UNIT PLAN – KLA – Science

Unit Title‘Changes in our World’

Stage3

Term2

StrandMaterial World

Duration900 minutes (90 minutes per lesson)

Sub-StrandSolids, Liquids and Gases

RATIONALE

The unit “Changes in our World” allows students to explore and discover the concepts of solids, liquids and gases. Students are engaged with this unit throughout the use of experiments and inquiry based projects. This allows students to explore the different components and engage in a primary experiment, observing the characteristics of both a physical and chemical changes. Students will develop an understanding of what is a reversible substance and what is an irreversible substance. The Primary connections (2014) 5Es model is used to scaffold this unit. These stages are displayed through the following;Engage: Students will be provided with a variety of activities to engage them with the topic and to draw on their prior knowledge.Explore: Students conduct numerous experiments as a class, independently, as groups and pairs.Explain: Using what students observed, they are expected to explain and discuss through a variety of ways to share their understandingsElaborate: Students are required to build on their knowledge and skills gained to develop an IBL project.Evaluate: The IBL projects are presented and peer assessment is used as a tool for inquiry and oral defence. The teacher also conducts informal summative assessment.

The unit outcomes and content are extracted and implemented from the NSW K-10 Science Syllabus (2014). Not only the 5E model scaffolds this unit but also the constructivist and inquiry based–learning teaching method. This is done to provide hands on learning where the students are the active learners and the teacher is seen as the facilitator. Students are encouraged to engage themselves within the unit content and explore with questions, materials and research.

“Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop

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scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives. The curriculum supports students to develop the scientific knowledge, understandings and skills to make informed decisions about local, national and global issues and to participate, if they so wish, in science-related. Science is a dynamic and creative human endevour arising from our desire to make sense of out world.” (ACARA, 2010).

Throughout this unit it is important that the teacher encourages students, create a supportive and social environment for children to discover and explore themselves - connecting new learning to existing understandings and experiences. Constructivism is an educational theory based upon the conviction that students are the masters/creators of their own learning. (Leonard, 2002, pp. 37) It is a “…learner centric…” theory giving greater power to students in their journey toward attaining knowledge, while the educator possesses the role of facilitator rather than “…an intermediary or a barrier between the content and the student.” (Leonard, 2002, pp. 37-38) Inquiry Based Learning is “…deeply intertwined with the history of Constructivism…” as it provides the education system with an approach to teaching and learning that translates the aims and values of the constructivist theory into practice (Educational Broadcasting Corporation, 2004).

As educators, it is imperative to adopt a teaching pedagogy that upholds the educational needs of Indigenous and Torres Strait Islander students. The importance of establishing and teaching from a “culturally and contextually” appropriate curricular (Doyle & Hill, 2013, p.177) is evident throughout this unit of work through the incorporation of the 8 Ways of Learning Indigenous and Torres Strait Islander learning framework. The 8 ways is embedded throughout this unit of work. A key is used to correspond the 8-way ‘outcome’ to each lesson.

The science classroom is designed for constant active involvement from students. Encouraging students to get up and give it a go allows all students to experiment and accomplish new things. The classroom is designed to cater for all learning needs and accommodates for individual, pair and group work. The science classroom is a place of constant working whereby students feel free to ask questions and explore.

This unit examines, explores, incorporates and links directly to the following Key Learning Areas (KLAs); Mathematics- Time, Temperature, and measurement of different experiments and materials English- Listening, communicating and producing a variety of written, oral and visual texts. Visual Arts – Perform and create using materials in a variety of ways and communications

Students will have enough exposure and opportunities to interact with ICT through the use of computers, iPads, the Internet and Interactive White Board available in the science classroom. Hackling and Prain (2006) also supports the use ICT in science, stating if used effectively it enhances science learning.

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The purpose of this unit is to develop critical thinking skills, make the science curriculum more exciting for students, incorporate scientific methods, and encourage students to make connections between school science and real life.

