2015 Term 4 Unit Plan

Year Level: 2

Teacher: Ms K. Mickel

Subject(s): Maths, English and Chemical Sciences

Duration: Term 4, Weeks 5 to 9

PRELIMINARY STAGE: Finding what the desired result should be.

General
Capabilities
(GC)

Ethical Behaviour

Personal and Social

ICT
Intercultural

Crosscurriculum
Priorities
(CCP)

Aboriginal and TSI

Asia and Australias

Sustainability

Literacy

Histories and
Culture

Numeracy

Engagement with Asia

Critical and Creative Thinking

Understanding

Strands and Sub-strands:

SUBJECTS

Content Descriptors and Proficiency Strands from AC/SCASA (there are 2 4 of these in the different subject curricula)
(Highlight the ones that you are addressing)

Maths

Recognise and interpret common uses

of halves, quarters and eighths of shapes
and collections (ACMNA033)

Recognise and represent multiplication

as repeated addition, groups and arrays
(ACMNA031)

Compare masses of objects using

balance scales (ACMMG038)

Discuss different texts on a similar

topic, identifying similarities and
differences between the texts (ACELY1665)

Create short imaginative, informative

and persuasive texts using growing
knowledge of text structures and language
features for familiar and some less familiar
audiences, selecting print and multimodal
elements appropriate to the audience and
purpose (ACELY1671)

Reread and edit text for spelling,

sentence-boundary punctuation and text
structure (ACELY1672)

English

Science Chemical
Science
Achievement
Standard from all
subjects included in
unit (just the
relevant section)

Use informal measurements in the

collection and recording of observations,
with the assistance of digital technologies
as appropriate (ACSIS039)
By the end of Year 2, students represent multiplication and division by grouping into sets. They divide collections and shapes into
halves, quarters and eighths. Students order shapes and objects using informal units. They explain their preferences for aspects of
texts using other texts as comparisons. Students create texts, drawing on their own experiences, their imagination and information
they have learned. They use a variety of strategies to engage in group and class discussions. They accurately spell familiar words and
attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper- and lower-case letters. Students
describe changes to objects, materials and living things. Students pose questions about their experiences and predict outcomes of
investigations. They use informal measurements to make and compare observations.
Different materials can be combined,
including by mixing, for a particular
purpose (ACSSU031)

Science involves asking questions

about, and describing changes in, objects
and events (ACSHE034)

Page 1 of 14

UNDERSTANDING BY DESIGN STAGE 1: DESIRED RESULTS

LEARNING OUTCOMES:
Students will be able to independently:
Plan, draft and publish one method and one recipe that effectively
informs the reader how to achieve a desired outcome.
Participate in collaborative discussions to generate ideas and thought
processes about relevant topics whilst drawing on prior knowledge
and experiences.
Predict the outcome of a situation using scientific language and
justification before recording their observations and findings.
Compare and order objects masses through prediction and the use of
balance scales.
Write and complete written mathematical equations about simple
fractions of halves, quarters and eighths,
Represent multiplication as repeated addition, groups and arrays
through the completion and creation of their own question.

KNOWLEDGE AND SKILLS

Knowledge and Understanding:

Materials are combined for a particular purpose, in

particular food is the result of chemical reactions
amongst ingredients.

The purpose of a recipe and a method and the correct

structure in which they are written to achieve that
purpose.

Halves, quarters and eighths are all used to represent a

collection of an element and be able to successfully
interpret it.

Multiplication can be represented as repeated addition,

groups and arrays and successfully transfer
demonstrate this through writing the sums in the
numerous ways.

Masses can be compared and ordered through the use

of balance scales.

DEEP UNDERSTANDINGS:
Food is the result of chemical reactions amongst the ingredients.
ESSENTIAL QUESTIONS:

How does a chemical reaction amongst ingredients result in the

outcome of a food product?
Can all materials be combined to create something new?

Skills:

Participate within collaborative discussions.

