SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Biological sciences  The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) By the end of Year 6, students compare and
classify different types of observable changes to
Science understanding

materials. They analyse requirements for the

Chemical sciences  Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095) transfer of electricity and describe how energy can
be transformed from one form to another to
generate electricity. They explain how natural
Earth and space sciences  Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) events cause rapid change to the Earth’s surface.
They describe and predict the effect of
environmental changes on individual living things.
 Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) Students explain how scientific knowledge is used
Physical sciences
in decision making and identify contributions to
 Energy from a variety of sources can be used to generate electricity (ACSSU219)
the development of science by people from a
range of cultures.
Nature and development  Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)
of science  Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099)
Students follow procedures to develop
endeavour (Year 5-6)
Science as a human

investigable questions and design investigations

into simple cause-and-effect relationships. They
identify variables to be changed and measured
Use and influence of  Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100) and describe potential safety risks when planning
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) methods. They collect, organise and interpret their
data, identifying where improvements to their
methods or research could improve the data. They
describe and analyse relationships in data using
graphic representations and construct multi-moda
texts to communicate ideas, methods and
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an findings.
predicting investigation might be (ACSIS232)
Science inquiry skills (Year 5-6)

Planning and conducting  With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
 Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital
technologies as appropriate (ACSIS104)
 Use equipment and materials safely, identifying potential risks (ACSIS105)

Processing and analysing  Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns o r relationships in
data and information data using digital technologies as appropriate (ACSIS107)
 Compare data with predictions and use as evidence in developing explanations (ACSIS221)
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

General Capabilities Cross Curriculum Priorities Notes:

 Literacy  Aboriginal and Torres Strait Islander histories and cultures
 Numeracy
 Asia and Australia’s engagement with Asia
 Information and communication technology (ICT) competence
 Critical and creative thinking  Sustainability
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
 CONCEPT MAP
Health & Physical
Education
Design and Technology
 Human digestion will be
 Students will design and bake cupcakes.
explored with students as an
They will need to research to find a Religious Education / Spiritual Education example of a chemical change.
recipe, select their ingredients and  Students will bake unleavened bread for Holy
 Students will design and create
determine what equipment they will Thursday and use it in their role play of the Last
a fruit salad using a range of
need (example of chemical change). Supper.
different fruits - exploring its
 In pairs, students will work together to
nutritional benefits (example of
create a lava lamp using coloured water,
a physical change).
vegetable oil and a soluble aspirin tablet
(exploring the solubility of materials in
water). Concept:
Chemical Sciences Mathematics
(ACSSU095)  Students create Venn diagrams using
examples of physical and chemical
changes.

English
 Students will write an imaginative text
on the capture of Professor Bernard and The Arts
 Students will write and perform a rap/ song about Chemical Sciences, specifically irreversible
his rescue (inflating the balloons).
and reversible changes.
 Write a procedure for the method used
 Students will create a sculpture using clay/ DIY sculpture dough.
in the investigation completed in lesson
 Students will make tie dye t-shirts.
four.
 Students will choreograph a dance that reflects the changes of state cause by heating and
cooling.

©The University of Notre Dame 2010 developed by C McGunnigle

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science – Chemical Sciences

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

5E’s- ENGAGE (1-2 lessons)

