Primary Science FPD

Australian Curriculum: Science (Year 6)

Sub-strands Content Descriptions Achievement Standard
Biological  The growth and survival of living things are affected by the physical conditions of their By the end of Year 6, students
sciences environment (ACSSU094) compare and classify different
Science understanding

types of observable changes to

Chemical  Changes to materials can be reversible, such as melting, freezing, evaporating; or materials. They analyse
sciences irreversible, such as burning and rusting (ACSSU095) requirements for the transfer of
electricity and describe how
Earth and  Sudden geological changes or extreme weather conditions can affect Earth’s surface energy can be transformed from
space sciences (ACSSU096) one form to another to generate
electricity. They explain how
Physical  Electrical circuits provide a means of transferring and transforming electricity natural events cause rapid
sciences (ACSSU097) change to the Earth’s surface.
 Energy from a variety of sources can be used to generate electricity (ACSSU219) They describe and predict the
Nature and  Science involves testing predictions by gathering data and using evidence to develop effect of environmental changes
development explanations of events and phenomena (ACSHE098) on individual living things.

endeavour (Year 5-6)

Important contributions to the advancement of science have been made by people from a Students explain how scientific
Science as a human

of science
range of cultures (ACSHE099) knowledge is used in decision
making and identify
 Scientific understandings, discoveries and inventions are used to solve problems that contributions to the
Use and development of science by
influence of directly affect peoples’ lives (ACSHE100)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE220) people from a range of cultures.

Students follow procedures to

develop investigable questions
 Australian Curriculum: Science (Year 6)
Sub-strands Content Descriptions Achievement Standard
Questioning  With guidance, pose questions to clarify practical problems or inform a scientific and design investigations into
and investigation, and predict what the findings of an investigation might be (ACSIS232) simple cause-and-effect
predicting relationships. They identify
variables to be changed and

Science inquiry skills (Year 5-6)

Planning and With guidance, plan appropriate investigation methods to answer questions or solve
problems (ACSIS103) measured and describe potential
conducting safety risks when planning
 Decide which variable should be changed and measured in fair tests and accurately
observe, measure and record data, using digital technologies as appropriate (ACSIS104) methods. They collect, organise
and interpret their data,
 Use equipment and materials safely, identifying potential risks (ACSIS105)
identifying where
Processing  Construct and use a range of representations, including tables and graphs, to represent improvements to their methods
and analysing and describe observations, patterns or relationships in data using digital technologies as or research could improve the
data and appropriate (ACSIS107)
data. They describe and analyse
information  Compare data with predictions and use as evidence in developing explanations relationships in data using
(ACSIS221)
graphic representations and
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem construct multi-modal texts to
(ACSIS108)
communicate ideas, methods
 Communicate ideas, explanations and processes in a variety of ways, including multi- and findings.
Communicati
ng modal texts (ACSIS110)
General Capabilities Cross Curriculum Priorities Health & Safety Considerations – throughout unit (predominantly lessons 2 & 4)
 Hot plates – students are supervised at all times during use and are reminded
 Literacy  Aboriginal and Torres Strait
about the dangers of burns and what to do if you are burnt. Also explicitly
 Numeracy
Islander histories and cultures instructed on safe use of equipment.
 Information and
 Boiling water - students are supervised at all times, reminded about the dangers
communication technology  Asia and Australia’s engagement
of burns and what to do if burnt. Also explicitly instructed on safe use of
(ICT) competence
with Asia equipment, preventative measures e.g. oven mitts.
 Critical and creative thinking
 Knives – possibly used for cutting butter. Will be blunt butter knives. Reminder
 Ethical behaviour  Sustainability
of safe cutting practices.
 Personal and social
 Carrying equipment – no hot ingredients/equipment is to be carried around the
competence
classroom. Safe handling of other equipment will be demonstrated.
 Intercultural understanding
 CONCEPT MAP

Religious Education / Spiritual Education Maths

Creating representations of information.
English Such as by creating a table to record
Identify a reversible or irreversible change in the bible irreversible and reversible situations.
Write a journal entry about an irreversible or other religious text.
change that has occurred in your life. (e.g. Measuring materials of different units
burning a cake, rusted bike). (grams and litres) in order to conduct
reversible and irreversible changes.

