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PST

Names: Steph Martin and Natasha Soklev


Topic: Science- Everyday materials can be physically changed through change in temperatures
Year Level: 1

Unit outcomes
AusVELS (All strands, other domains)

Discipline-based learning- Science- Science understanding, science as human endeavour and science inquiry skills.
Discipline-based learning- English- Speaking and listening.

Concepts: (include representations and practices that may be relevant)

Science Understanding- Everyday materials can be physically changed in a variety of ways (ACSSU018)
Materials acting differently in different temperatures.


Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)

Science understanding:
Everyday materials can be physically changed in a variety of ways (ACSSU018)
Science as a human endeavour:
Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
Science inquiry skills:
Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024)
Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information
sources (ACSIS025)
Use a range of methods to sort information, including drawings and provided tables (ACSIS027)
Through discussion, compare observations with predictions (ACSIS212)
Compare observations with those of others (ACSIS213)
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029)
English- speaking and listening:
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of
address in different contexts (ACELA1454)
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Unit overview

Phase/ Lesson

Science outcomes

Literacy outcomes

Lesson Summary

Assessment
opportunities


Lesson 1
(Engage)

Science inquiry skill:


-Compare observations with those of
others (ACSIS213)
-Use a range of methods to sort
information, including drawings and
provided tables (ACSIS027)

In this lesson we will get the students to


draw a picture of what they think chocolate
bar looks like and then another one with
what they think a chocolate bar would look
like if heat were applied to it. This would be
done with visual cues and based on students
ideas.

-Drawings on what students


think a chocolate bar looks
like before and after heat is
applied to it.
-Discussion students have on
why they have drawn the
chocolate the way they have.

Lesson 2
(Explore)

Science understanding:
-Everyday materials can be physically
changed in a variety of ways
(ACSSU018)
Science as a human endeavour:
-Science involves asking questions
about, and describing changes in,
objects and events (ACSHE021)
Science inquiry skills:
-Respond to and pose questions, and
make predictions about familiar
objects and events (ACSIS024)
-Participate in different types of
guided investigations to explore and
answer questions, such as
manipulating materials, testing ideas,
and accessing information
sources (ACSIS025)
-Use a range of methods to sort
information, including drawings and
provided tables (ACSIS027)

English- speaking and listening:


-Engage in conversations and
discussions, using active
listening behaviours, showing
interest, and contributing ideas,
information and questions
(ACELY1656)
-Use interaction skills including
turn-taking, recognising the
contributions of others, speaking
clearly and using appropriate
volume and pace (ACELY1788)

English- speaking and listening:
-Understand the use of
vocabulary in everyday contexts
as well as a growing number of
school contexts, including
appropriate use of formal and
informal terms of address in
different contexts (ACELA1454)
-Engage in conversations and
discussions, using active
listening behaviours, showing
interest, and contributing ideas,
information and questions
(ACELY1656)
-Use interaction skills including
turn-taking, recognising the
contributions of others, speaking
clearly and using appropriate
volume and pace (ACELY1788)

In this lesson we will use hot water to melt


butter, chocolate and ice. Students will draw
what they look like before and then after
melting. We will also discuss and record the
vocabulary used by students when
describing what has happened and what
their explanations are for why they changed.

-Students before and after


drawings to see whether
they have noted any
changes.
-Language the students used
to describe what has
happened to each material
and why they think it has
happened.

Lesson 3
(Explore)

Lesson 4
(Explain)

Science understanding:
-Everyday materials can be physically
changed in a variety of ways
(ACSSU018)
Science as a human endeavour:
-Science involves asking questions
about, and describing changes in,
objects and events (ACSHE021)
Science inquiry skills:
-Respond to and pose questions, and
make predictions about familiar
objects and events (ACSIS024)
-Participate in different types of
guided investigations to explore and
answer questions, such as
manipulating materials, testing ideas,
and accessing information
sources (ACSIS025)
-Use a range of methods to sort
information, including drawings and
provided tables (ACSIS027)
-Through discussion, compare
observations with
predictions (ACSIS212)
-Compare observations with those of
others (ACSIS213)
Science understanding:
-Everyday materials can be physically
changed in a variety of ways
(ACSSU018)
Science as a human endeavour:
-Science involves asking questions
about, and describing changes in,
objects and events (ACSHE021)
Science inquiry skills:
-Respond to and pose questions, and
make predictions about familiar
objects and events (ACSIS024)
-Participate in different types of

English- speaking and listening:


