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PIALBA STATE SCHOOL: SCIENCE PREP SEMESTER 1 UNIT 2 TERM 2 PLAN

Deep Learning Inquiry Cycle QuestionChemistry - Our Material WorldIn this unit students will examine familiar objects using their senses and understand that objects are made of materials that have observable properties. Student will:

Describe the observable properties of materials from which an object is made. Students ask and respond to questions and share and reflect on observations.

identify the materials used for making houses and describe the properties of these materials

Pose a question about the effects of water on materials. Students share ideas about the observable effects of water on different materials. Students identify materials that are suitable for getting wet because of their properties.

Pedagogical Practices Levering Digitally Learning Environments Learning PartnershipsPedagogical Practices are used to design, monitor and assess learning.

Leveraging digital accelerates access to knowledge beyond the classroom and cultivates student driven deep learning.

Learning Environments foster 24/7 interaction in trusting environments where students take responsibility for their learning.

Learning Partnerships are cultivated between and among students, teachers, families and the wider environment

Continual Feedback loop / monitoring

Deep Learning opportunities through open-ended questioning and tiered tasks using Collaboration: Elbow partners, small groups, whole class, Innovation Space, Computer lab.

Check in / Check out (thumbs up) strategies

Deep Learning Competency Focus: (Focus from 2019 beyond other than Year 4 NPDL Planning 2018)Collaboration Creativity Critical Thinking Citizenship Character Communication

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Assessment (D – Diagnostic, M- Monitoring, S – Summative)Week D-F-S Assessment Title

Purpose of assessment: To describe the observable properties of materials from which an object is made. To ask and respond to questions and share and reflect on observations.

Term 2, Week 5-7

SMaking a Wind Ornament

Part A: Constructing the wind ornament and describing material selection

Term 2, Week 8 SMaking a Wind Ornament

Part B: Observing and reflecting on the materials after testing

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for Understanding

Internal monitoring data Formative (Feedback)

DifferentiationContent: What

Process: Pedagogy – HowProduct: Check for Understanding

Resources

WALTTo capture students’ interest and find out what they think they know about the things in the school environment.

WILF: Students will be able to make predictions about objects in the school environment and observe and describe some objects in the school environment

TIB: The properties of materials determine their suitability for different uses.

Our Material World- What’s it Made Of?Each lesson KWL and Vocab development

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

ENGAGE: Session 1: A School Walk Pg 13 P.C1 Introduce a map to the class and ask questions, such as:• What is a map?• When have you used a map or seen one being used?• What sort of things are on a map?2 Explain how the class is going to walk around the school and make a map of whatthey see. Explain that the class will develop a picture map. Discuss the purpose andfeatures of a picture map.Literacy focusWhy do we use a picture map?We use a picture map to show where things are and how far apart they are.What does a picture map include?A picture map includes a title, pictures to show each thing and labels. A line or arrow connects the label to the object or place.3 Ask the students to predict what things they might see in the school environment by closing their eyes and visualising what they would see. Ask students to provide reasons for why they think they might see certain things. Record predictions and reasons in the class science journal including students’ initials against their suggestions to assist with diagnostic assessment.4 Walk around the school, stopping briefly to identify things and ask students to discuss what they are used for. For example, ‘Here are the benches. We sit here to eat our lunch.’

Formative (Feedback)Check students understanding through elbow partner and small group discussions of their understanding of

L2BAllow 'wait time' for the student to process information

Consider teamwork for task- elbow partner

Explicitly teach the vocabulary and grammatical structures to ensure the students have the required prior knowledge.

Provide smaller number of vocabulary words and use picture clues with explanation.

Plan for visual supports to instruction.Break tasks into smaller, achievable steps.

Use small group instruction and cooperative learning strategies

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Expose to more technical or specific Science vocabulary.

Extend with students choice of extra study – ensure one-to-one conferences to allow student to share their work.

Use computers to reduce the additional practice of concepts and skills – Compact the curriculum where possible.

Use technology to record students work

Digital Science Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.htmlRefer to Science Word Wall Vocabulary –Introduce after engagement lesson: Science word List poster (laminated for each class) Resources:Supporting learning resource – Primary Connections- What’s it Made of?

