SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS:  To capture student interest and find out what they know about Chemical sciences TOPIC – Chemical Sciences
 To elicit students’ questions/ prior knowledge about chemical sciences
Diagnostic assessment used- in this lesson you will find out what the students already know about
chemical sciences. This will allow you to take account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 only) QUESTIONS
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
Chemical Sciences Questioning and Predicting - Outcome 4 – Pillow, Tin can ,Glass spice
Pose and respond to questions,
Different materials can Children are Introduction jar, wooden rolling pin, Glue
and make predictions
be combined for a about familiar objects and confident and Teacher invites students to join her on the mat with the objects stick, Tissue box, Scissors,
particular events (ACSIS037) involved learners clearly visible to students. Techer explains to students that today Zip lock bag, Metal fork ,
purpose (ACSSU031) we will be investigating different objects and identifying the Wood pencil, Lego blocks ,
Planning and conducting -
Outcome 5 – materials they are made from. We will discuss how the objects glass perfume bottle, plastic
Participate in guided
investigations to explore and Children are looks and feel. Then explain that we are going to search the ruler
answer questions (ACSIS038) effective classroom for items that are made of the same materials.
communicators
Body - How do the objects
LESSON OBJECTIVES Introduce the word wall to students and explain that we will be feel in your hands?
As a result of this lesson, students will be able to: adding to our word wall every lesson. Invite students to inspect - What colour are they ?
 Identify that objects are made from different materials the objects. Ask students if they know what the items are made - Why do you think
from and write their responses onto the words on the word wall.
 Find and record at least one object within the classroom in each column that is pillows are made from
Pass the objects around the classroom and ask students to fabric and not wood ?
made of the same materials in a table.
describe how they feel and add their descriptions onto the word
wall. Introduce the finding materials worksheet to students and
explain that they will be working in pairs to find more objects
Finding materials
that are made from Wood, plastic, metal, glass, paper and fabric. worksheet
ASSESSMENT (DIAGNOSTIC)
Diagnostic assessment using work samples and discussions to assess Conclusion
students’ knowledge and understanding that objects are made from different Once students have completed the worksheet, ask each pair to
materials. Lesson objectives will be assessed using a checklist and anecdotal share one new object they found. Ask students to glue their
worksheet into their science journals and introduce the STEM
STEM design brief
notes. design brief
LEARNER DIVERSITY
 Sam is a gifted and talented student who needs further extending.
Sam will be asked to find at least four objects made from each of
the materials. If he cannot find four in the classroom, he may
think of items from home made from these materials.

Steph has ADHD and struggles to stay on task. Steph will sit
near the teacher during the mat session. The teacher will use both
verbal and non-verbal communications with Steph to keep her on
task. Steph will be paired with a higher achieving student for the
paired activity.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of chemical sciences TOPIC- Chemical Sciences
 To support students to investigate and explore ideas about chemical sciences
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 only) QUESTIONS
Science Understanding Science as a Science Inquiry Skills OUTCOMES
Human
Endeavour
Chemical Sciences Questioning and Outcome 4 – Introduction Ask students if they
Different materials can Predicting - Pose and Children are The teacher invites students to join her on the mat. Discuss the remember some of the
respond to questions, and confident and previous lesson on materials and how objects are made from objects, we looked at last
be combined for a make predictions involved learners different materials. Explain that today we will be looking at lesson and what they were
particular about familiar objects and some new materials and creating some mixtures. Add the made from.
purpose (ACSSU031) events (ACSIS037) Outcome 5 – word mixtures to the word wall. Explain that a mixture is
Children are when we combine two or more materials together.
Processing and Analysing effective
Data and Information - communicators Explain that today we will be creating some mixtures in pairs.
Use a range of methods to Show the making mixtures worksheet and explain that at each
sort information, including station they will need to make a prediction on what will
drawings and provided happen when these materials are mixed together. Once they
tables and through have followed the steps at the station and made their mixture,
discussion, compare they will need to record an observation on what they saw
observations with when they made their mixture and draw a picture of their
predictions (ACSIS040) mixture.
Evaluating Compare
observations with those of The teacher then introduces the comparing observations
others (ACSIS041) worksheet and explains that once students have made each of
the mixtures they will return to their seat and compare one of Method/ steps at each
their observations with the person they sit next to. What was station
the same and what was different?
Shampoo, corn starch,
Body water, oil, detergent, milo,
Teacher explains each of the four station to students baking soda, vinegar, food
- Milo and water colouring
- Oil, water and detergent
- Baking soda and vinegar
- Shampoo, corn starch and water Timer visible to students
Teacher explains that student will have 7 minutes at each
station and there will be a timer on the board.
Teacher then put students into their pairs and allocates them a
station

Students carry out the task and return to their seats to

complete the comparing observations worksheet. Comparing observations
worksheet
Conclusion
Once students have completed the comparing observations
worksheet the teacher will ask a few pairs to share if they had
any similarities or differences in their observations. Add
students’ descriptions of mixtures to the word wall.

