe The Wizard Children’s
LESSON and Gases have different will be used by Brews Up Solids, Liquids and Gases’ written by Eric Literature:
To support students to
different states of the teacher to Braun and illustrated by Robin Boyden via YouTube https://www.y
develop explanations observable matter from monitor Link outube.com/
for experiences and
make representations
properties and the book students’ watch?
of developing behave in ‘Joe, Joe responses to the 2. Examine front cover, teacher will ask students the v=Z9FgYXCd
conceptual different ways The Wizard questions based following question: ‘Can you find/list any states of
understandings Srw.
(ACSSU077) Brews Up on the children’s matter?’
Formative assessment Solids, literature.
Use and Liquids and Teacher will
Influence of Gases’. assess how 3. At the end of book, the teacher will ask the students the
Science 2. Write a students use following questions to check knowledge. Questions are
Scientific riddle for an scientific based from the book:
knowledge is object (state literacy in - How do they change matter from one state to another?
used to solve of matter). responses. - How is the solid different from the liquid?
problems and 3. Draw a - Is oxygen gas?
inform personal visual - What happens when heat is applied to a solid?
 and community representati
decisions on of a state 4. What Am I? On an A5 piece of paper, students will
(ACSHE083) of matter on think of an object. Students are to construct 4 clues 32 x A5 Paper
‘Explain about a particular object. Will be used for concluding
Everything’ activity.

Lesson Lesson Body:

Objective 2 1. Students will be split into a group of 3. In the group of
Checklist to three, students will be randomly allocated a state of
ensure all matter (Solids, Liquids and Gases).
students have
written a riddle 2. Using the internet and books from the school library,
and use students will be required to write notes on the
scientific properties, examples and facts about the matter.
literacy.
3. Explain Everything Activity: On the iPads, students
will access the app ‘Explain Everything’. Students are
to draw the molecules of their chosen state of matter and iPads
other important information. With the drawing, students
will record their voice explaining the process.
Lesson
Objective 3
A marking 4. Students will share their videos with their group. This
rubric to observe video will be helpful for the EVALUATE lesson.
if students have Lesson Closure
correctly
explained the 1. ‘Who am I?’: From the lesson introduction, in groups,
properties of the students will read their own riddle. Other students in the
state of matter group will need to decode the riddle by stating the
along with the object and its state of matter. One riddle will be chosen
image. from each group and read in front of the class. Students
from the class will need to decode the riddle.

ELABORATE Students will be Lesson Lesson Introduction

LESSON able to: Objective 1
Science 1. Conduct a Anecdotal Notes 1. Google Slides: On Google Slides, students will be
To challenge and Understanding science and Checklist to required to define the following three words ‘melt’, Google Slides
extend students’ Solids, Liquids experiment monitor if ‘freeze’ and ‘evaporate’. 2 groups will be allocated to
understandings in a
new context or make and Gases have
connections to different following students have each word. Teacher will go through each word along
additional concepts
through a student observable safety employed safety and explain the students’ responses.
planned investigation properties and procedures. procedures to
To use investigative/ behave in 2. Write a conduct an
inquiry skills different ways hypothesis experiment.
Summative (ACSSU077) for the
assessment of science ‘Steam Lesson YouTube Video
inquiry skills
Planning and Experiment Objective 2 2. YouTube Video: Students will watch a video on Link:
Conducting ’ Checklist to Evaporation. The teacher will pose the following https://www.you
Identify, plan 3. Label monitor if questions to the students: “What is evaporation?” tube.com/watch?
and apply the diagram to students have “What cycle does evaporation take place in?” “What is v=tuE1LePDZ4
elements of show a used scientific applied to cause evaporation?” Y
scientific chemical literacy and their
investigations to reaction. hypothesis is Lesson Body
answer contextual to the
questions and experiment. Boiling and Evaporation Experiment: Investigation is to see
solve problems if evaporation takes place when we boil a kettle.
using equipment
and materials Lesson In home groups, students will need to complete the following
safely and Objective 3 questions on their Investigation Planner prior to the start of the
identifying A marking key experiment:
potential risks that contains the 1. What are you going to investigate? Investigation
(ACSIS086) correct diagram 2. How are you going to investigate this? (Procedure) Booklet
with answers. A 3. What do you need to keep things fair?
section of the 4. What equipment/resources will you need?
Decide variables mark will be 5. What do you think you will find out?
to be changed dedicated to the
and measured in neatness of the Method: Each Group, will be given a 1-litre bottle. Each
fair tests, and diagram and use group, a leader and experiment monitor and will be chosen. The
observe measure of pencil. leader and experiment monitor will go to the Kettle Station. At
and record data the Kettle Station, the leader will need to pour the water into
with accuracy the kettle and the monitor will record how much water was
using digital added.
technologies as Per Station
appropriate The monitor will put the kettle on. Once water is boiled. The Kettle
(ACSIS087) monitor will note the amount of water after boiling. The leader 1L Bottle (with
and monitor will return to the group and will complete their Water)
Questioning results, conclusion and evaluation of the experiment.
and Predicting
With guidance,
pose clarifying
questions and
make
predictions
about scientific
investigations The following questions will need to be completed:
(ACSIS231) 1. What were the results of your investigation?
2. What conclusions can you draw? What evidence do you
have to support the conclusions?
3. How successful was your investigation? What could you
do to improve your investigation and the quality of the
data you collected?

