SCIENCE FORWARD PLANNING DOCUMENT (YEAR 5)

TERM / WEEKS: TOPIC: Chemical Science – Solids, liquids and gases

5E’s- ENGAGE (1lesson)
• To capture student interest and find out what they know about solids,

2/2 •
liquids and gases
To elicit students’ questions/ prior knowledge about solids, liquids and
gases
Diagnostic assessment used- in this lesson you will find out what the students already
know about solids, liquids and gases. This will allow you to take account of students’
existing ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Competence Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 “What is matter?” (50min lesson) QUESTIONS
only)
Science Science as Science Inquiry OUTCOMES
Understanding a Human Skills
N/A
Endeavour
Solids, liquids and With guidance, Introduction: The teacher poses the question:
gases have different pose clarifying • The teacher writes ‘What is matter?’ on the whiteboard. The teacher What is matter?
observable questions and asks the students to ‘think-pair-share’ with the person next to them a Expected responses:
properties and make predictions definition of matter. (Misconceptions are to be written on the board if -All the ‘stuff’ encountered in
behave in different about scientific student respond with one as it gives the class a chance to investigate all everyday life is made up of matter.
ways (ACSSU077) investigations their ideas of what matter is and revise any misconceptions) -Solids, liquids and gases.
(ACSIS231) • The students watch the YouTube video ‘What’s Matter?’ to activate any -Examples of those states of
LESSON OBJECTIVES other prior knowledge of matter - solids, liquids and gases. matter. E.g. soccer ball, water,
• The teacher asks the students to ‘think-pair-share with the person next oxygen.
As a result of this lesson, students will be able to: to them and see if there was anything that they missed from the initial
• Record, as a group, three (3) key properties for each brainstorm that they can add to the board. E.g. Have they included all
YouTube: What’s Matter? - Crash
matter of state (solid, liquid and gas) in their Science the states of matter. Are there any examples of these states they can
Course Kids #3.1
workbook. add, solid: brick, liquid: soft drink, gases: air.
Body: http://www.youtube.com/
• Classify, as a group, each jar of matter as a solid, watch?v=ELchwUllWa8
• Students sit in groups of four at their tables. The teacher places six jars
liquid or gas and record it in their Science workbook. on each table. Each jar is filled with a solid liquid or gas. The students (3mins 30secs – watch whole
are reminded of safety rules in the science class – The items in the jars video).
ASSESSMENT (DIAGNOSTIC) can be touched, but don’t eat anything in the jars, don’t touch your eyes
or face, clean up any spills and wash hands during and at the end of the Equipment:
Work sample activity. • Jars of solids, liquids and
• Science workbook • In their groups, the students must determine what form of matter the gases (Labelled: 1 to 6)
objects and materials in the jars are. E.g. A solid, liquid or gas. The • In the jars: Rocks, ice
students must discuss with each other why they think the object is that blocks, sponge, water
Checklist state of matter and what properties made them come to that conclusion. (coloured), honey and
• Checklist in teachers running record section for • In their science books the students list all the jars, state whether it is a air
Science solid, liquid or gas, draw the object and list 3 properties about the state • Science workbooks
 of matter in the jar. (Limited help from the teacher during the task, this • Stationary caddy
task will help determine what the student know and what misconceptions • Design brief – ‘Rocket to
the students may have.) the moon’
Conclusion: • Science word wall (any
• The teacher gains the classes attention once the students have finalised focus words or new
their activity. The teacher holds each jar up and asks the students to words can be added
place their hands on their heads its they classified it as a solid, their
throughout the lesson)
hands in the air it is a liquid or their hands on the table if it is a gas. The
teacher asks member of each group some of the properties they listed
for each state of matter. The teacher poses the question:
• The teacher introduces the design brief ‘Rocket to the moon’ to the What is state of matter is in this
students that they will complete during term, this will coincide with their jar? (Containing honey)
Science lessons. The students will be given the challenge to build a What are the properties that tell
rocket that has the ability to launch up into the air, propelled by a you it is that form of matter?
reaction. Students will work in team to design build and launch the Expected responses:
rocket. -Liquid the jar contains honey
• Students pack up the tables and place their Science workbook on the -It flows.
teacher’s desk and get ready to start their research their ‘Rocket to the -If fills the volume of the jar.
moon’ project. -It has no fixed shape.
LEARNER DIVERSITY (The teacher will ask these
Enabling: questions for each of the jars)
• List only one to two properties for each jar.
• The Science word wall will assist in vocabulary.
Extending:
• List three or more properties for each jar.
• Extended question: What material or object can to be all three states of
matter? (Ice blocks or water can be all three when their physical reaction
changes) – Add what this cycle would look like in their Science
workbook. (Can use the iPad or computer to research)
• Research is there are forms of matter that can be two states at the same
time. What are they?
 SCIENCE FORWARD PLANNING DOCUMENT (YEAR 5)

