FORWARD PLANNING DOCUMENT

TERM: 2 , Week 1 Y
AUSTRALIAN CURRICULUM
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 Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUESTIONS
LINKS OBJECTIVE EXPERIENCES
(include learner
diversity)
Science Science as Science
Understan a Human Inquiry
ding Endeavour Skills
(ACSS (ACSI 5E Model: Anecdotal Tunning In See teaching Equipment:
U077) S093) Engage Notes/ Ask students the following questions: and learning  ½ cup of
Observation  What is matter? for questions. PVA clue
Students will  What are we talking about if we refer to a  ½
activate prior substances state of matter? Teaspoon
knowledge of  What is solid /liquid / gas? of baking
solids, liquids and  How can you tell if something is a soda
gas solid/liquid/gas?  2 drops of
 Can a solid be turned into a liquid or gas or vice food
Students will be
versa? colouring
able to identify if
 How does this knowledge help people in the  1
slime is a solid,
liquid or gas. everyday world? tablespoon
of contact
Encourage the students to brainstorm and share
their responses. Record their answers on the board. lens
Teacher Instructions solution
 Introduce the topic of the unit i.e. matter and  Baby oil
states of matter. Inform the class that the unit
X4 A3
will aim to answer all of the questions that just Instructions for
discussed in the tunning in activity. making slime
 Display and read through the Instructions for https://www.te
making slime. Ensure that the students achstarter.com/
understand the process and allow them to ask au/blog/easiest
questions if needed. -slime-recipe-
 Form students into their ‘Science groups’ ever/
 Assist the students as they gather the materials
required.

Guided/Independent Learning
 Monitor and support students as they make their
slime. When they have completed the activity,
encourage students to take turns handling and
manipulating the slime.
 Gather the class together. Ask the students
whether they believe the slime is a solid, liquid
or a gas. Have them use their prior knowledge
of solid, liquid and gases to make a decision.
 Direct all the students who think the slime is a
solid to stand in one designated area inside the
classroom. Ask those who think it is a solid to
stand in another area and those who think it is a
gas to stand in the third area. Think-Pair-Share
within their area why they think it is? 2 mins.
Set timer.
 Select an individual student to give justification
for their choice, referencing the physical
characteristic of the slime.

Wrapping up
 Make a record of which students believe the
 slime is a solid, which students believe it is a
liquid and which students believe it is a gas.
Inform the class that they will be investigating
the question of the slimes state of matter
throughout the unit.

Differentiation

Extending Students
 Students requiring extension could research
other methods for making slime.

Supporting Students
 Students requiring assistance can work in small
groups with more confident peers.

Health and Safety considerations

 At the start of this unit, students need to be
briefed on the potential dangers or hazards
when conducting experiment. Make it very
explicit to students that if one person isn’t doing
the correct thing in a sequence of instructions it
will affect all students participation and
students will simple watch the teacher proceed
with the experiment and student’s watch if they
cannot be trusted.
 When experiments are conduct, the area needs
to be free of all hazards and newspaper
ALWAYS laid down then equipment on top.