Locate, interpret and analyse information through the

use of ICT.

Plan, draft and publish an informative text that

engages readers and fulfils its purpose.

Self and peer edit to correct all elements of spelling

and grammar before providing feedback through the
use of the feedback sandwich.

Interpret and complete written mathematical problems

whilst showing the process of working out.

Effectively use balance and mechanical scales to

compare and order the weight of objects.

Predict an outcome to a situation and justify their

reasoning.
Page 2 of 14

Using scientific language when creating predictions

and describing observations and findings.

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Performance Task(s):
Students will complete two performance tasks throughout the duration of this unit, one will be their published recipes. Whilst the other
will be a worksheet template that demonstrates students understanding about the way that certain elements can combine for a purpose
through both written and illustrated explanations. When completing the first performance task students are able to use information that
they have gathered over the previous lessons in relation to the layout.
Other Evidence of Learning:
Other evidence of learning will include a rubric to demonstrate the depth of their understanding about the construction and purpose of
recipes using their final publications. As well as checklist to indicate their understanding about the combining of elements for a purpose,
the second performance task. Observations and informal feedback will be used throughout the duration of the unit to assist and guide
students knowledge and understanding. This will not only help those who cannot grasp the concept completely but will also assist those
who do understand to extend their knowledge further.
Diagnostic and formative assessments will also be compared to track the progression of student knowledge.
Feedback:
Students will be given both verbal and written feedback from the teacher to aid in the progression of their learning, through both
informal and formal means. Verbal feedback will be given during discussions and observations throughout the unit. For example when
a student comments on their observations of an experiment they may use the incorrect scientific language; therefore, prompting the
teacher to correct them and explain why it is more appropriate. Written feedback in a formal means will come about through their
performance tasks and the comments that are both positive and constructive of their understanding.
Self-assessment:
Students will use self-assessment through the WILT (discussed below) approach at the conclusion of each lesson. Students will also have
the chance to self-assess and reflect throughout the unit as their knowledge is expanded and they find the concepts clearer, indicating
that they are progressing towards the desired learning outcomes.
STAGE 3: LEARNING PLAN
Where are your students headed? * Where have they been? * How will you make sure the students know where they are
going?
Page 3 of 14

What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
The students within this classroom are active and intelligent children who are striving to become active and informed citizens within our
society. They enjoy hands on activities that further develop their inquiry skills through the use of both individual and collaborative
learning situations. Through the integration of the chosen concept of food as a result of chemical reactions, students are not only
developing lifelong skills in regards to their writing purposes but also within mathematics and everyday uses of science. This achieved by
their ability to recognise that texts have a purpose and that mathematics and science can be applied to household activities such as
cooking. Students bring prior knowledge to this unit through their ability to recognise that science surrounds their every move and that
English and Mathematics skills are needed on a regular basis. Prior to creating this plan, students interests were taking into consider by
involving science experiments and cooking along with mathematical activities that enabled them to take responsibility of their learning
through rotation stations and collaborative activities to support peer learning.
Within the learning environment the acronyms WALT (We Are Learning To), WILF (What Im Looking For) and WILT (What I Learnt Today)
are used to identify what is expected of the students and to allow them to self-reflect at the end of the lesson about what they learnt. I
will continue to use this strategy as it makes the desired outcomes easily visible to the students. Majority of these lessons will take place
within the classroom, with some exception to the use of the library and the wet area for cooking. In the classroom students are seated in
groups of four that face the whiteboards at the front of the classroom to enable collaborative learning. All seating is teacher selected to
achieve an optimal learning environment. I believe this is the most effective physical layout that enables the desired academic outcomes
to be achieved.
How will you engage students at the beginning of the unit? (motivational set)
Students will become engaged within the unit through exploration and experiments. Students require hands on activities that enable
them to become inquiry learners and engaging hooks to get their attention. At the very start of the unit I will write the following question
on the board for students to ponder their thoughts on:
Today we eat lots of different foods, but how are they created?
This question will remain on the board and be revisited at the end of the unit. This will then be supported through the introduction of the
different subject areas in the following ways:
English: Displaying the concept of a method on the whiteboard and asking students draw on prior experience and their own
intuition as they discuss with their partner and come to the conclusion of what they believe it is.
Science: Predictions and experiments to understand that some materials can combine for a purpose, which is later discovered and
rein iterated when cooking the cupcakes.
Maths: Collaborative discussions about fractions and repeated addition that are then related back to the concept of cooking.
#

