Primary Science

Australian Curriculum: Science (Year 1)

Sub-strands Content Descriptions Achievement Standard

Biological sciences Living things have a variety of external features (ACSSU017) Science Understanding

Living things live in different places where their needs are met (ACSSU211) At Standard, students describe
objects and events that they
encounter in their everyday lives,
Chemical sciences Everyday materials can be physically changed in a variety of ways (ACSSU018) and the effects of interacting with
materials and objects. They
Earth and space Observable changes occur in the sky and landscape (ACSSU019) describe the external features of
sciences living things and how different
places meet the needs of living
Light and sound are produced by a range of sources and can be sensed (ACSSU020)
Physical sciences things. Students describe changes
Science involves observing, asking questions about, and describing changes in, objects and in their local environment.
Nature and
development of science events (ACSHE021)
Science as a Human Endeavour

Use and influence of People use science in their daily lives, including when caring for their environmentand living Students share how people use
science things (ACSHE022) science in their daily lives,
including when caring for
Questioning and Pose and respond to questions, and make predictions about familiar objects and the environment and living things.
predicting events (ACSIS024)
Science Inquiry Skills
Planning and Participate in guided investigations to explore and answer questions (ACSIS025)
conducting Use informal measurements to collect and record observations, using digital technologies as Students respond to questions,
appropriate (ACSIS026) make predictions, and
participate in guided
Processing and Use a range of methods to sort information, including drawings and provided tables through investigations of everyday
analysing data and discussion, compare observations with predictions (ACSIS027) phenomena. They follow
information
instructions to record and sort
Evaluating Compare observations with those of others (ACSIS213) their observations and share them
with others.
Communicating Represent and communicate observations and ideas in a variety of ways (ACSIS029)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 3, Wks 5-10 YEAR LEVEL: 1 LEARNING AREA/TOPIC: Science physical changes
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)

 Students will engage in elicit prior knowledge

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

1 ACSSU ACSHE ACSIS0 Observe physical DIAGNOSTIC Mat Session: What kinds of Play Dough
018 021 24 changes through - children will sit on the class mat things are
bending, stretching WHAT: - Teacher will introduce the new topic of physical you Play dough
and twisting (what Children and chemical changes to the class and set up a observing? tools (rollers,
it looks like and developing a new science word wall What does it cutters,
feels like). sound - WORD WALL: Teacher will explain that whenever look like/feel imprints,
knowledge of you have a word to describe what you are seeing, like? stamps etc.)
Explore words to words to thinking or feeling about any activities we conduct
describe physical describe come and write it on a piece of coloured card and What is Play dough
properties to add properties of a stick it up on the word wall happening to mats/trays
onto the classroom physical change - Teacher will explain and give a demonstration of the play
science word wall what a physical change is using ice blocks dough when Behaviour
HOW: (teacher explains that the process of freezing is a you are Management
Controlling fine Anecdotal notes reversible change therefor being a physical playing with Plan’s on the
motor skills when and video change. it? required desks
experimenting with recordings of - Teacher will explain all the properties of reversible (Traffic light
play dough scientific inquiry objects and changes (teacher will make It clear How is it strategy)
and some of the descriptive words she is using, “These changing?
conversation are the types of words you can put up on the class
from the science word wall). If your pulling
students - Introduces the concept of how play dough can it apart into
be a physical change pieces is it still
-Teacher runs through safety precautions (we don’t the same
eat play dough and to use the play dough playdough?
equipment safety around your peers)
Body of lesson:
- Children are assigned rotational groups of four.
Each table has different play dough equipment
 - Students rotate around each table with their
group discussing the types of things they see and
feel about the physical properties of play dough
- Encourage children to add words to the wall
- Modifying and extension: Assist Josh and Sarah
with using fine motor equipment. Tom and Jordan
need to have their behaviour management plan.
Jamie, Lucy and Tyler to be extended by working
on an individual research report about why play
dough is a physical change, what are the
properties that make it a physical change?- this will
run over the whole unit of work.
Conclude:
- Children come and sit back on the mat with their
play dough object they made
- They go around the circle and say one property
they noticed when observing the physical nature
(change) of play dough. Teacher makes a
brainstorm on the board from all their
ideas/descriptive words.

