FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 4, Week 4 YEAR LEVEL: Year One LEARNING AREA/TOPIC: Science – Chemical Sciences

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- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of kitchen science
 To support students to investigate and explore ideas about kitchen science
 Formative assessment

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

Science Science as Science

Understan- a Human Inquiry Skills
ding Endeavour

Wk 4, ACSSU ACSHE ACSIS As a result of Formative Introduction: Will the stone Popplet
Lsn 2 018 022 025 this lesson, 1. Students are seated in a circle with the change the taste brainstorm
students will be Work samples – educator. of the soup?
able to… each group’s 2. Students review the differences listed in Stone soup story
written the engage lesson by ‘popcorning’ one Is the stone
Formulate prediction of another. magic? Stone in a bag
predictions what will 3. The Popplet answers are then checked
about chemical happen to the and any missing answers are discussed. How was the Pot and spoon
changes bread when it is 4. The educator introduces the story of soup made?
put aside stone soup and selects students to be Cabbage
Discuss the old stranger, villager and butcher What will happen
observable Anecdotal respectively. to the cream Beef jerky
changes notes – the 5. The educator tells the story of stone when it is shaken?
educator will soup. Potatoes
record 6. Students make predictions how the How does the
discussion points stone will change the soup and record cream Onions
from the butter them using Padlet (the story ending told look/smell/feel
making in the conclusion will provide an different now? Carrots
observations answer).
7. Students in the apple and apricot How will the Mushrooms
groups will join to make a large group bread change?
and so will the sandwich and pizza Flour
groups.
8. The apple and apricot groups will Salt
explore the bread baking activity first
while the sandwich and pizza groups Yeast
explore the butter making activity
before swapping over. Oil
Lesson Body:
Bread Baking Warm water
1. Students take turns adding ingredients
into a mixing bowl (flour, salt, yeast, oil, Sugar
warm water and sugar).
2. Students take turns mixing the dough Mixing bowls and
with a wooden spoon. spoons
3. The dough is left in a warm place
covered with a tea towel, and students Tea towels
collaborate with their group to make a
prediction on what will happen to the Coloured paper
dough. prediction
4. Once a prediction has been made, rectangles and
students will take a rectangle of markers
coloured paper and fold it in half
before writing their prediction inside. Whipping cream
5. Students will draw their group’s snack
food on the outside of the folded paper Glass jars
to distinguish their response from those
of other groups.
Butter Making
1. Students analyse whipping cream using
their senses (smell, touch and look).
2. Students will pour enough whipping
cream into a glass jar to fill it half way
and ensure the lid is tightly secured.
3. The students in the group will take turns
shaking the jar until all the liquid has
disappeared.
4. Students revisit the smell, touch and
look of the cream and discuss the
changes and how they have occurred.
5. Students continue shaking the jars until
liquid can be heard moving about in
the jar, this is the buttermilk beginning to
separate from the butter.
6. Students can now compare again how
the smell, touch and look of the
substance has changed.
7. Students put the lid back on and shake
the jar until the butter has collected into
a ball and has completely separated
from the buttermilk.
8. Observations from throughout the
activity are discussed.
Conclusion:
1. The predictions from the bread baking
activity are shared by each group.
2. Each group shares some of their
discussion points based on the changes
they observed in the butter making
activity.
3. The final part of the stone soup is told
and the predictions from the lesson
introduction are revisited and discussed.
4. The stone soup, bread and butter are
kept to be eaten for lunch. A discussion
about the sustainability of feeding
oneself is maintained over lunch.