FORWARD PLANNING DOCUMENT
TERM/WEEKS: 4 lessons YEAR LEVEL: 8
General Capabilities:
Literacy Numeracy ICT
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures
AUSTRALIAN CURRICULUM
LESSON
LINKS
SPECIFIC LESSON
Science Science as Science
OBJECTIVE
Understan a Human Inquiry
ding Endeavour Skills
1. Students Identify a
precipitate as a
chemical change
2. Students can identify
the difference between
exothermic and
endothermic reactions
ACSSU225
Lesson 1
based off heat in vs
heat out
3. Students can
describe the types of
chemical changes
4. Students can describe
the differences of physical
and chemical changes
1. Students can deduce
physical or chemical
change in an
experimental setting.
ACSSU151 & ACSSU225
2. Students
demonstrate their
learning of physical and
Lesson 2
chemical change theory
via an online quiz.
3. Students demonstrate
an ability to safely
conduct their laboratory
experiments in a
methodical and timely
manner.
LEARNING AREA/TOPIC: Chemical Sciences
AUSTRALIAN CURRICULUM
Critical and creative thinking Ethical Behaviour Personal and social Competence Intercultural Understanding
Asia and Australias engagement with Asia Sustainability
TEACHING & LEARNING
ASSESSMENT KEY
EXPERIENCES RESOURCES
(what & how) QUESTIONS
(include learner diversity)
Observation of Intro: - Activity: What are chemical changes? answer on personal Intro: - What we - Test tubes + stand
answers on student whiteboards decided colour - Solutions of lead
whiteboards - Engage + Explore: Test tube experiments: formation of precipitates. change nitrate, potassium
Lead Nitrate + potassium iodide, silver nitrate + potassium chloride. represents? iodide, silver nitrate,
Students Solutions mixed to show precipitates. - What is potassium chloride.
completion of - Explain: Discuss how precipitates are/are not the same as the original happening inside - Personal whiteboards
simulations. products, and how its a chemical change. the test tubes? - Personal Devices
Body: - Explore +Explain: Ice pack vs heat pack. Discussion of heat in, to -Whiteboard + markers
Body: - How are
Students posters heat out - Internet connection +
created on - Elaborate: Personal devices and complete Chemical Reactions icepacks and heat projector
PiktoChart interactive from packs opposite? - ice pack, heat pack
http://amrita.olabs.edu.in/?sub=73&brch=2&sim=77&cnt=4 - Chemical Reaction
Exit: Personal - Student to copy out reactions simulated into workbooks, identifying Simulation:
whiteboards of whether it is a chemical or physical change while describing why. http://amrita.olabs.edu.in/
Exothermic vs End: - Evaluate: Introduce PiktoChart to students (https://piktochart.com/) ?sub=73&brch=2&sim=7
endothermic test. ; instruct them of the basics of the use. 7&cnt=4
Homework due at end of module: working in pairs, create a summary of
chemical & physical change.
Exit ticket:- Personal whiteboard answers, whether a reaction is
exothermic /endothermic
Recording and Intro: Engage: (Experiment) have all the experiment equipment set up Main: Which - Student portable
observation of and ready to go. Students complete Socrative Quiz. Hand out class lab experiments did you devices
student Socrative booklets with lab instructions. Explain how the lab test will work. find the hardest? - internet connection +
quiz results. - How did you projection equipment
deduce the nature of - Socrative Online Quiz:
Main: Explore: (12 Stations Experiment) put students into pairs, supervise
the change? https://www.socrative.co
Returned student students conducting experiments. Allow time for station completion, call
- Can we incorporate m/
lab booklets used to for a universal movement of students to ensure all students do all tasks.
what we saw in the - 12 Stations Experiment
assess their ability Explain: (Investigation) allow students to discuss their results with partner
lab in our posters? + Equipment
to apply their before conducting a comparison of what people established as the
https://betterlesson.com/l
theoretical physical or chemical change and why.
esson/634017/chemical-
knowledge in a Elaborate: Allow students to continue working on their PiktoChart poster
and-physical-changes-
practical setting. assignment. Relate the assignment back to the lab and Socrative Quiz.
lab-stations
Observation of Close: Evaluate: (Exit Pass) Students to show me their progress on their
progress on assignment before leaving,
PiktoChart posters.
 1. Describe the three
states of matter: solid,
liquid, gas.
