FPD - Primary Science

EDUC3221: Primary Science Chloe Kramer 20160504

Forward Planning Document
Year Six: Change Detectives
Exploring Physical and Chemical Changes
Assessment Two: Science Program of Work

Sub-strands Content Descriptions Achievement Standard
• The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094) By the end of Year 6, students compare
Biological sciences
and classify different types of
understanding
Chemical sciences observable changes to materials. They

• Changes to materials can be reversible, such as melting, freezing, evaporating;; or irreversible, such as burning
analyse requirements for the transfer of
Science
and rusting (ACSSU095)

electricity and describe how energy can
• Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096) be transformed from one form to
Earth and space
sciences another to generate electricity. They
explain how natural events cause rapid
Physical sciences • Electrical circuits provide a means of transferring and transforming electricity (ACSSU097) change to the Earth’s surface. They
• Energy from a variety of sources can be used to generate electricity (ACSSU219) describe and predict the effect of
environmental changes on individual
• Science involves testing predictions by gathering data and using evidence to develop explanations of events and
endeavour (Year 5-6)
Nature and
Science as a human
phenomena (ACSHE098) living things. Students explain how

development of scientific knowledge is used in decision
science • Important contributions to the advancement of science have been made by people from a range of cultures
(ACSHE099) making and identify contributions to the
development of science by people from
Use and influence • Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ a range of cultures.
of science lives (ACSHE100)
• Scientific knowledge is used to inform personal and community decisions (ACSHE220) Students follow procedures to develop
investigable questions and design
investigations into simple cause-and-
effect relationships. They identify
Questioning and • With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what
variables to be changed and measured
Science inquiry skills (Year 5-6)
predicting the findings of an investigation might be (ACSIS232)

and describe potential safety risks
• With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103) when planning methods. They collect,
Planning and organise and interpret their data,
conducting • Decide which variable should be changed and measured in fair tests and accurately observe, measure and
record data, using digital technologies as appropriate (ACSIS104) identifying where improvements to their
methods or research could improve the
• Use equipment and materials safely, identifying potential risks (ACSIS105)
data. They describe and analyse
Processing and • Construct and use a range of representations, including tables and graphs, to represent and describe relationships in data using graphic
analysing data and observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107) representations and construct multi-
information • Compare data with predictions and use as evidence in developing explanations (ACSIS221) modal texts to communicate ideas,
methods and findings.
Evaluating • Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)

Communicating • Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)
General Capabilities Cross Curriculum Priorities Notes:

• Literacy • Aboriginal and Torres Strait Islander
• Numeracy histories and cultures
• Information and communication technology
(ICT) competence • Asia and Australia’s engagement with Asia
• Critical and creative thinking
• Sustainability
• Ethical behaviour
• Personal and social competence

• Intercultural understanding


English Mathematics

• Write a procedural text for each of the experiments undertaken. • During the ‘dissolving cups’ investigation, students time their

reactions. All student results are compiled and represented as a
• Think about why Professor Bernard was captured and what
class graph.
happened once the code was revealed. Students are to write a
narrative that provides the ‘back story’ to his capture. • Measuring out the quantities of materials using a variety of

metric units e.g. cups, spoons, ml, litres.
• Write a newspaper article about one of the experiments
completed in class. • Students could take photographs throughout their ‘elephant

toothpaste’ investigation and create a photographic timeline of
• Create a class word wall with all of the new terms being
events.
addressed.

Humanities and Social Sciences Ideas for
Information Technology
• Research common materials that are

found in waste and brainstorm ways that
Integration
• Students act out ‘Professor’s Escape’
and create their own short films using
these could be recycled/re-used through iMovie or the Green Screen app.
the use of a chemical or physical

Visual Art
change. • Create a digital diary which includes
photographs, annotations, thoughts and

• Conduct a research project about the • Create a collage of physical and ideas of theirs throughout the unit. This
people who discovered common physical chemical changes found in could be done on pages, word or as a
and chemical changes. A poster, Prezi or everyday life.

PowerPoint presentation.
PowerPoint would be created to present

• Using what is left of the ‘dissolved • Type up the newspaper article and
the findings. cups’, students could be

challenged to create something out
format it so that it looks like a proper
article extract.
of it e.g. a piece of jewellery,
statue, or use it in one of their other
artwork pieces.