Concept: Reversible and Irreversible Changes

Term: 2 Weeks: 1-5

Society and Environment

Research sustainability and reversible Health & Physical Education
changes. Come up with a reversible Research how sustainable initiatives involving
alternative to an everyday product and reversible changes can improve the wellbeing of a
explain its impact on sustainability. community.

Investigate the reversible and irreversible

changes the Aboriginal and Torres Strait
Islander uses of reversible and irreversible
processes. This can be presented as a The Arts
poster. LOTE Create sustainable art pieces. These must be made with
Investigate the reversible and materials that have gone through a reversible process.
irreversible changes in another Students must research what materials they will use.
country’s culture. E.g. the irrevsible
change of cooking traditional food
etc.

©The University of Notre Dame 2010 developed by C McGunnigle

 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 YEAR LEVEL: 6 LEARNING AREA/TOPIC: Science – Chemical science,

Weeks 1-5 reversible and irreversible changes.
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 reversible and irreversible changes
 To elicit students’ questions/ prior knowledge about reversible and irreversible changes
 Diagnostic assessment used- in this lesson you will find out what the students already know about reversible and irreversible changes. This will allow you to take account of students’ existing ideas
when planning learning experiences.

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

1
ACSSU ACSIS2 Label items DIAGNOSTIC  A gallery will be set up in the classroom. There will be various “What do all Various items
095 32 (yes or no) Record the items across isolated desks around the room. these items (burnt toast, ice
results from the  Students will be grouped into pairs. Each pair will have a small have in cubes, cake
depending on common?” mix, rusted bike
gallery walk as pad of sticky notes.
whether they - all have handle etc.)
anecdotal  The whole class will be asked ‘Do you think these items could
can be notes. Were undergone a
be returned to their original state?’ (This question can be
returned to most students change, had Item labels
further explained if required) something
their original able to
differentiate  Students are to make their way around the room they will write happen to Pads of sticky
state or not. them. notes
between yes or no on a sticky note and stick it to the desk of each item.
reversible and (yes if they think what has happened to the item can be
Recall the irreversible? “Do you think Student
reversed, no if they think it can’t be reversed).
terms these items journals
 After the gallery walk the class will run through each of the could be
reversible and Students to items and what the class thought could be returned to its returned to Whiteboard
irreversible, explain the original state and what couldn’t. their original Whiteboard
verbally in a difference  The teacher will introduce the terms reversible and irreversible. state?” markers
class between
reversible and
discussion. Differentiation – Luke and Caleb will be partnered with students of a “What’s the
irreversible in a higher ability. This way they can learn from them and the higher ability difference
pair share. students will reinforce their learning through peer teaching. between
reversible and
irreversible?”
IEP students, Marcus and Milly, will be watched more closely as they
complete the gallery walk and regularly prompted with tasks or
questions to keep them engaged and on task.
Marcy and Ellen will be able to explain how the reversible items can be
returned to their original state in their student journals.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of reversible and irreversible changes
 To support students to investigate and explore ideas about reversible and irreversible changes
 Formative assessment