TERM / WEEKS: TOPIC: Chemical Science – Solids, liquids and gases

5E’s- EXPLORE (3 lessons)
• To provide hands on, shared experiences of solids, liquids and gases

2/3 • To support students to investigate and explore ideas about solids,

liquids and gases
Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Competence Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability (disposing of the experiment)

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 “The bottle and the balloon” (50min lesson) QUESTIONS
only)
Science Science as Science Inquiry OUTCOMES
Understanding a Human Skills
N/A
Endeavour
Solids, liquids and With guidance, Introduction: Quiz: Kahoot – ‘States of matter’
gases have different pose clarifying • The students play the Kahoot on ‘States of matter’. This provide (mainly gases)
observable questions and information on what the students remember from prior lessons.
properties and make predictions • The teacher conducts a bath bomb experiment in front of the students. The teacher poses the question:
behave in different about scientific The teacher selects one of the students to be the videographer during What is do you think will happen to
ways (ACSSU077) investigations the experiment. The teacher asks the students what they think might the bath bomb when it is dropped
(ACSIS231) happen to the bath bomb when it goes in the water. into the water?
Identify, plan and • The teacher places the bath bomb in the in the water and the class Expected responses:
apply the watches the reaction. -The bath bomb will fizzle and
elements of • The teacher asks the students the following questions:
scientific disappear.
o Did what we predict happen? The teacher poses the question:
investigations to o What did you notice during the reaction?
answer questions What we predict happen?
o What happened to the water?
and solve -Yes.
o What happened to the bath bomb?
problems using What did you notice during the
• The teacher discusses with the students what a gas is. Listing their
equipment and ideas on the whiteboard. reaction?
materials safely - Gas is a state of matter that has no fixed shape of form -The bath bomb fizzed when it hit
and identifying - The particles are not held together by bonds the water and dissolved away.
potential risks - Gas has a lower density than other states of matter What happened to the water?
(ACSIS086) - Gases can spread out and fill any container available - The water became cloudy.
LESSON OBJECTIVES • The teacher prepares for the bottle and balloon experiment. What happened to the bath bomb?
• Before the experiment can start the teacher reiterates the what safety -It dissolved in the water.
As a result of this lesson, students will be able to:
precautions need to be followed during the experiment. Safety rules in
• Predict, as a group, outcome of the experiment for the science class – Listen to all instructions before the experiment
the balloon, vinegar and baking powder, and record begins, don’t touch your eyes or mouth during the experiment, clean up Equipment:
it on their poster. any spills, don’t eat or drink during the experiment and clean the area • Bowl of warm water
• Describe, as a group, what happened during the and wash your hands once the experiment is complete. • Bath bomb
experiment, if it was what they predicted and record Body: • iPads
it on their poster. • Bottles (250mL)
ASSESSMENT (FORMATIVE) • The students are put into groups of four and place newspaper down on • Balloons
their table. Each student has a role within the group (equipment • Funnels and spoons