FORWARD PLANNING DOCUMENT
TERM/WEEKS: Four / Weeks 1 - 5 YEAR LEVEL: Year Six (6) LEARNING AREA/TOPIC: Science / Change Detectives

General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum Priorities:

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Engage Lesson (1 – 2)

Week/ Australian Curriculum Links Specific Lesson Assessment Teaching & Learning Experiences Resources
Lesson Objective (What & How) o Learner Diversity
o Key Questions
Week One: Science Understanding: Students will be able to: Diagnostic: Resources and equipment will be set up in tubs at the front of
Lesson 1 (ACSSU095) the class prior to the commencement of the lesson. Professors Escape
1. Make predictions Checklist (Video 1)
Professor’s Science as a Human about the 2 possible Used to judge (10 min) Introduction:
Escape Endeavour: substances to be students’ success • Watch the introductory video – ‘Professor’s Escape Clip 1’ Design Brief
combined. against each of the • Read through the design brief as a whole class.
Science Inquiry Skills: objectives. • Divide students into their science groups, allocate roles Role Lanyards
(ACSIS232) 2. Decide on one (director, manager, speaker, technician, team member) and
combination which Work Samples reinforce the responsibility of each role. Roles Chart
(ACSIS103) they believe will blow Observation templates o What does the _________ do?
up the balloon and will be collected to Observation
provide at least two assist in filling in the (40 min) Body: Template
reasons for their checklist & to collect • Demonstrate part one of the investigation to the students.
choice. evidence of student Model how to make predictions, mix substances and fill in the Materials:
achievement. template. - Alfoil tray
3. Work collaboratively • Students return to their desks while the manager collects the - Funnel
with their peers to Anecdotal Notes materials. - Plastic Bottles
conduct the Taken throughout the • Students complete part one in their groups. Once complete, - Measuring cup
investigation. lesson about anything the speaker in each group shares their findings with the rest of - Spoon
significant that occurs, the class. - Lemon Juice
student conversations, • Demonstrate part two of the investigation to the students. - Water
behaviour and Model how to mix the substances, state quantities required, - Vinegar
observations. attach the balloon securely and fill in the template. - Flour
- Salt
• Check for clarification by asking questions such as:
- Bicarb soda
o How much liquid do we need to use?
o What do you need to do before you test your - Balloons
mixture? - Safety Glasses
o Who do you collect your balloon from?
• Once students have successfully blown up their balloon, they
are to fill in their part of the code on the whiteboard.
• Students discuss in their groups what they noticed about their
mixture, why they think it worked and the changes that they
saw taking place.
• Student’s pack away their workspace.

(10 min) Conclusion:
• Watch the conclusion video – ‘Professor’s Escape Clip 2’ Professor’s Escape
• The speaker from each group shares their group’s findings (Clip 2)
with the rest of the class.
• Conclude the lesson by asking the following questions:
o What did you observe happening in each of the
different mixtures?
o What changes occurred to the original materials?
o Do you think the changes can be reversed? Why or
why not?
o Do you think if we changed the amount of liquid/dry
substances used it would change the end result?
Do not correct answers, encourage students to have a go and
find out what they know.

Learner Diversity:
• Plan to have an education assistant if possible to assist with
working with the lower ability students.
• Group students so that the stronger students are working with
the weaker students.
• Instead of writing in the template, some students may like to
draw their predictions and draw what happens.

Safety:
• Remind them of the number one rule in science e.g. Do not
consume anything.
• Keeping their workspaces neat and tidy.
• No running with any equipment or materials.
• Wipe away any spills straight away.
• Wear safety glasses.

Another engage lesson would take place with the students, allowing them to experiment and be introduced to physical changes.


Explore Lesson (2 – 4)

