FORWARD PLANNING DOCUMENT - ENGAGE

TERM 4 Date: 21st October Year Level 2

YEAR LEVEL DESCRIPTION

The Science inquiry skills and Science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations
outlined in the achievement standard and also to the content of the Science understanding strand for the relevant year level to ensure that these two strands are addressed over
the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions
are organised into teaching and learning programs are decisions to be made by the teacher.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
ON AREAS
Different Pose and respond to Outcome 1 Introduction Whiteboard
materials can be questions, and make 1.1,1.2,1.3,1.4 - Class discussion on mixture predictions Markers
Outcome 4
combined for a predictions about 4.1, 4.2, 4.3
- Key Questions: What do you think a mixture is? What types
particular familiar objects and Outcome 5 of mixtures do you know?
purpose events (ACSIS037) 5.1, 5.2, 5.3 - Key Words: Combination of 2 or more materials, liquids,
(ACSSU031) cake mixture, medicine, soapy water, bubble bath
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Body
1. Label an image to make predictions about what materials - Children are given images of different mixtures including
different mixtures contain cake mixture, tea, soapy sink, witch potion Literacy – Images
2. Make verbal predictions about what different mixtures are - Children are to label the image with materials they think are labelling - Tea
used for (their purpose)
in the mixture - Cake
- Key Questions: What do you think this mixture is? What do mixtur
ASSESSMENT you think is in this mixture? What can you see? What do e
you think this mixture is used for? - Soapy
Diagnostic assessment
sink
Conclusion - Witch
Anecdotal notes - Use a few work samples and stick them on the board
Makes notes regarding two objectives potion
- Write on a class brainstorm poster some materials the
1. Students ability to identify/predict material found children have identified on their images
in different mixtures - Questions students on what type of properties they have
2. Can students identify what the mixture is used for observed about the materials and mixtures
and substantiate? Butchers
- Key words: size, shape, texture, colour
 paper
LEARNER DIVERSITY
- Extending: Encourage students to think about all the
properties they could explore of the materials in the
mixtures
- Enabling: Children are only required to write two materials
in each mixture

FORWARD PLANNING DOCUMENT – EXPLORE

TERM 4 Date: 28th October Year Level 2

YEAR LEVEL DESCRIPTION

The Science inquiry skills and Science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations
outlined in the achievement standard and also to the content of the Science understanding strand for the relevant year level to ensure that these two strands are addressed over
the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions
are organised into teaching and learning programs are decisions to be made by the teacher.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
ON AREAS
Different Participate in guided 1.3, 1.4, 2.4, Introduction
materials can be investigations to 3.1, 4.1, 4.2, - As a class use PowerPoint quiz on mixtures to answer ICT Twinkl, chemical
combined for a explore and answer 4.3, 4.4, 5.1, questions science mixture
particular questions (ACSIS038) 5.2, 5.3, 5.4 - Ask questions about what mixtures different materials quiz
purpose make when they are added together eg flour, sugar, eggs
(ACSSU031) make batter
LESSON OBJECTIVES
As a result of this lesson, students will be able to: Body
1. Draw two materials and the resulting mixture in their - Children are given the choice of a variety of different
mixture equation materials that are used in mixtures
2. Label their drawing of the mixture and write what their - Remind the students that materials are combined in a
mixture is used for
mixture for a particular purpose and to choose - Vinegar
combinations carefully Maths - Baking
 ASSESSMENT - They have to use their scientific brain soda
Formative assessment - They must complete a mixture equation worksheet by Literacy - Hot
combining two materials in each cup water
In a check list give the students a mark regarding their - They must then draw and label what the mixture looks - Tea bags
ability to complete the two objectives like and write what this kind of mixture is used for - Rice
bubbles
Key: Conclusion - Melted
✓ Could complete the task independently and correctly - Students use the app Padlet, on their iPads or the
chocolat
labelled and identified the purpose of the mixtures interactive whiteboard to show the teacher what they
e
~ Needed some questioning prompts to complete the task know by writing an example of a purpose for a mixture
- KEY WORDS: washing dishes, drinking, eating - Water
X Needed lots of assistance and didn’t understand the use - Dish
of some mixtures - This is used as an exit slip for the lesson
washing
LEARNER DIVERSITY ICT liquid
Extending: Students are able to choose the materials they want to
mix independently
Enabling: Students are given the combinations of materials for
each mixture (annotated worksheet by the teacher)
iPad