Work sample collector, information recorder, videographer and designer) • Vinegar
• A3 poster • The teacher explains the experiment to the students. The students will • Baking powder
fill ¾ of their bottle with vinegar and place 3 tablespoons of baking • Newspaper
powder into a balloon. The teacher asks the equipment collector to
Checklist • A3 paper
come to the front of the class and collect all the equipment the group
• Science word wall (any
• Checklist in teachers running record section for need for the experiment.
focus words or new
• The student returns to the table and the teacher explains that the
Science balloon will carefully be placed around the mouth of the bottle, but not to words can be added
pour the baking powder into the bottle. The teacher poses the question throughout the lesson)
to the student: What do you think will happen when the baking powder is
poured into the vinegar? The students discuss and a group and the The teacher poses the question:
information record the answers on the A3 paper. Teacher asks a few What do you think will happen?
students their hypothesis • To the vinegar?
• At the same time the designer flips the balloon up in the air and the • To the baking soda?
reaction takes place. The videographer records the reaction. • To the balloon?
• The teacher asks the students to discuss with each other what did they Expected responses:
observe before, during and after the experiment and if it was what they -The vinegar will bubble and turn
expected. The information recorder writes down group’s answers to the cloudy.
questions. -The baking soda will dissolve in the
Conclusion: vinegar.
• The students pack away their experiment, disposing of the vinegar and
NB: baking powder mix safely and recycle the newspaper and bottles.
-The balloon will blow up.
Prior to this lesson students completed an EXPLORE lesson: • The teacher asks each group what they discovered during the
The teacher poses the question:
• Solids – ‘Grouping solids’ – determining that there experiment. The teacher asks the information recorder to read out what
-What did you observe before the
the group decided happened before, during and after the reaction.
are different types of solids and grouping them into • The teacher asks the students if they know what kind of reaction it was
reaction?
-What happened during the
categories (Hard, brittle, elastic, soft etc) (chemical – and acid and a base mixing releasing a gas) and if they
know what type of gas was released (carbon dioxide). reaction?
• Liquids – ‘Liquid speed’ – testing out different liquids LEARNER DIVERSITY -What did you observe after the
racing down a plastic hill and timing the speed it Enabling reaction?
• The Science word wall will assist in vocabulary. -Was it what your group expected?
takes for the liquid to reach the bottom (Water, dish
• Team collaboration make student feel like the responsibility isn’t solely
washing liquid, honey, maple syrup etc. – using fair on them to provide the answers.
testing rules) • Predictions don’t have to be correct, just need to be making an attempt
to form a logical prediction.
Extending
• Research further into the chemical reaction answering:
o What was the chemical reaction? (Acid and base)
o What was the gas released in this reaction? (Carbon dioxide)
• Research what would happen if there was less vinegar in the bottle.
• Research what would happen if there was less baking powder in the
balloon.
• Research if it would make a difference using a larger or smaller size
bottle.
 SCIENCE FORWARD PLANNING DOCUMENT (YEAR 5)

