SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1) Students to pose the following question, “how much
Students are to form groups of six and split into two plastic is recycled in my family?” and collect
sides (Pro/Con) to debate whether or not a town
should begin using a curb side recycling program,
Religious Education / Spiritual Education categorical or numerical data by observation or survey
(ACMSP118).
that requires the residents to wash and separate
their recycling by type. Students to present and Students to identify the deeper meaning and symbolism of the Students to create a simple budget for a class
justify their point of view (ACELY1699). purpose of water in the sacrament of Baptism. recycling fundraising event
Matthew 3:13-17 (NRSV) The Baptism of Jesus. When Jesus came up (ACMNA106).
Students to create an information brochure on the from the water, suddenly the heavens were opened to him.
states of matter, covering solids, liquids and gases, to Romans 6:1-4 Dying and Rising with Christ. The true meaning of Students to investigate the masses of solids, liquid and
present to a year four class (ACELY1704). baptism, we are plunged into the water, into Jesus’ death, and when gases. Does air weigh anything? Have students to
we emerge, we rise just as Jesus did. The water brings us death and a explore using a simple balloon balance experiment
newness of life. (ACMMG108).

Concept: States of Matter in our World

Term: 2 Weeks: 1-10
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Students are to explore ways to make fresh water. The task is to explore water Students to investigate how personal and cultural identities are influenced by the
catchment areas and plan, design and construct a desalination plant to service a groups and communities to which we belong and the places to which we feel
town. Designs can be created through the app ‘Operation Aqua’ to test the viability connected. With focus on the Aboriginal people and their connectedness to the land,
of the design (ACTDEK010). water and air (ACPPS051).

Geography History The Arts

Students are to research, map and explain the Students to research an artist that specialises in making
Students to research and create an i-movie, with
location of and frequency of bushfires in trash into artistic treasures. Taking inspiration from their
different groups role playing different inhabitants of
Australia and to research about the benefits chosen artist and working in groups of four, students are to
colonial life; A European family, a convict, an
the smoke of fire has on the rejuvenation of plan and create (using recycled materials) a sculpture that
Aboriginal or Torres Strait Islander family, a free
the bush (ACHASSK114). communicates their generations’ ideas, beliefs and opinions
settler. Students are to focus on what life was like in a
about how waste is affecting the world (ACAVAM114).
day of each of these inhabitants when it came to
Explain the concept of scarcity, outlining how
using the land, water resources, diet, trade, housing
water is a limited and precious resource and Sculptures to be presented and voted upon within the
and clothing (ACHASSK107).
complete a compare and contrast of water school, with best mural having their photo in the community
usage from metropolitan to rural Australia paper.
(ACHASSK119). Duration – 10 weeks
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term Two YEAR LEVEL: 5 LEARNING AREA/TOPIC: Chemical Science

Australian Curriculum: Science (Year 5)

Sub-strands Content Descriptions Achievement Standard
Biological  Living things have structural features and adaptations that help them to survive in their By the end of Year 5, students
sciences environment (ACSSU043) classify substances according to
Science understanding

their observable properties and

Chemical  Solids, liquids and gases have different observable properties and behave in different ways behaviours. They explain
sciences (ACSSU077) everyday phenomena associated
with the transfer of light. They
Earth and space  The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) describe the key features of our
sciences solar system. They analyse how
the form of living things enables
Physical  Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080) them to function in their
sciences environments. Students discuss
how scientific developments have
 Science involves testing predictions by gathering data and using evidence to develop affected people’s lives and how
Nature and
development of explanations of events and phenomena (ACSHE081) science knowledge develops from
 Important contributions to the advancement of science have been made by people from a range many people’s contributions.
endeavour (Year 5-6)
Science as a human

science
of cultures (ACSHE081)
Students follow instructions to
 Scientific understandings, discoveries and inventions are used to solve problems that directly pose questions for investigation,
Use and predict what might happen when
influence of affect peoples’ lives (ACSHE083)
science  Scientific knowledge is used to inform personal and community decisions (ACSHE217) variables are changed, and plan
investigation methods. They use
equipment in ways that are safe
and improve the accuracy of their
observations. Students construct
Questioning and  With guidance, pose questions to clarify practical problems or inform a scientific tables and graphs to organise data
skills (Year 5-6)
Science inquiry

