Week 1 2 3 4 5 6 7 8 9 10

Stage 2 – Year 3 - Science – Material World (Energy makes things happen)– Term 2 2023
Duration: 9 Weeks
Unit In this unit, students will focus on how solids and liquids change state and the properties of natural and processed materials. Students investigate
Description how different properties of materials affect their suitability for products. They have the opportunity to develop a design solution to an identified
need or opportunity, using a variety of materials. This unit aims to develops students’ knowledge and understanding of the properties and
performance of materials and the material sciences

Syllabus
Outcomes ST2-1WS-S: questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations

ST2-2DP-T: selects and uses materials, tools and equipment to develop solutions for a need or opportunity

ST2-6MW-S: describes how adding or removing heat causes a change of state

ST2-7MW-T: investigates the suitability of natural and processed materials for a range of purposes

Syllabus o identify solids, liquids and gases as states of matter

Content
o recognise that a change of state can be caused by adding or removing heat(ACSSU046)
o describe examples of changes of state in everyday life
o predict and observe the effects of adding or removing heat on a variety of solids and/or liquid
Key Inquiry/ Inquiry questions:
focus o How do materials change when heated and cooled?
questions
o How do you decide upon which material to use for a particular purpose?

Content Focus How do materials change wen heated and cooled?

o identify solids, liquids and gases as states of matter
o recognise that a change of state can be caused by adding or removing heat(ACSSU046)
o describe examples of changes of state in everyday life
o predict and observe the effects of adding or removing heat on a variety of solids and/or liquids
 How do you decide upon which material to use for a particular purpose?
o investigate how the properties of natural and processed materials influence their suitability and use in
products, services and/or environments, for example:(ACSSU074, ACTDEK013)
o elasticity
o thermal conductivity
o develop a design solution for an identified need or opportunity, using a variety of tools and materials that considers factors such as
sustainability and time(ACTDEK010)
o identify the roles of people working in science and technology occupations

Vocabulary Solid, liquid, gas, state, matter, reversible, irreversible, warmed, cooled, freeze, particles, molecules, evaporation, condensation,

Teacher See each lesson for Teacher background knowledge.

background
knowledge

Skills Working Scientifically

o identify and pose questions in familiar contexts that can be investigated scientifically

Questioning and predicting

o make predictions based on prior knowledge (ACSIS053, ACSIS064

Planning and conducting investigations

o conduct scientific investigations to find answers to questions

Lesson Teaching and Learning Resources Register

Learning Intention:
1 Students are learning to - Lesson 1 Worksheet
- Understand that solids, liquids and gases are states of matter. - Images of ocean, tree and steam
 - Identify whether a material is a solid, liquid or gas - Lesson 1 PowerPoint
- Solids, liquid and gases song
(https://www.inquisitive.com/au/video/1828-solids-liquids-
Teacher background gases-song?referrer=inquisitive-page)
In this lesson the class is going to examine an object that has changed shape - Cups
because of the process of heating and then cooling. Establish a context for - Cornflour
the unit that is relevant to students, such as chocolate melted in the sun, - Water
items melted in a fire, ice-cream melted in a hot car - Bowl
Lesson Sequence - Spoon
Step 1: Students look at the images of an ocean, a tree and some steam. - Interactive game
They Think Pair Share their thoughts on the following questions: (https://www.inquisitive.com/au/interactive/1792-solid-
liquid-or-gas)
 What is similar about the ocean, the tree and the steam?
 What is different?

Step 2: As a class, students watch Solids, Liquids, Gases song. With a

partner, they discuss the routine for each state of matter.

- Name the state of matter

- Describe the state of matter

- Act out the state of matter

Everything is made of matter. Solids, liquids and gases are the three main
states of matter.

Step 3: Students classify the materials into the three states of matter in the
interactive game

Step 4: Students draw two more materials that could be added to the
interactive game. They are encouraged to choose materials that are not
classified as the same state of matter.

They then swap drawings with a partner and decide whether each of their
partner’s materials are a solid, liquid or gas.
 Step 5: In small groups, students complete the investigation to find out why
custard is hard to classify as a solid, liquid or gas. Each group will need:

 2 cups
 1 bowl of small tray
 custard powder or cornflour
 water
 1 tablespoon or mixing spoon

The students predict what they think will happen when they combine the
custard powder (a solid) with the water (a liquid).