TERM / WEEKS: TOPIC: Chemical Science – Solids, liquids and gases

5E’s- EXPLAIN (1-2 lesson)
• To support students to develop explanations for experiences and

2/4 make representations of developing conceptual understandings

Formative assessment

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Competence Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability (disposing of the experiment)

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 “Melting ice” (60min lesson – please note: This lesson will be QUESTIONS
only) completed over the day to give the ice an opportunity to melt and
Science Science as Science Inquiry OUTCOMES evaporate)
Understanding a Human Skills
N/A
Endeavour
Solids, liquids and With guidance, Introduction: The teacher poses the question:
gases have different pose clarifying • The teacher asks the students to get into groups of three. Each student in What will happen to the ice on the
observable questions and the group will be allocated one of the forms of matter (solid, liquid and gas). plates?
properties and make predictions • The teacher explains that they will be complete a melting ice experiment. Expected responses:
behave in different about scientific Each group will have a metal plate and a plastic plate (independent
-The ice blocks will melt as they are
ways (ACSSU077) investigations variable), on each plate the students will place two ices blocks (same size,
dependant variable). The groups member allocated with solid will record out of the freezer and will be placed
(ACSIS231) in the sun.
Compare data three key facts about the ice in this state. The students then take their two
plates outside and leave them in the sun (staying in the same position, The teacher poses the question:
with predictions
dependant variable). The students return to their plates after 10 mins and Will the difference in plates make a
and use as
see if there are any changes in the ice block. The students allocated with different in what happens to the
evidence in liquids will record three key facts about the ice in its current state. The
developing ice?
students will then leave the ice in its current state for a further 30 mins. The Expected responses:
explanations students will return to the experiment and the students allocated with gas will
(ACSIS218) -Yes, the metal plate is a better
record three key facts about the ice now in its current state.
LESSON OBJECTIVES conductor so the ice should melt
• The teacher asks students to predict what will happen to the ice on the
plates and will the different plate surface make a difference to what will faster and evaporate quicker when
As a result of this lesson, students will be able to: happen to the ice. This is to be recorded into their Science workbooks. the plate is placed in the sun.
• Predict, as a group, outcome of the ice cube and • The teacher reminds the students they need to use key vocabulary when
record it in their Science workbook. listing their key facts about their state of matter (refer to the Science word Equipment:
• Describe and present, as a group, what happened to wall). • Ice cubes
Body: • Metal and plastic plates
the ice block in each state of matter, including 3 key • The student discuss as a group what they think will happen to the ice and if
features. • Science workbook
they different plates make a difference to the ice in this experiment. They
record their predictions/ hypothesis in their Science workbook. Safety rules • A3 poster
in the science class – Listen to all instructions before the experiment begins, • Stationary caddy
ASSESSMENT (FORMATIVE)
Work sample don’t drink or eat the ice during the experiment and clean the area and wash
your hands once the experiment is complete.
• iPad
• Science word wall –
• Science workbook and PowerPoint or poster • The students collect their plates and ice blocks and the students allocated to students to use the
presentation solids records in their Science workbook 3 key facts about the ice block in
correct vocabulary when
this form and take a picture of this stage. The students take their plates with
the ice outside and place them in the sun. The students stand and observe describing their states of
Checklist and anecdotal notes the ice begin to melt. The teacher asks the students if they notice a matter
difference between the ice cube on the plastic plate and the ice cube on the
• Checklist in teachers running record section for metal plate (the ice cube on the metal plate should melt faster, as metal is a
Science better conductor than plastic). The students return inside and wait 10
minutes before returning to the plates.
• The students return to the plates and as a group they discuss what has
changed in the ice cubes form. The student allocated to liquids records in
their Science workbook 3 key facts about the ice block in this form and take
a picture of this stage. The students return inside and wait a further 30
minutes before returning to the plates.
• The students return to the plates and as a group they discuss what has
changed in the ice cubes form. The student allocated to gas records in their
Science workbook 3 key facts about the ice block in this form and take a
picture of this stage.
• The students place any water excess on the garden, wash and dry the plates
and return back into the classroom. The groups discuss with each other their
findings.
• As a group the students create PowerPoint or poster on their finding that
they will present to the class. It must include:
• Each state of matter
• 3 key findings on each state of matter
• A drawing or picture of each state of matter
• Discuss if what they predicted happened and what was the difference
between using the plastic and metal plate
• This may take over one lesson to complete the PowerPoint and present, but it is
important each student discuss their findings with the class
Conclusion:
• The students present to the class. Each student presents their findings on
their state of matter and talk about their 3 key facts.

LEARNER DIVERSITY
Enabling
• Student can be allocated with solid or liquid as they are a more conceptual
state of matter.
• The Science word wall will assist in vocabulary.
• Record only what happens to the metal plate ice cube, and not worry about
the plastic plate ice cube
Extending
• Research and elaborate on why there is a difference between the plastic and
metal plate.
• Use a timer and record the exact melting points of the ice cubes.
 SCIENCE FORWARD PLANNING DOCUMENT (YEAR 5)

TERM / WEEKS: •
5E’s- ELABORATE (1-2 lessons)
To challenge and extend students’ understandings in a new context TOPIC: Chemical Science – Solids, liquids and gases
or make connections to additional concepts through a student
2/5 planned investigation
• To use investigative/ inquiry skills
Summative assessment of science inquiry skills

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Competence Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability (disposing of the experiment)

