SCIENCE

Planning
Document

University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)
Procedure writing Addition and subtraction
- Students can make a class - Use written addition and
‘mixture book’ or ‘cook subtraction problems to
book’ where they each create a mixture. For
write their own procedure example: Sally added 6
for making a chosen spoonfuls of corn flour to a
mixture mixing bowl. Sally then
subtracted 3 spoonfuls of
Rehearse and deliver short Concept: Making Mixtures Term: 2
presentations the cornflour. Sally added 3
Weeks: 3-8 ©The University of Notre Dame 2010 developed by C McGunnigle

- Students to make a spoonfuls of water to

mixture using ingredients mixing bowl and stirred the
provided and then present mixture.
their mixture to the class, The Arts
identifying the ingredients Making paint
- Students can make their own paint using flour, water and salt (half a cup of
used and how they made
each)
the mixture.
- Students can then add different colour of food colouring to their paint to
create unique colours (exploring primary and secondary colours and
mixing colours)
- These paints can be used to create visual art
 FORWARD PLANNING DOCUMENT

TERM/WEEKS:2, Weeks 5-10 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Chemical Science

EYLF Responsiveness to Learning through Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of diversity with and contribute to their sense of wellbeing involved learners communicators
world

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

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 ACSIS0 Introduction (mat session) What do you
Discuss what students
DIAGNOSTIC - Refer to chemical science in year one (how
031 37 think you Mystery bag –
already think they materials can be changed physically in different already know big spoon, little
know about mixtures Observation during ways e.g. melting and cooling chocolate) about spoon, mixing
KWLH Chart and - Mystery bag – Choose students to reveal items in
mixtures? bowl, whisk
Identify how the questioning the bag. Encourage the class to identify what the
mixture smells, feels, throughout lesson items can be used for (mixing/making mixtures).
sounds and looks using - TWLH Chart – complete column one and two (think What do you KWLH Chart
to identify what
one descriptive word students think they we know and want to know) – during this want to learn
to describe each know about discussion, discuss mixtures that we know of and about Each table (for a
mixtures the purposes of them mixtures? pair) to have a
Body (activity) bowl and spoon
Collect worksheet - Explain activity - ‘For today’s activity, in partners, Can you and ingredients
and use a checklist you will choose a table with a mixture to explore. As describe the needed for the
to collect you are exploring this mixture, you are going to be way this specific mixture.
assessment data on using your senses to identify some things you are
mixture Mixtures (one
which students noticing about your mixture.’
- Safety considerations – ask students for feedback.
feels/smells/lo per table for a
have met the
objective and which Include: follow all instructions given, always ask oks/sounds? pair):
students have not questions when unsure, be aware of others when  Cornflo
as well as which you are moving around the classroom. No tasting,
ur and water
students needed only smelling, touching, looking and listening.
enabling and which Washing hands before and after. Remind students  Salt
needed scaffolding. of attention grabber. rocks and water
- Explain worksheet  Variety
- Pair students on the mat using colour coded
scientist cards. Invite one pair at a time to wash of chopped fruit
hands and choose a work station.  Dish
- Students to work together in pairs, using the liquid and water
ingredients and materials provided at their table to
 hot
create a mystery mixture. Students will complete
their worksheet once their mixture has been chocolate mix
created. and water
- Learner diversity – teacher to walk around between  Soil and
students, scaffolding where needed by offering
prompting questions (e.g. what does your mixture rocks
smell like? When we smell, we use our nose) and
providing examples (e.g. I think your mixture smells Worksheet
a bit fruity). Provide for students needed extension (see appendix
by encouraging them to visit another group which A)
may need assistance to give peer support.
Colour coded
Conclusion (mat session)
scientist cards
- Teacher to ask each pair one at a time to describe
their mixture to the class (e.g. how did it feel, smell,
(two of each
look?) colour)
- Word wall – invite 2-3 students at a time to write a
word on the whiteboard that they used/learnt Design brief
during the lesson (see appendix
- What happens when we mix materials together? B)
We make something new.
Hand out design brief to students and explain how it relates
Mixtures word
to this topic of work.
wall chart
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