They then follow the below steps:

Step 1: Fill half a cup with water.

Step 2: Tip the water into a bowl.

Step 3: Using a different cup, fill one cup with custard powder.

Step 4: Gradually add the custard powder to the water, stirring the mixture
with a spoon until the water and powder are fully combined.

The students observe what happens when they poke, punch, squeeze and
hold the custard. They Explain why they think custard is hard to classify.

Step 6: Recap
- What have we learned today?
- What are the three states of matter?
- Can states of matter change? How? Why?

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes classify, explain, flow, gas, liquid, material, observe, predict, solid, states of matter
□ Observations
□ Work samples

Students to conduct an
experiment
Lesson Teaching and Learning Resources Register
Learning Intention:
2 Students are learning to Lesson 2 – Worksheet
- describe what happens when objects and materials are heated or cooled Lesson 2 - Powerpoint
- discuss the reasons everyday objects night have changed shape
-
Teacher background
In this lesson the class is going to examine an object that has changed shape because
of the process of heating and then cooling. Establish a context for the unit that is
relevant to students, such as chocolate melted in the sun, items melted in a fire, ice-
cream melted in a hot car
Lesson Sequence
Step 1: show the Ss melted objects and pose these questions
- What do you think this is?
- Do you think this always looked like this?
- Why do you think it looks like this now?

Step 2: Show Ss some un-melted object(s) and ask students to compare with the
melted object(s) using these questions:
- In what ways are they similar?
- In what ways are they different?

Step 3: Brainstorm what the words ‘melt’ and ‘freeze’ might mean.
Prompt Ss with these questions
What things have you seen melting/freezing?

- Why do things melt/freeze?

- What is happening when things melt/freeze?
- When do you/don’t you want things to melt/freeze?
- Do you have any questions about melting and freezing?

Step 4: Ss record their answers on their brainstorming sheet.

Step 5: Create a word wall and choose which words would be best suitable on the
wall
 Step 6: Let’s investigate (worksheet)
Look at stimulus pictures and explain how and why it melted. Explain the new
shape of the object. Students needs to explain why it melted – eg heat from the sun,
heat transfer from hands, heat from pot,

Step 7: Recap on learning

- What are some new words we have learned today?
- What is a new concept we learned today?

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes melt, freeze, hot, cold, warm
□ Observations
□ Work samples

Students to conduct an
experiment

Lesson Teaching and Learning Resources Register

Learning Intention: We are learning to
3 - Identify solid, liquid and gas objects Lesson 2 – Worksheet
- Sort object into the correct state of matter Lesson 2 – Powerpoint

Teacher background Information https://www.ixl.com/science/grade-3/identify-solids-liquids-

Scientists classify materials as solids, liquids and gases at given temperature and and-gases
pressure conditions. Water is a liquid while iron is a solid at room temperature and
pressure. (Other states of matter are now recognised, for example, plasma and liquid
crystal, but these will not be dealt with in this unit). Solids have a fixed shape and
volume. For example, an ice cube has a certain shape and takes up a certain space.
The atoms or molecules of solids are all tightly packed together; however, the atoms
or molecules vibrate about a fixed point. Liquids have a fixed volume but their
shape depends on their container. One litre of water takes up the same amount of
space in any container, but will take the shape of its container, for example, the
shape of a bottle, glass or bowl. The atoms or molecules of liquids are packed
together but can slide over each other enabling liquids to change their shape.

Lesson Sequence
Step 1: Recap from last week focusing students’ attention on what happens when
different materials are heated.
- what did we learn last week?
 - What words do we need to remember from last week?

Step 2: Let’s classify objects into solid, liquid or gas. Teacher explains (use
powerpoint)
- What is a solid?
- What is a liquid?
- What is a gas?

Step 3: What new words can we add to our word wall? Can we add solid, liquid or
gas?