predicting investigation, and predict what the findings of an investigation might be (ACSIS231) and identify patterns. They use
patterns in their data to suggest
Planning and  With guidance, plan appropriate investigation methods to answer questions or solve problems explanations and refer to data
conducting (ACSIS086) when they report findings. They
 Decide which variable should be changed and measured in fair tests and accurately observe, describe ways to improve the
measure and record data, using digital technologies as appropriate (ACSIS087) fairness of their methods and
 Use equipment and materials safely, identifying potential risks (ACSIS088)
 Australian Curriculum: Science (Year 5)
Sub-strands Content Descriptions Achievement Standard
Processing and  Construct and use a range of representations, including tables and graphs, to represent and communicate their ideas,
analysing data describe observations, patterns or relationships in data using digital technologies as methods and findings using a
and information appropriate (ACSIS090) range of text types.
 Compare data with predictions and use as evidence in developing explanations (ACSIS218)
Evaluating  Suggest improvements to the methods used to investigate a question or solve a problem
(ACSIS091)

Communicating  Communicate ideas, explanations and processes in a variety of ways, including multi-modal
texts (ACSIS093)
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait Islander
 Numeracy histories and cultures
 Information and communication
technology (ICT) competence  Asia and Australia’s engagement
 Critical and creative thinking with Asia
 Ethical behaviour
 Personal and social competence  Sustainability
 Intercultural understanding
 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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 1 ACSSU077 ACSHE081 ACSIS093 Students will be able to: DIAGNOSTIC Introduction: Activate prior Chemical Science
-Have open class Chemical science weebly, with the question “What knowledge; weebly Video link –
Lesson Solids, Science Communi Explore and identify KWL worksheet (See is matter?” Ask students to grab something that is in arms reach and What’s Matter -
liquids involves cate
One different materials and Appendix 1.1) hold it up. Describe a feature of the item. Select few students. Next What is matter? https://www.youtu
and gases testing ideas,
have prediction explanatio their observable physical teacher to grab a glass of water and ask a student to describe the be.com/watch?v=EL
different s by ns and and behavioural Anecdotal notes and content in the glass. How are they similar? Introduce matter. Types What is an atom? chwUIlWa8
observabl gathering processes properties. observations on of matter, solid liquids, gas. Play half of video.
e data and using current knowledge -Place a bucket of lego in the middle of each group. 1 piece of lego is What is a Lego
properties using scientific Vote and communicate and understanding of an atom. 2-3 pieces of lego together is a molecule. Build up to molecule?
and evidence represent their ideas on whether the states of matter. something bigger, to represent matter. Popsticks with
behave in to ations in a they believe the materials Terminology used to What makes students names
different develop variety of
are solids, liquids or describe the Body: something a
ways. explanatio ways,
ns of including gases. materials. 1. Hand out KWL worksheet, students to complete ‘What I know’ (K) solid? A3 Voting matters
events multi- and if they have a ‘What I wonder’ (W), they can include a question Worksheet
and modal Contribute to the start of there too. Glue into science journal. What makes
phenome texts. a class science chat- 2. Have containers set up around the classroom. something a 8 transparent
na. board. 3. Have at the front an enlarged copy of Voting Matters worksheet liquid? containers
(Appendix 1.2). Place one of the
4. Have a copy of the worksheet on the smart tv and model how to What makes following items into
vote by placing a tally in the column. Check for understanding. something a gas? each container;
5. Go through each section of worksheet and explain. Encourage 1. stones
students to describe the items in as many words as they can. These 2. flour
words to be added to class word wall. 3. play-doh
6. Divide students to move to separate parts of the room to observe 4. elastic bands
and vote. 5. cooking oil
7. Take a photo of voting results and mirror to smart tv. 6. honey
7. Air
Conclusion: 8. psyllium husk
 -Discuss results with students and discuss challenges they may have
Provisions for students at educational risk: Provide assistance during voting encountered with identifying the samples as either solid, liquid or
activity (model tallying of results), utilise manipulatives (lego) to demonstrate gas.
atom, molecules to matter. -Explain that at the end of the unit, they can vote again and see if
their answers have changed.
Extension/Early finishers:
For early finishers of the voting activity, find 3 items in the room and create a Safety Considerations:
voting system for a peer. Students are not to eat any of the samples. Explain that is ok to smell,
demonstrate to correct technique when smelling a sample.

