English

Maths
- Writing procedures and
following procedures  looking at temperatures for melting
- report writing CONCEPT MAP and freezing,
- evaluations  timing,
 graphing
- reflections

Concept: States of Matter

Science / Technology & Enterprise

- Cooking items to explore how heat changes them
The Arts
- why things heat up - Melting crayons to create art pieces
- how things can be frozen and defrosted - Adding heat to art materials to change their
state e.g. adding heat to clay to set it.

History
- Lakes freezing over during the winter
- How different temperatures affect
different areas
- Why water in the ocean heats up and
cools down
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 5-10 YEAR LEVEL: 3 LEARNING AREA/TOPIC: Science
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

5E’s- ENGAGE (1-2 lessons)

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

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science
Understanding
1 A change of Classify a number DIAGNOSTIC – 1. The lesson will begin with a Mystery Box 2 x Mystery Boxes
state between of objects into two anecdotal notes will activity. Two students will be chosen to 2 x Blindfolds
solid and groups and be taken to assess Pebbles
explore the mystery boxes, one containing
provide reasoning Water
liquid can be student’s prior water and the other containing pebbles.
Handtowel
caused by knowledge based on Students will be asked to attempt to identify Various liquids
adding or how they sort the different substances in each box and will and solids (in
removing heat objects the be questioned as to how they came up with plastic cups)-
(ACSSU046) reasonings provided. their answer. perhaps 6-8 per
2. Students will be grouped and given team group.
member roles; Solids:
- Manager: Collects and returns equipment, Rock
reports damage or breakages Apple
- Director: Ensures the team knows what to do Table salt
Sugar
and keeps team on task
Glass
- Speaker: Asks the teacher and other group
Wood
speakers for help Sand
 3. Each group of students will be given a number Jelly cup
of different items (either solid or liquid). Lego
Groups are required to explore the items Liquids:
Water
provided in order to identify what they are
Paint in ziplock
and their key features (such as, appearance, bag
smell, feel and sound), and to think of a way in ‘What would happen if Dishwashing
which the items could be sorted into two I left a bottle of water liquid
groups. in my freezer for a Honey
4. Students will be questioned throughout the day?’ Liquid jelly
activity by the teacher with regards to the Soup
classification process and how the items have ‘What would happen if
I left a rock in my
been sorted. Students who finish early or
freezer for a day?’
require extension are asked to think of more
than one way to categorise the items. At the “think about what
end of the task all ideas will be shared with happens when you’re
cooking, have you ever
the class.
seen something turn
5. The activity will finish with a discussion from a solid to a liquid or
between members of class. Each group will from a liquid to a solid?
explain how they have sorted the items and See if you notice any
why. examples at home over
the next week and write
6. The teacher will ask questions that will engage
them down in your
students to think about the change of matter science journals so we
7. Students will be left with ‘food for thought’ can talk about them in
through the use of a take-home Wonder our next lesson”
Question

SAFETY CONSIDERATIONS;
- Do not eat objects
- Be careful and considerate when using
objects
- Clean up spillages straight away
- Alert teacher if something is broken
- No running in classroom
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WE AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

EK/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LES LINKS OBJECTIVE (include learner diversity)
SO
N Science Understanding

2 A change of state Accurately FORMATIVE 1. Students will begin on the mat, as a class they will - Icy poles cut
between solid and observe and A checklist will be discuss what they noticed at home when they were into 4
liquid can be record how completed assessing cooking (wonder question from last week) - Ziplock bags
caused by adding long it takes whether students 2. The different names of the states of matter will be - Plastic plates
an icy pole to worked - Hair dryers
or removing heat introduced to students; Solid Liquid Gas - using
melt by collaboratively, - Heat packs
(ACSSU046) posters on the board, these will be discussed with
adding heat accurately recorded - Worksheet
in different the time taken to melt students explaining differences and similarities - Timers
ways objects and which about them relating the different types to objects
item was the most used last week.
effective in doing this. 3. Students will be grouped and given team member
roles;
- Manager: Collects and returns equipment, reports
damage or breakages
- Director: Ensures the team knows what to do and
keeps team on task
- Speaker: Asks the teacher and other group speakers
for help
4. Each group will be presented with an icy pole (cut
into 4), a hair dryer, 2 Ziplock bags and a heat pack. Which do you
In their group’s students are to explore which item think was the
can be best used to melt the icy pole. They will most effective
record the time it took to melt the icy pole using and why?
their heat objects, e.g. hair dryer took 30 secs. All
What other
 groups will also be required to put one section of objects could be
their icy pole in the sun and record at 30sec-1- used to melt the
minute intervals how long the icy pole will take to icy pole?
melt. Students will record their findings on a table
and complete a reflection individually once
finished.
5. Students who require further extension can
research other items that could be used to add
heat to melt the icy pole if these items are
available, they may be able to experiment with it
6. Students that have learning difficulties may benefit
from removing some of the heat objects and just
focusing on observing one or two
7. At the end of this lesson students will also be
presented with a design brief of their stem project
for the term. This design brief will be to create a
solar powered oven to explore how the sun can be
used to cook foods.