Step 4: Lets play a quick game. You need to select the solid, liquid or gas and justify
your choice.
https://www.ixl.com/science/grade-3/identify-solids-liquids-and-gases

Step 5: Let’s name some solids, liquids or gas in this room. For example
- Tables
- Water in bottles
- Air in the windows
- Air from air-conditioner
- Chairs
- Yogurt in lunch box

Step 6: Let’s complete the worksheet. Students cut and sort objects into their state of
matter.

Step 7: Let’s recap on learning

- What are the 3 states of matter?
- How do objects change their state of matter (heating/boiling or freezing)
Assessment: Student Groupings: Evaluation: Vocabulary:
□ Anecdotal Notes
□ Observations Solid, liquid, gas, states of matter
□ Work samples
Lesson Teaching and Learning Resources Register
Learning Intention: We are learning to
4 - predict what might happen when different materials are heated
- compare results with predictions
- investigate what happens when different materials are heated Lesson 3 Powepoint
- identify solid materials that melt when warmed. Lesson 3 Worksheet
Ziplock Bags
Teacher Background Information Ice cubes
Materials change state when they gain or lose heat energy. This is a physical change Plastic spoons
because there is no chemical reaction or chemical change occurring. For example,
ice is still water but in a frozen state. When most solids gain enough heat energy
they normally melt and become liquid. When liquids lose enough heat energy they
‘freeze’ and become solid. When a material changes state, the atoms or molecules
do not change. It is the way the atoms or molecules are spaced and held together that
changes. Physical changes of state are easily reversible when the materials are
‘pure’ (only containing one type of atom or molecule). When a non-pure solid (a
physical mixture of substances) melts and becomes liquid, sometimes the
components can separate. Therefore, when the liquids are put back into the freezer,
the original solid might not be re-created. For example, melted and refrozen ice-
cream becomes two separate solids: ice and frozen cream. Some solids undergo
chemical reactions when heated and the atoms or molecules react and produce new
substances. These reactions are called chemical changes and are not examples of
changes of state. For example, wood does not melt when heated but burns
(combines with oxygen) instead. Some complex liquids, such as egg white, cook
and become solid when they are heated. The nature of the egg white is chemically
changed as proteins are broken up, recombine and form new proteins. Cooked egg
white cannot return to its original state.

Lesson Sequence
Step 1: Let’s recap on last lesson.
- what did we learn last week?
- What words do we need to remember from last week?

Step 2: Changing states of matter.

- What is required for objects to change their state of matter?
- Heating or boiling and/or freezing is required to change some objects.

Step 4: What new words can we add to our word wall?

 Step 3: Let us put our scientist hats on. Good scientists make predictions or
hypothesise when completing an investigation. Today we will be completing an
investigation. We will be finding ways to make water/ice change their state of
matter.

Step 4: Ss complete the investigation worksheet before they start their experiment.
Pose these questions to the students.
- What do you predict will happen when we try to melt the ice
- What ways can we transfer heat to the ice to melt it
- What scientific phenomena is happening when the ice melts (changing
state)

Step 5: Children are provided with a snap-lock bag each with a piece of ice or a
zooper doper that is frozen. Students must attempt in various ways to melt the piece
of ice using their own body. The teacher using a stopwatch will time this activity,
the timer will be started when the students begin and will be stopped when the first
student successfully melts their piece of ice.

Step 6: Ask the students these questions

- What method did you use?
- Why did you use it?
- Can you think of a method that may be more successful?
- What happened to the ice cube?
- What caused the change?

Step 7: Students use the same methods with the ice except they are doing it to a
plastic spoon.

Step 8: Ask the students these questions

- What method did you use?
- Did it work to change the state?
- Can you think of a method that may be more successful?