Lesson
Title
Learning
Area

Lesson Activities
(In Learning Area Order)

CCPs and
GCs

Resources

Page 4 of 14

1
Can things
combine?

LA: Science

2
What is a
method?
LA: English

Have three clear containers containing hot water and another three
smaller containers containing 1 Tsp of oil, flour and sugar in each.
Ask students to predict what will happen when each ingredient is added
to water.
o Predictions are to be written into their Science scrapbook in the
following format:
I predict that the . will . when it is added to the
water.
Conduct the experiment.
o Ask a student to add one element to the water, others observe.
Students record their findings under their predictions.
Discuss as a class what happened to each element? Where their
predictions correct?
Create a word wall (on butchers paper) using words from their
observations and findings (dissolve, mix, separate, float).
As a class write a conclusion based on the statement: Is it possible for
some things to mix to form something new? Or does everything stay in
their same form at all times?
o Teacher will write on butchers paper that will be displayed with
the word wall.
o Come to conclusion that some things (when mixed with the correct
substance) can form a new element.

GC:
Literacy,
Critical
and
Creative
Thinking,
Personal
and Social
Capabilitie
s

Display a method on the interactive whiteboard.

o Ask students to think, pair, share about what they think it is. Ask
them to justify their response.
Conduct a whole class discussion about what each pair thinks that it may
be.
o Let every student voice their opinion before informing that it is a
method.
Using the method on the whiteboard discuss with students what makes it
a recipe.
o Pose question: How do I know that it is a method and not a play?
What makes it different?
o Discuss each element within a method and the importance,

GC:
Literacy,
Critical
and
Creative
Thinking

CCP:
Sustainabi
lity

Three
Containers of
Hot Water
One Small
Container with
One (1)
Tablespoon of
Oil
One Small
Container with
One (1)
Tablespoon of
Flour
One Small
Container with
One (1)
Tablespoon of
Sugar
Science Work
Pads
Two Pieces of
Butchers Paper
Coloured
Markers
Interactive
Whiteboard
Method
Document

Page 5 of 14

content and reasoning of each:

Title
Steps and the information in the steps
Pictures
3
What are
fractions?
LA: Maths

4
Looking at
different
methods.

LA: English

5
Lets look
further into
a half.

LA: Maths

Students sit on the mat in front of the interactive whiteboard and create
a brainstorm of what they think fractions are.
Using the whiteboard demonstrate and explain to students what a half,
quarter and eighth is by drawing one next to the other.
Use the program paint to then pose questions to the students and get
them to draw what each response is.
o Example: I brought a chocolate bar and am going to share it with
Jimmy. How much will I get?

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

ICT Lesson - Research project:

Students are put in pairs (teacher selected) and are asked to research
the four different methods provided in the links below (rein iterate that
they are just to look at the method, not the entire recipes):
o http://www.kidspot.com.au/kitchen/recipes/sherbet-210
o http://www.bestrecipes.com.au/recipe/Play-Dough-L926.html
Using a worksheet provided (Venn Diagram) students are to look at the
similarities and difference of each method (i.e. more pictures than words,
pictures to demonstrate how to construct it etc.).
Whole class discussion:
o What did you find was similar about the methods?
o What is one thing that is different?
o What does a method need (structure the method as students
direct on whiteboard)

GC:
Literacy,
Critical
and
Creative
Thinking

Recap on what a half is as a class.

