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EES440 Unit Planner

PST Names: Meghan Garth 213110308 and Jana Hanafie 213087191


Topic: Chemical change
Year Level: 3-6
Inquiry Question: What happens when two different substances come in contact and react with each other?

Table 1. Unit outcomes

Victorian Curriculum (Learning Areas, Strand, Sub-strand, Content description):

Science Understandings
Solids, liquids and gases behave in different ways and have observable properties that help to classify them(VCSSU076)

Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting (VCSSU077)

Science Inquiry Skills


With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an
investigation might be based on previous experiences or general rules(VCSIS082)

With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment, technologies and materials
safely, identifying potential risks (VCSIS083)

Decide which variables should be changed, measured and controlled in fair tests and accurately observe, measure and record data (VCSIS084)

Construct and use a range of representations, including tables and graphs, to record, represent and describe observations, patterns or
relationships in data (VCSIS085)

Compare data with predictions and use as evidence in developing explanations (VCSIS086)
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Suggest improvements to the methods used to investigate a question or solve a problem (VCSIS087)

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect
relationships(VCSIS088)
(VCAA 2017)

Concepts (number C1, C2 ) and Skills (number S1, S2 ):

Concepts
C1. Solids, liquids and gases all have observable properties to help classify them

C2. A chemical reaction happens when two reactants interact and make a new product

C3. The properties of the new product are different from those of the reactants

Skills
S1. Pose questions to clarify ideas and draw upon previous experiences

S2. Predict, observe and evaluate findings of an investigation

S3. Measure, record and present data using multiple representations


(DET 2017; VCAA 2017)
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Unit outcomes: (Consider: Content, Skills/processes, Other domains)


Through this unit students will:

Understand the key concepts of the unit


Participate in investigations and predict, observe and evaluate the changes
Construct and use a range of representations to display or explain the phenomena
Identify cause-and-effect relationships
Ask questions to inform scientific investigation

(VCAA 2017)

Teachers need to clearly identify big ideas, key concepts and their representations, at the planning stage of a
Table 2. Linking concepts topic in order to guide refinement of representational work
to representations

Teacher background knowledge (needed to teach the unit)


Solids, liquids, gases are all materials that are made up of chemicals.
Solids, liquids and gases have observable properties
Chemical reactions create new substances.
An understanding that new materials are being produced.

CONCEPTS What representations are used to understand this concept and the phenomena involved?
Map REPRESENTATIONS and LANGUAGE to the phenomenon how are they LIKE and NOT LIKE the
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phenomenon?

C1 Images of different substances to illustrate the difference in observable properties


Solids, liquids and gases all Tables to categorise the properties of substances
have observable properties Written explanation of substances to highlight the observable properties
to help classify them

C2 Representational challenge to demonstrate a chemical reaction between a solid and a liquid


In a chemical reaction, Labelled diagram to show chemical reaction and movement of particles
substances change into a Photos to annotate and explain the phenomena
new substance Verbal to describe and explain what is happening - how the two reacting substances created a new
substance with different properties
Table to record POE (prediction, observation, evaluation)

C3 Verbal descriptions/explanations/comparisons of the phenomena happening in the representational


A gas can be made from a challenges
chemical reaction Role play - demonstrates the concept that a gas can be produced from a chemical reaction
Poster to demonstrate and explain the chemical reaction - gathers all students understanding to present
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Table 3. Measuring the Assessment tasks, representations included. (incl. brief How will you know that students have
learning gains through description) learned what evidence will you look for?
Assessment

DIAGNOSTIC ASSESSMENT Probing questions Prior knowledge about chemical


usually in the Engage Probing the students on key concepts from the unit to check reactions, chemical change and the
lesson for their prior knowledge. properties of solids, liquids and gases.

KWL chart
The students will complete the K and W column on their
KWL chart (what they know and what they want to know).

FORMATIVE ASSESSMENT Chemical reaction diagram Detailed diagram that clearly labels
(Assessment for) Labelled diagram of the chemical reaction between the alka- and describes the interaction between
(Assessment as) seltzer powder and water. the Alka-Seltzer and the water.
usually in the Explore, An understanding that a new
Explain and Elaborate substance is created when two
lessons substances interact.
An understanding that the Alka-Seltzer
is a solid, the water is a liquid and the
bubbles that form when the two are
mixed together are a gas.

Role Play
Students participate in a role play that develops understanding Students take on roles to act out a role
of takes place in a chemical reaction play
Students understand what happens
when a soluble solid reacts with liquid
Through verbal explanations,
understand that a new substance is
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produced

Clearly set out table that describes the


Table of observations interaction between the Berocca and
Construct a table to record observations from the Berocca water.
experiment. An understanding that the Berocca is a
solid, the water is a liquid and the
bubbles formed when the two are
mixed together are a gas.
Written observations of the substances
appearance and characteristics
throughout the whole experiment.