Step 9: What were the key learnings in today lessons? Let’s recap

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes Frozen, matter, form, solid, liquid
□ Observations
□ Work samples
Lesson Teaching and Learning Resources Register
Learning Intention: We are learning to:
5 - predict what might happen when different materials are cooled in a - Lesson 4 worksheet
refrigerator - Lesson 4 powerpoint
- compare results with predictions - Zip lock bag with oil (placed in the freezer before
- investigate what happens when different materials are cooled in a school)
refrigerator - Zip lock bag with hand sanitzer (placed in the freezer
- identify liquid materials that solidify when in a cooled refrigerator before school)
- Zip lock bag with water (placed in the freezer before
Teacher Background Information school)
Because solids have atoms or molecules that are held together rigidly, these
materials keep their shape at the molecular level. Objects made of these materials
will not change shape unless external forces are applied, such as tearing or
hammering. In that case, the object changes shape but the material remains solid.
The objects will also change shape if the material they are made of melts and
becomes liquid. When a material becomes liquid, it starts to flow and take the shape
of its container. Not all areas of material melt at the same time which can cause
some interesting shape changes before the material becomes completely liquid. It is
only possible to restore the original shape of the object by placing the material in a
mould of the original shape and cooling it until it becomes solid again.

Lesson Sequence

Step 1: Let’s recap on last lesson.

- What were our key findings?
- What did we learn?
- What words did we add to our word wall?

Step 2: inform students they will be working in teams to make a storyboard of the
investigation today. We use a storyboard to show important steps of a process in the
order that they happen. A storyboard includes a title and a series of drawings. Each
step in the storyboard is numbered and includes a caption describing the step.

Step 3: Model creating a storyboard on the large sheet of paper by writing a title and
cutting out the ‘Before’ and ‘After’. Paste the squares in a row and draw a third
 square labelled ‘After cooling in the refrigerator’ Join each of the sections with an
arrow. Discuss with students what the arrow represents

Step 4: Ask students to predict what might happen if the material is then placed in a
freezer, and record their prediction under their storyboard

Step 5: Students observe their objects out of the fridge

Step 6: Ask the questions

- Did you notice anything else?
- Did your results match your predictions? Why? Why not?
- What happened between each stage of your storyboard? (We added heat, we
removed heat.)

Step 7: Students complete their story board with what happened to their object.

Step 8: What were the key learnings in today lessons? Let’s recap

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes Rigid, molecule, Frozen, matter, form, solid, liquid
□ Observations
□ Work samples

Lesson Teaching and Learning Resources Register

Learning Intention: We are learning to Lesson 5 worksheet
6 - explain what causes solids and liquids to change shape Lesson 5 Powepoint
- interpret findings about material States of matter powerpoint
- identify that adding heat can change solid materials to liquids and removing
heat can change liquid materials to solids.

Teacher background information

The difference between a material in a solid or liquid state is due to the arrangement
of its atoms or molecules. In solids, they are linked by rigid bonds, which means the
material keeps its shape. In liquids the bonds are weaker, allowing atoms or
molecules to slide past each other due to the force of gravity or external pressures.
The amount of heat a material possesses is a measure of the vibration of its atoms or
molecules. The more heat they have, the faster the atoms or molecules vibrate. The
bonds between the atoms or molecules can only withstand a certain amount of
vibration. When the atoms or molecules of a solid begin to vibrate at a certain speed
the bonds between them begin to change and the solid changes to liquid. For
example, at -20°C water is a solid (ice). When heat is applied to it, the water
molecules move faster and the temperature of the ice increases. However, when the
temperature reaches 0°C the molecules cannot vibrate any faster while linked
together with rigid bonds. At this point the temperature stops increasing and the heat
provides the energy to change the bonds between the molecules and the ice melts to
liquid water. When all of the ice has melted, the continuing heat now causes the
water molecules to start vibrating more and the temperature once again increases. A
similar phenomenon occurs at the ‘boiling point’ of water. At 100°C, the
temperature of the water stops increasing and the heat provides energy to change the
bonds between the molecules of liquid water as it evaporates to a gas (steam). When
all of the water has evaporated, the continuing heat now causes the steam molecules
to start vibrating more and the temperature once again increases.

Lesson Sequence
Step 1: Let’s recap on last lesson.

- What were our key findings?

- What did we learn?
- What words did we add to our word wall?

Step 2: Play students video about different states of matter

Step 3: Class discussion

- What are some things in every day life you have seen change their state of
 matter?
- Why do you think that is?
- Is the state of matter permanent?
- Let’s add this to our word wall

Step 4: Solid or Liquid game

- One side of the room is solids and the other is liquid.
- You are going to call out a material and a place (eg freezer, ice) and
students need to walk to either solid or liquid.
- Pose these questions to the students
o When were there the most students being solids?
o When were there the most students being liquids?