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 4 ACSSU077 ACSHE081 ACSIS231 Students will be able to: FORMATIVE Introduction: Activate prior Chemical Science
-Act like a Molecule Activity; each student to stand up behind his or knowledge; Weebly - Video link
Lesson Solids, Science With Identify that gases take Traffic Light Checklist her chair. When prompted, students move as a molecule in the included
liquids involves guidance,
Four up space and fill the (Appendix 2.1) named state of matter. Example) teacher says, plastic, students What are the Pirates of the
and gases testing pose
have prediction questions container it is in using with Anecdotal notes move together to form a solid. Repeat, with liquid and gas examples. properties of Caribbean
different s by to clarify evidence-based claims. and observations solids? Examples? https://www.youtu
observabl gathering practical (participation, -Activate prior knowledge; refer to word wall and the previous lesson be.com/watch?v=G
e data and problems Demonstrate the team knowledge and objectives to recap on solids and liquids. Gauge what students know What are the 5LBjuAasnQ
properties using or inform roles and skills needed to understanding, already about gases. Class discussion. Have student use post-it notes properties of
and evidence a work collaboratively. collaborative skills) to write terms about gas and place on word wall. liquids? Names on Pop-
behave in to scientific (key language: takes up space, spread out, Air, oxygen, carbon Examples? sticks
different develop investigati
Make a prediction as to Tissue in a cup dioxide, takes shape on container, everywhere)
ways. explanatio on, and
ns of predict what will happen during Worksheet What are the Post-it notes
events what the an experiment. (Appendix 2.2) Body: properties of gas?
and findings of 1. Using class Chemical Science weebly, introduce Gas topic; Examples? 2 balloons
phenome an Draw and annotate their atmosphere, what is it made up of, 3 types of gases, Air (A), Oxygen Balloon pump
na. investigati observations of the (O) and Nitrogen (N). What is the
on might experiment. 2. Think – Pair – Share, either examples where gas is bound by a solid, difference 1 Helium balloon
be. a liquid or both. Discuss. Show pictures of examples on weebly. between Air and (pre-prepared)
3. Select 2 students from pop sticks, one to blow up balloon and Oxygen?
ACSIS218
other to use balloon pump. Compare the 3 inflated balloons. Air, Team Roles badges
Carbon Dioxide, Helium. Discuss observable differences. What is the (Manager, Speaker,
4. Watch Video. Discuss the possibilities in the video. difference with Director)
 Compare 5. Hand out exit ticket and ask students to turn over to find an A,O, the gases in each
data with or N on their exit ticket. Form groups of 3 by making AIR (A,O,N). of the balloons? Tissue in a cup
prediction 6. Experiment time: Students to delegate roles. Manager to collect worksheet
s and use
all equipment; role tags, worksheets, bucket, cups, paper towel. What are some
evidence
in 7. Prior to beginning experiment, read through worksheet with class examples of gas 10 Transparent 1.5L
developin and model experiment, demonstrating how far to fill bucket. bound by a solid buckets
g 8. Students to work through worksheet and experiment 1 and 2. or liquid?
explanatio Complete and glue worksheet into science journal. 20 small
ns. Why did the transparent plastic
Conclusion: paper towel stay cups
- Class discussion of experiment – Speakers to share predictions and dry?
observations. Water
-Students to complete their Exit Ticket (Appendix 2.3);
Paper towels
Provisions for students at educational risk: Scaffold experiment worksheet, Safety Considerations:
with prompts for desired scientific language to be used (word wall prompts), -Only use cold water to fill buckets. Three quarters full, walking with Students need:
in prediction, annotation of diagram. Collaborative teams, move groups bucket. Spillages need to be attended to immediately.
around if needed to pair students based on abilities. Provide written and -Water from experiment to be used to water the class plants/garden. Science journals
verbal instructions. Do not waste water.
Word wall
Extension/Early finishers: Pose the following; elaborate on the differences
with the three balloons, the types of gas, their individual properties based on
knowledge of gases. Explain why helium balloon is floating and other two are
not.