Photo annotation Use of scientific terminology when


The students will annotate the photographs of themselves describing the chemical reaction in
conducting the Berocca experiment from the previous lesson annotations.
using scientific terminology about chemical reactions. Written understanding of why the
substances reacted that way
(properties of the ingredients).
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SUMMATIVE ASSESSMENT Lava Lamp experiment The use of scientific terminology when
(Assessment of) Using their knowledge from previous lessons, the students will creating the lava lamp.
usually in the Elaborate create and explain the phenomena of the lava lamp Applying knowledge to new context-
and Evaluate lesson experiment. Drawing on their knowledge from
previous lessons.

Science inquiry skills Questioning and predicting the


Demonstration of science inquiry skills during lava lamp outcomes of the experiment.
experiment. Data will be collected through teacher Planning and conducting the
observation. experiment.
Processing and analysing the data and
information. Making evaluations based
on the data collected.
KWL chart
Student reflection on concepts learnt in the chemical reactions Knowledge about the likely chemical
unit. Students record what theyve learnt from the unit in the reaction when two substances come in
L column of their KWL chart. contact.
Knowledge about the different types of
Final presentation chemical change that can occur.
Collaborative presentation of knowledge acquired throughout The properties of solids, liquids and
the unit of work. gases.

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


Phase/ Lesson Science outcomes Literacy and/or maths Lesson Summary Assessment
outcomes opportunities
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Students understand that Students use writing skills Probing questions about solids, Diagnostic assessment:
Lesson 1 solids, liquids and gases all to answer and pose gases and liquids. Probing K and W column of
(Engage) have observable properties. questions. questions about chemical the KWL chart.
reactions they have already seen-
what do the students already Diagnostic assessment:
know about chemical reactions? probing the students on
key concepts from the
Pictures displayed around the unit to check for their
classroom. Students have to prior knowledge.
classify whether the picture
represents a solid, a gas or a liquid.

Very end of the lesson: KWL chart-


students fill in what they know,
what they want to learn.

Lesson 2 Students construct a Reading and Discuss structure of substances Formative assessment:
(Explore) representation of the understanding the (recap of last week) Labelled diagram of the
chemical reaction between features of a procedural chemical reaction
the made alka-seltzer powder text how to make alka- Making the alka-seltzer between the alka-
and water. seltzer. What do you know about the seltzer powder and
ingredients? water.
Students pose questions to Measuring the quantities
guide their inquiry and draw of ingredients. Students participate in a
on prior experiences to help representational challenge (drop
them predict what will alka-seltzer mixture into water)
happen.
Draw and label a diagram of the
chemical reaction seen when the
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powder reacts with water


(representation).

Lesson 3 Students engage in a Label their diagrams- Berocca experiment- Putting the Formative assessment:
(Explore) representational challenge. understanding the Berocca in water. What are the Check for student
features of a diagram. properties of these substances understanding of the
Students construct a that enable them to fizz? chemical reactions they
representation of the Constructing a table. Variable: putting the Berocca in oil. observed.
chemical reaction between
the berocca and water as well Construct a table to record
as the berocca and oil. observations (representation).

Role play the chemical reaction


between the different substances
in the berocca experiment
(representation).

Lesson 4 Students are able to Providing detailed Introduce scientific terminology. Formative assessment:
(Explain) articulate and describe the annotations for the Check for student
chemical reaction that is images from the berocca Explain the chemical reactions understanding of
occurring between the two experiment. from the explore stage- take chemical reactions in
substances. photographs of the students their photograph
conducting the experiment annotations.
Students are able to (representation). The students will
understand scientific annotate the photos with scientific
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expressions/explanations and expressions/explanations.


effectively use them in their
explanations.

Lesson 5 Students are able to apply Measuring the quantities Make predictions for the Summative assessment:
(Elaborate) scientific concepts in a new of ingredients. experiment using knowledge from creating and explaining
context (responding to the previous lessons. the phenomena of the
final representation Using verbal lava lamp experiment.
challenge) communication skills to Students extend their Summative assessment:
articulate their understanding through the lava science inquiry skills
Use scientific terminology knowledge. lamp experiment. Students will be demonstrated in the
when creating the lava lamp. split into two groups. lava lamp experiment.

Lesson 6 Students are able to draw Creating a multimodal Working collaboratively in teams Summative assessment:
(Evaluate) conclusions on scientific informative presentation. to create a presentation about students record what
phenomena using evidence chemical reactions to present to theyve learned from
to develop their explanations. their peers on celebration day, E.g- the unit in the L column
poster (representation). of their KWL chart.

At the end of the lesson students


will fill in the L column on their
KWL chart.

Celebration Day Students will present their multimodal informative presentation at the expo highlighting what theyve learnt from the unit
of work on chemical sciences. The presentation will be created in Lesson 6 during the evaluate stage.
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References

Department of Education and Training 2017, Chemical Reactions, retrieved 22 July 2017,
<http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/chemreactions.aspx>

Victorian Curriculum and Assessment Authority 2017, Science Curriculum, retrieved 22 July 2017,
<http://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10#level=5-6>