SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths

The Fun we have in Science Compare our Learning

Religious Education / Spiritual Education
Students will write a procedure text for Identify in a table the answers of the
the ice-cream in a baggie investigation students from lesson one of sorting the
as well as including using the same ice materials into different states of matter.
cream to test the STEM activity ice Create a bar graph with this data. Do the
cream cooler. Students will include same with the data from lesson five.
photos taken during the lesson in their Have students compare the results and
writing. (ACELY1704) identify differences. (ACMSP118)

Concept: States of Matter Term: 4 Weeks: 8

©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Geography History The Arts

It’s Melting!

Students will do a crayon melting art piece

that explores different colours that
complement each other. Students will
explore how heat is used to melt crayons
that are solid and creates a liquid that
flows down the page. (ACAVAM111)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 8 Weeks YEAR LEVEL: 5 LEARNING AREA/TOPIC: SCIENCE / States of Matter

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

• To capture student interest and find out what they know about States of Matter
• To elicit students’ questions/ prior knowledge about States of Matter
• Diagnostic assessment used - in this lesson you will find out what the students already know about States of Matter. This will allow you to take account of students’ existing ideas when planning
learning experiences

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills
Lesson 1
ACSSU077 ACSIS231
Students will: Diagnostic Introduction: (10 mins) Elephant Plastic Bottle
Engage Identify what they think Engage and motivate students with a demonstration of elephant toothpaste Demo
Assessment
different solids, liquids toothpaste. Identify students’ prior knowledge of solids, liquids and What happened Active Dry Yeast
gases in relation to the elephant toothpaste with key questions during when we mixed
and gases are. Checklist, Work and after the demonstration. Teacher will introduce TWLH chart to the ingredients? Hydrogen Peroxide
Sample and identify the classes prior knowledge of the topic. Motivate students by
Sort materials into Questioning: telling them they will be learning about this exciting new topic in What ingredients Food Colouring
different states of 1. Identify what they science and they are going to get started now. did we use?
matter through think different Safety goggles
observation of the solids, liquids and Lesson Body: (40 mins) What’s in the
properties. gases are. 1. State the WALT (We are learning to), WILF (What I’m Box? TWLH Chart
looking for) and TIB (This is Because) being the purpose What are the
(Objective One)
and success criteria of the lesson. Identify purpose of physical Science Safety
Contribute to group
learning about the states of matter. differences Rules
discussions and identify 2. Sort materials 2. Identify health and safety considerations for this lesson, between the solids
questions about solids, into different states direct students to the science safety poster. and liquids? Group Roles Card
liquids and gases. of matter through 3. Students will be put into groups of three based on mixed Lanyards
_____________ observation of the ability for student support and collaborative learning. These How do you
properties. groups will be changed every 3 weeks. Each student will be describe this Containers
Health and Safety (Objective Two) given a role in the group and they will rotate these roles material? Substances;
Considerations: each lesson. Cooking Oil,
The roles include; Did we have any playdoh, strawberry
o Ensure students 3. Contribute to o Materials Manager materials we were topping, water,
don’t taste, smell or group discussions o Facilitator not sure about? toothpaste, perfume
eat anything in the and identify o Director and rocks.
investigation. questions about 4. Students will complete the What’s in the Box? activity. Conclusion
solids, liquids and a. This involve placing various solids, liquids and What question do Markers
o Any spills - ensure gases in a plastic container. you have about
gases.
students get the (Objective Three) b. Students will sort these materials into the different solids, liquids and What’s in the Box?
teacher to clean up states of matter. gases? Activity sheet
c. Will then write the observable properties on the
immediately. outside of the container. Can you think of Keep it Cool Design
o Aware of any d. Students will draw one of the materials from each any descriptive Brief
allergies, as various state of mater in the space provided on the words you used to
activity sheet. describe the Science Chat-board
food products are
materials?
 used in the 5. Teacher observes and questions students while they Science Post-it
investigations. complete this activity. Notes
6. As a class, discuss how they sorted the materials into the
o Students to be a different states of matter. Identify any materials the groups Word Wall cards
safe distance from weren’t sure about. Science Display in
Elephant toothpaste 7. Create a class tally of what each group identified the state classroom
of matter to be for each material.
experiment. 8. Students will take a photo of their groups of materials sorted
into states of matter on their iPad.

Lesson Closure: (10 mins)

9. Whole class discussion of TWLH Chart again revisiting for
reflection and discussion of what they think they know about
the topic.
10. Students will think-pair-share to discuss what they think they
know.
11. Introduce to students the STEM challenge the class will be
completing over the next 8 weeks. Design brief Keep it
Cool.
12. Students ticket out the door will be writing on the science
question post-it note one question they would like answered
in this unit of work. E.g. is shaving cream a solid, liquid or
gas? These will be collated and added to the What they
want to know section of the TWLH chart.
13. Ask students if they can think of any words to add to the
word wall that they used to describe the different materials
14. Identify if the students work meets the success criteria and
review lesson objectives.