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
2 ACSSU ACSIS0 FORMATIVE Introduction
031 38 Identify one purpose - Revisit KWLH Chart from Lesson 1 KWLH Chart
of each of the Observation - Hidden clues – hide 3 ‘secret’ boxes around the What are
mixtures made during classroom. Invite students to search for them some 3 Hidden Clue
(paint, body scrub discussions and purposes for Boxes
to identify what they think they will be making
and trail mix) rotation activities paint/body 1 – paint
today. (Paint, body scrub, trail mix) 2 – body scrub
scrub/trail
Review students’ - Explain the activities and rules of rotations and 3 – trail mix
mix?
science journals safety (once timer goes off, stop what you are What are
Use a checklist to doing and wait for following instructions, no some other
record which tasting, be mindful of others when moving mixtures we
students were around the classroom and ensure to follow know of?
able to meet the What are the
instructions.)
objective and purposes of
which students - Partner students and allocate to a station. Pair
students who may require enabling with these
were not. Take
mixtures?
note of which students who may require extending to allow
students required peer scaffolding
scaffolding.
Body (Rotations)
Students to work in pairs and visit each of the three Science journals
exploration stations (10 minute rotations) Writing pencils
Students predict which mixture they think the
ingredients will make by writing in Science journal. Online timer -
After making a mixture, students write down the name https://www.o
of the mixture (e.g. paint), the ingredients used and a nline-
purpose that the mixture can be used for. stopwatch.com
 - Station 1 – making paint (1/2 cup flour, ½ cup /classroom-
salt, ½ cup water, food colour) timers/
- Station 2 – making trail mix (mixture of nuts,
dried fruits and seeds – be aware of the Instruction
cards with
allergies within the class and do not use an
ingredient
ingredient if a student has an allergy) amounts and
- Station 3 – making body scrub (sugar and olive procedures
oil) Bowl and spoon
per pair per
Conclusion station
Class brainstorm on whiteboard using the key Paint: flour,
questions water, salt, food
- What are some purposes for paint/body colour, ½c
scrub/trail mix? measurement
- What are some other mixtures we know of? Trail mix: nuts,
What are the purposes of these mixtures? seeds, dried
fruits, 1/4c
measurement
Body scrub:
olive oil, sugar,
1/2c
measurement

Whiteboard &
markers
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

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 ACSIS0 FORMATIVE Introduction
031 40 Identify one purpose - Ask students to recall what they have been What is the
of each of the Review students’ doing in previous lessons purpose of Whiteboard
mixtures made and mixing sorting - Identify some of the mixtures created in this mixture? Whiteboard
identified page in science What can this markers
previous lessons, writing them on the board.
throughout the journals mixture be
previous lessons Record Invite students to write them on the board. used for?
assessment using - Next to each of the mixtures, identify, as a How can we
Categorise mixtures a rubric class, one or more purposes for each of the categorise this
according to one of mixtures. Invite students to come up and write mixture?
their purposes using Rubric criteria: a purpose on the board next to each mixture.
mixtures on Above standard –
worksheet provided student was able Body
and displaying in to accurately Mixture and purpose sort – cutting and pasting Scissors and
science journal categorise - Cut out the mixtures from the worksheet glue stick (one
mixtures into 4 or (appendix C). per student)
more purposes - In science journal, sort the mixtures into Science journals
Achieving Mixture cutting
‘categories’ according to their purpose.
standard – sheet (appendix
student was able Students may use the categories suggested in C)
to accurately the introduction of the lesson to assist them Writing pencils
 categorise with ideas. Students must title each category (one per
mixtures into 1-3 according to the purpose (e.g. ‘eating’) student)
purposes - Safety: scissor safety, ensure we are holding
Working towards
our scissors with the correct grip, only cutting
– student was
unable to the paper and never running with scissors.
accurately
Conclusion
categorise
- Invite 3-4 students to share their work with the
mixtures
class during a mat session.