2. Explain the difference
between the states of
matter at a particle level.
3. Explain the process
that occurs in one type of
ACSSU151
Lesson 3
change of state: melting;
boiling; condensation;
freezing; solidification;
reverse solidification.
4. Create a presentation
to communicate the
process that occurs
during one form of state
change.
1. Students can
explain the process of
mixing materials
(solids, liquids, gases)
2. Students can
describe and
recognize diffusion of
matter
ACSSU151
ACSHE134
Lesson 4
3. Students recognise
real life examples of
diffusion and mixing.
Informal Intro: Engage (online brainstorm) Separate students into groups of 4 What are the three Grouping website:
assessment: using online grouping tool. Students are to brainstorm in their groups states of matter http://www.aschool.us/r
-Whole class using www.mindmeister.com what they know about states of matter. The and their andom/random-
brainstorm teacher can assist by providing key works such as solids, condensation, characteristics? pair.php
- arrangement of etc. Students are to complete their groups number on the brainstorm. Mind Meister
particles drawing in After 5 minutes discuss with. brainstorming tool
What is the
notebooks Main: Explore: Work through What the world is made of: modelling https://mm.tt/89650175
difference in the
- Certificate from matter resource on the projector with class. 9?t=Fklk6WDx7w
particle
Changes of state Explain: Complete the dinner time activity but not the final activity. Allow The State of Victoria -
configuration in
online activity enough time after explaining each state of matter for students to take Department of
solids, liquids, and
- Presentation on notes and draw the particle arrangement in their notebook. When Education and Training
gases?
change of state. completed, students are to get back into their groups and complete the (2000) What the world
Changes of state activity on either iodine crystals, ice cubes, or liquid is made of: modelling
water that the teacher will assign. What happens to a matter
Elaborate: Students are to show the teacher their certificate when solid when it is http://www.scootle.edu.
completed. Students then create a short piece of work ( page - 1 page) heated? (other au/ec/viewing/L3251/in
in the mode of their choice on the change of state they chose for their similar questions dex.html
online activity. The document will include: the initial state name and with different states Education Services
particle configuration; the change it undertook and what happened and actions) Australia Ltd (2013)
during the particles during the change; and the final state name and Changes of state
particle configuration. Write the instructions on the board so the students
http://www.scootle.edu.
know what to do. Encourage creativity and using a variety of
presentation styles including ICT (Piktochart, slide.ly etc.) au/ec/viewing/L10431/i
Conclusion: Evaluate Revise states of matter by asking questions of the ndex.html
students. One member from each group is to email their final document by
before the next class.
Observation of Intro: - Engage: Play Diffusion of Gases | The Chemistry Journey | The Intro: - What did - Diffusion of Gases |
student answers Fuse School for students (3minutes). you learn from The Chemistry Journey |
during personal - Personal Whiteboard Activity: Students answer key questions. this video? The Fuse School for
whiteboard - Explore: Using whiteboards answers, students to write down a 3,2,1. 3 - What stood out students,
activity. Things they understood, 2 things they learned and 1 main point. Think for you in this https://www.youtube.co
Pair Share, with person next to them. video? m/watch?v=KRLNDTmB
- What did you FZY
Observation of
already know? - Whiteboard + markers
student progress Body:- Explain: Class Discussion: Diffusion. Chalk & Talk for areas of
-Diffusion Interactive
through confusion. Do we see diffusion in solids?
Activity:
Diffusion - Interactive Activity: Activity Diffusion to be conducted on personal Body: - If as
https://concord.org/stem
Interactive ICT devices. Students have option of working together but notes must be particles you
-resources/diffusion
and activity. taken in workbooks. were heated up,
- Personalised devices
- Elaborate : (Particle Activity) Students to be individual particles in a what would
- Spare A5 paper per
diffusion. Give 5th of class red stickers, they are the dye particles. Ask happen? Show
Exit: Observe student + Post Card
students to act as particles in different environments, getting them to me?
students confidence Tray.
bounce off walls, other particles etc. Ask key questions. - Are the red dye
in explaining content - Personal Whiteboards
particles staying
in own words using + markers
together? Why?
Postcard Activity End:- Remind Students about PiktoChart Assignment due at the end of - Red Stickers
this module.
Exit Ticket: - Evaluate: (Postcard Activity): Write a postcard to a student
that is away on what was learned this lesson and post it into teachers
desk upon exiting classroom.