Once completed, students will hand in their investigation

planner, which forms part of the formative assessment.

Ensure all items are packed away into the plastic boxes at the
work stations. The teacher will pack away the Kettles.
Conclusion

1. Label and Draw Activity: Students are to label a Label and Draw
diagram to show what has happened in the experiment. Activity Sheet
Students will write a sentence to explain what happened
and why. Remind students to use the following words:
“heat, steam, liquid, gas & evaporation” in their
responses

**SAFETY: When dealing with the kettle, students need to be

careful of steam and hot water. Students can wear jumpers to
cover their arms and Glasses to protect their eyes from
excessive steam. **

Boiling and Evaporation Experiment:

http://www.primaryresources.co.uk/science/scienc
e3b.htm (Experiment sourced from the Primary
Resources website)
EVALUATE Science Students will be Lesson NOTE: Main activity completed over TWO LESSONS
LESSON Understanding able to: Objectives 1 Motivation and Introduction
Solids, Liquids 1. State the and 2
and Gases have properties A marking key 1. Socrative Quiz: Students will complete a Socrative Socrative Quiz
To provide different of a state of on Socrative Quiz which contains 15 questions. (SUMMATIVE
opportunities to review
and reflect on their observable matter. will assess ASSESSMENT)
learning about the properties and 2. Provide students’ 2. Be the Teacher: The teacher will pose the following
states of matter and
represent what they behave in examples of knowledge. questions to the students. For each question, a different
know about the different ways a state of student will ‘Be the Teacher’ and provide a response for
properties and
examples of the (ACSSU077) matter Lesson the whole class. The following questions:
states of matter 3. Plan an Objective 3 - What are some examples of solids?
Summative Use and advertiseme - What are some examples of liquids?
assessment of science Influence of nt on a state A checklist will - What are some examples of gases?
understanding
Science of matter. be used to assess - What are the properties of a liquid/solid/gas?
Scientific the students’
knowledge is advertisement Lesson Body
used to solve plan. This will
problems and form the overall 1. In groups of 4 (pre-allocated by the teacher), students
inform personal assessment. will be required to make a 30 second to 1-minute
and community advertisement on iMovie about States of Matter. The
decisions video must include information on its properties,
(ACSHE083) examples and a catch phrase promoting the matter.
(Formative Assessment)

2. Brainstorm: In groups, students will conduct one

brainstorm to answer the points from the information
sheet on Spider Scribe

3. Planning Time: 10-15 minutes will be allocated to plan

the advertisement in their groups using a storyboard. All Storyboard
students in the group need to appear in the video.
 Remind students about distributing work load.

4. Materials for the advertisement will be used from the Recycle

‘Class Recycle Collection. Items of recyclable materials Materials
(plastic bottles, boxes, newspaper) can be used.

5. Filming: The whole class will be taken to the iPads

Undercover Area. Students are to use the Undercover
Area and Oval to film. 30 minutes will be allocated to
filming. NOTE: If wet weather is present only use
Undercover Area or Hall.

6. Irrespective if students have finished their

advertisements or not, students will return to classroom
and safely store iPads away.

SAFETY: As students are using their iPads, students are

reminded not to place it next to liquid, run with it or keep it in
areas where students can walk on it. Students are also reminded
to keep voices down to ensure other classes are not disturbed.
Remind students not to pull leaves from trees and trample on
plants.

Conclusion

1. Snowball Activity: Students will be provided with an

A4 piece of scrap paper. On the paper, the student will Scrap Piece of
write one comment about something new they learnt in Paper
the unit of States of Matter. Provide students with
possible examples of what to write (E.g. Solids, Liquids
and Gas have different observable properties etc.) Once
all students have written their comment down, they will
assemble in a circle in the Undercover Area. The
teacher will instruct students to scrunch piece of paper
and throw it into the circle. With the teacher’s prompts
(e.g. people starting with the letter L, born in June, is in
Green faction), the student will collect a random piece
of paper. When all students have collected the paper,
they will read it out loud.
NOTE: The teacher will tie in States of Matter to this process.
The flat paper represents liquid. When cold temperature is
applied it becomes a solid. When the students have to open the
paper, the teacher will emphasise on the process of solid to
liquid through heat application.