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 “The floating egg” (50min lesson) QUESTIONS
only)
Science Science as Science Inquiry OUTCOMES
Understanding a Human Skills
N/A
Endeavour
Solids, liquids and With guidance, Introduction: The teacher poses the question:
gases have different pose clarifying • The teacher shows the students a glass filled with tap water (3/4 full). What will happen to the fresh egg
observable questions and And holds up an egg and asks the students what will happen to the fresh when it is placed in fresh water?
properties and make predictions egg when it is places in tap water. The students predict what they think Expected responses:
behave in different about scientific is going to happen. The teachers tells the students they are going to -It will float to the top.
ways (ACSSU077) investigations learn about different water densities: Density is how tightly the matter of -It will sink to the bottom.
(ACSIS231) a mixture is packed together. So, an egg is denser that plain fresh water -It will float in the middle of the
Decide variables and that is why is sinks. water.
to be changed • The teacher explains the floating egg experiment to the students, are
and measured in going to investigate in groups of four. The students each have role in the Equipment:
fair tests, and group. (One will get the equipment and be photographer of the
observe measure • Glass cups (the same size)
experiment, one will be in charge on the salt glass, one in charge of the
and record data sugar glass and one in charge of the flour glass). • Tap water
with accuracy • The teacher explains the safety rule that will be followed during the • Salt
(ACSIS087) experiment. Safety rules in the science class – Listen to all instructions • Sugar
Compare data before the experiment begins, don’t touch your eyes or mouth during the • Flour
with predictions experiment, clean up any spills, don’t eat or drink during the experiment • Fresh eggs (has to be
and use as and clean the area and wash your hands once the experiment is fresh eggs!!!)
evidence in complete. • Newspaper
developing • The teacher runs through what the students need to do to set up the • Spoons
explanations experiment. The four glasses need to be filled ¾ full of tap water. Then
(ACSIS218) • iPad
four tablespoons of salt is stirred into one glass, four tablespoons of
• Worksheet
LESSON OBJECTIVES sugar is stirred into the next glass, four tablespoons of flour is stirred into
As a result of this lesson, students will be able to: the next glass and the last glass in the plain tap water. The mixtures are • Science workbook
• Predict, individually, outcome of each egg and stirred until they are dissolved. • Stationary caddy
• On the work sheet they students need to predict what will happen to the • Science word wall
record it in on their worksheet.
egg in each scenario. They can collaborate together on this but (students to use the
• List, individually, the variables that will change, ultimately the students will each make up their own decision on what scientific vocabulary)
measure and stay the same and record it on their they think will happen and why. Conclusion:
worksheet. Body:
The teacher poses the question:
• Compare, individually, the original predictions with • The student with the roll of collection the equipment, iPad and set up the
What happened to the:
the results they got in the experiment and explain area (with newspaper covering the table).
• Egg in plain water?
• The students fill out the first half of their worksheet:
why/why not their predictions were correct/incorrect. • Egg in salt water?
o What are you going to investigate?
o What do you predict will happen? • Egg in sugar water?
ASSESSMENT (SUMMATIVE – Science Inquiry Skills) o Fair testing: What will change, measure and keep the same? • Egg in flour water
o What equipment do you need? The teacher poses the question:
Work sample o Draw what you are going to do. What does this tell you about
• Worksheet in Science workbook • The other students in the group measure out their salt, sugar and flour density in water?
and stir the mixture until it has dissolved into the water. Expected responses:
• On at a time the students place the egg into the different mixture, the The denser the water the more
Rubric students allow the eggs settle into position and photograph and record likely the object like an egg will
• Teachers rubric assessing science inquiry skills the results on the worksheet. float. The less dense the water the
• The students discuss if what the predicted aligned with the final result more likely the object will sink.
and record why or why not this was on their worksheet. The glue their The teacher poses the question:
worksheet in their Science workbook. -Where any of the results what you
Conclusion: predicted? Why/Why not?
• The students clean up their area, cleaning any spills, recycle the paper -Did any of the results surprise you?
and clean the glasses.
• The students return to their desks and the teacher leads a discussion on
their findings. (Questions in Resource section).

LEARNER DIVERSITY
Enabling
• By demonstrating the egg in plain water, the student already has an
understanding of whether the egg will float or sink, which gives
assistance when making that prediction in the experiment.
• Definition of density will aid the student when considering the results of
the other eggs in the other mixtures.
• The Science word wall will assist in vocabulary.
Extending
• Experiment what happens to the egg if the water levels are lowered.
• Investigate what happens to an older egg in the same mixtures. Does it
sink/float etc. Determine why this might be. What is happening inside an
older egg that makes it behave in this way.
Worksheet for the ELABORATE lesson

The floating egg

Team members names: __________________________________ Date: ________________

What are you trying to find out?

