SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 CONCEPT MAP
English (option 1) Maths
-Reading Roehl Dahl’s ‘George’s Religious Education / Spiritual Education -Using correct measurements
Marvellous Medicine’ to support -Using a Shrove Tuesday on making during experiments.
discussions and link classroom pancakes. -Discussing capacity when
experiments/investigations. selecting the correct equipment
-Writing procedures for ‘making to mix and combine materials in.
mixtures’ experiments.

Concept: Term: Weeks:

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

-Creating compost bins. -Making healthy meal plans and writing procedures
-Making recycled paper for how to mix together the materials.
-
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

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
-Experiment equipment will ensure to be reusable materials that can
be washed post the experiment and reused.

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
(ACSS (ACSH DIAGNOSTIC:
(ACSI 1.Create a Introduction:
W1 U031) E034) S038) simple -TKWL chart: 1.Wondering bag (10mins)
Wondering
L1 diagram by Review answers
and make
-Inside the bag will be a ball of Play-doh. bag
analysing a adjustments on -Give simple clues and guide the discussion to
future lesson on
range of content that
elicit student’s prior knowledge of mixtures. Play doh
mixtures. may be already
understood or
may need
“Inside my bag I have an object that has been TKWL chart
2. Experiment revisiting. made by mixing together materials”
with different Mixture jars
-Review students
methods to observation -Guide the students guesses by using the
make a simple sheets and their
following questions; Recording
capabilities sheets
mixture. when creating  What materials can we use for mixing?
diagrams. -What do we
 How do you think it could have been Bowls
know about
made? making
 What shape do you think it might be? mixtures? Spoons
 How might it feel? -How do we Muesli
make ingredients
-Reveal the ball of Play-doh and use it to mixtures?
guide the following TKWL chart.
-Where do
 we make
them?
2.Display objectives and discuss importance -Why might
(2mins) we make
-Display online Science journal and explain them?
how each lesson we will review the journal
and discuss our objectives for the lesson. -How else
might they
look?
Body
3. TKWL CHART (5mins)
-Find out what students think, know and want
to know about mixing materials by recording
their answers on a TKWL chart on the online
Science Journal and use Think/Pair/Shares on
the key questions to guide the brainstorm.
-Use any valuable responses from the
wondering activity to support the brainstorm.

4. Analysing samples
-The following samples of mixtures (3 of each)
will be contained in jars and placed on stable
surfaces around the room.
 Water, oil and detergent
 Oobleck
 M&M’s

-Students will move around the room with

recording sheets analysing samples of
mixtures.
-Students will be unaware of what type of
materials have been in the mixtures and can
add ideas to their annotated diagrams.
-Display a checklist for creating annotated
diagrams that includes;
 Simple drawing
 Words describe what you see
  Arrows/lines to support the labels

Support
-Support students by displaying a list of
describing words that could be useful when
labelling their diagrams.

5. Making a mixture of muesli

-Students will now work in pairs to investigate
the results of mixing together muesli
ingredients.
-Using prepared bowls of separated muesli
ingredients, students will mix together the
ingredients using a technique of their choice.
-They can either;
 Use a spoon
 Combine, attach lid and shake
 Use their hands

-The purpose of the experiment will be to see

when the materials used to make muesli are
mixed together, you are still able to identify
the individual ingredients within the mixture.

Conclusion
6. “So why?”
-Display the range of the muesli mixtures in
front of the students and ask the following
question:

“So why would we make this mixture? Turn to

your partner and discuss”.

-Establish with the students we make this

particular mixture as means of making
nutritious food for us to eat.
 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
(ACSS (ACS (ACSI 1.Make verbal FORMATIVE Introduction
W2 U031) HE03 S038) predictions -Adding 1. What mixture is it? (10mins)
-Where might Detergent
L2 5) (ACSI
based on anecdotal -Display the following materials; you see these
S042) observations notes to  Bottle of detergent materials? Glass of
with a partner. ongoing  Glass of water water
-What can
(ACSI formative  Bottle of vegetable oil. you see that
S037) 2. Mix together science Vegetable oil
makes you
materials and rubric “One of the samples from yesterday think that?
record results by (sample 3) contains following materials, which one do Recording
creating 3 you think it is?” -What do we sheet
annotated -Focus on a
know about
diagrams. detergent?
select group -Use the online science journal to display What is its
of students. the samples from yesterday and invite the use?
students to think/pair/share their answers
-Take some responses from the students
without revealing any answers.