5E’s- EXPLORE (2-3 lessons)

 Students will be provided with a hands on experience of the physical/chemical changes

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSIS0 Explore properties FORMATIVE Mat Session: When you EA HELPER
22 018 021 24 of irreversible WHAT: - Teacher introduces a second change called add these 2 PARENT
(chemical) and Were students chemical/ irreversible change (adds words to the two ASSISTANTS
ACSHE reversible (physical) able to make word wall) gives some visual examples ingredients
022 change through accurate - Teacher states that we will be making pancakes together can Design Brief
the creation of observations of to observe these types of changes they go back
pancake batter the contrasting - Teacher plays the “Safety Cooking Song” and to their Classroom
and the physical and emphasizes the importance for why we need to be original “Safety
heating/cooking chemical safe, teacher also goes through hygiene routines state? Cooking Song”
process. properties and the importance of them. Brainstorm on the Why/why not (made up by
whiteboard with students with concepts such as the children
Making clear and HOW: cords, power points, hot objects, special awareness What types of prior to this
concise Anecdotal and sharp objects. changes are lesson)
 observations records - Class reads the design brief together using the you seeing
through regarding ‘Popcorn’ strategy during the Equipment:
conversation and students - Groups students via the star strategy (for each heating - measuring
discussion. conversation group there is either a teacher, EA or teacher process? cups/spoons
during the assistant) - 2 large bowls
Describe the activity - Students wash their hands and move to allocated Do you think -1
difference groups (5-6 children per group) this is spatula/wood
between each Body of Lesson: irreversible or en spoon/fork
change. - Children observe the changes when making the reversible for beating
batter and cooking the pancakes (mixing, heating, change - 1 hot plate
melting) why/why - 1 frying pan
- Teacher prompts students and questions students not? - News
about the differences between physical (reversible paper/paper
- no matter what you do to it, it is still the same towels, gloves
substance) and chemical change (irreversible - Aprons
adding two substances to create a new Ingredients:
substance) - 1 cup self-
- students come and sit on the mat once each raising flour
member in their group has a pancake -1 tbs sugar
Conclusion: - 1 egg
- Students have a teddy bears picnic on the picnic - ¾ cup milk
rug in a circle - 50g butter
- Teacher asks if any students want to add some
words to the science wall
- Teacher asks students to share one thing they
learnt with their turn and talk partner.

5E’s- EXPLAIN (1 lesson)

 Students will enhance their scientific explanations and represent developing conceptual understanding via writing an ‘Elephant toothpaste’ recipe.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

3 ACSSU ACSHE ACSIS0 Explain the FORMATIVE Mat Session: What type of Elephant
018 021 24 concept of how a WHAT: - Students revisit experiences from the prior lesson change is Toothpaste
chemical change If students can including how the activity of pancake making was occurring if I example
occurs and why it correctly order demonstrating a chemical change (when adding am adding - big plastic
occurs the steps and two substances together that ultimately make a two separate tray and
categories in a new substance is a chemical change as well as the substances to newspaper
Order a recipe in recipe heating process) and how the play dough create a new - safety
the correct investigation was demonstrating physical change. one? goggles
consecutive Students can - The teacher then introduces an investigation to - apron
sequence. explain the further their knowledge of chemical changes and What - Plastic gloves
concept of how how they are different to physical ones. substances - plastic soda
Write a prediction a chemical - “Elephant Toothpaste” – students gather around can you use bottle
for their future change occurs? the teacher as she/he facilitates the experiment to make your - ½ cup
experiment - Students observe and the teacher creates toothpaste a hydrogen
Students can conversation, “What is happening?” chemical peroxide liquid
work -Students brainstorm with the teacher what change? - 1 Tbs dry
collaboratively substances she used to create a whole new yeast
within their pair substance (teacher observes if children understand Why will the - 3 Tbs warm
this is a chemical change) substances water
HOW: - Teacher runs through the steps of you chose - liquid dish
Rubric conducting/writing a recipe (Equipment, make a washing soap
Working Ingredients, Method, Safety precautions) chemical - food
towards, Body of Lesson: change? colouring
achieved, - Students are placed in partners for their elephant - small cup
working above toothpaste journey. They brainstorm together the - method of
level. substances they will be using and explain why they the recipe
think these will make a new substance/chemical
change Recipe
- Students will independently write their Elephant template
Toothpaste recipes and at the end explain why (MODIFIED FOR
their toothpaste will have the best chemical STUDENTS, one
change and a predication of what will happen. that is visually
- MODIFY THE LESSON: Assist Josh and Sarah with based and
their pencil grip (they only have to draw their ides one that has a
not write a description of them). Tom and Jordan major written
are specifically not paired together. Jamie, Lucy component)
and Tyler have extra lines to extend their recipes pencils
(instead of just drawing images they write an
extended description)
Conclusion:
- Children will sit on the mat in a circle next to their
partner and the teacher will choose two groups to
share and explain why they think their toothpaste
will have the best chemical reaction/change.
- THIS LESSON MIGHT BE ACROSS TWO LESSONS !