The teacher will then ask students to keep an eye out for
mixtures they see at home. They can take pictures of them or
even bring them into school. Teacher will then ask students to
glue their worksheets into their science journal.

LEARNER DIVERSITY
Sam is a gifted and talented student who needs further
extending. Sam will be asked to compare at least 2 of his
observations with his partner. Challenge Sam to consider why
there were differences in his observations ( if there were any)

Steph has ADHD and struggles to stay on task. Steph will sit Information leaflet to
close to the teacher during mat sessions and will sit on her parents about finding
wobble chair if needed. The teacher should check on Steph at mixtures at home. With the
each station to ensure she is on task. date students will need to
bring their mixtures or
pictures of mixtures in by.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Record a prediction on the outcome of mixing different materials
 Record an observation on the outcome of mixing different materials
 Compare one of their observations to those of another student.

ASSESSMENT (FORMATIVE)
Formative assessment using work samples and discussions to assess students’ knowledge and
understanding that materials can be combined to make a mixture. Lesson objectives will be
assessed using a checklist and anecdotal notes.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC – Chemical sciences
representations of developing conceptual understandings
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 only) QUESTIONS
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Chemical Sciences Use and Influence of Questioning and Outcome 4 – Introduction Pictures of chef, builder,
Different materials can Science - People use Predicting - Pose and Children are Teacher Invites students to the mat and has pictures on scientist and witch
science in their daily respond to questions, and confident and the board of people making mixtures. Chef, builder,
be combined for a lives, including when make predictions involved learners scientist and witch.
particular caring for about familiar objects and
purpose (ACSSU031) their environment events (ACSIS037) Outcome 5 – Teacher asks students if they remember what we did Did all of our mixtures look
and living Processing and Analysing Children are during our last science lesson. (made our own the same ?
things (ACSHE035) Data and Information - effective mixtures)
What was different about our
Use a range of methods to communicators
mixtures ?
sort information, including Ask students if they can identify any of the people on
 drawings and provided the board and allow them to answer. Ask the students
tables and through what all the people on the board have in common. What materials did we use for
discussion, compare Body our mixtures?
observations with Explain and show students the who makes mixtures
predictions (ACSIS040) worksheet. Explain that they will be matching each What do they all have in
picture with the correct description and gluing it into their hand ?
their science journals.
Who makes mixtures
Once students have completed the task ask them to worksheet?
return to the mat and discuss the different mixtures
each person was making.
Conclusion
Ask students if they can think of any other purposes for
the mixtures we have looked at in class and at home. Was there a purpose for
Make a class brainstorm on the board with different their mixture? What was
purposes for mixtures and examples of mixtures for the purpose?
each purpose.

Ask students to share what they have learn about

Brainstorm
mixtures after making the class brainstorm. Add any
key words to the word wall.

LEARNER DIVERSITY
Sam is a gifted and talented student who needs further
extending. Sam will be asked to draw a picture of
someone he knows who makes mixtures in his science
journal and write a small description next to it.

Steph has ADHD and struggles to stay on task. She

will sit close to the teacher during the mat session and
the steps of the task will be written on the board for her
to follow. E.g. 1. Cut out pictures and descriptions 2.
Match pictures to their description etc