Body
2.Experiment briefing (5mins)
-Use a prepared PowerPoint presentation
to explain the roles of the students and
safety precautions. (Roles system has been
gathered from ‘All Mixed Up!” Primary
connections resource book).
-Students are familiar with manager and
speaker roles, so use the PowerPoint as
way reinforcing the importance of the
system.
-Discuss the investigation groups for the
lesson and allocate students their roles.

3. Water, oil and detergent experiment

(20mins)  (Sample 1)
-Students will explore mixing oil and water
together to observe how these two
materials separate when they are mixed
together.
-Following this they will also observe the
effect of adding detergent to water and
oil and record the results.
-Move through each step outlined on the
experiment recording sheet as a class.

Extend
-Student who may finish their observations
early can be extended by writing short
explanations as to what they can see
happening at that particular stage of the
experiment to add more detail to their
observations.

Support
-Support students by carefully selecting the
investigation groups prior to the lesson in
order to increase each groups
engagement with the experiment.

Extend
-Students who are confident leaders and
 interpersonal leaners to pair with students
who may have learning difficulties to allow
increase the overall engagement in the
experiment for both students.

Conclusion
Pack up (10mins)
-Use the roles system to ensure for a
smooth and safe pack up.

So why? (5mins)
-Similar to the previous lessons “So why”
question ask the students to
Think/Pair/Share the following.

“So why would we make this mixture?

Where might we see it? Turn to your
partner and discuss”.

-Lend the discussion towards the

understanding that water and oil don’t mix
well however when you add detergent it
mixes well. This which helps us with when
cleaning in the kitchen or other areas.

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
(ACSI 1.Demonstrate FORMATIVE Introduction
W3
(ACSS
S042) their 1.Science journal review (2mins) T Chart
 understanding -Use the science journal to show images
L3
U031)
of ‘making review the previous 2 lessons. Bread
-Adding
mixtures’ by anecdotal -Also display today’s lesson objectives and
creating a flow discuss their importance. Peanut butter
notes to
chart that ongoing Jam
includes formative 2. T chart (5mins)
detailed science -Use the muesli and detergent experiments Butter knife
diagrams. rubric to create a t-chart.
(sample 3) -Display images from each experiment to Bowl
support students’ responses and develop
-Focus on a the discussion. iPads
select group -Aim to highlight with students that in some
of students. mixtures you can still clearly identify the
materials after you have mixed them
together (E.g. muesli or M&M’S), however
in others you cannot (E.g. Play-doh).

Body
3. Spread on bread (10mins) -Looking at
-Use this demonstration to elaborate upon the two
this understanding. different
slices of
-Display two pieces of plain bread. bread, what
-Demonstration to the students by adding: can you see
1. Peanut butter and jam spread onto that is
the bread in 2 layers using a knife. different?
2. Mixing together peanut butter and
jam with a spoon in a separate bowl
and then spread onto the bread.

(If there are nut allergies present use

vegemite as an alternative).

-Invite students to think/pair/share what

they might think the difference is between
the 2 pieces of bread.
-Allow students to provide answers and
encourage them to elaborate. Prompt
them to make references to content or
examples from previous lesson.
-Aim to establish that in order for
something to be considered a ‘mixture’
the materials need to be evenly spread
throughout each other.

4.Flow chats (30mins)

-Students will create a flow chart to
-What do
represent their understanding of either the you
muesli mixtures or oil/water/detergent remember
experiments. about why
-Support students by displaying your own we did those
version of a flow chart for the “spread on experiment?
bread” experiment.
How were
-Students can use Ipads to access the
they
online Science Journal in order to support relevant to
their charts. everyday
-Remind students not to copy the journals life?
but to use the information to represent in
their own way.