Session 1 class science journal word wall map (see ‘Preparation’) optional: digital camera student journal

Session 2: class science journal word wall map (see ‘Preparation’) optional: digital camera student journal large sheet of cardboard


https://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html



Optional: Take a photo of each object for the next session.5 Ask students to describe what they see and feel, for example, a wall that is bumpy, a slide that is smooth. This is an opportunity for diagnostic assessment of what students think they know about objects, the materials they are made of and their observable properties.6 Return to the classroom and review the predictions and reasons in the class science journal and tick the things that students saw on their walk. In another colour, add other things that students saw on their walk. This list can be used to help select itemsfor representation on the map in Session 2.7 Discuss what students now know that they didn’t know before the walk.8 Introduce the word wall and discuss its purpose and features. Review the descriptive words that students used on the walk. Record students’ descriptive words on the word wall.

Session 2: Lets make a Map pg 15 P.C1 Review the word wall and the class science journal entry from Session 1. 2 Review the school walk and the things students observed and described. Ask students to discuss where they started, what they saw and where they finished. Ask students, individually or in pairs, to stand in a line and one at a time add to the sequence of things they saw on the school walk. 3 Ask students to think of words to describe each thing. Ask questions, such as ‘What did it feel like?, Look like? Smell like? Sound like?’. 4 Explain that students are going to help make a class picture map of their school walk (see ‘Preparation’). Use a dotted line to represent the walking line and ask students to add a picture of each thing they observed on the school walk. Ask students to recall the name of each thing and label it on the map. Optional: Use digital photos of things in the school environment to add to the picture map. Optional: Use an interactive whiteboard to create the class picture map. Encourage each student to add their own picture and label.


5 Explain that students will draw their own picture map in their science journal including three things and the sequence in which they saw them. Encourage students to share their picture map with the class, describing the things they recorded. 6 Update the word wall with words and images.

Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled eventsKLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1

WALT/WILF/TIB(The What)

Active Learning Engagement(The How)

Check for UnderstandingInternal monitoring data

Formative (Feedback)



Resources

Walt: To provide hands-on, shared experiences of what objects are made of in the school environment.

Wilf: Students will be able to predict what material(s) an object is made of describe the properties of materials,

use senses to observe objects in the school environment and identify some materials that objects in the school environment are made of.

Tib: Dependant on the purpose they have, different objects are made from different materials.

Explore: Lesson 2 Object observers1 Review the word wall and the class picture map made in Lesson 1. 2 Ask students to recall the names of the things they observed on their school walk. Introduce the term ‘object’ to students and explain that scientists sometimes use this word instead of using the word ‘thing’. Record the term ‘object’ on the word wall and invite students to suggest images or samples of different objects to display on the word wall. 3 Explain that students will go for another walk around the school to explore the object they observed and the materials it is made of. Explain that students will first look at objects in their classroom to help them observe and describe objects and the materials that they are made of. Using one everyday object, model this process by asking students questions, such as:

What is the object? For example, a wooden block.

What is the object made of? For example, wood.

Can you describe the object? For example, brown and small.

Can you describe the material that the object is made of? For example, hard, smooth and heavy.

Can you find something made of the same type of material? For example, another wooden object.

What parts of our bodies do we use to find out about objects and materials? For example, our

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of using their senses to describe the properties of materials.






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Digital Science Digital Resource Libraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html

Refer to Science Word Wall Vocabulary –Introduce after engagement lesson: Science word List poster (laminated for each class)Resources:Primary Connections- Whats it Made Of? Pg 17 See preparation.Whole class:

class picture map 1 object made of only

one material (see ‘Preparation’)

1 enlarged copy of ‘Tell me about it’ (Resource sheet 1)

Each Group:

role wristbands or badges for Manager and Speaker

1 copy of ‘Tell me 4 of 31DiT_YP-02Band_U1_AT_COW




eyes, our hands.

4 Introduce an enlarged copy of ‘Tell me about it’ (Resource sheet 1) and use students’ responses to model how to draw the object and record answers on the resource sheet. 5 Explain that students will be working in collaborative learning teams to find out what one object on the class picture map is made from.


about it’ (Resource sheet 1)

1 A4 copy of class picture map





Check for Understanding




Resources

Walt: To provide students with hands-on, shared experiences of the properties of materials used to make objects in the classroom environment.

Wilf: Students will be able to:

observe and describe what objects in the classroom are made of

identify some everyday materials

sort objects according to the materials they are made of.

Tib:Dependant on the purpose they have, different objects are made from different materials.