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Identify that people make and use mixtures every day, including in their jobs.
 Provide an example of a mixture they use or see at home
ASSESSMENT (FORMATIVE)
Formative assessment using work samples and discussions to assess students’ knowledge and
understanding that people use mixtures every day at work. Lesson objectives will be assessed using a
checklist and anecdotal notes.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC- Chemical Sciences
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s Sustainability
engagement with Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING RESOURCES/KEY QUESTIONS
(Year 1 & 2 only) EXPERIENCES
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Chemical Sciences Use and Influence of Questioning and Outcome 4 – Introduction Pictures of general waste and
Different materials can Science - People use Predicting - Pose and Children are Teacher Invites students to the mat and has recycling wheelie bins
science in their daily respond to questions, confident and pictures on the board of two green wheelie bins
be combined for a lives, including when and make predictions involved learners one general waste and one recycling
particular caring for about familiar objects Teacher previously asked students to
purpose (ACSSU031) their environment and events (ACSIS037) Outcome 5 – Teacher asks Do you have two bins like this at keep an eye on the items their parents
and living Children are your house. Do you know what the one with the recycle
things (ACSHE035) Planning and conducting effective yellow lid is for? Allow students to answer. If
- Participate in guided communicators no one says recycling teacher explains that this
investigations to explore is a recycling bin. Students have a class recycling bin
and answer Can anyone tell me what types of materials we for paper
questions (ACSIS038) put in the recycling bin? Allow students to
answer. https://www.youtube.com/watch?v=X-N5jb-
Evaluating Compare fWTs
observations with those If no one says paper, ask them what we put in
of others (ACSIS041) our classroom recycling bin. Techer explains
that today we will be watching a video on what Teacher asks students to make
happens to paper when it gets recycled. predictions on how they think paper
is recycled
After watching the video twice go over the
 process as a class and discuss the steps with
emphasis on when the paper is mixed with other
materials (water).

After the discussion explain to students that they

will be conduct an investigation within a small
group.

Within this investigation they will follow the

steps to make their own recycled paper, but they
will investigate how changing the liquid used
effects the process. Once their paper has dried,
they will write observations on each piece of
paper and how firm each piece is. We will then
compare our observations with the other groups. Recycled paper investigation sheet

Recycled paper investigation planner Cut up paper

Can any liquid be used to make recycled Blender
paper ? Water
We will change…. Milk
We will keep the same … Soft drink
We will observe the strength of our paper Sieve
Alfoil
LEARNER DIVERSITY
Sam is a gifted and talented student who needs
further extending. Sam will be asked to make
predictions as well as observations

Steph has ADHD and struggles to stay on task.

The EA will work alongside Steph’s group to
ensure she stays on task.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Predict how paper is recycled
 Work in small groups to complete an investigation
 Compare observations with other groups

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

Summative assessment using work samples, journal entries and discussions to assess students’ science
understanding and skills. Lesson objectives will be assessed using a rubric and anecdotal notes.

SCIENCE FORWARD PLANNING DOCUMENT

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about chemical TOPIC – Chemical Sciences
sciences and represent what they know about chemical sciences
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Sustainability
Asia
SCSA LINKS EYLF
INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 only) QUESTIONS
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Chemical Sciences Nature and Processing and Analysing Outcome 4 – Introduction
Different materials can be Development of Data and Information - Use Children are Teacher Invites students to the mat. Pictures of mixtures or
combined for a particular Science - Science a range of methods to sort confident and The teacher starts a class discussion on the brainstorm mixtures from home
purpose (ACSSU031) involves observing, information, including involved learners students made in a previous lesson on mixtures.
asking questions drawings and provided Teacher asks students if they still agree with the Teacher should bring
about, and describing tables and through Outcome 5 – statements made on the brainstorm. What do you some mixtures encase
changes in, objects discussion, compare Children are think now ? How can we tell if something is a some students do not have
and observations with effective mixture ? Is there anything else we can add to our one .
events (ACSHE034) predictions (ACSIS040) communicators brainstorm? Teacher adds students’ ideas to the
brainstorm.
Communication- Represent
and communicate Teacher reminds students back to lesson one where
observations and ideas in a they were supposed to bring in either pictures of
variety of ways (ACSIS042) mixtures or mixtures from home.

Teacher explains to students that they will be making

an entry into their science journal with a picture of
their mixture. Underneath the picture they need to
write in full sentences - - the name of their mixture,
the materials in their mixture and what their mixture
 is used for/ its purpose

Once students have completed their journal entry,

they can share them with the class. Once students
have shared the teacher asks students questions about
what they have learn such as :

- What are the most interesting things you have

learned about mixtures?

- Which activities did you enjoy? Why?

- Did you learn anything from listening to other

people’s ideas?

- Is there anything you are still wondering about?

LEARNER DIVERSITY
Sam is a gifted and talented student who needs further
extending. Sam is asked to write two journal entries
on two different mixtures.

Steph has ADHD and struggles to stay on task. Steph

will sit by the teacher on the mat session. Steph may
need assistance with her sentence structure.

LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Identify all the materials in their mixture
 Identify the purpose of their mixture
 Participate in discussions about mixtures

ASSESSMENT (SUMMATIVE – Science Understanding)

Summative assessment using work samples and discussions to show Students understanding that,
different materials can be combined, including by mixing, for a particular purpose. Lesson
objectives will be assessed using a rubric and anecdotal notes.