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

22
ACSSU ACSIS2 Make observations of
FORMATIVE  Six stations are to be set up in a circle around the “What are you Desks for stations
095 32 the changes being doing in this Recipe
Interview – Teacher room. There students in groups of 5 will work
ACSIS11 made, verbally, in activity?” Equipment list
will move from through three activities, one where students make
0 group discussion and Ingredients list
group to group as pancake batter, one where they cook pancakes
interview. “What Instructions
they complete
and one where they melt chocolate to drizzle on observations
each activity asking
Classify each activity the pancakes. have you Activity 1 – batter
focus questions to
as either reversible or made” Ingredients (eggs,
assess their  Within each group students each have a role which
irreversible, verbally milk, vanilla
learning (see key rotates for each activity.
and written. “Do you think essence, SR flour,
questions).
 The first activity is making the batter. Students are this is a caster sugar)
Work collaboratively to collect equipment and ingredients, measure reversible or Equipment
Journal entry –
with group members ingredients and follow a recipe to make the batter. irreversible (cup
Students will be
to complete activities change? And measurements,
provided with (irreversible)
and discuss why?” teaspoons, whisk,
photos from the  Next students will put away previous equipment
observations and jug, bowl)
lesson, they are to
classifying activities. and collect the equipment and ingredients
stick these into
required for cooking the pancakes. Students will Activity 2 –
their journal and
cook the pancakes on a pan over a hot plate. cooking
label them, explain
Ingredients (butter)
what they are Students will follow the instructions to cook the
Equipment (hot
doing, what they pancakes. (irreversible)
plate, fry pan, cup
observed and their
opinions of each
 Finally students will again put away previous measurement,
equipment and collect the equipment and spatula, plate)
rotation. Finally
they are to classify ingredients for melting chocolate. Melting of
Activity 3 –
each rotation as chocolate will occur in a glass bowl over a pot of
Chocolate
either reversible or boiling water (from kettle). Students will melt
Ingredients
irreversible and chocolate and pour into a container. (reversible) (chocolate, water)
explain why.
 Students are allowed to eat the pancakes. Students Equipment
may spoon melted chocolate onto their pancakes.
  Discussion as a whole class about what they were (Kettle, oven mitts,
large spoon, glass
doing, what they observed and if they thought
bowl, smaller bowl)
each activity was reversible or irreversible and why
that might be. Camera for
recording
Differentiation
Marcus and Milly (IEPS) require supervision to ensure they
Student journals
remain on task and behaving appropriately, especially
during cooking activity using hot plates.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS2 Define reversible and  Class to reflect on the activities explored in the Which of the Whiteboard
3 FORMATIVE
095 32 irreversible changes, previous lesson. Discuss their findings on which activities you Whiteboard
Anecdotal notes
written in student activities they classified as reversible and which did last lesson markers
and observations
journals. do you think is Student journals
as students discuss they believed to be irreversible. Discuss
reversible? Blue tack
and develop discrepancies between groups findings.
Sort situations into Situation cards
definitions for  Students to write down what they believe makes
either irreversible or Which of the Min 4 blank
reversible and
reversible changes, in something a reversible or irreversible change. activities you situation cards
irreversible
word wall activity.  Students are to share this definition in a pair-share did last lesson
changes.
 Teacher to call on several students to help create do you think is
class definitions for both reversible and irreversible irreversible?
Teacher will check
the word wall reactions.
What made a
before correcting.  Students to use these definitions to sort situation reaction
Teacher can see if cards onto a reversible wall or an irreversible wall. reversible?
most of the class
 Teacher will run through the sorted word walls with
understand the
the class so as to discuss if they agree or disagree What made a
differences
with the placement of the situations. reaction
between the
irreversible?
changes by
checking how
many situations are Differentiation
correctly placed.. Marcus and Milly (IEPs) given jobs throughout lesson to
keep them engaged and give them the attention they need
in a constructive way. E.g. handing out situation cards, blue
tack etc.
Marcy and Ellen are to be given blank cards and are to
create their own situation for both one reversible and one
irreversible change.
Luke and Caleb encouraged to have a go. If unsure the
teacher may ask them questions to prompt their thinking.
E.g. “Can we get the toast back to a piece of bread?”
 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 CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science
Understand as a Inquiry Skills
ing Human
Endeavo
ur
ACSSU ACSIS23 Brainstorm ideas on  Teacher presents class with one melted chocolate “What is the One melted
4 SUMMATIVE-
095 2 how to return the button and one frozen milk cube. frozen milk’s chocolate button
ACSIS103 melted chocolate and Science Inquiry original state?” Frozen milk cube
 Students are to make observations and describe
ACSIS108 frozen milk to their Skills Science journals
the two in their science journals.
ACSIS221 original state, verbally “What is the Non-melted
 Teacher will then present class with the non-
in group discussion Checklist – to melted chocolate button
and written on testing ensure all lesson melted chocolate button a glass of milk. chocolate’s Glass of milk
reversible changes objectives were  Students are to make observations and describe original state?” Testing reversible
sheet. met and the two in their science journals. changes sheet
observations of  Students are to work in teams to develop and test “How can we (see Appendix 2)
Cooperatively work in students work can ideas as to how the melted chocolate and frozen heat the Equipment
a group to conduct be made. chocolate?” (tea towel, ice
milk can be returned to their original state. These
the test to return the (See Appendix 1) packs, aluminium
melted chocolate and ideas can be written on the testing reversible “How can we foil, paper towel,
frozen milk to their changes sheet. melt the milk paper etc.)
original state.  Students are reminded not to eat the chocolate or cube?”
milk for health and safety reasons.
Compare the  Each team member will have a role (manager, “What is
observations made happening/
equipment, scribe and speaker).
during the test what are we
 Before beginning the team must brainstorm ideas
matched the observing?”
predictions, verbally in to return the melted chocolate and frozen milk to
group discussion and their original state. “What will we
written on testing  Students must record what they are going to test observe?”
reversible changes and make predictions about what will happen.
sheet.  Students will be provided with the frozen milk cube “What do we
predict will
and the melted chocolate button and an array of
happen?”
equipment will be available for them to choose
from
  Students must conduct their test and record the
observations and results.
 Students must compare these to their original
predictions.
 Students are to discuss what went well and what
could have been improved in their tests.

