Forward Planning

Document.

Year 1—Chemical
Science

Grace Giglia-Smith
20162829

Weebly Link: https://gracegiglia-smith.weebly.com/science-lesson.html

 EARLY YEARS LEARNING FRAMEWORK

Outcomes:

OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

sense of identity and contribute to their world sense of well being learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity

active community participation

Children develop their emerging autonomy, Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes such as Children engage with a range of texts and gain

inter-dependence, resilience and sense of their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts

agency researching and investigating

Children develop knowledgeable and confident Children become aware of fairness Children transfer and adapt what they have learned from Children express ideas and make meaning using a

self identities one context to another range of media

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through connecting Children begin to understand how symbols and

others with care, empathy and respect respect for the environment with people, place, technologies and natural and processed pattern systems work.

materials
Children use information and communication

technologies to access information, investigate ideas

and represent their thinking

Principles:

1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
 English
 Write about the changes to materials.
 Procedure writing of how to change
the physical appearance of a
material.
 Create a poster highlighting the
changes to materials (diagrams and
labels).
 Word walls on new/relevant vocab
 Record observations seen through
recording Ipads.
 Role play changing materials.
CONCEPT MAP Maths
 Measure changing lengths/sizes of
materials.
Religious Education / Spiritual Education  Collect and represent data in simple
 Materials found in the environment will be put back graphs or tables.
in environment.  Weight of objects
 Walk around the environment, exploring what  Exploring quantities of objects
‘Mother Nature’ provides.

Year One Physically Changing Materials

Science / Technology & Enterprise Health & Physical Education

 Use Ipads to take photos of materials as they change.  Find materials in the outdoor environment that can be
 Import into ‘book creator’ app. Create simple story highlighting physically changed.
changes. 
 Time lapse (slow-mo) of materials changing.

Society and Environment LOTE The Arts

 Compare change in materials in
today’s society to in the past.
 Effect natural disasters have on
the world (erosion).
 Dependent on what language the  Create a poster showing the
school learns; changes to materials (diagrams
 Learn set words (word wall) in and labels).
another language.  Youtube video of changing
 Explore everyday objects from materials
other countries. p  Diahrama and/or cartoon strip of
changing materials (steps to
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 5 lessons YEAR LEVEL: One LEARNING AREA/TOPIC: ScienceChemical Science

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 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

WEE AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES

K/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESS LINKS OBJECTIVE (include learner diversity)
ON
One Everyday materials can -Propose ideas Diagnostic ONE LESSON (STEM): -What will happen -Large rubber
be physically changed in relating to the Predicting how materials can be physically to this rubber band band
a variety of changing of Teacher will changed— if we stretch it? -
ways (ACSSU018) materials. observe students  Bring all children to the mat. Have a Will it change -Class sized
-Hypothesise an when they big rubber band stuck to the board. shape? packet of lolly
Pose and respond to understanding of choose which -Will it go back to snakes
 Ask children what will happen if the
questions, and make whether the snake side of the room its original shape? -Ruler
predictions will stretch back to to move to. rubber band is stretched, will it go back -Why?/Why not? -Science
about familiar objects its original shape to the same shape? Demonstrate this. journal
and events (ACSIS024) or not. Teacher will use  Bring out a packet of lolly snakes. Ask
specific key children what will happen if they
Participate in guided questions to stretch the snake, will it go back to its
investigations to explore Safety gauge original shape, why/why not.
and answer Considerations: knowledge.
questions (ACSIS025) -Don’t eat the  Give each child a snake to test out their
snake straight theories. Before children stretch their -Will your snake
Measure and compare away snake, have those children who believe stretch back to its
the lengths and -Don’t flick the the snake will revert to its original state original state?
capacities of pairs of snakes at other move to one side of the room, and the
objects using uniform children -What happened to
children who believe the snake will not
 informal revert back to its original state move to the snake?
units (ACMMG019) the other side of the room.
 Test the theory by stretching the -Did it stretch?
snakes, give each child a ruler so they
-Did it stretch
can measure the size of the snake back?
before and after it is stretched. See
design brief for further details. -Why/Why not?
 Once children have all seen the changes
to the state of the snake they can eat
them.
 Ask children what happened to their
snake, did it stretch, did it stretch back?