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

WEEK/ WESTERN AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
LINKS
Science Science as Science
Underst a Human Inquiry Skills
anding Endeavour
Lesson As a result of this DIAGNOSTIC In this lesson, students will be working with a range of substances. - YouTube clips:
Changes to materials can be lesson, students will The observation Students will be reminded to never taste, smell or eat anything unless https://www.youtube
1 reversible or irreversible be able to… they are given permission to do so. They will be reminded of the safety .com/watch?v=eo9v
recording sheet will be
(ACSSU095) collected and marked precautions for handling unknown chemicals and the correct means of qgO5xm4
Engage 1. Predict what to determine: disposing substances will be discussed. Why do we need
Compare data with predictions happens when a  Were students safety https://www.youtube
and use as evidence in specific liquid is able to predict Motivation: (5 mins) precautions? .com/watch?v=AovH
developing explanations combined with a what happens  Engage students by creating a set of a science lab at the L-
(ACSIS221) specific solid. when a specific front of the classroom. mzx68&feature=yout
liquid is  View the video “The Professor’s Escape Part 1”. u.be
2. Work combined with a  Articulate the lesson objectives and focus for today’s lesson - Role lanyards
collaboratively specific solid? by reading the design brief aloud with students. - Observation
with their peers to
complete an Anecdotal notes will Lesson Body: (45mins) What is a recording sheet
investigation. be taken as students  Ask students to move to the front of the class where the prediction?
- Self-
work in order to equipment they will be using will be identified - model their
determine: use. assessment
3. Inflate a balloon  Were students  Revise safety rules with students. template
by combining two able to work  Students will return to their seating groups (5 per group) and Which
substances collaboratively put on their role lanyards (as allocated by the timetable). combination do - Tray
together. with their peers to  Roles: Director, Speaker, Manager, Technician you predict will
- Plastic cups
complete an inflate the
and Team Member
investigation? balloon? Why? - Measuring
 Revise roles with students.
 Draw student’s attention to the observation recording sheet cups
 Were students on their desks and model to students how it is to be
able to inflate a - Water
completed.
balloon by  Invite the managers from each group to collect the - Vinegar
combining two What is a solid?
equipment packages. Once collected, students will begin - Lemon juice
substances testing different combinations of liquids and solids in cups
together? What is a liquid?
and observe what happens. - Salt
 Once all groups have completed their tests, the speakers - Bicarbonate
from each team will be invited to share one combination
they tested and what they observed with the class. soda
- Flour
Students self-
assessments will be
collected and viewed
in order to determine:
 Were students
able to work
collaboratively
with their peers to
complete an
investigation? Lesson Closure: (10 mins)
Method of Recording
An observation record
will be used to record
this information.
Differentiation:
 Articulate to students that they must come to a consensus - Funnels
on which combination they believe will inflate the balloon,
- Balloons
based on their tests.
 Students will test their predictions by funnelling their - Spoons
selected solid into the balloon and their selected liquid into - Table cloths
the bottle. They will then secure the balloon onto the lid of
the bottle and tip its contents in. - Science lab
 View the video “The Professor’s Escape Part 2”. props
- Caution tape
 Gather students’ attention and instruct them to pack away/
return any equipment.
 Invite the number ones in each team to collect the
completed observation recording sheets from their team
members and return them to the teacher.
 Students will complete a self-assessment of their
performance during today’s task.
 Extension:
 Students will be tasked with researching the science
behind why the balloon inflated and will present this
back to the class.
 Remedial:
 Students will work in a focus group with an EA to
support them in completing the investigation.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences
 To support students to investigate and explore ideas
 Formative assessment