Students are then to individually complete the worksheet provided that
requires them to focus on halves.
As a class discuss the answers by displaying the worksheet on the
interactive whiteboard and asking students to draw their answer on the
board.
Students are then to create two questions about halves and give them to
a peer to complete.

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

Interactive
Whiteboard.
Whiteboard and
Markers
Paint Program

Class Laptops
(8)
Class iPads (6)
Worksheet
Venn Diagram

Halves
Worksheet (for
each student)
Interactive
Whiteboard
Halves
Worksheet
(digital copy)
Page 6 of 14

o
o
6
Create your
own
method.

LA: English

7
What is a
quarter?
LA: Maths

8
Now an
eighth?
LA: Maths

Can be word problems or illustrated problems.

Answers will be handed to the teacher to mark/observe students
understanding.

Pose scenario to students: I have been meaning to make a drink of milo

or cordial but cant remember how to do it. I have all the ingredients but
can remember the steps. Can you please help me?
Students are then to plan, draft, edit and finalise their selected drink in
the format of a method.
o Students understand this process of plan, draft, edit and finalise.
Drafting process is self, peer and then teacher.
o Final product can be hand written or typed.
Methods will then be displayed around the classroom.

GC:
Literacy,
Critical
and
Creative
Thinking

Recap on what a quarter is as a whole class.

o Demonstrate relationship between a half and a quarter.
Students are then to individually complete the worksheet provided that
requires them to focus on quarters.
As a class discuss the answers by displaying the worksheet on the
interactive whiteboard and asking students to draw their answer on the
board.
Students are then to create one question about quarters that will be
randomly distributed to a class peer to complete.
o Answers will be handed to the teacher to mark/observe students
understanding.

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

Recap on what an eighth is as a whole class.

o Demonstrate relationship between an eighth, a quarter and a half.
May need to illustrate on whiteboard.
Students are then to individually complete the worksheet provided that
requires them to focus on eighths.
As a class discuss the answers by displaying the worksheet on the
interactive whiteboard and asking students to draw their answer on the
board.
Students are then to create three questions (one about each fraction that
they have learnt) that will once again be randomly distributed to a class
peer by the teacher, for them to complete.

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

Blank Paper for

Student Created
Questions

English Work
Pads (each
student)
Lined Paper
(good copies)
Class Laptops
(8)
Class iPads (6)
Coloured Card

Quarters
Worksheet (for
each student)
Interactive
Whiteboard
Quarters
Worksheet
(digital copy)
Blank Paper for
Student Created
Questions
Eighths
Worksheet (for
each student)
Interactive
Whiteboard
Eighths
Worksheet
(digital copy)
Blank Paper for
Student Created
Questions
Page 7 of 14

o
9
Predictions,
Observation
s and
Findings
LA: Science

10
What is a
recipe?
LA: English

Answers will be handed to the teacher to mark/observe students

understanding.

Recap on students knowledge from the previous lesson about combining

objects and scientific words that we use (word wall) when we have our
scientist hats on.
Discuss safety and the correct behaviour when they are completing
experiments.
Students are then put into groups of four (teacher selected), they will
move through five stations, making predictions, observations and
findings about each station. Students are at each station for ten
minutes and must record their predictions and findings on a worksheet
provided by the teacher.
o Station One: Icing sugar and milk
o Station Two: Hot water and salt (supervised station parent or
teacher)
o Station Three: Salt and sugar
o Station Four: Liquid soap and water
o Station Five: Baking soda and vinegar
Discuss findings as a class:
o What dissolved?
o What mixed?
o Did you have to do anything to help combine them?