Resources:
Twinkl PowerPoint: https://www.twinkl.com.au/resource/au-sc-2189-year-2-chemical-sciences-quiz-powerpoint
 FORWARD PLANNING DOCUMENT - EXPLAIN

TERM 4 Date: 4th November Year Level 2

YEAR LEVEL DESCRIPTION

The Science inquiry skills and Science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations
outlined in the achievement standard and also to the content of the Science understanding strand for the relevant year level to ensure that these two strands are addressed over
the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions
are organised into teaching and learning programs are decisions to be made by the teacher.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURC
LEARNING
ON AREAS ES
Different Represent and 1.1,1.2,1.4, Introduction Bowl
materials can be communicate 2.3, 4.1, 4.2, - As a class gather around a table and cook an easy no bake oat Literacy Baking
combined for a observations and ideas 4.3, 4.4, 5.1, slice (see recipe below) tray
particular in a variety of ways 5.2, 5.3, 5.5 - Teacher must do the boiling on the stove top for safety Maths Baking
purpose (ACSIS042) - While cooking, get children to assist in adding ingredients paper
(ACSSU031) - Have discussions with children while cooking about the Stove top
LESSON OBJECTIVES mixture and ingredients Sugar
As a result of this lesson, students will be able to: - KEY QUESTIONS: What is this ingredient? What words Butter
1. Identify at least two properties of each ingredient, could you use to describe its properties? What is it used for in Honey
the amount used and the purpose of it in the this mixture? What would happen if we didn’t put it in? Cinnamon
mixture - The children then eat the slice and have discussions about it to Dried fruit
give them an understanding of the taste and how different Kids knife
ingredients add something to the mixture Bran
ASSESSMENT cereal
Body Quick oats
Formative
- Children are given a list of the ingredients used for the oat
slice
- Use the children’s self-assessment to give you an
- They need to fill in an ingredients list with added descriptions
understanding of their progress on the syllabus
- They will need to choose an amount from options written on
point
the board, write, describe its colour, texture, and the
- Children will tell you their score out of 35
use/purpose of the ingredient in the mixture
- Write this in a checklist
- EG: 1/3 cup Honey, golden, sticky, adds sweetness and used to Literacy Ingredient
- Children with a score lower than 20 needed more
help combine the wet and dry ingredients s List
assistance to understand the topic
- Model the first ingredient to the children and then they will Maths worksheet
- Children with a score above 20 have a good
need to complete this task independently
understanding
- KEY QUESTIONS: What is the ingredient? How much did we
need? What colour is it? What does it feel like? Why did we
add it to the mixture? What is the purpose of this ingredient?

Conclusion
- Children do a self-assessment of their ingredient list
- Each time a child has a correct item on their list give
themselves a tick/smiley face/star (their choice)
- Did they choose the correct quantities of the ingredient from
the board?
- Each ingredient has two properties described
- Every ingredient has the purpose in the mixture
- Children’s exit slip is telling the teacher their score on their
 self-assessment out of 35

LEARNER DIVERSITY
Extending: Students can add more descriptions to their ingredients list
Enabling: verbal questioning prompts from the teacher while Exit slip
completing the ingredients list

Resources:
 FORWARD PLANNING DOCUMENT- ELABORATE

TERM 4 Date: 11th November Year Level 2

YEAR LEVEL DESCRIPTION

The Science inquiry skills and Science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations
outlined in the achievement standard and also to the content of the Science understanding strand for the relevant year level to ensure that these two strands are addressed over
the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions
are organised into teaching and learning programs are decisions to be made by the teacher.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