Learner Diversity:
Extension:
Independent group assist peers or go on to early finisher work. Extend
with further questioning during activities.

Support:
Focus group of students near the front of the class to guide during the
writing section of the lesson.

5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of combining a solid and a liquid to create a gas.
• To support students to investigate and explore ideas about changes in states of matter.
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Lesson 4
ACSSU077 ACSHE081 ACSIS231
Students will: Formative Introduction: (10 mins) Kahoot Student science
Explore Predict what they think Review previous lessons of solids, liquids and gases with the previous Questions book
Assessment lessons on the properties of the different states of matter. Teacher will Which of these are
ACSIS218 will happen in the
Lesson 2 use the science display in the classroom identifying what the class has a solid? Science Display in
experiment and justify Kahoot Results
and 3 learnt about solids, liquids and gases. Motivate students with a Kahoot classroom
teaching their prediction. quiz and use for formative assessment. Which of these is
the a liquid? Kahoot
properties Lesson Body: (45 mins)
 of solids, Identify the different Observation, Work 1. State the WALT (We are learning to), WILF (What I’m Which of these is Safety Science
liquids and states of matter in this samples and looking for) and TIB (This is Because) being the purpose a gas? Poster
gases experiment. Checklist: and success criteria of the lesson. Identify purpose of
learning about changes in solids, liquids and gases. Which of these is Group Roles Card
Work safely in the 1. Predict what they
2. Identify health and safety considerations for this lesson, a way of Lanyards
collaborative learning think will happen in direct students to the science safety poster. determining if
teams and actively the experiment and 3. Students will be put into new groups of three decided by the something is a Vinegar
participate in justify their teacher. Ensure students each have a role in the group. liquid?
discussions. prediction. 4. Give students instructions for Vinegar, Baking soda and Baking Soda
_____________ (Objective One) balloon experiment. Vinegar, balloon
5. Students will complete the Vinegar, Bicarb and balloon and baking soda Balloon
Health and Safety 2. Identify the experiment in their small groups. Students will be given an activity
activity sheet with instructions and questions to guide them What do you think Water Bottle
Considerations: different states of
during the experiment. will happen when
o Ensure students matter in this 6. Teacher observes and questions students while they we add the Experiment activity
don’t taste or eat experiment. complete this experiment. balloon? sheet
anything in the (Objective Two) 7. Students will complete the activity sheet for this experiment.
8. As a class, discuss what they observed during the What can you Padlet
investigation.
3. Work safely in experiment and what they discovered. see? What https://padlet.com/ka
o Any spills - ensure the collaborative 9. Ask the director of the group to share with the class what happened? li_koncurat/mqet9q2
students get the learning teams and happened in their experiment and what they recorded. es9j
teacher to clean up Record the findings in the class science padlet. Do you think
actively participate
baking soda is a Word wall cards
immediately. in discussions. Lesson Closure: (5 mins) solid, liquid or
o Aware of any (Objective Three) 10. Add anything students have learnt about solids, liquids or gas? Exit slips
allergies. gases on the science display board.
11. Identify if as a class they can answer any questions they What do you think https://www.brainpop
o Students to only asked in lesson one. blew up the .com/games/matters
waft when using 12. Ask students to think of any words to add to the word wall. balloon? orter/
sense of smell in 13. Students ticket out the door will be writing one thing
students learnt during this activity. Conclusion
experiment.
14. Identify if the students work meets the success criteria and Do you have any
review lesson objectives. questions about
what happened?
Learner Diversity:
Extension: What have we
Independent group assist peers or go on to early finisher work. Extend learnt today about
with further questioning during activities. Students can go onto the solids, liquids or
Matter Sorter game. gases?

Support:
Focus group of students with support from collaborative learning will
be near the front of the class. Students will benefit from using visual
representation of ideas.