GOALSKLA Science K-10Outcomes and performance indicators

ST3-5WT Plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations

ST3-12MW identifies the observable properties of solids, liquids and gases, and that changes made to materials are reversible or irreversible

Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)

Observe and compare the differences in the properties and behavior of solids, liquids, eg shape and ability to flow

Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible such as burning or rusting. (ACSSU095)

Observe and describe some readily observable changes that

KLA Mathematics K-6

MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

MA3-7NA compares, orders and calculates with fractions, decimals and percentages

MA3-11MG selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts between units of capacity

MA3-12MG selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass

MA3-18SP uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables

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materials can undergo, Make and test predictions about the effect of temperature on the

state of some substances Observe irreversible changes that common materials undergo

identify the changes may result in new materials Classify some observable changes that material undergo as

reversible or irreversibl

KLA English K-10

EN3-2A composes, edits and presents well- structured and coherent texts.Understand and apply knowledge of language forms and features

Plan, draft and publish imaginative, informative and persuasive texts

Choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY17140

Understand, interpret and experiment with the use

of imagery in imaginative texts, poetry and songs

KLA Creative Arts K-6

VAS3.2 Makes artworks for different audiences assembling materials in a variety of ways

DRAS3.1 Develops a range of in-depth and sustained roles

ASSESMENT

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Formative Assessment

Formative assessment will constantly be carried out throughout the 10 lessons. This will consist of questioning, observation, discussions, explanations and demonstrations. For example:

Lesson 1 - (diagnostic assessment) students use the KWL chart to use prior knowledge, teacher observes in class discussion and Q &A

Lesson 2 – observation, questioning, discussions Lesson 3 – questions asked, observation throughout

talk/experiment, explanation work Lesson 4 – observation, discussion questions, reinforcing what

they know buy asking open ended questions Lesson 5 – observation, questioning Lesson 6 – performances Lesson 7 -Thumbs up>Thumbs down strategy will be used to

assess students’ confidence about the topic and content.

- Participant observation will be employed by the teacher for assessment of the learning of students throughout all activities.- Informal discussion and conferencing will be used to determine and assess the understanding of students.- The level of participation and engagement in the activities will be an indication of student understanding.

- Constant questioning by the teacher will be conducted to scaffold and monitor learning.

Lesson 8 – informal discussion and prediction, teacher is able to

Summative Assessment

Lesson 10 -3 Stars and a wish peer assessment- Educator will use the IBL project as a final assessment of learning

Unit of workPlease see attached rubric for a formal, summative assessment of unit.

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see what students are thinking, observation throughout experiment and focus/inquiry questioning (open ended)

Lesson 9 - Informal discussion and conferencing will be used to determine and assess the understanding of students.

WORK SAMPLE – to show understanding and achievement of outcomes

Lesson 4 Lesson 5 Lesson 7 Lesson 8

STUDENTSNumberThere are 24 students in the class

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Differentiation NeedsLearning experiences need to cater for a range of readiness levels, different prior knowledge, experiences and alternate conceptions, different learning styles and preferences.

Lesson seven – Milk and vinegar experimentGifted and talented

Students will be challenged to hypothesize and experiment with different acidic substances provided to observe the chemical reaction that occurs when the liquid mixed with milk. Students will need to compose a detailed experiment procedure, a diagram and an accompanied explanation. Their explanation should demonstrate their understanding of the characteristics of a chemical change. Students will also compose an ‘I wonder’ question about chemical reactions in their macro world.

At grade level students These students can repeat the experiment independently. The

constant element of one cup of warm milk will not change, but students will explore the reaction that takes place when 1 tsp., 2 tsp., or 8 tsp. etc. of white vinegar is added. The information will be recorded in a table that shows the measurement of vinegar added, and a description of the chemical reaction.