Explore: Lesson 3 The Name Game 1 Review the previous lesson using the class science journal and the class picture map.Recall which senses students used to observe an object in the school environment.Refer to the word wall and review the descriptive language that has been used todescribe objects and the materials they are made of.2 Introduce the ‘Feely box’ and explain that there is a hidden object inside whichstudents will feel and describe to the class.Lesson 3 The name game 25What’s it made of?Explain that it might be unsafe to touch unseen objects but that, for this activity,you have selected the objects for the box that are safe for them to touch.3 Take a familiar object, for example, a pencil, and ask students what they might say ifthey felt the pencil when it was inside the box. Ask questions, such as:• How does this object feel?• What shape is this object?• How are the ends of this object the same or different?• What do you think this object is made of?• What is the object’s name?4 Place your hand inside the ‘Feely box’ and model describing an object, how it feelsand what it might be made of. Use descriptive language to encourage the students tothink about the properties of materials. For example, ‘The object is hard and doesn’tbend easily. It’s heavy and it feels smooth.’ Ask students to predict what material theobject is made of and the name of the object.

Formative (Feedback)Check students Exploring understanding through elbow partner and small group discussions of their understanding of the properties of materials found in objects in the classroom.







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Refer to Science Word Wall Vocabulary – Supporting learning resource -

Resources:Supporting learning resource –Primary Connections- Whats it Made Of? Pg 23 See preparation.

class science journal word wall class picture map a ‘Feely box’ (see

‘Preparation’) a range of objects made

of different materials

Collect a range of objects that are made of different materials that have different properties, for example, strength, flexibility, hardness, such as:

– rubber (ball, rubber glove and deflated balloon)

– plastic (bottle, cup, spoon, bag and cling wrap)

– glass (jar, marble, bottle and drinking glass)





5 Reveal the object and ask students to decide if their predictions matched the object.Discuss other observations and descriptions that can be made about the object. Forexample, ‘We can’t see through it’.6 Provide time for each student to describe an object that has been placed inside the‘Feely box’. It might take several sessions or days to allow each student to have a turn.Note: Foundation Year students might have a limited vocabulary when describingobjects and the materials they are made of. To assist students in describing objectsand materials, model descriptive language and use questioning to scaffold theirlearning. For example, ‘Is the object hard or soft? Does the object feel smooth orrough? Is the object heavy or light?’.7 Display the contents of the ‘Feely box’ and discuss how objects can also be madeof more than one material, for example, spoons can be made from metal, plastic orwood. Ask students to suggest reasons why the same object would be made fromdifferent materials.Optional: Discuss objects that are made from a combination of materials. For example,scissors can be made from metal and plastic because the metal is useful for cuttingthings and the plastic is light and easy to hold.8 Ask students to identify, compare and sort the objects from the ‘Feely box’ accordingto the materials that they are made of.9 Ask students to label each group and display them in the classroom.Optional: Allow students to play with the ‘Feely box’ in free choice activity time.10 Discuss the words used during the lesson and ask students questions, such as:• What words did we use to describe the objects and materials?• Which words didn’t we know the meaning of?• Are there any words that we need to add to our word wall?

– wood (spoon, wooden block, popstick and ruler)

– paper (book, plate, newspaper and exercise pad)

– metal (spoon, scissors, aluminium foil and paper clip).

Note: Wooden, plastic and metal spoons are needed for Lesson step 7.









Resources

Summative AssessmentOur Material World– Term 2 Week 4

Making a Wind OrnamentPart A: Constructing the wind ornament and describing material selection Assessment purpose

To choose materials to make an object.






Consider teamwork for task- elbow partner responsibilities within the student team: manager and speaker.

Provide a range of sources of the information such as readers, magazines, posters, tapes and videos at various levels.

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Resources:Supporting learning resource –





Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1WALT/WILF/TIB

(The What)Active Learning Engagement

(The How)Check for

UnderstandingInternal monitoring data




Resources

Walt: Describe observable properties of materials after making a prediction.

Wilf: Students will be able to ask and respond to questions and share and reflect on observations.

Summative AssessmentOur Material World– Term 2 Week 5Making a Wind Ornament

Part B: Observing and reflecting on the materials after testing Assessment purpose

To describe the observable properties of materials from which an object is made. To ask and respond to questions and share and reflect on observations.






Use clear examples of assessment materials, and allow students to look at these whilst they are completing assessment tasks.

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Digital Science Digital ResourceLibraryhttps://learningplace.eq.edu.au/cx/resources/file/4ca676d1-7cda-d63c-5f7a-ab29a30c0c90/4/index.html














Resources

Walt: To support students to represent and explain their understanding of the observable properties of materials used to make objects in the school environment, and to introduce current scientific views about the observable properties of materials.Wilf: Students will be able to:

identify and describe the observable properties of materials

compare the observable properties of materials

discuss why people select materials for particular purposes.