-Understand the use of
vocabulary in everyday contexts
as well as a growing number of
school contexts, including
appropriate use of formal and
informal terms of address in
different contexts (ACELA1454)
-Engage in conversations and
discussions, using active
listening behaviours, showing
interest, and contributing ideas,
information and questions
(ACELY1656)
-Use interaction skills including
turn-taking, recognising the
contributions of others, speaking
clearly and using appropriate
volume and pace (ACELY1788)

In this lesson we will continue to melt


materials with hot water only this time
students will be recording the changes based
on the 5 senses. Some of the senses will not
be applicable to each situation; it will be up
to the students to work out what those are.
Before and after each experiment students
will record what the have seen, heard, smelt,
tasted and felt on a worksheet in order to
compare the changes in each sense. We will
also continue to record student explanations
and vocabulary used when discussing what
has changed.

-Student worksheets on 5
senses before and after
changes.
-Student vocabulary and
explanations of why the
changes occurred.

In this lesson we will show a YouTube clip


that explains the changes that a material
goes through when changing in temperature.
This included the different forms they take,
solids, liquids and gases and also what
particles are and what they do in each
material when they change form. We will
then continue to unpack the video using
examples from what the students have
already experimented on and how they can
describe their changes now they know what
happens to them.

-Student discussion on video


content.
-Students explanations of
past experiments
incorporating their new
understandings.

English- speaking and listening:


-Understand the use of
vocabulary in everyday contexts
as well as a growing number of
school contexts, including
appropriate use of formal and
informal terms of address in
different contexts (ACELA1454)
-Engage in conversations and
discussions, using active
listening behaviours, showing
interest, and contributing ideas,
information and questions

Lesson 5
(Elaborate)

Lesson 6
(Evaluate)

guided investigations to explore and


answer questions, such as
manipulating materials, testing ideas,
and accessing information
sources (ACSIS025)
-Use a range of methods to sort
information, including drawings and
provided tables (ACSIS027)
-Through discussion, compare
observations with
predictions (ACSIS212)
-Compare observations with those of
others (ACSIS213)
Science understanding:
-Everyday materials can be physically
changed in a variety of ways
(ACSSU018)
Science as a human endeavour:
-Science involves asking questions
about, and describing changes in,
objects and events (ACSHE021)
Science inquiry skills:
-Respond to and pose questions, and
make predictions about familiar
objects and events (ACSIS024)
-Use a range of methods to sort
information, including drawings and
provided tables (ACSIS027)
-Represent and communicate
observations and ideas in a variety of
ways such as oral and written
language, drawing and role
play (ACSIS029)
Science understanding:
-Everyday materials can be physically
changed in a variety of ways
(ACSSU018)
Science as a human endeavour:
-Science involves asking questions

(ACELY1656)
-Use interaction skills including
turn-taking, recognising the
contributions of others, speaking
clearly and using appropriate
volume and pace (ACELY1788)

English- speaking and listening:


-Understand the use of
vocabulary in everyday contexts
as well as a growing number of
school contexts, including
appropriate use of formal and
informal terms of address in
different contexts (ACELA1454)
-Make short presentations using
some introduced text structures
and language, for example
opening
statements (ACELY1657)

English- speaking and listening:


-Understand the use of
vocabulary in everyday contexts
as well as a growing number of
school contexts, including
appropriate use of formal and

In this lesson we will do a fair-testing


assessment. We will melting certain
materials and get students to document
what happens to them and get students to
use the vocabulary they have learnt to
describe accurately what has happened in
each situation. After this is completed we
will take students outside to discuss their
role-play. This will involve giving them a
material and they are to discuss what
happens to it when hot water is poured over
it. They will use the specific vocabulary they
have learnt such as solids liquids and gases
and they will also refer to the particles that
are within their material and what happens
to them when they change.

-The fair testing assessment.


-Student responses to
changes in materials.
-Students contribution to
the role-play.

In this lesson we will record the students


representation role-play that shows what
they have been learning in this unit. From
there we will have a quick quiz on solids,
liquids and gases. We will also record
reflections made by the students on what

-Students solids, liquids and


gases quiz.
-Student reflections.
-Students role-play.

Celebration Day

about, and describing changes in,


informal terms of address in
they have learnt in this unit and what they
objects and events (ACSHE021)
different contexts (ACELA1454)
have enjoyed.
Science inquiry skills:
-Make short presentations using
-Represent and communicate
some introduced text structures
observations and ideas in a variety of and language, for example
ways such as oral and written
opening
language, drawing and role
statements (ACELY1657)
play (ACSIS029)
During celebration day, students role-play video will be shown and one of our students will be doing her part in the role-play on the day.