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/ 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
4 ACSSU ACSHE ACSIS0 SUMMATIVE- Introduction
031 034 37 Record predictions Science Inquiry - Secret Sensory Box –Invite students to pass the What do you Tissue box with
for what they believe Skills tissue box around and without looking, feel think will playdough
ACSIS0 is going to happen what is inside the box. happen when inside
38 when they add each Observe students you add this
- Once every student has felt what is inside, ask
ingredient. throughout ingredient?
ACSIS0 lesson and review the students to guess what they think it is. What
40 Work in pairs to each pair’s Book - Explain activity happened
participate in a Creator. Record - Allocate pairs (according to abilities – students when you
ACSIS0 guided investigation assessment using who may require extending in pairs together added that
42 of mixing ingredients a rubric. and students who may require enabling in pairs ingredient?
to make playdough. together) Did you expect
Rubric Criteria: that to happen
- Safety: no tasting, be aware of your peers when
Represent Record one when you
observations by prediction per moving around the room, follow instructions. added that
writing or recording ingredient added. ingredient?
Body – making playdough
voice and taking Work in pairs,
- Students to work in pairs, using the ingredients
photos on Book following a Playdough
Creator App. written provided to make playdough. ingredients card
procedure to - Students to add one ingredient at a time and Playdough
successfully make stir the mixture before adding the next ingredients per
playdough by pair (ingredients
ingredient.
mixing provided to be
ingredients. - Students to predict what they think will happen premeasured
Represent before adding each ingredient. Using the book for each group):
observations by creator app, students will record their Cream of tartar
writing or prediction on a page before adding each (1T)
recording voice ingredient (this can be done by typing, writing Plain flour (1C)
and taking photos or voice recording). Oil (1T)
on Book Creator. Salt (1/4C)
- After adding and stirring each ingredient,
½-1C warm
students will write down and draw a picture of water
what happened when they mixed that Food colour
ingredient in. Students will take a photo of droppers
their mixture at each stage to add to their Playdough
book. equipment per
- Learner diversity: Book Creator ‘help’ cards. pair:
Mixing bowl
Students who do not feel comfortable using
Mixing spoon
Book Creator (which would have been used in
previous lessons throughout the year) are able iPads (one per
to use their science journal). pair)

Conclusion
- Invite each pair to share their book creator
book with the class on the smart board. Smart board
- Discuss findings as a class. Compare everyone’s
findings. Did everyone notice the same thing
happen?
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

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
5 ACSSU SUMMATIVE- Introduction
031 List ingredients Science - Review the KWLH Chart which was begun in What
needed for a chosen Understanding ingredients do KWHL Chart
Lesson 1 (Columns K and L)
mixture - Class brainstorms – identify and discuss some you need to
Observation make this Whiteboard and
of the mixtures made throughout the lessons. whiteboard
Identify one or more throughout mixture?
purposes for a lesson. Review - Identify one or two purposes for each of the How do you markers (or
chosen mixture students’ mixture mixtures made and any findings observed make this smartboard)
posters and during the making process. mixture? Are
record - Complete an example of a mixture poster on any
assessment using the board while explaining the following instructions
a checklist – were activity. needed?
students able to What can this A3 poster card
list ingredients Body mixture be Textas
needed for a Each student to make their own ‘Mixture Poster’. used for/what
chosen mixture - Students to use either a mixture they have is the purpose
and identify one made in a previous lesson or a new mixture of this
or more purposes mixture?
they can think of.
for the chosen
mixture? - Students will be required to write the name of
their mixture, the ingredients needed, the
purpose of their mixture and any extra
instructions necessary to make the mixture.
Markers for
KWLH chart
Conclusion
- Students to display their mixture posters in the
classroom.
- Complete column 3 and 4 on KWLH chart –
what they have learnt and how they learnt it
(from all the lessons in this unit of work)