5E’s- ELABORATE (1-2 lessons)

 Extending their knowledge and making connections to additional concepts through their Toothpaste investigation
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS0 Conduct SUMMATIVE- Mat Session: What are you Students bring
4 018 25 experiment in a WHAT: Science - Students sit on the mat with their partner and seeing/what in the extra
collaborative and Inquiry Skills review their recipes. is happening resources they
ACSIS0 thoughtful manner Make evidence- - Teacher puts on the safety song and after they to your needed for
26 based brainstorm again all the things that we need to be toothpaste making their
Observe and conclusions, safe about during this investigation. The brainstorm toothpaste
ACSIS2 record the results of will include concepts such as being aware of What recipe
13 their investigations Observing, spatial awareness, cords around the classroom, chemical
questioning, sharp objects, chemicals, hot objects etc. changes are Teacher
inquiring, - Question Time: students can inquire with partners you seeing? provides the
describing or teachers before conducting the toothpaste hydrogen
changes experiment. Were your peroxide liquid
- Teacher runs through how they will record their predictions and the yeast
Responding to results correct or
predictions - Parent helpers come in to help as well as the EA’s incorrect? Plastic tubs
(they are allocated to groups to help students and
Participating to be aware of their safety/hazards) Safety goggles
effectively in the Body of lesson:
investigation - Students conduct their experiment All resources
- Students record results  Josh and Sarah will be from previous
HOW: working with the teacher, Tom and Jordan are in lesson (recipe
Rubric of inquiry different parent helper groups. (Groups- of the teachers
skills: heterogeneous- range of abilities). Extra assistance elephant
provided to Josh and Sarah. Modified investigation toothpaste
planner).
Conclusion:
- Students clean their surroundings
- Students leave their elephant toothpaste at the
back of the room
- As a class conduct a survey of the students that
saw a chemical change in their elephant
toothpaste and those students that didn’t
- This will be continued in the next lesson

5E’s- EVALUATE (1 lesson)

 Students will represent their understanding through a class assessment where teachers can effectively collect evidence of achievement of outcomes.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS2 Draw and SUMMATIVE- Matt Session: T Rainbow
5 018 13 annotate pictures WHAT: - Students will sit in a circle and the teacher will use What worked talking stick
to represent the Science the strategy of the talking rainbow stick. Students well in your
difference Understanding with the stick can share one thing that worked well. elephant Assessment A3
between a Did students They then pass it to another students and they toothpaste sheet 1X24
chemical and comprehend share what didn’t work well. experiment?
physical change the difference Body of Lesson: Students have
between a - Students play ‘Round Robin’  students are in What didn’t resources for
physical and their investigation pairs with their project work well? taking the
chemical observations, records and go around the circle assessment
change? and share one aspect that worked well/one Who knows
aspect that didn’t as well as if their prediction was the Cosmic Yoga
correct difference Video
HOW: - Students then independently go back to their between a
Checklist desks for the assessment physical and
(working below - ASSESSMENT; consists of a definition of chemical chemical
average, and physical changes, what is the different change?
achieving, between the two (MODIFY one sheet will be boxes Who can role
above the to draw @Josh @Sarah and the other will have the play this to
average level) boxes to draw and lines to write on, mainly catered the class?
for Jamie, Lucy and Tyler), Did their Elephant
toothpaste work? Why/why not (was it just a EACHER: its
physical change instead of a chemical one?) now your turn
Conclusion: to show me
- Students come and sit on the mat for a quick what you
cosmic yoga brain break know

If you need
help I want
you to think
about it and
try and solve
it for yourself