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
WEE AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/ CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LESS LINKS OBJECTIVE (include learner diversity)
ON
Everyday materials -Manipulate Formative TWO LESSONS (same set up each lesson, choose -What does the -Playdough
can be physically materials and different centres to include from the list below) material initially -Sponge in water
changed in a objects to Teacher will use Learning/discovery centres around the room. look like? bucket
variety of change the questions to gain Children are invited to explore each centre at their -Brick in water
ways (ACSSU018) physical a deeper own pace. Each centre will have a picture card with -What happens to bucket
appearance of understanding a main heading (word in italics below) and image the material when -Light table
Science involves them. into the that describes what is happening to the material at you change it -Cellophane
observing, asking knowledge the that particular centre. As well as the actual material physically eg. -Alfoil
questions about, -Analyse the children have that children can change to fit the image. Soothing, rolling it. -Scrunched up
and describing changes made to about the physical quiet background music will be played to encourage paper
changes in, objects specific changes to quiet discussion and meaningful learning -Does the water -Normal paper
and events. materials which materials. experiences. Centres include; absorb into the
(ACSHE021) change their  Playdoughimage of a child rolling sponge?
physical body. playdoh.
  Playdohimage of a child squashing -What happens
Extension of playdoh. when you squish
activity: the sponge?
 Sponge in water bucketimage of sponge
-Give children an Safety
activity sheet Considerations: absorbing water. -Can you see
which documents -5 children at  Brick in water bucketimage of brick not through the
the changes each centre at absorbing water. cellophane or the
occurring to the any time only.  Light table with cellophane/alfoil alfoil?
materials. One side -Mat/grass onimage showing how the cellophane is
of the sheet is the under the water
transparent and the alfoil is not.
before image, the activities so any
other side is the spillage can be  Scrunched up vs normal paperimage of
after image. absorbed so no scrunched up paper and smooth paper.
Children draw the child slips.
changes they can -All materials While children are going to each centre, ask them to
see. (especially the keep referring to the white board where the question
-Find another brick) are to stay “What is making the material change?” for them to
material in the at their own think about while they explore the materials and the
classroom of activity stations. changes that are occurring.
which can be
changed physically
and document this.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment
WEE AUSTRALIA SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/ N LESSON (what & how) EXPERIENCES QUESTIONS
LESS CURRICUL OBJECTIVE (include learner diversity)
ON UM
LINKS
Everyday -Create a Formative ONE LESSON (STEM x2): What materials did - cardboard,
materials can representation of Teacher discusses the story of ‘The Three Little the three pigs use -plastic,
be physically a house using Teacher will Pigs’. Discuss the following questions: to build their -rocks,
changed in a everyday observe and write Ask students what materials the pigs used to build houses? -wood,
variety of materials. anecdotal notes their houses *straw, bricks. -water,
ways (ACSSU regarding students Ask students what happened to these materials to What happened to -rubber,
 018) -Verbalise answers/ cause them to break? the materials to -wax,
changes made to knowledge of What was the strongest material? What else could cause the house to -foam,
Science everyday everyday the pigs have used to make their houses? break? -wool,
involves materials. materials/ -glue,
observing, strongest Have students sit in a big circle in the room. Pass What was the -masking tape
asking Safety materials. around everyday objects such as a sample (doesn’t strongest material -straws
questions Considerations: have to be all of these) of cardboard, plastic, rocks, the pigs used? -paper
about, and -Provide enough Teacher will take wood, water, rubber, wax, foam, wool, glue. Why?
describing materials/place a photo of each Ask students which of these materials could make a
changes in, on separate groups house, as strong house, or how they could change the What else could the
objects and tables so well as write a materials to make them stronger, for example pigs have used?
events. students aren’t small blurb about adding glue to the cardboard so it can stick to
(ACSHE021) crowding the choice of something else.
around one area. materials and why
Participate in -Materials are to they were chosen Explain to students that they are going to create
guided be carried to as well as any something representing a house (groups pf 3-4
investigations desks before changes made students). They can use any of the everyday objects
to explore and using them. (written while the already stated above, or find their own everyday
answer -Water/glue students are objects from objects in the classroom or outdoor
questions (AC spills to be telling the class). environment. They need to think specifically about
SIS025) cleaned This will then be how they can change the materials they have to
immediately. printed and used make them stronger and more stable to hold their
-Supervision for as a portfolio house up. To test the sturdiness of the houses, five
students who piece or put up children will blow on the house for five seconds, if What changes have
want to collect around the room the house stays up, the materials have worked. you made to the
materials from for families to During the testing phase, teacher will directly ask everyday materials
the outside see. students “What changes have been made to the used?
environment. everyday materials?”.
-Materials are
recycled or put Once all students have finished their house, they
back outside. present it to the class. They explain what materials
they choose to use and why, and what changes they
made to the materials. The blow test is performed
and the winning houses remain up the front for the
rest of the day/week for families to see.