Step 5: Ask students what they think room temperature means. Add it to the word
wall.

Step 6: In pairs, students complete the ‘Freezer’, ‘Refrigerator’, ‘Room

temperature’ and ‘Warm place’ worksheet.

Step 7: Mark the worksheet together and ask students these key questions to check
for understanding
o Where are the materials the hottest?
o Where are the materials the coldest?
o When are most materials liquids?
o When are most materials solids?
o What can this tell us about what happens when we add heat to a material?
(Most solids become liquids.)
o What can this tell us about what happens when we remove heat from (cool)
a material? (Most liquids become solids.)

Step 8: What were the key learnings in today lessons? Let’s recap

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes Solid, liquid, room temperature, melt, freeze
□ Observations
□ Work samples

Lesson Teaching and Learning Resources Register

Learning Intention: Students are learning to
7 - identify questions about the factors affecting the melting rate of chocolate - Chocolate
- predict the outcomes of their investigation - Electric pot to melt the chocolate
- suggest ways to plan and conduct investigations to find answers to question - Bowl of ice
- investigate whether different shapes affect the melting rate of chocolate
- make claims based on evidence about whether different shapes affect the
melting rate of chocolate
- reflect on whether the investigation was fair
Teacher Background knowledge
Heat is the transfer of energy within or between materials due to differences in their
temperatures. Heat transfers from the material with the higher temperature, that is,
the heat source, to the material with the lower temperature, that is, the heat sink.
Heat is transferred between materials through the zone of contact between them: the
more contact they have the more heat is transferred per unit of time. Therefore,
objects of different temperatures with more surface area in contact with each other
will transfer more heat over the same amount of time compared with objects with
less contact surface area. When melting chocolate we break the block into smaller
pieces to increase the amount of surface area available for heat transfer. The largest
amount of surface area is available when the object is very thin, for example, a
hollow object

Lesson Sequence
Step 1: Let’s recap on last lesson.

- What were our key findings?

- What did we learn?
- What words did we add to our word wall?

Step 2: Pose these questions to the students in a class discussion

- Do all materials melt at the same temperature? What did you observe?
- Does a particular material melt all at once? What did you observe?
- What happens to the shape of a material as it melts?
- How can we tell when all of the material has melted?

Step 3: Show students the chocolate (chocolate egg, chocolate buttons, chocolate bar
etc) and ask them to predict to a friend how long it might take to melt the chocolate.

Step 4: Ask students what things might affect the time it takes for the chocolate
object to melt. Some good suggestions might include the amount of chocolate
(mass), the shape of the chocolate (hollow or solid), the size of the pieces, how heat
is added.
Step 5: Explain that they will investigate whether changing the size of the pieces of
chocolate (by breaking one up into smaller pieces) will affect the time it take to
melt. Discuss how we know when the chocolate has all melted (for example, poke
or squish the chocolate).

Step 6: Show students the worksheet and let them know they are going to be
conducting a FAIR test. Discuss why it is important to change only one thing at a
time to keep the investigation fair (so we know what caused the changes we
observe). Ask questions, such as:
• What if we put them next to different heat sources?
• What if one chocolate had more mass than the other?
• What if we used two different types of chocolate?

Step 7: Teacher models how to complete worksheet and explain that you will call
out every 5 minutes for teams to check if all their chocolate has melted.

Step 8: Students complete investigation. Students may add body heat or put their
chocolate in the sun to help the process.

Step 9: Use guided questioning to help students think about what happened to their
chocolate objects as they melted, such as:
- Which pieces melted most quickly/least quickly?
- What did you notice about the times that it took the chocolate to melt? (The
faster it takes to melt the less time recorded.)
- What was different about the chocolate that melted fastest/slowest?
- What is happening when material melts?
- Where is the heat coming from?
- How does heat get into the chocolate material?
- How do you know when the chocolate has completely melted?

