EES440 Unit Planner 1

APPENDIX A
PST Names: Sophie Wood and Olly Mulhall
Topic: Chemical Science
Year Level: 2

Table 1. Unit outcomes
Victorian Curriculum (Learning Areas, Strand, Sub-strand, Content description):
People use science in their daily lives (VCSSU041)
Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes (VCSSU045).
Respond to and pose questions, and make predictions about familiar objects and events (VCSIS050).
Participate in guided investigations, including making observations using the senses, to explore and answer questions (VCSIS051).
Use a range of methods, including drawings and provided tables, to sort information (VCSIS053).
(ACARA 2016).

Concepts (number C1, C2 ) and Skills (number S1, S2 ):
Concept 1
Observing and predicting the outcomes of experiments.
Concept 2
Presenting findings through graphs, tables etc.
Concept 3
What are everyday materials made off and how can they be changed?

Skill 1
Students will be able to use different senses to recognise different items.
Skill 2
Students will develop their science inquiry skills by making predictions, testing and recording the results.
Skill 3
Students will develop their science understanding skills by conducting a simple science experiment that explores chemical change with a partner.

Unit outcomes: (Consider: Content, Skills/processes, Science as a Human endeavour, Other domains)
Students will be able to conduct and explain simple chemical reactions.


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Table 2. Linking concepts Teachers need to clearly identify big ideas, key concepts and their representations, at the planning stage of a topic
to representations in order to guide refinement of representational work
Teacher background knowledge (needed to teach the unit)
-We will need to have an understanding of simple chemical reactions and understand how and why these happen. We will need to be able to
explain the concepts to students in a way that they will be able to understand.

CONCEPTS REPRESENTATIONS mapped to the phenomenon how are they LIKE and NOT LIKE the phenomenon?
C1 -Predicting, observing and hypothesising worksheet.
Observing and predicting -Acrostic poem.
the outcomes of
experiments.

C2 -5 layer chemical stack flow chart.
Presenting findings -Acrostic poem.
through graphs, tables, -Scientific report/step-by-step guide of experiment.
reports etc.

C3 -5 layer chemical stack flow chart.
What are everyday
materials made off and
how can they be
changed?


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Table 3. Assessment Assessment tasks, representations included How this assessment contributes to learning
DIAGNOSTIC ASSESSMENT -Students will complete a worksheet where they need to make -This will contribute to student learning as it will
usually in the Engage lesson predictions, write/draw what they observe and attempt to provide us with data to assess what students can
hypothesise why the reaction occurred. Students will be do and what they need to learn.
assessed on their ability to make reasonable predictions and
hypothesise and to record their observations.
FORMATIVE ASSESSMENT -Students will create an acrostic poem where they will be -These assessment pieces will contribute to
(Assessment for) assessed on their ability to record and describe the melting student learning as they will provide us with data
(Assessment as) process of the ice. to show if students are understanding the
usually in the Explore, concepts. This will provide us with an opportunity
Explain and Elaborate -Students will complete a step-by-step flow chart with words to reassess our next lesson to see if we need to
lessons and pictures that describes each of the steps in the experiment. focus on a different topic or go over a previous
Students will be assessed on their ability to make observations topic if students do not achieve the required
and record what they can see. outcomes.

-Students will place samples of their ink experiments in their
books and will attempt to write an explanation of which ink
sample is the same as the sample one that we provided.

-Students predictions and records of what occurred between
the ingredients will be assessed. These will be recorded in
students science books.
SUMMATIVE ASSESSMENT -This will occur in the final lesson. -This summative assessment will provide us with
(Assessment of) data that shows what students have learned and
usually in the Elaborate and -Students will create a poster where they will attach the pictures will show what outcomes students have obtained.
Evaluate lesson we took of them last week and create a scientific report of the
activity that they completed last week.

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Table 4. Unit Overview (Structure from Primary Connections unit overview)

Phase/ Science outcomes Literacy and/or maths Lesson Summary Assessment
Lesson outcomes opportunities
People use science in their daily Understand the use of -Students will conduct a chemical -Diagnostic Assessment
Lesson 1 lives (VCSSU041). vocabulary about familiar reaction balloon experiment where of student knowledge
(Engage) Objects are made of materials and new topics and baking soda and vinegar reacts and on chemical science.
that have observable experiment with and begin releases carbon dioxide that self- -Students will complete
properties (VCSSU044). to make conscious choices inflates a balloon. Students will a worksheet where they
Everyday materials can be
of vocabulary to suit complete a worksheet where they need to make
physically changed or
audience and purpose need to predict, observe and attempt predictions, write/draw
combined with other
materials in a variety of ways (VCELA237). to hypothesise what happened to the what they observe and
for particular purposes Listen for specific purposes balloon. attempt to hypothesise
(VCSSU045). and information, including why the reaction
Respond to and pose instructions, and extend occurred. Students will
questions, and make students own and others' be assessed on their
predictions about familiar ideas in discussions ability to make
objects and events through initiating topics, reasonable predictions
(VCSIS050). making positive and hypothesise and to
Participate in guided statements, and voicing record their
investigations, including disagreement in an observations.
making observations using
appropriate manner
the senses, to explore and
(VCELY244).
answer questions (VCSIS051).