o Key Questions
Week Two: Science Understanding: Students will be able to: Formative: Resources and equipment will be set up in tubs at the front of
Lesson 3 (ACSSU095) the class prior to the commencement of the lesson.
1. Follow a procedure in Checklist https://www.youtube.
Elephant Science as a Human order to effectively Used to judge (10 min) Introduction: com/watch?v=ezsur
Toothpaste Endeavour: conduct the students’ success • Recall students’ thoughts from the previous lessons: 0L0L1c
experiment. against each of the o What have we been doing in science recently?
Science Inquiry Skills: objectives. o What things have you been beginning to notice? Elephant Toothpaste
(ACSIS103) 2. Create a list of o Is there something interesting that happened? Task Sheet
observations from the Anecdotal Notes • Watch a video to show students what they will be doing today.
(ACSIS104) experiment. Taken throughout the • Read through the ‘Elephant Toothpaste’ task as a class. Role Lanyards &
lesson about anything • Divide students into their science groups, allocate roles Role Chart
3. Brainstorm their significant that occurs, (director, manager, speaker, technician, team member) and
current thoughts and student reinforce the responsibility of each role.
understandings about conversations, Materials:
changes (at least 5 behaviour and (40 min) Body: - Plastic bottle
ideas). observations. • Demonstrate how to use equipment/materials safely. Check for - Measuring
understanding by asking questions such as: cups/cylinders
Work Samples o How much ______ do we need to use? - Hydrogen
Student responses in o What is the very first thing I must do before I begin? Peroxide
their science journals o Where does the tray need to be? - Dry Yeast
will be collected and • Managers collect the materials and students work - Warm water
marked. collaboratively in their groups to conduct the experiment. - Dishwashing
• Move around the room as students are working, providing liquid
extra guidance where necessary. - Food colouring
- Plastic cups
• Once complete, the speaker from each group shares
- Safety goggles
something interesting that they found from the experiment.
- Gloves
• Students pack up their workspaces.
- Trays
• In their science journals, students work independently to reflect
- Plastic cloths
on their observations and create a brainstorm about what they
are beginning to understand about changes.
Science Journals
(5 - 10 min) Conclusion:
• Conclude the lesson with an inside/outside circle discussion.
Allow students to chat and share their ideas with their peers.
Ask students the following questions:
o What are you beginning to learn about changes? Questions on
o What types of changes do you think there are? PowerPoint
o Are all changes the same? Why or why not?
o Share something new that you have learnt.
o Do you think this experiment could be reversed?
Would we be able to get the original materials back?
Learner Diversity:
• If possible, an education assistant will help out for the duration
of the lesson.
• Provide extra guidance and assistance to the weaker students.
• Pair weak students with strong students.
• Instead of writing a paragraph, some students may like to draw
their observations and provide annotations.

Safety:
• Students will need to wear gloves and glasses to protect their
hands and eyes.
• Remind students of the class science rules e.g. Do not
consume anything.
• Desks will be covered beforehand with plastic cloth and a tray
for the toothpaste to go in will be provided.
• Wipe away any spills straight away.

Another 3 lessons would take place in the explore phase. These lessons would allow students to explore other physical and chemical changes. For example:
melting, dissolving, evaporating and burning.

Explain Lesson (1)

o Key Questions
Week Three: Science Understanding: Students will be able to: Formative: (10 min) Introduction:
Lesson 7 (ACSSU095) • Recall prior knowledge by discussing what they have been
1. Define physical and Checklist doing in science so far this term e.g. experiments/looking at
Explain Science as a Human chemical changes. Used to judge changes/reactions
Everything Endeavour: students’ success o What have we been doing?
2. Describe at least 3 against each of the o What have we been talking about?
Science Inquiry Skills: ways to recognise objectives. • Tell students that they have been exploring this notion of https://www.youtube.
(ACSIS110) when a physical and physical and chemical change. com/watch?v=yIJ2
chemical change has Anecdotal Notes • Watch a video clip to reinforce these key terms. qnUOOwQ
taken place (3 for Taken throughout the • Ask students the following questions:
each change). lesson about anything o What types of change do we have?
significant that occurs, o What are some examples of each type of change?
3. State at least one student conversations,
example for each type behaviour and (40 min) Body: Card Sort (Physical
of change. observations. • Students work in pairs to complete a card sort about ways that and chemical
we can recognise physical and chemical changes. changes)

4. Create a mini Work Samples • Once complete, a T-chart is created on the whiteboard and Whiteboard
presentation using the Students’ mini filled in together as a whole class.
app ‘Explain presentations will be • Card sort is packed away and the ‘Explain Everything’ app task
Everything’ to viewed to assist with is explained to the students: iPads
illustrate their filling in the checklist. Students are to use the application to create a mini
knowledge of physical presentation. They are to define the terms physical ‘Explain Everything’
and chemical Photographs and chemical change, share ways to recognise each Application
changes. Photos will be taken of type of change and provide examples of where we
some of the students can see these changes in everyday life. They are to
as they are record their voice, add photos and provide
completing their card annotations where possible.
sorts e.g. strong, • Students complete the task independently.
middle and weak • When complete, students are to post their final product onto Padlet
students. the class Padlet.

• To finish the lesson, reinforce key teaching points:
o What is a physical/chemical change?
o What is an example of a physical/chemical change?
Why?
o How can we recognise if something is a
physical/chemical change?
• Students participate in a stand up, hands up, pair up activity Quiz Cards
where they quiz one another on questions about physical and
chemical changes.