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
WEE AUSTRALIA SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
K/ N LESSON (what & how) EXPERIENCES QUESTIONS
LESS CURRICUL OBJECTIVE (include learner diversity)
ON UM
LINKS
Everyday -Hypothesise an Summative- TWO LESSONS -What will -Science journal
materials can outcome for Science Inquiry Chocolate warming/cooling experiment prep: happen to a block -Pencils
be physically heating up Skills  Children sit on the mat in a big circle, of chocolate if we -Whiteboard + markers
changed in a chocolate. Teacher will use a with a block of chocolate in the centre. heat it up? -Chocolate block
variety of checklist to ensure Each child has their science journal and a -Will it keep its
ways (ACSSU -Evaluate the that the posters the block shape or For experiment:
pencil with them.
018) differences children have will the shape -heating area/stove/gas
between normal created document  Pass the chocolate block around (with change? burner
Pose and chocolate and the changes that wrapper on). Ask children to feel how -Will it still smell -metal pot
respond to melted have occurred to hard it is, ask children to smell it. the same? -glass bowl
questions, and chocolate using the chocolate.  After each child feels/smells the -Will it still taste -jug of water
make diagrams and chocolate, they are to document this in the same? -block of chocolate
predictions simple labels. Checklist (tick if -Will it still have -wooden spatula
their science journal (image, simple
about familiar appropriate); the same texture? -hot matt
objects and Safety words).
events (ACSIS Considerations: -Chocolate was in  Ask students what will happen to a
024) -Children stand block form chocolate block if it is warmed
3 feet away originally. up/heated? Discuss the answers children -What materials
Participate in from flame, -Chocolate is in give. (See key questions) Write up a will we need to
guided unless being runny form after melt the
general hypothesis from the children’s
investigations asked to assist experiment. chocolate?
to explore and with the -Poster is answers on the board eg. If the chocolate -What do we need
answer experiment. Use adequately created is warmed up/heated, it will melt and to be careful of
questions (AC masking tape to using drawings, a become runny chocolate. during our
SIS025) draw a line for title, name, date  Plan, as a whole class, a science experiment?
where children and labels. experiment; melting the block of
are to stand.
chocolate.
-Children do not
touch flame or  Discuss what materials are needed to
anything melt the chocolate, the safety
without being considerations and a possible hypothesis. -Does the
asked to first.  Set up the classroom or kitchen area chocolate look the
-Use a plastic (food room) appropriately. same?
jug to pour -Is it still in a
 Explicitly explain to children about the
water into the block shape?
bowl. safety precautions that must be taken -Does it still smell
-Use a large when heating something using an open like chocolate?
wooden spoon flame. Eg. Keeping hands away from the -Is the chocolate
(big handle) flame, no plastic around the flame. the same
when stirring the hardness?
chocolate so the EXPERIMENT: teacher led
children’s hands -Start by turning on the gas/flame and putting a
are not close to pot on the stove. Invite one child to pour the
the hot bowl. water in the jug (on the side of the table) into the
-Hot mat is glass bowl carefully. Teacher then puts the clear
available and glass bowl on-top of the pot.
close by so -Ask another child to break up the chocolate
teacher can lift block into smaller pieces. Ask another child to
the hot bowl put all of the chocolate into the glass bowl.
onto the mat. -Periodically choose different children to stir the
-Children still chocolate in the bowl until it is fully melted.
do not touch the -Once the chocolate is fully melted, put the glass
glass bowl, only bowl onto a hot mat so it is easily viewable for
looking. all children.
-Ask children to observe it and then draw this
new image into their science journal, next to the
original drawing of the chocolate.