GC:
Literacy,
Critical
and
Creative
Thinking

Display a recipe on the interactive whiteboard.

o Ask students to think, pair, share about what they think it is. Ask
them to justify their response.
Conduct a whole class discussion about what each pair thinks that it may
be.
o Let every student voice their opinion before informing that it is a
recipe.
Using the recipe on the whiteboard discuss with students what makes it a
recipe.
o Pose question: How do I know that it is a recipe and not a story?
What makes it different?
o Discuss each elements within a recipe and the importance, content
and reasoning of each:

GC:
Literacy,
Critical
and
Creative
Thinking

CCP:
Sustainabi
lity

Word Wall
Science Work
Pads
Kettle
Water
Sugar
Salt
Liquid Soap
Baking Soda
Vinegar
Icing Sugar
Milk

Interactive
Whiteboard
Recipe
Document

Page 8 of 14

11
Repeated
addition can
be
simplified?

Introduction to repeated addition

o Ask what comes in pairs?
Socks, gloves, eyes, ears, hands, feet
o Line children up, count every students eyes (in twos)
o Ask student to write the sum (normally come out as 2+2+2+2
state that this is repeated addition)
o Introduce the multiplication symbol
Lots of
times
multiplied by
o Show how it is the same but a more simplified way to write.

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

Whiteboard and
Markers

ICT Lesson Research project:

Students are put in pairs (teacher selected) and are asked to research
three different recipes of their own choice using the following websites:
o http://www.taste.com.au/
o One must be an entre/snack, a main meal and a dessert
o Using a worksheet provided students are to look at how each is
structured and whether it contains all the elements of a recipe (the
worksheet is a checklist where they must write the title before
recording whether it has all the content and any interesting facts
or anything that caught their eye).

GC:
Literacy,
Critical
and
Creative
Thinking

Class Laptops
(8)
Class iPads (6)
Worksheet
Checklist

Work through two examples on the whiteboard collaboratively as a class:

o Miss Whetters has 6 dogs, she wants to put socks on all of them.
How man socks will she need all together.
o Make sure the four different ways are listed:
Repeated addition
Lots of
Times
Multiply sum

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

LA: Maths

12
Looking at
different
recipes.
LA: English

13
Lets look at
little closer
at
multiplicatio
n.
LA: Maths

Title
Cooking time
Serving size
Ingredients list
Picture
Method/Directions

Whiteboard and
Markers
Maths Work
Pads

Page 9 of 14

14
Create your
own recipe.
LA: English

Then write another 4 examples on the whiteboard for students to

complete individually in their Maths work pads.
Discuss answers as a class.
Pose scenario to students: Cadbury Chocolate has just contacted the
school informing them that you (the Year Two class) have been selected
to create their next flavoured chocolate bar. The only thing that you need
to do is send in your recipe.
Students are then to plan, draft, edit and finalise their selected chocolate
bar in the format of a recipe.
o Students understand this process of plan, draft, edit and finalise.
Drafting process is self, peer and then teacher.
Final product can be hand written or typed up.
Recipes will then be displayed around the classroom and used for a
summative assessment.

GC:
Literacy,
Critical
and
Creative
Thinking

15
Create your
own
questions
and get a
partner to
complete
them.
LA: Maths
16
How does
all this Math
fit into
cooking?
LA: Maths

Complete one examples on whiteboard collaboratively (recap knowledge

from previous lesson)
o 4 different ways to write the sum
Students write two of their own numbers sentences individually on a
piece of blank paper.
o Students selected partner (pair work)
o Complete each others created sums
o Work through answers together
o Decide on one to share with the class.
Share with the class

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

Pose question to students: Do we use multiplication and/or fractions

when we are cooking?
o Students discuss and create a brainstorm in maths work pads with
partner.
o Whole class discussion about their opinions.
Discuss halving recipes and ingredients, doubling recipes.
o Why do we halve or double?

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

English Work
Pads (each
student)
Lined Paper
(good copies)
Class Laptops
(8)
Class iPads (6)
Coloured Card
Coloured Textas
and Pencils
Rubric for
Summative
Assessment
Whiteboard and
Markers
Maths Work
Pads
Blank Paper

Maths Work
Pads
Interactive
Whiteboard.
Example Recipe
(digital copy)
Two Different
Recipes (each
Page 10 of 14

17
Lets Slime

LA: Science

o Which concept do we use for each?