Differentiation
- Students grouped according to Kagan cooperative
learning strategies. One high ability, one weak ability and
two medium ability. This results in the weaker ability
students being able to witness the higher ability student’s
thinking process and learning methods. Higher ability can
reinforce their own learning through teaching the weaker
ability student. Students will discuss and peer teaching will
occur.

Ensure Marcus and Milly are in different groups and each

have a role that will keep them focused and involved in the
lesson.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about reversible and irreversible changes and represent what they know about reversible and irreversible changes
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON
LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS11 Summarise the key  Students are divided into groups and are to “What have we A3 page
5 SUMMATIVE-
095 0 points from this unit, summarise what they have learnt during the unit learnt during Markers
collaboratively in a Science this unit?” iPad
on an A3 page brainstorm.
verbal and written Understanding Desks and chairs
 Class discussion on the key points from the unit of
group brainstorm. “What is a Costume and
learning.
News Report – reversible props (student’s
Create a news report Students are to  Students are to create a News Report to present reaction?” responsible for
on this unit’s learning create a news their summary of the unit in a creative way. and brought
to present to the class. report to present  Students must write a script containing the “What is an from home)
to the class. In important information, rehearse their presentation, irreversible
which they film the news report, make any final adjustments or reaction?”
summarise the key
edits and play it to the class.
points from this
 Students are encouraged to be creative in order to
unit of work in a
fun and engaging make their news report stand out. E.g. costume,
way. Rubric for props, make the content entertaining etc.
news report see  News report must be a maximum of 5 minutes in
Appendix 3). length and a minimum of 3.
 All students in the group must have a role on
camera (presenting information) and behind the
scenes (filming, writing script etc.).

Differentiation
- Prompt Luke and Caleb thinking using questioning and
provide additional assistance where required.
- Marcy and Ellen can be grouped and present their news
report on the use of reversible reactions in recycling.
- Marcus and Milly should be thoroughly engaged
throughout this lesson. Though regularly checking up on
them and observing them throughout the lesson is a good
idea.