5E’s- EXPLAIN (1 lesson)

• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills
Lesson 5
ACSSU077 ACSHE081 ACSIS093
Students will: Formative Introduction: (10 mins) Introduction Student science
Explain Identify the Review previous lesson on the combining of a solid and a liquid to What have we book
Assessment create a gas. Teacher will use the science display in the classroom learnt about
characteristics,
identifying what the class has learnt about solids, liquids and gases. solids? I have, who has
examples and what the Work samples and Motivate students with a I have who has game of States of Matter. game
particles look like for Checklist: What can you tell
each of the states of 1. Identify the Lesson Body: (40 mins) me about liquids? Science Display in
matter. characteristics, 1. State the WALT (We are learning to), WILF (What I’m classroom
examples and what looking for) and TIB (This is Because) being the purpose Can you name a
Sort materials into the particles look and success criteria of the lesson. Identify purpose of gas? Safety Science
different states of learning about the properties of solids, liquids and gases Poster
like for each of the
matter through and being able to distinguish between the states of matter. States of matter
states of matter. 2. Identify health and safety considerations for this lesson, graphic Group Roles Card
observation of the (Objective One) direct students to the science safety poster. organiser Lanyards
properties. 3. Students will stay in same groups from last lesson. Ensure How can you
2. Sort materials students each have a role in the group. describe a solid, iPad
Justify why they into different states 4. Have students in groups use the thunderbolt kids website to liquid and gas?
classified materials in of matter through read and take notes on the states of matter graphic http://www.thunderb
the state of matter observation of the organiser. Use iPad to look at website. What have we oltkids.co.za/Grade6/
using the 5. Students will now be given the materials in the containers learned about 02-matter-and-
properties.
characteristics and from the first lesson to sort. Students need to justify why materials? materials/chapter1.ht
(Objective Two) they have given these classifications in the activity sheet. ml
properties.
6. Have the director of each group share with the class what Does using this
_____________ 3. Justify why they their classifications were. website change States of Matter
classified materials 7. Discuss any materials they found difficult to classify. your thinking graphic organiser
Health and Safety in the state of about solids,
Considerations: matter using the Lesson Closure: (10 mins) liquids and gases? Containers
o Ensure students characteristics and 8. Add anything students have learnt about solids, liquids or Why? Substances;
don’t taste or eat gases on the science display board. Cooking Oil,
properties.
9. Identify if as a class they can answer any questions they Classify playdoh, strawberry
anything in the (Objective Three) asked in lesson one. Make a plan with students to ensure all materials topping, water,
investigation. remaining questions are answered and how this can be Why do you think toothpaste, perfume
o Any spills - ensure done. sand is a solid and and rocks.
10. Ask students to think of any words to add to the word wall. not a liquid?
students get the 11. Students ticket out the door will be to name one example of Classify the states of
teacher to clean up a solid, liquid or gas. Was there any matter activity.
immediately. 12. Identify if the students work meets the success criteria and difference
review lesson objectives. between your Word wall cards
o Aware of any classifying today
allergies. Learner Diversity: and in our first
Extension: lesson?
Independent group assist peers or go on to early finisher work. Extend
with further questioning during activities. Students can go onto explain Conclusion
everything and include everything they have learnt about the states of What have we
matter. learnt today about
solids, liquids or
Support: gases that we can
Focus group of students with support from collaborative learning will add to our science
be near the front of the class. Students may benefit from completing display?
the classifying activity verbally with a video on the iPad.
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Lesson 6
ACSSU077 ACSIS231
Students will: Summative Introduction: (5 mins) Introduction Ice cream van music
Elaborate Make predictions about Review previous lesson on the classification of the states of matter What have we https://www.youtube.
Assessment - and their properties. Teacher will use the science display in the learnt about the com/watch?v=D7vB
ACSIS086 what will happen in the Science Inquiry classroom identifying what the class has learnt about solids, liquids properties of MO6-Mw0
ACSIS087 experiment and Skills and gases. Motivate students with the sound of the ice cream van to solids, liquids and
ACSIS091
compare with the introduce the experiment today. gases? Student science
results. book
Observation, Lesson Body: (50 mins) Do you think these
Identify variables and checklist and 1. State the WALT (We are learning to), WILF (What I’m properties always Science Display in
change one for a fair work sample: looking for) and TIB (This is Because) being the purpose stay the same? classroom
test. 1. Make predictions and success criteria of the lesson. Identify purpose of
about what will learning about the changes of the properties materials. How do you think Safety Science
happen in the 2. Identify health and safety considerations for this lesson, properties of Poster
Work collaboratively
direct students to the science safety poster. materials could
with team and safely experiment and
3. Students will stay in same groups from last lesson. Ensure change? Group Roles Card
with equipment during compare with the students each have a role in the group. Lanyards
the investigation. results. 4. Introduce the materials for the experiment and ask them to Investigation
(Objective One) predict what will happen when all of these materials are What do you think iPad
_____________ combined and is put in ice with salt. will happen?
2. Identify variables 5. Have students identify variables that could be changed to Milk
Health and Safety and change one for make the experiment a fair test. What did you
a fair test. 6. Identify the variables that cannot be changed. change to make Ice
Considerations:
7. Explain that students will work in groups and will complete this a fair test?
o Ensure students (Objective Two)
the Ice Cream Baggie Investigation Planner. Large and medium
don’t taste or eat 8. Groups are sent to complete their investigation planner. Conclusion zip lock bags
anything in the 3. Work 9. Identify how they will record results, using the ipads to take
collaboratively with photos. What challenge Salt
investigation. – until team and safely 10. Students will now do the experiment. did you have with
told it is okay by the with equipment 11. Have the director of each group share their investigation this experiment? Vanilla essence
teacher. during the and the results.
o Any spills - ensure investigation. 12. As a whole class discuss the conclusions that could be What would you Sugar
made from the results. change if you
students get the (Objective Three)
were to do this Gloves
teacher to clean up Lesson Closure: (5 mins) experiment again?
immediately. 13. Discuss the change of a liquid to a solid caused by the ice. Ice Cream Baggie
That the properties of a material can change depending on Investigation
o Aware of any the temperature. Planner.
allergies. 14. Add anything students have learnt about solids, liquids or
o Students to wear gases on the science display board.
15. Identify if as a class they can answer any questions they
gloves when
asked in lesson one.
shaking the ice- 16. Ask students to think of any words to add to the word wall.
cream as the bag 17. Students ticket out the door will be to identify one challenge
gets extremely they had doing the experiment.
18. Identify if the students work meets the success criteria and
cold. review lesson objectives.
 Learner Diversity:
Extension:
Independent group assist peers or go on to early finisher work. Extend
with further questioning during activities. Students can identify other
possible experiments that could be done including solids, liquids and
gases.