WEEK/ WESTERN AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
LINKS
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour
Lesson As a result of this FORMATIVE In this lesson, students will be working with a range of substances. - YouTube Clip
Changes to materials can be lesson, students will The “Physical or Students will be reminded to never taste, smell or eat anything unless https://www.youtube
2 reversible or irreversible be able to… they are given permission to do so. They will be reminded of the safety .com/watch?v=ELch
Chemical?” booklets
(ACSSU095) will be collected and precautions for handling unknown chemicals and appropriate behaviour wUIlWa8
Explore 1. Distinguish marked to determine: around naked flames. A safety zone will be established where students - ‘Physical and
With guidance, pose clarifying between physical  Were students will roast their marshmallows with the teacher/ EA supervising students
Chemical
questions and make predictions and chemical able to correctly at this station. A fire blanket and extinguisher will be located prior to the
about scientific investigations changes. distinguish lesson and the correct means of disposing substances will be discussed Changes’
(ACSIS232) between physical with students.
poster
2. Recall the and chemical
definition of a changes? Motivation: (5 mins) - “Physical or
physical and  Engage students by watching the following video titled,
Chemical?”
chemical change, What's Matter? - Crash Course Kids
recording them The sticky notes will https://www.youtube.com/watch?v=ELchwUIlWa8 booklet
on a sticky note. be collected and  Articulate the lesson objectives and focus for today’s lesson - Instructional
viewed to determine:
 Were students Lesson Body: (45 mins) cards
able to recall the  Proceed to explain that matter changes in two ways: - Mortar and
definition of a physical changes and chemical changes What do you think
physical change o Physical Change: is a change in which no new physical changes pestle
and a chemical substance is formed. might refer to?
- Crackers
change? o Chemical Change: is a change that results in the
conversion of the original substances to form new What do you think - Tub of water
substances. chemical changes
- Bath bombs
 Draw student’s attention to the ‘Physical and Chemical might refer to?
Changes’ poster summarising the different types of physical - A4 paper
changes and the observations that indicate chemical - Scissors
changes. Discuss these with students.
Method of Recording  Students will be organised into teams of 5 and will move - Paper
A checklist will be through a rotation of 6 stations. These stations will see snowflake
used to record this students participate in activities that will involve
information. distinguishing between physical and chemical changes. instructions
 The activities completed at each station will be explained to - Bubble mixture
students and instruction cards will also be provided at each
station to remind students. and bubble
 Students will travel to each station with their “Physical or blowers
Chemical?” booklets, completing the questions for each
station. - Marshmallows
o Station 1: Cracker Crush (5-10mins) What are the
- Skewers
Using a mortar and pestle, students will crush and definitions of a
grind crackers. physical change - Candles
o Station 2: Splash! (5-10mins) and a chemical
- Glowsticks
Students will add bath bombs to tubs of water. change?
o Station 3: Snowflakes (5-10mins) - Sticky notes
Students with follow a set of instructions to make
paper snowflakes.
 o Station 4: Bubblicious (5-10mins)
Students will be provided with bubble mixture to
blow bubbles.
o Station 5: Marshmallow Madness (5-10mins)
Students will roast marshmallows over lit candles.
o Station 6: Snap and Glow (5-10mins)
Students will bend glowsticks.
 Discuss findings with students.
 The number threes in each team will be invited to collect the
“Physical or Chemical?” booklets from their team members
and return them to the teacher.

Lesson Closure: (10 mins)

 Gather students’ attention and instruct students to pack
away/ return any equipment.
 Students will complete an exit slip activity where they must
recall writing, the definition of a chemical change and a
physical change, writing them on a sticky note.

Differentiation:
 Extension:
 Students will be tasked with completing a crossword on
physical and chemical changes.
 Remedial:
 Students will be accompanied by the teacher/ EA to
each station for support.
 Students will be provided with a modified “Physical or
Chemical?” booklet.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ WESTERN AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
LINKS
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour
Lesson As a result of this FORMATIVE Motivation: (10 mins) - Laminated
Changes to materials can be lesson, students will Anecdotal notes will  To engage students and begin the lesson, a card will be
3 reversible or irreversible be able to… placed on each student’s desk. Students must read their
matching cards
be taken during the
(ACSSU095) lesson to determine: card and find their matching partner. Once found, they will What are physical - iPads
Explain 1. Categorise  Were students make their way down to the front of the class with chemical changes?
- App: PicCollage
Construct and use a range of examples of able to categorise changes gathering together on the left and physical What are some
representations, including tables changes as examples of changes on the right. examples of - Marking Rubric
and graphs, to represent and physical or changes as  Recall student’s prior knowledge from previous lessons physical changes?
describe observations, patterns or chemical, during physical or using a think, pair, share.
relationships in data using digital a whole class chemical during a  Articulate the lesson objectives and focus for today’s lesson What are chemical
technologies as appropriate discussion. whole class changes?
(ACSIS107) discussion? Lesson Body: (45 mins) What are some
2. Create a poster  Referring to the cards used at the beginning of the lesson examples of
about physical and students current positioning, explain that this is an chemical
and chemical The posters will be example of classifying as categories have been made to changes?
changes using collected and marked group the different changes.
PicCollage. against a rubric to  Students will be tasked with suggesting another way of
determine: classifying/ grouping the examples, for example reversible Why do we
changes and irreversible changes. Students will then move classify things?
 Were students around to illustrate this.
able to create a  Address the common misconception that all chemical Is there another
poster about changes are irreversible and all physical changes and way we can
physical and reversible using the examples of rechargeable batteries, categorise these
chemical grinding a log into sawdust and cracking an egg. examples?
changes using  Model and explain the activity to be completed by students.
PicCollage? o Activity: Poster
 Students are tasked with creating a poster using the
app PicCollage, which summarises their understanding
of Physical and Chemical Changes thus far. The poster
should include:
Method of Recording:  An appropriate title
 An observation  Students name
record and a  A definition for physical changes and
rubric will be chemical changes
used to record  Types of physical changes and the
this information. What is something
observations that indicate chemical interesting that
changes you have learnt in
 Specific examples of physical and this unit?
chemical changes displayed in a Venn
diagram or a similar diagram
(illustrations are encouraged)
 Instruct students to airdrop their completed posters.
Lesson Closure: (5 mins)
 Students participate in a gallery walk to share their posters. http://www.glencoe.c
om/sites/common_a
Differentiation:
ssets/science/virtual
 Extension: _labs/E03/E03.html
 Students will be tasked with playing a series of online
games related to the topic. https://www.quia.co
 Remedial: m/quiz/303980.html?
 Rather than working individually, these students may AP_rand=45111107
work with a buddy to complete the task. 3