 Children now make a poster of the

changes that have occurred.
 Using poster paper, paints, pencils, and
collage items children document what
they have seen change about the
chocolate. It needs to include a drawing
of the before and after of the chocolate
(as drawn in their science journal during
the experiment).

Once finished, children show their group (who

 they are sitting with) what they have drawn and
explain the changes they have drawn on their
poster. Simple labels (before, after, chocolate,
heated, cooled) need to be added to the poster
drawings, as well as a title, date and the child’s
name.

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
WEEK/ CURRICULUM LINKS & ASSESSMENT TEACHING & LEARNING KEY QUESTIONS/RESOURCES
LESSO SPECIFIC LESSON (what & how) EXPERIENCES
N OBJECTIVES (include learner diversity)
Everyday -Demonstrate Summative- ONE LESSON: What does it mean to Ipadspiccolla
materials can how physical Science Finding and creating own everyday material to change a material ge downloaded
be physically changes can be Understanding change physically from outside environment. physically? -Science Journal
changed in a made to an -Teacher invites all children to come down to the -Pencils
variety of outdoor material. During class matt to listen to instructions for stem lesson. What materials do you -Word wall
ways (ACSSU presentation -Explain how children need to find an everyday think we can find in (procedure
018) -Justify why they teacher is able to material from outside that can be changed physically. the garden that we can writing words)
choose a specific gauge how -Brainstorm ways materials can be changed change physically?
Participate in material to the much students physically on the board eg. Scrunched, heated,
guided class. have learnt cooled, squashing, absorbing ect. What are some
investigations (group work). -Put children into groups of three. As a group the examples of how we
to explore -Explain the children need to find an outdoor material that they can change things
and answer process behind Checklist can then change physically. physically?
questions (A the procedure. including; -Once they find an outdoor material, children take a
CSIS025) photo of it in its natural environment on an Ipad.
Safety -Find outdoor -Children are then to either draw or write (using a Prompts for
Use informal Considerations: material that can word wall for assistance) a procedure of how they are presentation:
measurement -Place material be changed. going to change their material physically. Child 1:
s to collect back into the -Procedure of -Children then, using their procedure change the What is the original
and record environment once how to material. Once the material is physically changed, material?
observations, finished (if physically they take a picture using an Ipad. Why did you choose
using digital possible). change material. -Using the app ‘pic-collage’, children create a new this?
technologies -Set boundaries of -Change image which incorporates both the original and new
as how far children material material they have changed. Child 2:
appropriate ( can go to source appropriately. -After this activity is completed, children are to What changes are you
ACSIS026) their material. present their findings to the class. Each child needs to going to make to this
-Respect speak and present to the class. Teacher can help to material?
environment -Present to class. guide the presentation by asking prompting Why did you choose
when taking the -Speak clearly to questions. The pic-collage created is to be on the to make these
material class. whiteboard behind them during their presentation. changes?
-Use Ipad with -Speak about  One child discusses the original material
care in correct  One child discusses the changes they are Child 3:
environment information. What are you doing to
going to make to the material
the material?
 The last child demonstrates these changes and What was your
reads out the procedure. procedure?