Extend- students who may finish early can

pair with other partners to create a ‘t-
chart’ to describe the similarities and
differences between their flow charts.

Conclusion
5. Gallery walk
-Students who are confident enough can
-Where
place their flow charts at the front of the could we
room to create a gallery walk. display this
-Invite the students to come up and view chart?
the charts in small groups.
-Why did you
decide to
 includ that
information?

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
(ACSS (ACSH (ACSI 1.Predict effect SUMMATIVE- Introduction
W4 E034) Water
U031) S038) of mixing water Science Inquiry
1. What mixture is it? (10mins)
L4 and cornflour -Display the following materials;
(ACSI Skills Corn starch
S039) together.  Water
-Review and  Corn-starch Food
2.Record write comments  Food colouring
(ACSI colouring
investigations on student’s
S041) using detailed observation
-Students will verbally predict that they -How do you Recording
sheets.
diagrams. think the result mixing together these think we can sheet
-Add any materials will be. mix these
observations to -Also, prompt students to predict what materials
ongoing together?
mixing tools you might need to use E.g.
formative rubric.
Will we need
“Would we use spoon to mix these to be careful
materials? Or would we shake them to mix with
together?” measuremen
Body ts?
2.Experiment briefing (5mins)
-Use the prepared PowerPoint
presentation to explain the roles of the
students and safety precautions.
-Students are familiar with manager and
speaker roles, so use the PowerPoint as
way reinforcing the importance of the
system.
-Discuss the investigation groups for the
lesson and allocate students their roles.

3.Making Oobleck  (Sample 2)

-Students will experiment making this
mixture and investigate by gradually
adding corn-starch and recording their
observations.
-The purpose experiment will be to observe
student’s inquiry skills and thinking when
making mixtures.
-Similar to the water/oil/detergent
experiment, move through the steps as a
class and allow students time and prompts
to make quality observations on their
recording sheet.

4.Pack up/post experiment briefing What did you

(10mins) discover
-Whilst one half of the classroom do the when you
first part of the pack up, allow for the other added more
half of students to find a different partner corn-starch?
to share observations and compare their What do you
results. think could
-Swap over after 5 minutes. happen if
you add to
Conclusion much water?
 -Watch the following video:
https://www.youtube.com/watch?v=JJfppydyGHw
-Discuss the predictions students made
prior to the experiment and how it
compares to how it looks in the video.
-Also discuss what observations they made
and link it back to the video:

“What do you think might happen in this

video if they add more water to the
Oobleck pool?”

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
(ACSS (ACSH (ACSI 1.Create an SUMMATIVE- Introduction
W5 U031) E035) S042) TKWL chart
informative Science
1.Revisit the TKWL chart
L5 poster on -Display and discuss what students knew
Understanding Paper for
‘making about “mixtures” at the beginning of the
posters
mixtures in daily unit.
-Rating scales
life’. on students’ -Briefly read through the science journal to
informative revisit the previous lessons to remind
posters (sample students.
4). -Invite students to Think/Pair/Share
 What do you think you have learnt
about making mixtures over the past
few lessons?
 What surprised you the most?
 What did you find the most
interesting?
-Add responses and finalise the TWKL
chart.

Body
2.Information Mixture Poster (30mins)
-Students will now create a poster to
represent their understanding of how to
make mixtures in daily and what happens
when you mix certain materials together.
-Encourage students to use examples from
the lessons E.g. muesli mixture, detergent
mixture or Oobleck mixture.
-Students can use Ipads to access the
online Science Journal in order to support
their posters.
-Remind students not to copy the journals
but to use the information to represent in
their own way.

Conclusion
3.Share your poster
-students will gather together in small
groups or pairs to share and compare their
posters using the following questions to
guide their responses:

 How does your poster inform people

about making mixtures?
 Where could your poster be displayed?
 What was the most important thing you
included in your poster?
 Having a look someone else’s poster,
did you learn anything from theirs?