http://www.learnalber
ta.ca/content/secsu/
html/matter_and_che
mical_change/Chemi
calAndPhysicalChan
ge/
 5E’s- 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

WEEK/ WESTERN AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
LINKS
Science Science as Science
Underst a Human Inquiry Skills
anding Endeavour
Lesson As a result of this SUMMATIVE- Science In this lesson, students will be working with a range of substances. - Glasses of
Changes to materials can be lesson, students will Students will be reminded to never taste, smell or eat anything unless
4 reversible or irreversible be able to… Inquiry Skills they are given permission to do so. They will be reminded of the safety
water
(ACSSU095) Anecdotal notes will precautions for handling unknown chemicals and a safety zone will be - Fizzing tablet
be taken to determine: established where students will collect the room temperature water. The
Elaborate Identify, plan and apply the 1. Plan and carry  Were students correct means of disposing substances will also be discussed with
- Whiteboard
elements of scientific out an able to work students. - Whiteboard
investigations to answer investigation on collaboratively
with their peers to markers
questions and solve problems the rate of Motivation: (5 mins)
using equipment and materials reaction of a plan and carry  Draw student’s attention to the glasses of water at the front - Investigation
safely and identifying potential tablet fizzing in out an of the room and drop a tablet into each of the glasses,
investigation? Booklet/
risks (ACSIS103) water. asking students to observe what type of change is taking What type of
place and how they know this. (Students should identify that change is taking Planner
Communicate ideas, 2. Work  Were students a chemical change/ reaction has taken place.) place? How do
able to plan and - Role Lanyards
explanations and processes collaboratively  Articulate the lesson objectives and focus for today’s lesson, you know this?
using scientific representations with their peers to carry out an explaining that students will be investigating the rate of - Laptop
in a variety of ways, including plan and carry investigation on reaction of a tablet fizzing in water.
the rate of (random name
multi-modal texts (ACSIS110) out an
investigation. reaction of a Lesson Body: (45 mins) What are some of generator)
tablet fizzing in  Articulate to students that there are many variables that may the variables we
water? - Ruler
affect the rate of the reaction and complete a whole class need to consider
brainstorm of the different variables on the whiteboard. during this - Pencil
The investigation  Inform students that they will be investigating the investigation?
booklets will be - Stopwatch
relationship between the size of the tablet on the rate of the
collected and marked reaction. What is the - Plastic cups
to determine: independent
 Model and explain to students how to complete the - Measuring
 Were students variable of this
investigation booklet/ planner alongside the experiment.
able to plan and investigation? cups (1/2 cup)
 Invite students to put on their role lanyards (as allocated by
carry out an
a timetable). - Measuring jug
investigation on What is the
the rate of  Provide students with an opportunity to plan the
investigation with their teams. dependent - Spoons
reaction of a variable of this
tablet fizzing in  Invite the managers from each team to collect the - Room
investigation?
water equipment.
temperature
 Students will conduct the investigation. This involves
students dropping different quantities of tablets (whole, half, water
Method of Recording: quarter and powdered) into cups of water and measuring
- Effervescent
An observation record the amount of time it takes for the reaction to occur.
will be used to record  Students will complete a reflection on the investigation (in tablets (a whole
this information. their investigation booklets/ planners). tablet, half
Lesson Closure: (10 mins) tablet, quarter
 Gather students’ attention and instruct students to pack tablet and a
away/ return any equipment.
  Students will be rearranged into different groups of 5, and When you tablet ground
will share their reflections on the investigation with their changed the
into powder
group. quantity of the
 Using a random name generator, 4 students will be selected tablets, what
to share their reflections aloud to the class. happened to the
 Ensure all investigation booklets are collected for marking. speed of the
reaction?
Differentiation:
 Extension: Did your results
 Students will be provided with a modified investigation match your
prediction?
booklet/ planner to use.
 Remedial: What challenges
 Students will be provided with a modified investigation did you
booklet/ planner to use. experience during
 Students will be invited to join a focus group with the this investigation?
teacher/ EA.
 The amount of tablet quantities being tested may be
reduced, for example simply using a whole tablet and
the powdered tablet.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning represent what they know
 Summative assessment of science understanding