Collaboratively as a class halve one recipe on the interactive white board.
Give students two recipes that they must do the same with.
o Two are to be halved and two are to be doubled (teacher stipulates
which).
Students look at instructions for making slim on the interactive
whiteboard.
o Pose question: Is it a recipe or a method? Why?
o Students think, pair, and share in their table groups.
o Discuss as a class which it is.
Students are then to make slim in four different groups that are selected
by the teacher (one group is with the teacher whilst the other four are
with two parent helpers who have volunteered their time.)
o Ingredients: Cornflour, food colouring, water
o Utensils: mixing bowl and wooden spoon.
After making the slime students are to discuss their observations of what
happened when different materials were mixed as a class.
Students complete a short worksheet that is used as a summative
assessment to clarify their understanding about combining materials.
o Questions such as:
Name three ways that materials can combine together.
Do all materials combine or only some? Why or why not?
Today we eat lots of baked goods, how are they created?

student receives
both recipes)

GC:
Literacy,
Critical
and
Creative
Thinking
CCP:
Sustainabi
lity

Note: A letter has gone home to parents/guardians asking for permission for their child
to participate within the lesson. All parents/guardians have given permission.

18
Compare
recipes and
methods.
LA: English

Using newly found knowledge, students are to complete a Venn Diagram

in pairs to compare recipes and methods.
Whole class discussion about students findings and reasonings.
o Teacher creates Venn Diagram on a piece of butchers paper that
will be displayed with the recipes and methods students have
created.
Illustrating their knowledge to classroom visitors.

GC:
Literacy,
Critical
and
Creative
Thinking,
Personal
and Social
Capabilitie
s

Slim Recipes
(one for each
student)
Cornflour
Food Colouring
Water
Four Mixing
Bowls
Four Wooden
Spoons
Science Work
Pads
Worksheet
about their
understanding
of combing
materials.
Checklist for the
summative
understanding
worksheet
Venn Diagram
English Work
Pads (containing
prior learning
documents)
Butchers Paper
Textas

Page 11 of 14

19
How do we
weigh
something?

LA: Maths

20
Lets
prepare.

LA: English

Bring in 200 grams of water and 150 grams of sand.

Ask students which one they think is heavier just through observing.
o Students record their prediction in their maths work pads in the
format (written on whiteboard):
I predict that the . Is heavier because
o Have a whole class discussion to share answers and justifications.
Students then pick up both containers and make another prediction of
which they think may be heavier.
o Record in their maths work pads in the same format as before.
Ask students how they could be exact with the weight of each.
o 2 minutes to discuss with the person next to them.
o Whole class discussion.
Should prompt the response of scales.
Weigh both elements with the balance scales, discover which is heavier.
o Discuss whose prediction was correct.
Discuss the use of scales (students prior experiences) and how to read
them accurately.
o Both balance scales and mechanical scales.

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

Inform students that next lesson they are going to be making sushi.
As a whole class students are to use the basic recipe of vanilla cupcakes
to rewrite the recipe with the correct modifications:
o Correct amount per group (four groups [quarter the recipe or halve
twice]).
Teacher has already worked out the distribution prior to
ensure that the numbers are correct and the recipe can be
easily quartered
o Ingredients list (extra ingredients needs for toppings and
decoration)
o Ensure that method suits their requirements (may need to steps).
o Teacher will record recipe on the whiteboard and then will write up
in word document at a later date.
Create expectations with students for when they are cooking and a
consequence if the expectations are not met.
o Hygiene, behaviour and safety.
o Teacher will write down as they are decided upon.