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 6 ACSSU077 ACSHE081 ACSIS231 Students will be able to: FORMATIVE Introduction: Activate prior Chemical Science
-Before class have QR codes scattered around room linking to a video knowledge; Weebly
Lesson Solids, Science With Research and interpret Traffic Light Checklist of a solid, liquid or gas changing state (eg. Solid melting to become
liquids involves guidance,
Six factual texts regarding (Appendix 3.1) liquid, liquid evaporating to become gas) What is matter? 1:1 device
and gases testing pose
have prediction questions solids, liquids and gases. with Anecdotal notes -Jot Thoughts (Kagan) using post it notes, students write and place in
different s by to clarify and observations the middle of the table as many words as they can that link to the What have we QR codes printed
observabl gathering practical (participation, learned about with blutak
 e data and problems Create a powerpoint knowledge and topic MATTER. Teacher to pose first key question. Online timer on different Kahoot – States of
properties using or inform summarising their claims understanding, class chemical science weebly, set for 3 minutes. materials? matter quiz
and evidence a about solids, liquids and collaborative skills)
behave in to scientific
gases. Body:
different develop investigati
ways. explanatio on, and 1. Students to grab a device and on teachers instruction walk around Does this change
ns of predict List identifiable the room and scan each QR code. Choose 3 QR codes to watch. Each your ideas about
events what the characteristics of the video (links with the weebly) will different and show either processes solids, liquids and
and findings of state of matter and use such as melting, condensation and evaporation occurring. gases? Why?
phenome an appropriate terminology. 2. Students to choose their favourite video and plan an informative
na. investigati powerpoint presentation on their chosen state of matter.
on might 3. Students can use the chosen video in their powerpoint, students
be.
need to include the name of the state of matter, its observable
characteristics, how the molecules behave and what is happening
when it changes state.
4. Students need to include in their powerpoint other examples of
the process of changing states of matter in the video.
5. Students can present their powerpoint to the teacher when they
finish.

Conclusion:
Kahoot – States of Matter

Safety Considerations:
Cyber safety, students are not to continue clicking through YouTube
Provisions for students at educational risk: videos, any student found using the internet inappropriately would
Provide assistance with powerpoint and ask key questions to prompt recall of not be allowed a device.
characteristics and examples. Allow students to work in pairs if needed.
Provide written and verbal instructions.

Extension/Early finishers:
Explore and research the fourth state of matter – plasma.

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 7 ACSSU077 ACSHE081 ACSIS086 Students will be able to: SUMMATIVE Introduction: Activate prior Chemical Science
-Have students come to the mat and read a book called What Is a knowledge; weebly
Lesson Solids, Science With Identify that air is a gas Balloon investigation Gas? by Jennifer Boothroyd. Have students share an interesting fact
liquids involves guidance,
Eight and that it takes us space. worksheet (Appendix from the book with their shoulder buddy. Why does an What Is a Gas? by
and gases testing plan
have prediction appropria 4.1) increase in Jennifer Boothroyd
different s by te Identify that the volume Body: temperature
observabl gathering investigati of gas depends on the 1. Students to collect science journals and return to their desk, and change the state Science Journals
e data and on temperature. ask key question to lead into investigation. Discuss. Introduce bottles of matter? Class Word wall
properties using methods with balloons. Role tags
and evidence to answer Make a prediction, 2. Model setting up the investigation and the worksheet, having it What have we 2x500mL bottles
behave in to questions provide evidence for their displayed on the smart tv. learned about the (per group)
different develop or solve
predictions and compare 3. Demonstrate by placing the balloons on top of each bottle. Ask properties of
ways. explanatio problems
ns of them with results. students, what is inside the bottle? Air. What 3 gases make up air? solids/liquids/gas 2 balloons (per
events ACSIS093 (prior knowledge). es? group)
and Communi Identify the features of a 4. Students need to predict what will happen to the balloon when the
phenome cate fair test and choose bottle is submerged into a bucket of hot water. Do you think 1 bucket (per
na. ideas, which variable to change. 5. Hand out balloon investigation worksheet (Appendix 4.1). those properties group)
explanatio Students to complete worksheet on their own, as this will form their always stay the
ns and assessment; Gauging their ability to predict, justify, and deduce why same? Why/Why Kettle
processes
it needs to be a fair test and how this is achieved. Allow 15 minutes. not? Thermometer
in a
variety of 6. Investigation time: Students to delegate roles. Manager to collect
ways, all equipment; role tags, 2 x 250mL bottles, 2 balloons, 1 deep How do you think Extra equipment for
including container. SAFETY: Have adult supervision when filling bucket ¾ line you could change conducting fair
multi- with hot water (50°C). the properties of tests. Eg. Different
modal 7. Students to use ipad to film the investigation, or take photos to a material? sized bottles,
texts. use for evidence to support predictions. different shaped
8. Speakers to share teams’ findings. balloons, different
shaped containers.
Conclusion:
-Stand up –Hand up – Pair up, Teacher says go!, students to walk
around, find a partner, high five and listen for question. Give an
example of a material they have experienced, changing because of
higher temperatures. Find 4 partners to share with.
Provisions for students at educational risk: Provide scaffolding with
assessment, with bank of key words to use to prompt language to use when Safety Considerations:
predicting. Talk through the worksheet with students. For investigation, Have the water boiled before class, to allow it time to cool to
ensure grouping is even with capable students assisting SAER. Provide written approximately 50°C, check with thermometer prior to students filling
instructions as well as verbal. their buckets. Adult supervision when students fill bucket. Number
groups. Groups to take turns to get the water. Have gloves to handle
Extension/Early finishers: Proceed with the investigation using the other if necessary.
variables. Extra: Research how hot air balloons work.