INTO OTHER
INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES
LEARNING
ON AREAS
Different Participate in guided 1.1, 1.2, 1.3, Introduction Question cards
materials can be investigations to 1.4, 3.1, 3.2, - Have question cards, folded over, with answers in the Literacy
combined for a explore and answer 4.1, 4.2, 4.3, middle
particular questions (ACSIS038) 5..1, 5.2, 5.3, - Questions regarding mixtures. EG: What is a mixture?
purpose 5.5 What is a property of a mixture staring with S?
(ACSSU031) - Put students into pairs, give them each a question card
LESSON OBJECTIVES and they have to work together to answer the question
As a result of this lesson, students will be able to: - Once they have answered the question and looked at
the correct answer they must sit down to show they are
1. Identify the variables used in this investigation finished
2. Complete the investigation and identify that soap - The first pair to get 3 Dojo points each
is the only material that dissolves the oil and is
best for washing dirty dishes Body
ASSESSMENT - Cleaning oil investigation
- Investigation question: What is the best material to Literacy
Summative wash the oil off dirty dishes?
- Make predictions as a class and write them on the Maths
- Use children’s work sample of their investigation board
table to check if they are able to participate in an - Children are given materials to investigate which - Investigatio
investigation material will break down and wash oil off dirty dishes n worksheet
- Use a checklist to tick off if they correctly wrote - Use the Cow Moo Softly (One thing changes, one - Plastic cups
down the three variables using Cow Moo Softly thing is measured, the rest stay the same) model to - Plastic
model discuss variables with children and fill in the top of the
 - Test 5 different materials to clean oil worksheet Spoons
- Correctly note if they dissolved the oil and if it - At each step children will come up to the front of the - Oil
would be suitable to wash dirty dishes class, begin by adding water and oil to a small cup and - Soap
then one of the different materials to see if the mixture - Coco power
Student Objective 1 Objective 2 Comment has dissolved the oil - Milk
- They will complete a table as they test each material - Lemon juice
- The solution: soap dissolves the oil and will be the - Hand
best mixture to clean dirty dishes
sanitiser
- Early finishers can colour the pictures on the
investigation sheet

Conclusion
- Ensure children understand that soap is the only
material that dissolves the oil on dirty dishes
- Write the solution on the board of the question
- Have children make a soapy water solution
- Each child will have a turn washing dirty dishes in the
soapy water solution to show the results from their
investigation

LEARNER DIVERSITY
Enabling: work in pairs with a stronger student to support
them completing investigation. Use questioning prompts to
fill out the table
Extending: Independently compete investigation. Early
finishers colour in the pictures

Resources:
 FORWARD PLANNING DOCUMENT – EVALUATE

TERM 4 Date: 18th November Year Level 2

YEAR LEVEL DESCRIPTION

The Science inquiry skills and Science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations
outlined in the achievement standard and also to the content of the Science understanding strand for the relevant year level to ensure that these two strands are addressed over
the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions
are organised into teaching and learning programs are decisions to be made by the teacher.
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF INTEGRATION

 INTEGRATION TEACHING AND LEARNING EXPERIENCES INTO OTHER RESOURC
LEARNING
ES
AREAS
Different materials Represent and 1.1, 1.2, 1.3, 1.4, Introduction White
can be combined communicate 4.1, 4.2, 4.3, 4.4, - Reflect on what we have learnt about mixtures Literacy pieces of
for a particular observations and ideas in 5.1, 5.2, 5.3, 5.5 - Create a class poster about mixtures paper
purpose a variety of ways - It will include definition, examples and properties Poster
(ACSSU031) (ACSIS042) - Give each child one thing they need to write on a paper
LESSON OBJECTIVES small piece of paper and add them all to the poster to Markers
As a result of this lesson, students will be able to: be displayed on the science wall
1. Create an information page about the mixture they made at - EG: A mixture is the combination of 2 materials, An
home. It will need to include what it is, what’s in it, three example is a cake mixture
words to describe it and the purpose of the mixture
Body
- Student would have completed the AT HOME TASK
ASSESSMENT of making a mixture and taking a photo of it ICT
- These photos will be printed by the teacher Literacy Printed
Summative - Students need to make a page, including their photo, photos of
explaining their mixture, making sure they include mixtures
Use a checklist to grade the students’ understanding of chemical these things: Coloured
science, specifically mixtures, according to the objective - What it is card
- What’s in it
Objective: Create an information page about the mixture they made - Three words to describe it (properties)
at home. It will need to include what it is, what’s is in it, three - The purpose of the mixture
words to describe it and the purpose of the mixture - This is an independent task that will be used for
assessment
Student Mixture What What’s Properties Purpose Grade
photo is it in it
Ben Conclusion
Zoe - Students are put into groups of 4 and each child will
Amity get a turn to show their group the mixture they made
and use their information page to help explain it
- The information page will then be given to the teacher

LEARNER DIVERSITY
Extending: this is an open ended task, students can include as
much detail as they wish
Enabling: Teacher assist with literacy demands; scribing,
reading, possible templates for page