GC:
Literacy,
Critical
and
Creative
Thinking,
Personal
and Social
Capabilitie
s

Two Hundred
(200) Grams of
Water
One Hundred
and Fifty (150)
Grams Sand
Maths Work
Pads
Balance Scales
Mechanical
Scales

Interactive
Whiteboard.
Basic Vanilla
Cupcake Recipe
Whiteboard and
Markers

Page 12 of 14

21
Which is
heavier?

LA: Maths

22
Time to
cook.

LA: English

Pose question: What is heavier? One kilogram of sugar or nine hundred

(900) grams of water?
o Think, pair, share with the person next to them.
o Record their prediction in their maths work pads with their
justification.
In their pairs students measure both ingredients using balance scales
(one measures sugar, one measures water to enable active participation
by both).
o Ingredients already measured and distributed by teacher.
o Students draw their findings by illustrating the balance scales and
record their answer of which is heavier.
Students write a reflection: Was my prediction correct? Which was
heavier? How do you know? Was this a surprise to you?
Discuss results as a class.
Pose question to students: Are balance scales accurate? Is there any
other scales that could be more accurate?

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

Students are reminded of the expectations and consequences that were

made in the previous lesson.
Teacher allocates students to one of the four groups (teacher will work
with one, three parents have volunteered to assist the other groups).
o Each child gets a turn to read the steps and partake in the process
of creation (mixing or adding ingredients). Students will also
decorate their own cupcakes.

GC:
Literacy,
Critical
and
Creative
Thinking

Weighing
stations
LA: Maths

Groups of 4 (teacher selected to ensure students will have optimal

learning experience), go to 5 different stations.
o Each station has different objects to weigh, students have five
minutes at each station. Each student must measure the object
individually to familiarise themselves with reading and using the
mechanical scales.
Station One: 100 Cotton Buds
Station Two: 50 Pick-up Sticks

Note: A letter has gone home to parents/guardians asking for permission for their child
to participate within the lesson. All parents/guardians have given permission.

23

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

One Kilogram of
Sugar
Nine Hundred
(900) Grams of
Water
Maths Work Pad
Balance Scales

Expectations
and
consequences
decided upon
prior to the
lesson
Wet Area
Cupcake Recipe
Ingredients
Utensils
Oven
Maths Work
Pads
One Hundred
(100) Cotton
Buds
Fifty (50) Pick-up
Sticks
Six Hundred
Page 13 of 14

24
Lets go on
a hunt.

LA: Maths

Station Three: A Half Full 600ml Water Bottle

Station Four: A School Cap
Station Five: The Teachers Mug
o Need to use the same process as previous lesson, predicting
without touching, touching and predicting, finally using scales.
Students need to record each of their predictions within their
Maths work pads.
Discuss as a whole class:
o How much did they weigh?
o What was heaviest?
o What was the lightest?
o Were there any with the same weight?
o Did anything surprise you?
Students go on a hunt around the school oval to find 4 objects of
different weights in pairs (teacher selected and supervised).
Students return to class and organise their objects from lightest to
heaviest, write down and draw their predictions in order along with their
justification.
Students then use the mechanical scales to measure each object and
record their findings/measurement in a table underneath their
predictions.
Students are then to put their objects in correct weight order from
lightest to heaviest and draw this into their Maths work pads, with their
weight written underneath.
Students write a reflection: Was your prediction correct? How do you
know this?
Discussion as whole class:
o What scales do you think are more accurate, the balance scales or
the mechanical scales? Why?
o Where else could you use scales?

GC:
Numeracy
, Literacy,
Critical
and
Creative
Thinking

(600) Millilitre
Water Bottle
o Containin
g Three
Hundred
(300)
Millilitres
of Water
A School Cap
Teachers Mug

Maths Work
Pads
Balance Scales
Mechanical
Scales

Last Updated 16/5/2014 by Janet Farrall (from http://www.ais.sa.edu.au/teaching-learning/australian-curriculum/support-andresources#163928)

Adapted by Sonja Kuzich, Curtin University, 23/9/15
Page 14 of 14