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/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
Week 9 ACSSU077 ACSHE081 ACSIS091 Students will be able to: SUMMATIVE Introduction: Activate prior Chemical Science
Science -Have students take out their whiteboards. Play a game of ‘Show me’ knowledge; weebly;
Lesson Solids, Science Suggest Consolidate their Understanding (Kagan) where teacher gives an example of a property and students
liquids involves improvem
Ten knowledge on the need to write down if they think it belongs to a solid liquid or gas, Which state of Science journal
and gases testing ents to
have prediction the properties of solids, KWL Worksheet (Have questions on class weebly). matter takes the
different s by methods liquids and gas. (Appendix 1.1) to -Revisit previous lessons through the class weebly and class science shape if its Worksheet
observabl gathering used to complete journals for prompting and word wall. container? Cardboard for cards
e data and investigat Create factual game cards Body: Glue
properties using ea about solids, liquids and Game Card Rubric 1. Introduce the copy of ‘Matter cards worksheet’ (Appendix 5.2) Which state of
and evidence question gases using text and (Appendix 5.1) 2. Students are to create game cards, that teach solids liquids and matter has its
behave in to or solve a illustrations. gases. molecules very
different develop problem.
Anecdotal Notes and 3. Students need to demonstrate what they have learned about each closely packed?
ways. explanatio
ns of Participate in class observations focusing of the states of matter and join other students to play. Spread out?
events ACSIS093 discussion about the on the class 4. One card will have the illustration of a solid, liquid or gas and its
and Communi properties of solids, discussion. matching card will have a description with 3 properties. What was the
phenome cate liquids and gases. 5. Model how to complete the cards. most interesting
na. ideas, 6. Hand out worksheet with copy of rubric, and notify students their thing you have
explanatio game cards will assessed, allow students time to complete their learned?
ns and game cards.
processes
7. Students to complete their KWL in science journal to consolidate If you could be a
in a
variety of what they have learned over the unit. liquid or a gas,
ways, which would you
including Conclusion: choose and why?
multi- Students to play their cards games with their peers.
modal
texts. Safety Considerations:
Fair play with card game. Encouraging and supportive behaviour.
Provisions for students at educational risk: Provide scaffolding with bank of
key words for use to prompt terminology for characteristics. Talk through the
worksheet with students. Provide written instructions as well as verbal.
KWL Chart Topic
APPENDIX 1.1

What I KNOW What I WONDER What I LEARNT

 APPENDIX 1.2
What’s the matter?

Voting matters

Name: __________________________________________ Date: ________________

Container Solid? Liquid? Gas?

1: stones

2: icing sugar

3: play-doh

4: elastic bands

5: cooking oil

6: honey

7: air

8: mystery material

How would you describe solids, liquids and gases? Write and/or draw your thoughts.
Solids are:

Liquids are:

Gases are:

I had trouble describing _____________________________ because ___________________________

Copyright © Australian Academy of Science, 2014. ISBN 978 0 85847 327 0 Resource sheet 1
 APPENDIX 2.1) Traffic Light Checklist – Formative Assessment

LESSON OBJECTIVE CHECKLIST

Week/Lesson: 4/4 Time: Date:
Topic: Feelin’ Gassy
Lesson Objective 1: Identify that gases take up space and fill the container it is in using evidence-based claims.

Lesson Objective 2: Make a prediction as to what will happen during an experiment.

Lesson Objective 3: Draw and annotate their observations of the experiment.