Lesson 2 Objects are made of Create short imaginative, -Students will complete an -Formative assessment
(E materials that have informative and persuasive experiment where they observe the (Descriptive acrostic
observable properties texts using growing rate at which ice melts when it is on poem).
(VCSSU044). knowledge of text its own, when it has ice on it and -Students will create an
Everyday materials can be structures and language when it is ice that is made out of salt acrostic poem where
physically changed or
features for familiar and water. Afterwards, students will they will be assessed on
combined with other
materials in a variety of ways
some less familiar complete an acrostic poem using the their ability to record
for particular purposes audiences, selecting print words Ice Block where they will and describe the
(VCSSU045). and multimodal elements attempt to describe the melting melting process of the
appropriate to the ice.
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Participate in guided audience and purpose process of the ice rather than write
investigations, including (VCELY230). single words.
making observations using
the senses, to explore and
answer questions (VCSIS051).
Use a range of methods,
including drawings and
provided tables, to sort
information (VCSIS053).

Lesson 3 Objects are made of materials Know some features of -Students will complete an activity -Formative assessment
(E that have observable text organisation including where they explore how different (Flow chart of
properties (VCSSU044). page and screen layouts, chemicals mix and do not mix experiment outcomes).
Everyday materials can be alphabetical order, and together. They will create a 5 layer -Students will complete
physically changed or different types of diagrams chemical stack where honey, a step-by-step flow
combined with other
(VCELA213). dishwashing liquid, coloured water, chart with words and
materials in a variety of ways
for particular purposes
Use comprehension oil and antiseptic are poured into a pictures that describes
(VCSSU045). strategies to build literal container one at a time. They each of the steps in the
Participate in guided and inferred meaning and selected chemicals do not mix experiment. Students
investigations, including begin to analyse texts by together but instead stack up on top will be assessed on their
making observations using drawing on growing of one another in the container. ability to make
the senses, to explore and knowledge of context, Students will create a flow chart observations and record
answer questions (VCSIS051). language and visual throughout the lesson where they what they can see.
Use a range of methods, features and print and draw every step once the new
including drawings and multimodal text structures chemical is poured into the container
provided tables, to sort (VCELY222). so that they have 5 separate
information (VCSIS053). pictures/diagrams in their flowchart
Represent and communicate
at the end of the lesson.
observations and ideas about
changes in objects and
events in a variety of ways
(VCSIS055).
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Lesson 4 Objects are made of materials Understand the use of -Students will complete a travelling -Formative Assessment
(E that have observable vocabulary about familiar ink experiment using different types Examples of the test
properties (VCSSU044). and new topics and of black ink and filter paper. We will pieces of filter paper
Everyday materials can be experiment with and begin complete the experiment beforehand will be glued into
physically changed or to make conscious choices using one type of ink and explain to students science books.
combined with other
of vocabulary to suit students that we need them to test
materials in a variety of ways
for particular purposes
audience and purpose all off the different types of ink to
(VCSSU045). (VCELA237). find the sample that we used.
Participate in guided Listen for specific purposes
investigations, including and information, including
making observations using instructions, and extend
the senses, to explore and students own and others'
answer questions (VCSIS051). ideas in discussions
Represent and communicate through initiating topics,
observations and ideas about making positive
changes in objects and statements, and voicing
events in a variety of ways disagreement in an
(VCSIS055).
appropriate manner
(VCELY244).
Lesson 5 Objects are made of materials Understand the use of -Students will follow a step-by-step -Formative assessment
(E that have observable vocabulary about familiar guide that we create to conduct an Students predictions
properties (VCSSU044). and new topics and experiment where they need to and records of what
Everyday materials can be experiment with and begin predict what will happen when pairs occurred between the
physically changed or to make conscious choices of water, oil, vinegar and bicarb soda ingredients will be
combined with other
of vocabulary to suit area added together. They then assessed. These will be
materials in a variety of ways
audience and purpose record in their books what actually recorded in students
for particular purposes
(VCSSU045). (VCELA237). happened. science books.
Participate in guided Listen for specific purposes
investigations, including and information, including
making observations using instructions, and extend
the senses, to explore and students own and others'
answer questions (VCSIS051). ideas in discussions
Use a range of methods, through initiating topics,
including drawings and making positive
statements, and voicing
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provided tables, to sort disagreement in an

information (VCSIS053). appropriate manner
Represent and communicate (VCELY244).
observations and ideas about
changes in objects and
events in a variety of ways
(VCSIS055).
Lesson 6 Participate in guided Know some features of -Students will create a report of the -Summative assessment
(Evaluate) investigations, including text organisation including previous weeks activity using an A3 of student learning
making observations using page and screen layouts, coloured piece of paper and the through a poster that
the senses, to explore and alphabetical order, and pictures that we took last week. contains a scientific
answer questions (VCSIS051).
different types of diagrams report and pictures
Represent and communicate
(VCELA213). from last weeks
observations and ideas about
changes in objects and
experiment.
events in a variety of ways
(VCSIS055).
Celebration We will be conducted the 5 layer liquid stack again as it proved to be an engaging and enjoyable activity for students.
Day

References:

-ACARA 2016, Level 2- Victorian Curriculum, Australian Curriculum Assessment and Reporting Authority, retrieved 21 July 2016,
<http://victoriancurriculum.vcaa.vic.edu.au/level2>.