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Learner Context
How will the students engage with this learning? (Provide here an outline of a learning experience with using the
given structure)
Experience One
This lesson is designed to identify prior knowledge, refer to previous understanding of ‘solids, liquids
and gases’ and introduce the topic ‘mixtures and materials’ while initiating engagement.
Throughout the past week the students have been reading ‘George’s Marvellous Medicine’ as a
supporting resource and can be related to the concept of mixtures throughout the unit.
- Introduce the topic of ‘Mixtures and Materials’ with students by referring to their prior
knowledge of how materials can physically change in a variety of ways (this should be a
relatively new concept for Year 1’s but Year 2’s should demonstrate a strong
understanding).
- Place a cube of ice on a large plate or in a glass and leave it in students view. Allow a little
time so that the cube starts to melt, if sunny take the ice cube outside to fasten results.
- Ask students prompting questions such as:
- Ask students to consider what a mixture is and if they can think of mixture they have used or
seen around the house?
- Make a mixture map (refer to Appendix 1)
- Discuss what the mixture is made out of and how it may be used? (eg. cup of tea contains
milk, tea and sugar and may be used by a parent to drink)
- Discuss texture and how these materials/ingredients may look and feel to touch and record
words on the board or sheet of paper so that these words can be revisited and referred to
in further experiences.
- Ask students when they are at home or out and about, to look out for different mixtures and
their uses.
15-20 minutes
The resource Primary Connections- Spot the Difference was used as teaching resource as a
guided script through this experience, by using questions to explain the effects of the melting ice
cube at a designed Year 1 level.
Experience Two
The object of this experience is for students to comprehend different mixtures and the effects that
combining them may have. Students learn to classify materials as solids, liquids or gases according
to their observable properties and identify reversible or non-reversible changes in substances. They
use appropriate scientific vocabulary to describe and explain their observations.
- Discuss with students how cooking and following recipes is a form of chemical science.
- Separate the class into two groups and have two experiment stations set up; this ensures
that everyone has a close view of what is happening.
- Introduce the two ingredients, water and corn flour. Propose to the children what they think
would happen when these two ingredients are mixed together, ask what the mixture would
look, feel or smell like.
- Place cornflour in the bowl (1.5 cups) and then stir in the water (1 cup). Allow the groups to
stir the mixture and assist when necessary.
- After 5 minutes, the mixture should turn into slime. Allow time for students to observe and
feel the mixture.
- Ask a few students to explain what they saw and how it felt and was what they initially
thought would occur correct or different?
15-20 minutes
- Propose to students what they think might have when vinegar and sodium bicarbonate are
mixed together? Discuss their predictions.
- As a whole class, pour ½ a cup of vinegar into the empty soft-drink bottle using a funnel
- Pour 1½ tablespoons of sodium bicarbonate into the uninflated balloon
- Carefully stretch the mouth of the balloon over the mouth of the bottle making sure the
sodium bicarbonate stays in the balloon
- -Lift and shake the balloon so that all the sodium bicarbonate pours into the bottle and let
go of the balloon, the balloon will quickly inflate with carbon dioxide gas produced by the
reaction.
- Ask children to explain what they saw and why they think it may have happened.
The resources ‘Kitchen Chemistry’ and ‘Fizzly, Bubbly Science’ were used throughout this
experience to guide how the experiments were carried out productively and produced success
results.
Experience Three
This lesson is a continuation of exploring chemical reactions and the effects particular ingredients
have on each other. Children will be allowed the chance to play around and mix different liquids
together, predict and record their results. This work will be used as a part of formative assessment.
The resource ‘Let’s Talk Science’ was used as a teaching resources throughout this experience.
Experience Four
This lesson is to reflect and discuss prior experiences and what the students have learnt so far. This
assists in collaborating, recording and communicating ideas.
- As a class, reflect on prior experiences and experiments. Ask students to explain and
propose any further questions they may have.
- Refer to the collection of describing words, examples of mixtures and why we may use
them.
- Together create a T chart, with student made headings so that they can distinguish the
difference uses of mixtures.
- Also discuss materials, and how everyday items are ultimately a mixture of materials.
- Ask children to brainstorm examples and use the collection of describing words to describe
them.
20-30 minutes
The resource ‘Primary Connections- All mixed up’ was used as a teaching resource in this lesson to
promote conversation and present relevant questions.
Experience Five
This experience is based on the second generated question about mixtures being separated.
Students will observe the separating techniques and learn whether or not certain mixtures can be
separated.
- Reflect with students how they have conducted experiments that incorporate making
mixtures and discuss if it may be possible to separate mixtures and how.
- Ask children how drinking water is made? How do we make dirty water clean?