STUDENT LO1 LO2 LO3 Comments

Rob
Kerewin
Syona
Kate
Katie
Michelle
Anne-Marie
Simon
Andre
Lachlan
Tiala
Ayla
Mark
Lydia
Shannon
Josie
Maisie
Caitlin
Sally
Jack
Patrick

Proficient Developing Needs more help

Notes:
APPENDIX 2.2) EXPERIMENT WORKSHEET – Formative Assessment

TISSUES IN A CUP EXPERIMENT! (Primary Connections, 2019)

Team members names: Date:

What do you need?

 one deep container
 two tissues
 water to fill the container
 two plastic, transparent cups

INVESTIGATION 1
What are you going to do? Draw an annotated drawing to explain what
happened.
1. Fill the container with water (until
the marked line)

2. Place one tissue in the bottom of a

plastic cup.

3. Turn the cup upside down and place

the lip of the cup as flat as possible
on the surface of the water.

4. Slowly press the cup down into the

water until it reaches the middle of
the container.

5. Carefully, remove the cup from the

water and examine the tissue.

What do you predict will happen, why?

APPENDIX 2.2) EXPERIMENT WORKSHEET – Formative Assessment

INVESTIGATION 2
What are you going to do? Draw an annotated drawing to explain
what happened.
1. Place the other tissue in the bottom
of the second cup.

2. Just like in investigation 1,

turn the cup upside down and place
the lip of the cup as flat as possible
on the surface of the water.

3. Slowly press the cup down into the

water until it reaches the middle of
the container.

4. Then tilt the cup slightly and observe

what happens.

5. Carefully remove the cup from the

water and examine the tissue.

What do you predict will happen, why?

APPENDIX 2.3)
 APPENDIX 3.1) Traffic Light Checklist – Formative Assessment

LESSON OBJECTIVE CHECKLIST

Week/Lesson: 6/6 Time: Date:
Topic: Feelin’ Gassy
Lesson Objective 1: Research and interpret factual texts regarding solids, liquids and gases.

Lesson Objective 2: Create a PowerPoint summarising claims about solids, liquids or gases.

Lesson Objective 3: List identifiable characteristics of the state of matter and use appropriate terminology.

STUDENT LO1 LO2 LO3 Comments

Rob
Kerewin
Syona
Kate
Katie
Michelle
Anne-Marie
Simon
Andre
Lachlan
Tiala
Ayla
Mark
Lydia
Shannon
Josie
Maisie
Caitlin
Sally
Jack
Patrick

Proficient Developing Needs more help

Notes:
 APPENDIX 4.1
What’s the matter?

Balloon investigation planner

Team members’ names: ________________________________ Date: ___________

What are you trying to find out?

What are you going to investigate? What do you predict will happen? Why?

Can you write it as a question? Give scientific explanations for your prediction

To make this a fair test what things (variables) are you going to:

Change? Measure? Keep the same?

Change only one thing What would the change affect? Which variables will you control?

What equipment will you need? What are you going to do?

Use dot points Use drawings if necessary

Copyright © Australian Academy of Science, 2014. ISBN 978 0 85847 327 0 Resource sheet 6
Appendix 5.1) Game Card Rubric

Name:

A B C D E

Provides a Provides two Provide one Identifies Does not

comprehensive properties of property of examples of meet the
list of the solids, liquids solids, liquids solids, liquids requirements
properties of and gases, and gases, and gas of a D grade.
solids, liquids with some with one without
and gases, identifiable identifiable providing any
including characteristics. characteristics. identifiable
identifiable Including at Including at characteristics.
characteristics least two least one
and giving examples for example for
multiple each. each.
examples.

Comments:
 APPENDIX 5.2
What’s the matter?

Matter cards

Name: __________________________________________ Date: ________________

It is a ________________________.

1.

2.

3.
________________________

It is a ________________________.

1.

2.

3.
________________________

It is a ________________________.

1.

2.

3.
________________________

Copyright © Australian Academy of Science, 2014. ISBN 978 0 85847 327 0 Resource sheet 7
 Your town needs
YOUR TASK

Plan, design and

build a water
filtration system to your help!
clean the polluted
water in your town.

MATERIALS

2L plastic bottle cut

in half (horizontally)
8cm sqaure of mesh
(fine nylon)
1 rubber band
1 spoon
filter materials
cotton wool THINGS TO FINAL PRODUCT
CONSIDER
Soil mixed with Your final product
water to test your How can you ensure will be presented at
designs. the water will be safe our open day in week
for drinking? 10.
Hint! Think of
temperature

PLANNING

Research and create two designs of water

filtration systems.
Evaluate each design and choose the one
that works best. Build a prototype filtration
system.

Source: TeachEngineering (2019) - https://www.teachengineering.org/