Special needs – ADHD student This student will be paired up with a grade level student to repeat

the experiment. The constant element of one cup of warm milk will not change, but students will explore the reaction that takes

Skills, interests and prior knowledgeLessons should be adapted to reflect students’ interest, prior knowledge, and alternate conceptions.In stage two students should have met the following outcomes:Working Scientifically -investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken.Working technologically:-applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria.

Material world: ST2-12MW

identifies that adding or removing heat causes a change of state between solids and liquids

ST2-13MWidentifies the physical properties of natural and processed materials, and how these properties influence their use

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place when 1 tsp., 2 tsp., or 8 tsp. etc. of white vinegar is added.

Each lesson will be differentiated for students working towards, at, and above the expected levels. These are evident and embedded thought each lesson.

Risk AssessmentLesson Risk ResolutionLesson 3 1) Students tripping over materials or

dropping objects which they further experiment with

1) Ensure students have ample space when conducting experiment and are carefully with all instruments

Lesson 4 1) The use of boiling water: students burn themselves on boiling water2) Students cut themselves with scissors3) Students burn themselves on melted chocolate

1)- Teacher to control the movement of the water- Reinforce rules such as “keep distance from water”, “behave in a mature and sensible manner”.2) - Ensure simple rules are enforced3)- Do not allow chocolate to over heat- Monitor chocolate in pots and water

Lesson 5 1) Students play with matches2) Students can come in contact with

flame3) Not enough supervision4) Moving around of candle5) Students will burn something other

than candle

1) Dispose of matches and don’t leave flames unattained

2) Warn children not to lean across the table, rather have a candle for each

3) Get help from the outside to help supervise children (Parents, Teacher support)

4) Hair and loose clothes should be tied back5) Warn/explain not burn other materials that

can give off harmful fumes

Lesson 6 1) Students can run into each other 1) - Allow ample space and practice time- Ensure students respect personal space and consider

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other groups at work

Lesson 7 1) Warm milk spilling 1) Allocate one person per table the responsibility of safely distributing the milk

Lesson 8 1) Lose control of bag and it hits someone (in the shaking process)

1) Ensure teacher outline how to shake the bag (sensible manner and use of two hands)

Lesson 9 1) Students may carry out hazardous experiments (at home)

1) Permission not for parents/carers will be distributed

LEARNING MATTEREssential understandingsStudents will learn about:

Physical and Chemical changes and compare and contrast The differences between solids liquid and gases What make a solids, liquids and gases and why (particle make

up) Reversible and irreversible changes Scientific principles that affects matter

Essential skillsStudents will learn to: Planning and conducting- Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate.Processing and analyzing data and informationUse a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.Evaluation. Reflect on investigation including whether a test was fair or not.Communicating-Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.

(ACARA, 2010)Related text-types

Explanation – students use explanations as a forma or describing in their own words from their perfectives what they saw during the experiments. However, this does not have to be done via a written component. It can be done using different modes of media such as a video, or drawing.

Procedure – students will plan and publish a step-by-step

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procedure of the experiments conducted. This will be written in their science books.

Narrative – used when conducting role play, students are able to make up a story in regards to the correct facts of solids, liquids and gases.

Unit Evaluation Did this unit work for both teacher and student? What was modified and why? Did it work? What would you change for next time (such as experiments, delivery of information, content covered and how it was covered) Were the outcomes and achievements reached in this unit? Overall, where the activities/experiments enjoyed and engaging by students Did the lesson sequence and unit sequence flow and built on previous lessons/content? Was the prior knowledge understandings built on and interest of student’s developed on and addressed?

LEARNING SEQUENCELearning Resources & Prep Outcomes Sig

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Teacher Note (TN): Students will need to take note of the experiment and write the procedure in their science books/journal. Students will then explain their understanding of the experiment(s) using the edu-creation app on the iPad. Students chose a format of their choice (e.g. diagram/drawing, written, audio such as a recording etc) and upload it to the app. Throughout the course of the unit students are not to

(L1-L10- refers to the lesson number)

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repeat a way which they explain their findings and understandings. The teacher will then give students a scientific explanation of the experiment familiarising them with the correct terminology so that they may compare this with their own findings and make any adjustments.