What are you going to investigate? What do you predict will happen?
1.

2.

3.

4.

To make this experiment a fair test what variables are you going to:
Change? Measure? Keep the same?

What equipment do you need? Draw what you are going to do:

What happened to the egg?

Fresh water:
Salt water:
Sugar water:
Flour water:

Was it what you predicted? Why/Why not?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 SCIENCE FORWARD PLANNING DOCUMENT (YEAR 5)
5E’s- EVALUATE (1 lesson)
TERM / WEEKS: • To provide opportunities to review and reflect on their learning about TOPIC: Chemical Science – Solids, liquids and gases
solids, liquids and gases and represent what they know about solids,
2/6 liquids and gases
Summative assessment of science understanding e account of students’ existing
ideas when planning learning experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Behaviour Personal and Social Intercultural
Thinking Competence Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 “Mind your matters” (Sourced from Primary Connections) (50min QUESTIONS
only) lesson)
Science Science as a Science OUTCOMES
Understanding Human Inquiry Skills
N/A
Endeavour
Solids, liquids and Introduction: YouTube: States of matter for kids –
gases have different • Students watch the YouTube video ‘States of matter for kids’ to re- What are the states of matter?
observable activate their prior knowledge of states of matter. Solid, liquid and gas
properties and • The teacher asks the students some question on thing they have learnt https://www.youtube.com/watch?v
behave in different through this unit of study. =JQ4WduVp9k4
ways (ACSSU077) • The teacher shows the students a copy of the ‘Matter cards’ and (3mins 12secs – watch whole
LESSON OBJECTIVES explains they are going to create cards that show all the information video).
they have learned about solids, liquids and gases. These cards will be
As a result of this lesson, students will be able to: put together as a class that the students can use as a card game. The teacher poses the question:
• Identify, individually, 2 different forms of solid matter • One side of the card will have an illustration on a solid, liquid or a gas What are some properties of
and describe 3 key facts the matter and write it on and the other card will have a description of whether it is a solid, liquid solids/liquids/gases?
the ‘Matter card’. or gas and three properties of that object, material or substance.
What are some of the areas we
• Identify, individually, 2 different forms of liquid matter Body:
have covered in this unit?
• At their desks the students brainstorm to create:
and describe 3 key facts the matter and write it on - Chemical reactions of
- 2 solid matter cards
the ‘Matter card’. - 2 liquid matter cards
base and acids creating a
• Identify, individually, 2 different forms of gas matter - 2 gas matter cards gas
and describe 3 key facts the matter and write it on • The students can use the iPad to research different materials they could - Runny liquids
- Density of water with
the ‘Matter card’. draw and write key facts about. The students can also choose materials
they have already investigated during the unit. eggs etc.
ASSESSMENT (SUMMATIVE – Science Understanding)
Work sample • Students complete their cards (writing their name on each card) and join
other students in a game of ‘Snap’ using the cards. Equipment:
• Worksheet in Science workbook Conclusion: • Science workbook
• Students pack away the cards and place them on the teacher’s desk. • Science word wall
Rubric • Teacher tell students their ticket out the door is to tell the class their • ‘Matter cards’ blank to fill
favourite property fact about matter, solids, liquids or gases. The
• Teachers rubric assessing science understanding students quickly think-pair-share ideas for their answer.
out
• Stationary caddy
• Students share one but one their favourite fact on matter.
• iPads
LEARNER DIVERSITY
Example of ‘Matter Cards’
Enabling
• The Science word wall will assist in vocabulary.
• Students choose their matter card items on materials and objects they
have already used during this unit.
• Students choose an object that only has one form of matter. E.g. a rock,
water, air etc.
Extending
• Students research new materials or objects that they haven’t used (Primary Connections, 2020, p.40)
during this unit.
• Students pick an item that may be a mixture of two forms of matter. E.g.
a soccer ball, oobleck etc.

The next class:

As a final wrap up of the unit the teacher will read the students ‘Bartholomew and
the oobleck’ by Dr. Seuss. Then the teacher will make oobleck with the students.