Learner Diversity:
• Weaker students may be given less cards to sort or paired up
with a stronger student who can work with them.
• If students complete the card sort early, ask them to think
about real life examples that have that kind of reaction e.g.
melted chocolate is an example of change in shape = physical.
• Mini presentation:
§ Extend by getting these students to include photos,
videos and encourage them to continue adding extra
information.
§ Adapt by getting weaker students to present the main
ideas and keep it simple. Do not worry about adding
extra embellishments.

Safety:
• During stand up, hands up, pair up, encourage students to walk
around the room. No running.
• If students go outside to create their mini presentations, ensure
that they are supervised and are working quietly.


Elaborate Lesson (1 – 2)

o Key Questions
Week Four: Science Understanding: Students will be able to: Summative: Resources and equipment will be set up in tubs at the front of
1. Construct a question Anecdotal Notes
Ice Cream for their investigation. Taken throughout the (15 min) Introduction:
in a Bag Science as a Human lesson about anything • Revise physical and chemical change knowledge which the
Endeavour: 2. Brainstorm factors significant that occurs, students should now have:
which could affect the student conversations, o What is a physical/chemical change?
Science Inquiry Skills: rate of the reaction. behaviour and o How can we recognise a physical/chemical change?
(ACSIS232) observations. o What are some examples of physical/chemical
3. Conduct three trials changes?
(ACSIS103) and fill in the template Rubric • Conduct a think/pair/share with the students by asking them
provided to discuss Will be used to assess the following question:
(ACSIS107) their findings. students against each o Do you think all reactions and changes take the same
of the lesson time to occur? Why or why not?
objectives. Students’ Give the students hints. For example, if I want to melt an ice
investigation cube. How might I slow down or speed up this change?
templates will be • Inform students that today they will be conducting their own Ice Cream in a Bag
collected to assist with investigation about factors which affect the rates of reactions. Task Sheet
filling in the rubric. • Read through the ‘Ice Cream in a Bag’ task as a class and go
through the investigation template e.g. remind students about Investigation
how to write up a question for an investigation. Template

(40 min) Body:
• Divide students into their science groups, allocate roles Role Lanyards &
(director, manager, speaker, technician, team member) and Role Chart
reinforce the responsibility of each role.
• Model to students how to devise a question for their
investigation e.g. What do we want to know? How can we find
this out?
• Students work in their groups to devise a question for their
investigation and brainstorm factors which could affect the rate
of the reaction.
Materials:
• The speaker in each group shares ideas with the class.
- Plastic cloth
• Demonstrate to the students how they are to add the
- Spoons
ingredients into the bag & create the ice cream. Emphasise the
- Paper towels
importance of ensuring they achieve reliable results.
- Snap lock bags
o What could affect our results?
(medium and
o What will you need to do to ensure your results are
large size)
reliable?

• Students return to their groups to decide on three trials. The - Whipping
manager collects the materials and they begin their cream
investigation, filling in their template as they go. - Milk
• As students are working, move around the classroom providing - Salt
extra guidance and assistance where necessary. - Ice
• Students pack away their workspaces and glue their templates - Measuring
into their science journals. cups
- Vanilla
• Students take their science journals with them, and they do a Science Journal
‘buddy swap’ to share their findings with other peers in the
class who they have not worked with.
• Share peer findings and discuss some key teaching points from
the lesson:
o What trials did your group do?
o Was it a physical or chemical change?
o What factors affected your reaction the greatest or
least?
o Is this reversible or irreversible? Why?

Learner Diversity:
• Pair the weaker students with the stronger students.
• If available, have an education assistant to help out for the
duration of the lesson – particularly with the weaker students.
• Investigation:
Extend: Stronger students may be encouraged to
complete a fourth trial or to discuss what their fourth
trial may have been based on the results that they
achieved. They can present their thoughts in anyway
that they like on the back page of the template.
Adapt: Provide extra guidance as they fill in their
template. Encourage them to write down key ideas
and to keep it simple.

Safety:
§ Remind students about the consumption rule. Tell them that
they may only eat the ice cream at lunchtime (after the lesson).
§ When shaking the ice cream, students must go outside to avoid
spills in the classroom and risk of people slipping over.
§ Any spills need to be wiped away straight away.
§ The teacher and education assistant will disperse ingredients;;
students are to wait patiently. No rushing around.

Another elaborate lesson would take place before the evaluate phase. This lesson would allow students to take part in another investigation so that they can further apply their
newfound knowledge of physical and chemical changes. In this lesson they would complete other trials for another investigation and present information in a graph/table.