8 Ways of Learning – Key

Lesson 1 Develop a KWL chart with the class on the Interactive Whiteboard (IWB) on Solids, Liquids and

Gases. Find out what students know and want to know about this topic. The “What I have learnt” section will be completed informally throughout the term with discussion but will formally be complete at the conclusion of the 10 lessons. Implement the following ten lessons, altering when necessary according to students’ interests and inquiry.

The Educreation App on iPads will be used throughout the 10 lessons for students to share their findings (TN), teacher will upload the KWL chart (diagnostic assessment) so students can keep in mind the questions and topics they want to know throughout the unit. Set up/admin process etc

L1- solid, liquid and gas objects (e.g. balloon inflated, ball, cup of water)- names of solids, liquids and gases laminated (e.g.

ST3-1VA,

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To engage students, the introduction sensory activity is a re-cap for students to connect to their prior knowledge on solids, liquids and gases.

Teacher has a variety of objects in for form of solids, liquids and gases (some properties will be in word format on laminated cards to provide for gases). Have students physically sort out the objects into the three categories. Use the IWB to create a table

Get students to think pair share an their thoughts of solids liquids and gases to ignite further ideas Students as a class play the interactive game with teacher chosing children who are showing

engagement, enthusiasm etc to have a turn. http://sustainability.sellafieldsites.com/wp-content/themes/sellafield_sustainability/assets/php/test.php?gameid=332

Lesson 2 -

Taught as a whole class interaction Experiment: Ice: http://coolaustralia.org/activity/earth-hour-melting-ice-experiment-year-5-6/ Students to observe the experiment Students apply their scientific knowledge to predict how different temperatures will impact ice Students continue to investigate the properties of solids, liquids and gases Students explore what happens when rising/different temperatures causes ice to melt Using IWB: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/

changing_matter/index.htm discuss why these changes are happening Discussion questions

- What did you notice happening to the ice with temperature?- What do you think will happen with different temperatures? - How could you record the results of different temperatures and times?

See Teacher Note (TN) at beginning of “Learning sequence” for explanation activity

Lesson 3 -

air, carbon-dioxide, chair, water, hand sanitiser)- IWB game http://sustainability.sellafieldsites.com/wp-content/themes/sellafield_sustainability/assets/php/test.php?gameid=332

L2-ice cubes-hand towels-waterproof tray-stopwatch

L2ST3-1VA, ST3-4WS, ST3.12MW,

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Students think of interview questions for the guest speaker Guest speaker from local community of indigenous background to come in and give class a talk

about culture, background and way of life etc. Students then discuss and record interesting things they gained from the talk Develop solid liquid and gas poem or song with a partner and perform/deliver

If guest speaker is unavailable last minute: In groups of 4: Balloon on ruler experiment on open real science Extension activity: Students think what other objects may change in weight due to its state etc,

conduct if possible. See Teacher Note (TN) at beginning of “Learning sequence” for explanation activity

Lesson 4 Experiment: Melting Chocolate:

http://www.australiancurriculumlessons.com.au/2014/04/26/melting-ice-cubes-science-lesson-plan-learning-solids-liquids-gases/ (bottom of the page in DOC format).

For this activity children will melt chocolate. This is to show the students that when applying heat to specific substances it causes a physical change that is reversible. In this case the chocolate will go from solid to liquid back to solid.

Students can estimate the weight of the solid chocolate and hypothesis if the weight will differ if the chocolate is in a liquid from. Students can discuss why the weight does not changes and if this is a reversible or irreversible change, why/ why not?

To extend this activity students can get creative! Using the zip-lock bags pour the melted chocolate in. Carefully students cut a small hole in the corner of bag and can squeeze it out on to a cool tray or a bowl of ice water. When students squeeze the chocolate out of the bag they are encouraged to do this in a shape or creative way. If they choose to squeeze the chocolate into the ice- water, students can see the instant change from liquid to solid. (see work sample)

Students touch, see and taste the change that has occurred.