Support:
Focus group of students with support from collaborative learning will
be near the front of the class. Students may benefit from completing
the investigation planner with a partner.

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about States of Matter and represent what they know about Solids, Liquids and Gases
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Science Science as a Science
Understand Human Inquiry
ing Endeavour Skills

Lesson 7
ACSSU077
Students will: Summative Introduction: (10 mins) Introduction Student science
Evaluate Identify properties of Review previous lesson on the classification of the states of matter What are the book
Assessment -
solids, liquids and and their properties. Teacher will use the science display in the properties of
Science classroom identifying what the class has learnt about the changing solids, liquids and Science Display in
gases of chosen Understanding properties of matter due to temperature. Motivate students with a gases? classroom
material. game of Guess Who by getting them to guess the teacher on the card
by listening to the clues. What affect did Guess Who Example
Actively participate in Work samples temperature have
class discussion about and Observation Lesson Body: (40 mins) on the liquids? Guess the Matter x3
the properties of solids, Checklist 1. State the WALT (We are learning to), WILF (What I’m per student
liquids and gases. looking for) and TIB (This is Because) being the purpose Activity
1. Identify and success criteria of the lesson. Identify purpose to show What properties TWLH Chart
what they have learned about solid, liquids and gases this can you use to
Reflect in written form properties of solids,
term. describe a gas?
what they have learned liquids and gases of 2. Explain to students they will be creating a Guess the Matter
from this unit of work. chosen material. game for the different states of matter. They will need to What material are
_____________ (Objective One) write three clues about the material they chose including you describing?
properties and characteristics about the state of matter. What state of
Health and Safety 2. Actively Students will do two of each state of matter. matter is this
Considerations: participate in class 3. Whole class discussion of what are the properties and material?
N/A discussion about characteristics of solids, liquids and gases.
4. Teacher will model how this activity is to be done. Conclusion
the properties of
5. Students will complete this activity individually. What questions
solids, liquids and 6. When completed student will in pairs or as a whole class did we have?
gases. (Objective play the game Guess the Matter.
Two) Did we answer
Lesson Closure: (10 mins) those questions?
3. Reflect in written 7. Use the TWLH chart and reflect of what students have
form what they have learnt and how they know this. Use the science display How do you
learned from this board for further reflection of learning this term. know?
8. Have students write in their science book about their
unit of work.
learning journey in this unit of work. Teacher will write What did you think
(Objective Three) guiding questions up on the whiteboard. you knew about
states of matter
 9. Students can play games of Guess the Matter in small and the start of the
groups. term?
10. Students ticket out the door will be to identify one challenge
they had doing the experiment. What did we learn
11. Identify if the students work meets the success criteria and about solids,
review lesson objectives liquids and gases?

Learner Diversity: What activity did

Extension: you enjoy the
Independent group assist peers or go on to early finisher work. Extend most? Why?
with further questioning during activities. Get students to extend the
materials they have chosen to describe.

Support:
Focus group of students will be supported during the activity.
Dependent on ability identify how many for each state of matter is
needed for guess the matter activity. Students may complete this
activity on the iPad to assist.