- Ask children if they have seen their parents separating any mixtures in the kitchen.
- Once discussed, introduce and show a colander, sieve and strainer and talk about their
uses in the kitchen.
- Take class to the sandpit. Prior to experience, mix marbles, rocks and bits of dirt and leaves
into the sand.
- Allow children time to experience separating the sand, marbles, rocks and earth minerals
and observe their learning and ask questions about what utensil obtains the best results.
30-40 minutes
Experience Six
This lesson is based around a summative assessment where students are required to complete
work independently so that their individual understanding can be assessed and evaluated.
- Review the unit and previous lessons by asking the students questions about the
experiences they have completed.
- Discuss mixtures and propose the students questions, like Does this fit our description of a
mixture? Why do you think this? What does it look or feel like?
- Explain that each student will choose a mixture to describe for the class book.
- They must select their own mixture or recipe, describe, draw and label the mixture.
- They must determine whether their mixture is made from solids, liquids and gases and who
or how their mixture may be used.
- Observe and model how to record their thinking.
- As an extension, ask students to create a small procedural text on how their mixture is
made.
- The children are allowed the entire lesson to complete and then once finished are allowed
to play using iPads or play the banker game quietly in the break out room.
30-40 minutes
Once completed, each worksheet is marked and given a grade. Combined with previous notes,
discussions and observations made throughout the unit, a final comment is recorded for future
reference. The teaching resource ‘Primary Connections- All mixed up’ was used and The Australian
Curriculum is used to establish expectations and outline standards.
How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? How will you What forms of
& Who leads the record your feedback will you
assessment? assessments? provide?
Concept(s):
- Observation of how
students approach Photographs, Oral and
and use their Formative and notes on work annotations on
Thinking and Working knowledge on
Scientifically:
Summative and concluding work samples
materials, states of
comment
matter and mixtures to
assist in making
educated predictions,
communicating their
ideas and reasoning
and posing questions.
- Observing levels of
classroom
participation, shown
understanding and
work progress
throughout the unit
Year 1:
Students describe Literacy
Objects are made of - exploring the local
objects and events that environment to observe a
materials that have Throughout the unit,
they encounter in their variety of materials, and
observable properties students will be exposed
everyday lives, and the describing ways in which
(ACSSU003) to narrative text when
effects of interacting with materials are used
materials and objects. being read too, students
They describe changes in will need to record data
their local environment and findings, write down
- investigating the effects
and how different places predictions and
of mixing materials
meet the needs of living observations and also
together
things. produce diagrams,
pictures and produce
Year 2: - suggesting why different recounts and procedural
Students describe parts of everyday objects texts.
changes to objects, such as toys and clothes
materials and living are made from different
things. They identify that materials
certain materials and
resources have different
uses and describe
examples of where
Year 1:
Students respond to Numeracy
questions, make
predictions, and This science unit
participate in guided provides opportunities
Science involves - describing everyday for learners to use the
investigations of
observing, asking events and experiences target language to
everyday phenomena.
questions about, and and changes in our develop skills in
They follow instructions to
describing changes in, environment using numeracy, to
record and sort their
objects and events knowledge of science understand, analyse,
observations and share
(ACSHE034) categorise, critically
them with others.
respond to and use
Year 2: mathematics in
Students pose and different contexts. This
respond to questions includes processes
about their experiences such as using and
and predict outcomes of understanding
investigations. They use patterns, order and
informal measurements relationships to
to make and compare reinforce concepts.
observations. They record
and represent
observations and
communicate ideas in a
variety of ways.
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment,
4.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising,
researching and investigating.
4.3 Children transfer and adapt what they have learned from one context to another.
4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed
materials
5.1 Children interact verbally and non-verbally with others for a range of purposes.
5.5 Children use information and communication technologies to access information, investigate ideas and represent their
thinking.
Teacher Resources (What has informed your planning, background information, learning experiences, discussion of
student understanding?)
State Government of Victoria, Australia- Education and Training, (2017), ‘Kitchen Chemistry’
<http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/samples/
Pages/kitchenchem.aspx>
Videos
Education Services Australia, (2013), ‘Teacher’s TV: Investigating Materials’
< http://www.scootle.edu.au/ec/viewing/S6387/index.html>
Books
Dahl, R. (2016), ‘George’s Marvellous Medicine’.
ice cube, water, cornflour, cups, spoons, bottles, vinegar, sodium bicarbonate, balloons, rubber
bands, milk, cooking oil, spaghetti sauce, water, tea, coffee, liquid soap, shampoo, body lotion, hair
gel, juice, honey, vinegar, soya sauce, lemon juice, sand, marbles, rocks, dirt, colander, sieve and
strainer.
Mixtures
Liquid Testing