L3-6xMeter rulers-12x balloons-masking tape- 6x small pins

L4-kettle-2xlarge bowls-chocolate-zip-lock bags- scissors

-tray/baking paper

L4ST3-4WS, ST3-12MW, MA3-11MGG, MA3-12MG

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Focus/Discussion questions- Is chocolate a sold, liquid or gas? Why?- Is this a physical change? Why or why not?- How did we prove this?- What is the difference between the solid chocolate before we melted it and after it was cool?- What will happen to the chocolate if we didn’t put it on the cool tray

See Teacher Note (TN) at beginning of “Learning sequence” for explanation activity.

Lesson 5

Experiment: Candle Wax - www.education.com Activity

Students concentrate on the physical change of the burning candle and distinguish whether or not it is reversible or irreversible. Students will predict, observe and measure what happens during and after.

Extension activity Building on from activity one, students explore the chemical change when the candle is burning. Students use essential skills such as estimating, predicting and observing.

When a candle burns, there is both a physical and chemical reaction. The physical change is quite obvious and in fact, it can be seen. When the candle burns the wax

slowly melts and the candle gets smaller and smaller. See Teacher Note (TN) at beginning of “Learning sequence” for explanation activity NOTE: when conducting this experiment, either do as whole class observation or invite parent

helpers in for group stations.

Lesson 6 -

Students are broken into groups and asked to conduct a role-play. To do this, students can take on the role of heat, ice, gas, liquid or a solid. Students learn about the element and adapt their

L5-4x tea candles- glass jars in different sizes (make sure they’re large enough to fit over the tea candle)-matches-permanent marker-pen or pencil-paper-stopwatch

L6-scrap materials-paper

L5ST3.1VA, ST3.4WS, ST3-12MW, MA3.18SP

L6VAS3.2, ST3-

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characteristics and implement what happens to certain matters when different tempratures are applied. This demonstrates students understanding of changing matter.

Students create a scenario or problem to mimic a physical or chemical reaction. Students can dress as the elements by creating their own costumes that they personally believe

symbolise the element. Students ask each group questions after their role-play.

Lesson 7 -

Teacher puts forth a focus question “What do you think will happen when you add an acid, like vinegar, to milk?” Students will write their hypothesis (prediction) on a sticky note and then THINK PAIR SHARE then discuss with the teacher and peers.

Experiment: Making plastic. http://www.sciencebuddies.org/science-fair-projects/Classroom_Activity_Teacher_MilkPlastic.shtml

Teacher outlines safety rules and reinforces expectations for the duration of the experiment. Students are to conduct and observe the experiment.

At grade level students will be given the opportunity to repeat the experiment independently exploring the chemical reaction when one variable (the vinegar) is increased/decreased.

Discussion questions: What happened when we added warm milk to the vinegar? Why do you think this happened? What was created? What kind of change was this? Is this change reversible? Why/Why not? See Teacher Note (TN) at beginning of “Learning sequence” for explanation activity. Extension activity : In addition to vinegar, there are a lot of other acids that we encounter in the

kitchen all the time, such as lemon juice, orange juice, soda pop, and tomato juice. What do you think will happen to milk if it is added to any of these acids? Test this out and observe whether or

-scissors-posters-textas-arts and craft

L7- warm milk - in thermos- vinegar- plastic cups-Tablespoons- Paper towels- Science books-iPads

12MW

L7ST3-12MW, MA3-11MG, MA3-18SP, EN3-3A, VAS3.2

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not the change is a physical or chemical change.