Evaluate Lesson (1 – 2)

o Key Questions
Week Five: Science Understanding: Students will be able to: Summative: Resources and equipment will be set up in tubs at the front of
1. State whether the Anecdotal Notes Quiz Cards (from
Dissolving experiment was a Taken throughout the (10 min) Introduction: explain lesson)
Cups Science as a Human physical or chemical lesson about anything • Complete a quiz, quiz, trade to recall prior knowledge about
Endeavour: change, providing at significant that occurs, physical and chemical changes. ‘Dissolving Cups’
least three reasons to student conversations, • Read through the ‘Dissolving Cups’ experiment and Task
Science Inquiry Skills: justify their decision. behaviour and observation template as a class.
(ACSIS232) observations. • Divide students into their science buddies. Observation
2. Describe why the Template
(ACSIS110) change occurred and Rubric (40 min) Body:
identify if it is Will be used to assess • Demonstrate to students how they are to conduct the Materials:
(ACSIS108) reversible/irreversible. students against each experiment e.g. safety, equipment that they will need, - Plastic cloth
of the lesson quantities. - Alfoil trays
3. Write up a report objectives. Students’ • Students collect their materials and begin the investigation. - Gloves
which clearly reports will be § Student 1: Performs the experiment, in charge of - Safety glasses
communicates their collected to assist with equipment and materials. - Acetone
findings (photographs filling in the rubric and § Student 2: Assists student 1 but is also responsible - Polystyrene
and clear providing students for taking photos of before/during/after and writes cups
explanations). with an overall mark down observations into the template. - Plastic cups
for the unit of work. • Once complete, students pack away their workspace. - Measuring
• Students return to the classroom mat for a discussion: cups
Kahoot o What was interesting or surprising?
Completed individually o Do you think it was a physical or chemical change?
by each student. Why or why not?
Results will give a o Could this change be reversed? Why or why not?
clear indication of
• Remind students of the key elements which they need to
whether students
include in their science report. These are written onto the board
have understood the
for students to refer to.
unit or not.
§ Introduction

§ What observations did you make?

§ Do you think it was a physical or chemical change?

Provide three or more reasons.

§ Do you think this could be reversed? Why/why not?

§ What have you learnt from completing this

experiment?

§ Conclusion
Science Journals
• Students move back to their desks and independently begin

writing up their reports (this will possibly go into another lesson

as they will need a lot of working time).


(5 - 10 min) Conclusion:
• Students take part in a Kahoot which quizzes them on what Kahoot
they have been learning about – physical and chemical
changes.
Learner Diversity:
• Early finishers and strong students could be asked to think

about ways that they could change the experiment or

investigate the reaction further. They may like to present this

information as a concept map on their iPads.

• Provide the option to handwrite or type their report.

• Provide weaker students with a help sheet for the main parts of

the report e.g. what needs to be in the introduction &

conclusion.
• If available, have an education assistant to help out for the
duration of the lesson – particularly with the weaker students.

Safety:
• Ensure all students and teachers are wearing gloves and
safety glasses for the entire lesson. Emphasise that they are
working with a toxic substance and need to be very careful with
it.
• Strong reminder that they are not allowed to consume
anything.
• Spills need to be cleaned up straight away.
• Keep iPads away from materials.

In all lessons, the teacher will make an effort to talk about the disposal of the materials and discuss with students how they can dispose in the most
sustainable way possible. They will discuss where their rubbish is going and set up recycling and scrap bins.


References

Australian Academy of Science. (2012). Primary Connections: Change Detectives. Retrieved from
https://www.scootle.edu.au/ec/viewing/S7159/Change-detectives-2012/resources/change_detectives_comp.pdf

School Curriculum and Standards Authority. (2014). K – 10 Outline: Science. Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/science-v8


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EDUC3221: Primary Science Chloe Kramer 20160504

Forward Planning Document

Year Six: Change Detectives

Exploring Physical and Chemical Changes

Assessment Two: Science Program of Work

Chemical sciences observable changes to materials. They

and rusting (ACSSU095)

phenomena (ACSHE098) living things. Students explain how

predicting the findings of an investigation might be (ACSIS232)

General Capabilities Cross Curriculum Priorities Notes:

Assessment Two: Science Program of Work

• Research common materials that are

Assessment Two: Science Program of Work

Assessment Two: Science Program of Work

Assessment Two: Science Program of Work

Assessment Two: Science Program of Work

Assessment Two: Science Program of Work

Evaluate Lesson (1 – 2)

Assessment Two: Science Program of Work

Assessment Two: Science Program of Work

Assessment Two: Science Program of Work

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