SAFETY CONSIDERATIONS;
- Do not eat icy pole
- Be careful and considerate when using hair dryer
and heat bag
- Clean up spillages straight away
- Alert teacher if something is broken
- No running in classroom
OBJECT USED TO HEAT TIME TAKEN TO MELT

HAIR DRYER

HANDS (RUBBED BETWEEN HANDS INSIDE

ZIPLOCK BAG)

HEAT PACK (PLACED ON HEAT PACK

INSIDE ZIPLOCK BAG)

SUN

Which do you think was the most effective and why?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

_________________________________________________________________

What other objects could be used to melt the icy pole?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WE AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES

EK/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES LINKS (include learner diversity)
SO
N Science Understanding

3 A change of state
between solid and liquid
can be caused by adding
or removing heat
(ACSSU046)
Accurately sort FORMATIVE 1. Students will start with a this or that activity, the Worksheet
items into solid A checklist will teacher will call out the name of various objects and Power point on
and liquid and be used to students will decide whether the objects is solid board for visual
explain how the assess student’s students
liquid or gas if the students think it is solid they will
addition or ability to
subtraction of identify a stand on the very left of the class room if they think
heat will change change in the it is solid they will stand on the right and if they think
the object. object and if it is a gas they will bob down in the middle. This will
they can classify be repeated with 5 or so objects.
solids and 2. Students will be presented with a sort and match
liquids. work sheet on the sheet will be different object of
solid or liquid in nature students will sort them into
solid or liquid and paste them in a line.
3. As a class we will then discuss how adding or
removing heat/cold from these objects may change
them next to each object students will write an
equation e.g. ice = solid + heat = liquid How will adding
4. Students will then explore what temperature is best heat to … change
for each item and write it below the item e.g. ice the way that …
best temp = very cold, oil best temp = room looks and feels?
temperature
5. Students who have additional needs could be What is the best
presented with less items to sort and gradually add temperature to
more if they finish. keep this item in
6. Extension students will think of their own objects its original state?
outside of those given to them and think about how
they change state.
 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

WE AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES

EK/ CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES LINKS (include learner diversity)
SO
N
Science Understanding

4 A change of state Plan and conduct an SUMMATIVE- Science
between solid and experiment that Inquiry Skills
liquid can be explores whether A rubric will be used
caused by adding changing size of the to assess student’s
or removing heat ice will affect the inquiry skills including;
(ACSSU046) melting rate. pose questions, make
decisions, design plans
and experiments,
discuss, collaborate,
communicate results
and provide justified
answers and
explanations
1. Students will be grouped and given team member
roles; Timer
- Manager: Collects and returns equipment, reports Ice (3 pieces per
damage or breakages group)
- Director: Ensures the team knows what to do and Plate/bowl/bag for
melting
keeps team on task
Hair dryer/other
- Speaker: Asks the teacher and other group speakers
heating device
for help
Worksheet
2. In their group’s students with the help of a graphic
organiser will plan and conduct an experiment What are the
looking at how changing the size of the pieces of steps of the
ice will change how fast it melts. experiment?
3. Students will need to discuss and decide on what
they are going to; What are you
changing,
 change: *the size of the piece of ice* measuring and
keeping the
 measure: *the time to melt* same?

 keep the same: *the weight of the ice, the object How will you
used to melt and what the ice is melted in* conduct this
experiment?
4. students will write out the steps of their
experiment with their group before they are
allowed to conduct the experiment

5. at the end students will discuss how this

experiment could be different and what they
would do to make the experiment more effective.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WE AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
EK/ LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LES (include learner diversity)
SO
N Science Understanding

5 A change of state between Students will use SUMMATIVE- What are Class set iPads
solid and liquid can be caused iPad’s to create a Science 1. Students begin on the mat and as a class will some key Materials for
by adding or removing heat multimedia Understanding discuss all the main points that have been points that students to use
(ACSSU046) presentation A rubric will be explored over this unit of work these points will need to be – clay,
showing how adding used to included in containers,
be written on the board.
or removing heat can determine a your water etc
2. Students will create a brief plan of how they are
change the state of student’s ability presentation?
an object. to understand going to structure their presentation and what
how adding and they are going to include in it How are you
removing heat 3. Individually students will create a presentation – going to create
can cause the application used to create the presentation your
changes. will be open to student’s choice and can be in the presentation?
form of a video or the like. (materials that can be
used will be open – students are required to What type of
presentation
check with teacher) some examples of materials
are you going
that can be used to create this include; modelling to create?
clay, paper, containers, water.
4. Students that are at educational risk can complete
this task with a partner.
5. Extension students can create a rap or short song
using relevant terminology to go along with their
presentation.