Lesson 8 Chemical Change and Physical Change Experiment: 5 minute ice-cream:

http://science.howstuffworks.com/innovation/edible-innovations/ice-cream3.htm Students to work in pairs (our fours, in this case recipe needs to be doubled. Let students figure out

the conversion fir the recipe) Ensure students double bag due to leakage Discussion questions

-Did you think the liquid created from the ingredients would form real ice cream? Why or why not? What did you think would happen?-If you added different flavoring will it change the ice cream? Why? How?-What else could you add?-Is it a solid? If so, what makes it a solid?-What makes it a solid?-What does the salt do with the ice?

See Teacher Note (TN) at beginning of “Learning sequence” for explanation activity

Lesson 9 -

Activity one: Revisit the KWL chart created at the beginning of the unit. The chart would have undergone minor changes whereby students would have added new knowledge acquired about the unit under ‘learnt’ throughout past lessons. This lesson will be dedicated to addressing every query of the KWL chart and clarifying any initial thoughts by adding this information into the ‘learnt’ column.

L8- 2 different sized zip-lock bags- Vanilla extract- 2Kg rock salt- 12 Tbsp white sugar- 2 bags of ice- Flavouring of choice (optional)- 2L milk (long life milk or cold doesn’t matter)

L9Ipads-KWL chart

L8ST3-3VA, ST3-WS, EN3-3A, VAS3.2

L9 & 10

ST3-3VA,

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Activity two: Students will be given an iPad and will need to brainstorm any more questions or different ideas they may wish to explore about the unit. They will then turn to the person next to them and share their thoughts in order to give their peers the opportunity to possibly answer any questions they may have. Students will then share these ideas and questions with the teacher who will determine which of the questions were not answered throughout the lessons.

Ideas that students wish to explore further will be added in the ‘want to know’ column.Students will then have a quiet think about which question/idea they wish to explore further and choose this for their own IBL project. Note: Students will be able to carry out the IBL project according to their ability level.

Activity three: The teacher will record students’ name and their chosen question. Their task will be to investigate the chosen question further using a wide range of resources (internet, books, primary experiences, etc.) Students will be encouraged to carry out experiments and record their findings (with the consent/assistance of an adult). They need to become experts and teach the content to their peers. What is your focus question?How will you find information?(Include any resources and the information you extracted)Please record all experiments by taking a photo and attaching the procedure to this project.What is your conclusion?There will be an oral component in addition to a visual presentation. Students are given the option to use a wide range of mediums for this project.Students will be taken to the library for the remainder of this lesson.

Lesson 10 -

ST3-WS, EN3-3A, VAS3.2

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- Students present IBL Project to their peers- During the presentation students will be noting any interesting information under the focus question

explored on their iPad in ‘edu-creation’.- The lesson will be concluded by a peer assessment: 3 stars (three things students liked about the

presentation) and a wish (one thing they wish could be improved)- IBL project will need to make reference to the uses of solids liquids and gases in our world, present

and future.- Teacher will formally assess the IBL projects according to a rubric

L10- Any materials students need they will sourcethemselves

RESOURCESText Chemical Reactions by Hartman & Meshbesher

Online/IWB/Audio/VisualWikispaces - https://changesinourworld.wikispaces.comLogin: 20111518P/word: science3

Changing matter arcade game:http://sustainability.sellafieldsites.com/wp-content/themes/sellafield_sustainability/assets/php/test.php?gameid=332

Lesson 2: Ice Experimenthttp://coolaustralia.org/activity/earth-hour-melting-ice-experiment-year-5-6/

Lesson 2 IWB activity Solid-Liquid –Gas (heat)http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/science/changing_matter/index.htm

http://www.australiancurriculumlessons.com.au/2014/04/26/melting- ice-cubes-science-lesson-plan-learning-solids-liquids-gases/

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http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6120810

Materials/Real life items Plastic cups, Spoons, Milk, Sugar, Salt, Chocolate flavouring,

Plastic bags Different size candles, Different size glass jars, Matches, Stop

watch, Blue tack, Pencils, Paper, ScaleBowls, Kettle, Chocolate, Baking Paper, Scissors, Wooden spoons

Human Indigenous education liaison officer Indigenous community member Teacher Students Parent helpers

PlaceScience Classroom

Solids, Liquids and Gasses Unit Rubric

A – Outstanding B - Good C – Sound D – Basic E – With assistanceStudent was enthusiastic and engaged in all activities. They participated at a high level and valuably contributed to learning.

