SCIENCE FORWARD PLANNING DOCUMENT

5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS:  To capture student interest and find out what they know about XXXXX TOPIC:

Term 2 / week 2 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about Physical changes (year 1)
XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES
Science Understanding Science as a Human Science Inquiry Skills OUTCOMES
Endeavour
Everyday materials Science involves Pose and respond to 2, 3, 4 & 5 INTRODUCTION
can be physically observing, asking questions, and make 1. Students will take a seat on the mat
changed in a variety questions about, and predictions 2. Teacher will explain that the focus of the lesson is
of describing changes in, about familiar objects going to be on physical change
ways (ACSSU018) objects and and events (ACSIS024) 3. The teacher can ask students what they think change
events (ACSHE021) is and what they know about changes to get an idea
Represent and of what they already know about change
People use science in communicate 4. The teacher can then introduce the idea of reversible
their daily lives, observations and ideas in and irreversible change to the students using
including when caring a variety of examples such as:
for ways (ACSIS029) o Freezing water turn it into ice and melting
their environment and the ice turns it back into water, therefore
living returning it to its original state
things (ACSHE022) o Adding different ingredients together can
make a cake batter but you cannot separate
LESSON OBJECTIVES the ingredients and return them to their
As a result of this lesson, students will be able to: original state
 Students will predict what will happen to each object when the physical change 5. The teacher can then explain that there are two types
is applied of change – chemical and physical change
6. The teacher will play the video
 Students reflect on their predictions to see if they were correct or not
LESSON STEPS
https://www.youtube.com/
1. Students will return to their desks for the first
ASSESSMENT (DIAGNOSTIC) watch?
activity
KWL chart
v=BOr76Zx48QM&ab_ch
annel=HomeschoolPop
The assessment that will be used for this is a KWL chart 2. The students will fill in a KWL chart
3. The teacher will group students and send each group
to one of the four station (students will rotate
stations every 7-9 minutes)
4. The teacher will give each group of students 1-2
iPads for taking photos/videos and recording their iPads
predictions and observations on (after doing the
activities students will reflect on their predictions
and decide if they were correct or incorrect – they
will record this on their iPads)
5. Students will also need to use the iPads to answer the
following questions at each station:
o What happened to the object?
o Did it/could you make it return to its
original state?
6. Rotations
Station 1 – Bending Objects for stations
o Using a plastic ruler, pipe cleaner and pop stick, o Plastic ruler
students will bend the objects to see what happens to o Pipe cleaner
them o Pop stick
Station 2 – stretching
o Lolly snakes
o Using a lolly snake, play dough and rubber band,
o Play dough
students will stretch the object to see what happens
o Rubber band
to them
Station 3 – scrunching o Sheets of paper
o Using a sheet of paper, plastic bag and leaf/flower, o Plastic bags
students will scrunch the objects to see what happens o Leaves/flowers
to them o Tea towel
Station 4 – twisting o Water
o At this station students will wring out a wet tea towel o Plastic tub
to see how twisting the object changes it
7. Students will return to their desks to finish their
KWL sheet

CONCLUSION
1. Students return to the mat and bring their KWL sheet to
hand in to the teacher
2. Teacher will start a group discussion by asking students
what the observed at the stations
3. The teacher can ask students to share one prediction and
state whether it is wrong or right
4. The teacher can ask students if the can think of any other
physical changes that was not explored in class
 LEARNER DIVERSITY
Enabling
o Students that are struggling will work one on one
with the EA or teacher and can just focus on one
station rather than rotating so they do not get
overwhelmed with all the different activities
Extending
o Students that finish the activity early will have the
opportunity to choose their own object(s) from either
inside or outside and apply different physical
changes to the object

References

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being and Becoming: The Early Years Learning Framework
for Australia, Canberra: Commonwealth of Australia

Homeschool Pop. (2017, July 14). Physical and Chemical changes for kids | classroom video. https://www.youtube.com/watch?
v=BOr76Zx48QM&ab_channel=HomeschoolPop

Schools Curriculum and Standards and Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-v8#year-
1-syllabus

KWL chart

Topic:_____________________________ Name:________________________

K What I know W What I wonder L What I learnt