Step 10: Ask students why they think the chocolate broken into smaller pieces melts
faster. Explain that heat enters a material through its surface and therefore the more
surface area an object has in direct contact with the heat source, the faster heat
enters into the material. Discuss how the broken chocolate pieces have more
surfaces for the heat to enter than the single piece of chocolate.

Step 11: Review the investigation as a class, asking questions, such as:
- What went well with our investigation?
- What didn’t go well? How could we have done it better?
 - What ideas do you have for another investigation about the melting or
freezing of materials?
Assessment: Student Groupings: Evaluation: Vocabulary:
□ Anecdotal Notes aim, conclusion, evaluate, heat source, hypothesis, liquid, materials, melt,
□ Observations procedure, results, solid
□ Work samples

Lesson Teaching and Learning Resources Register

Learning Intention: Students are learning to
8
 Understand that adding heat can change a solid to a liquid. - Timelapse video
 Conduct, record results and draw conclusions from a science experiment. (https://www.inquisitive.com/au/video/1824-melting-
icecreams?referrer=inquisitive-page)

Teacher Background Information:

In this lesson, students explore how solids change to liquids by adding heat. They
use their prior knowledge to identify heat sources that you would use to melt
different food items and draw what they look like after heating.

With support from the teacher, students plan, conduct and evaluate an experiment to
find out which colour crayon is the slowest to melt.

Additional activities involve guided research into rising sea levels and creative
thinking about how we can recycle broken crayons through melting them.
Lesson Sequence
Step 1: Students watch the timelapse video. They complete the graphic organiser to
answer the following questions:

 What was happening in the video?

 What did you see that made you say that?
 What did you already know that made you say that?

Step 2: Explain to students that Adding heat made the solids in the video change to
liquids. We call this melting.

Students look at the different heat sources. They choose a heat source that you might
use to melt the solids chocolate, pizza cheese and marshmallows. They draw what
each of solid looks like after it has been heated.

Step 3: The sun is a powerful heat source that can cause a solid to change to a
liquid.

Students imagine they are going to the beach on a hot day and can only take one
crayon.

As a class, they do the experiment to find out which crayon they should take.

Students make a hypothesis and discuss the rules of working with materials that will
get hot, such as the hairdryer and crayons. As a class, they follow the procedure:

Step 1: Remove any paper from the crayons.

Step 2: Put a crayon in a bowl. Make sure you use a bowl that you can throw away.

Step 3: Hold the hairdryer 10 cm above the bowl, pointing down.

Step 4: Turn on the hairdryer and start the stopwatch.

Step 5: Observe the crayon melt.

Step 6: Stop the stopwatch when the whole crayon has melted.
 Step 7: Record your results in the table on the next page.

Step 8: Repeat steps 2-7 with different coloured crayons.

The students record their results in a table and draw a diagram of their experiment.
They draw conclusions by answering the question, ‘What did you find out?’ and
reflect on whether their hypothesis was correct. Students evaluate the experiment by
answering the question, ‘What would you change if you did this experiment again?’
Finally, they #Think, Pair, Share their thoughts on the following questions:

 What happened to the liquid when you turned off the hairdryer?
 Why do you think this happened?

Step 4: Explain to students that Scientists believe that the Earth has been getting
warmer over the last 100 years due to some human activities. This causes glaciers to
melt and sea levels to rise. Students use the websites provided to find out more
about sea levels rising. They complete the graphic organiser with what they learnt.

 3 facts I learnt
 2 questions I still have
 1 opinion I have

Step 6: Advise students We can recycle some materials by melting them and making
them into something new. Students think of something that they could make from
melting broken crayons. They draw or write about how they would make it.

Step 7: Recap on learning of lesson

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes aim, conclusion, evaluate, heat source, hypothesis, liquid, materials, melt,
□ Observations procedure, results, solid
□ Work samples
 Lesson Teaching and Learning Resources Register
9 Catch up week. Use this week to catch up on any missed learning opportunities or
lessons.

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes
□ Observations
□ Work samples

Lesson Teaching and Learning Resources Register

10 Assessment Week
Students complete an assessment of learning for Term 2 about States of Matter. - Assessment sheet

Assessment: Student Groupings: Evaluation: Vocabulary:

□ Anecdotal Notes
□ Observations
□ Work samples