Student was enthusiastic and engaged in all activities. They participated at a good level and valuably contributed to learning.

Student was enthusiastic and engaged in most activities. They participated at a sound level and valuably contributed to learning.

Student showed some enthusiasm and engaged in some activities. They participated at an elementary level and valuably contributed to learning.

Student engaged in all activities with assistance. They participated when probed by the educator.

Student used a wide variety of modes to explain their understanding of the

Student used a variety of modes to explain their understanding of the content at a good level

Student used more than one mode to explain their understanding of the content at a sound level

Student used one mode consistently to explain their understanding of the content.

Student used one mode consistently with assistance to explain their understanding of the

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content, demonstrating a higher order of thinking.

throughout learning. throughout learning. content.

Student has a high understanding of the characteristics of physical change.

Student has a good understanding of the characteristics of physical change.

Student has a sound understanding of the characteristics of physical change.

Student has a basic understanding of the characteristics of physical change.

Student has some understanding of the characteristics of chemical change.

Student has a high understanding of the characteristics of chemical change.

Student has a good understanding of the characteristics of chemical change.

Student has a sound understanding of the characteristics of chemical change.

Student has basic understanding of the characteristics of chemical change.

Student has some understanding of the characteristics of chemical change.

Student presented an outstanding IBL project that showed high investigative skills, ability to use an extensive variety of resources and a firm understanding of how the content explored throughout the unit is relevant to their lives and future.

Student presented a good IBL project that showed investigative skills, ability to use a variety of resources and a good understanding of how the content explored throughout the unit is relevant to their lives and future.

Student presented a sound IBL project that showed some investigative skills, ability to use more than three resources and a sound understanding of how the content explored throughout the unit is relevant to their lives and future.

Student presented a basic IBL project that showed basic investigative skills whereby the student used one resource demonstrating a basic understanding of how the content explored throughout the unit is relevant to their lives and future.

With assistance, student presented a basic IBL project that showed basic investigative skills whereby the student used one resource demonstrating a basic understanding of how the content explored throughout the unit is relevant to their lives and future.

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References

Australian curriculum assessment and reporting authority (ACARA). (2010). Australian curriculium; Science. Retrieved from http://www.australiancurriculum.edu.au/science/Rationale

Board of Studies. (2014). Science K-10 Syllabus. Retrieved July 10, 2014, from http://syllabus.bos.nsw.edu.au/science/science-k10/

Board of Studies. (2014). Mathematics K-10 Syllabus. Retrieved July 10, 2014, from http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

Board of Studies. (2014). English K-10 Syllabus. Retrieved July 10, 2014, from http://syllabus.bos.nsw.edu.au/english/english-k10/

Board of Studies. (2006). Creative Arts K-6 Syllabus. Retrieved July 10, 2014, from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce0d0525-fb53-44db-b4bb-f9d252549824/k6_creative_arts_syl.pdf?MOD=AJPERES

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Doyle, L., & Hill, R. (2013). Our Children, Our Future: Achieving Improved Primary and Secondary Education Outcomes for Indigenous Students. Retrieved from https://www.amp.com.au/wps/amp/au/FileProxy?vigurl=%2Fvgnexttemplating%2FfileMetadataInterface%3Fids%3De0842bef78fc2210VgnVCM10000083d20d0aRCRD

Educational Broadcasting Corporation. (2004). Inquiry-based Learning. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/index_sub4.html

Hartman, E. & Meshbesher, W. (2009). Chemical reactions. Pearson education ltd.

Leonard, D. C. (2002). Learning theories A-Z. Greenwood Publishing Group: USA

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