WEEK/ WESTERN AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE EXPERIENCES QUESTIONS
LINKS
Science Science as Science
Understan a Human Inquiry Skills
ding Endeavour
Lesson As a result of this SUMMATIVE- Science Motivation: (5 mins) - PowerPoint
Changes to materials can be lesson, students will  Engage students through the use of a Kahoot (summary of What are the two
5 reversible or irreversible be able to… Understanding the unit content) changes that
- Self-
(ACSSU095) The PowerPoint  Articulate the lesson objectives and focus for today’s lesson. occur to matter? assessment/
1. Create a presentations will be
Evaluate Communicate ideas, explanations PowerPoint collected and marked reflection
Lesson Body: (45 mins)
and processes using scientific presentation to determine:  Explain the activity to be completed by students. questions
representations in a variety of summarising o Activity: PowerPoint Presentation What are some
 Were students - PowerPoint
ways, including multi-modal texts what they have  Students will be tasked with creating a examples of
(ACSIS110) learnt in this unit. able to create a physical changes Rubric
PowerPoint PowerPoint presentation summarising the
and chemical
2. Recall the names presentation knowledge gained from completing this unit. changes?
and definitions of summarising The PowerPoint will involve students:
the two changes what they have  Defining and explaining the two changes that Which
that occur to learnt in this unit? occur to matter. combination of
matter.  Providing a minimum of 4 examples for each substances
 Were students enabled the
able to recall the of the changes.
3. Define reversible balloon to inflate in
names and  Explain their understanding of reversible and
and irreversible lesson 1?
changes. definitions of the irreversible changes, providing an example What change was
two changes that for each. Distinguish which type of change this an example
occur to matter? enabled the balloon to inflate in lesson one, of?
and how this was indicated.
 Were students
Lesson Closure: (10 mins)
able to define
 Students are to email their completed PowerPoints for
reversible and
marking. Ensure to check that they have all been received.
irreversible
changes?  Students will complete a self-assessment/ reflection on their
learning in their science books
Method of Recording:
 A checklist and a Differentiation
marking rubric  Extension:
will be used to  Students will be required to provide a minimum of 6
record this examples for each of the changes.
information.  Remedial:
 Rather than working individually, students may be
Students self-
invited to work with a buddy.
assessments will be
collected and viewed.  Extra time may be provided to these students to
complete the task.

.
References:

Australian Academy of Science. (2012). Change detectives: Year 6 chemical sciences. Retrieved from http://www.scootle.edu.au/ec/viewing/S7159/Change-detectives-2012/index.html

School Curriculum and Standards Authority. (2014). Science. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8