Tib: Properties of materials determine their suitability.

EXPLAINLesson 4: Making Books – Making Sense of Materials1 Review the class science journal and word wall. Discuss what students have learnedabout objects and the materials they are made of.2 Explain that students are going to use labels to identify different materials that objectsare made of in the classroom (see ‘Preparation’). Ask students to collect a label andattach it to an object made of that material. Encourage students to suggest reasonswhy that material might have been selected to make the object. For example, the tableis made of wood because it is hard and strong.3 Explain that students are going to share what they have learned about materials andobjects by making a class book.4 Introduce an enlarged copy of ‘What’s it made of?’ (Resource sheet 3) and modelhow to fix a sample object onto the page using self-adhesive tape or glue, name theobject and the material it is made of and use drawings and words to describe how thematerial looks and feels.5 Ask each student to complete ‘What’s it made of?’ (Resource sheet 3).

Student work sample of ‘What’s it made of’ (Resource sheet 3)







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Resources:Supporting learning resource –Primary Connections- Whats it Made Of? Pg 29 See preparation.

class science journal word wall a sample object (eg,popstick, plastic tag, paper

clip) (see ‘Preparation’) 1 set of ‘Material labels’

(Resource sheet 2) (see ‘Preparation’)

1 enlarged copy of ‘What’s it made of?’ (Resource sheet 3)

self-adhesive tape or glue class book cover entitled‘What’s it made of?’ (see

Lesson step 3)





6 Encourage each student to share their representation with the class and then compileall resource sheets to make a class book.7 Optional: Display the class book in the library for everyone to share or create a rosterfor students to take the class book home to share with their families.


Planning is sequenced across the Term or Semester. Timings of Units are based on data and school timetabled events

KLA: Science Year Level Team: add teacher names Term: Semester 1 Term 1




Internal monitoring data



Process: Pedagogy – HowProduct: Check for

Understanding

Resources

Walt: To support students to plan and conduct an investigation of materials for water resistance, and to make an outdoor object for the school environment.

Wilf: Students will be able to:

investigate what happens to materials when they get wet

observe and describe the effect of water on different materials

compare the water resistance of different materials, select materials based on water resistance to design an outdoor object.

Elaborate:Lesson 5- Waterproof Wonders

Prepare a table in the class science journal with the title ‘What happens to different materials when they get wet?’ The table will need to have a column for each material tested, and space for observations to be recorded of the dry and wet materials

1 Review the class discussion from the previous lesson about why people need to think carefully about which materials they select for objects. 2 Review the class picture map and ask the students to recall what the objects in the school environment were made of, for example, metal, wood, concrete, brick or plastic. Ask students to suggest why these were used. For example, they are strong and easy to build with and they are waterproof. 3 Discuss students’ experiences of what objects outside the classroom are made of and ask ‘What happens to different materials when they get wet?’. Discuss different ways that materials can get wet outside (rain, school

SummativeElaborateCheck students understanding through elbow partner and small group discussions of their understanding of materials and their properties.





Plan for visual supports to

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Resources:Supporting learning resource:Primary Connections: What’s it made of? Pg 40 For Each Team:

role wristbands or badges for Manager and Speaker

4 small trays or containers (eg, meat tray, small ice-cream container)

1 piece of wood (eg, half a popstick)

6 cm x 6 cm piece of white crepe paper





Tib: Properties of materials need to be tested to be suitable for certain applications.

sprinklers, dew, students spilling drinks). 4 Ask students to suggest how they could investigate the question and record ideas in the class science journal. Lead a discussion about the idea that students could wet different things and observe what happens to them. 5 Explain that students will be working in collaborative learning teams to investigate what happens to materials when they get wet. 6 Introduce the selection of materials the students will test (popsticks, white crepe paper, writing paper and plastic). Put a sample, a label and a description of each material in the class science journal. 7 Explain and model how students will first observe (by looking and touching) and describe the materials when they are dry. Discuss why all of the materials have been cut to the same size. Ask students if it would be ‘fair’ to use different-sized materials? 8 Place the materials in a small tray and ask students to pour water over the materials until they are just covered with the water. Model how to observe the materials after they have been wet and describe them again.

instruction.Break tasks into smaller, achievable steps.


6 cm x 6 cm piece of writing paper

6 cm x 6 cm piece of plastic (eg, plastic bag, ice-cream container)

1 cup of cold water









Resources

Walt: To provide opportunities for students to represent what they know about objects in the school environment and the materials used to make them, and to reflect on their learning during the unit.

Wilf:Students will be able to:

identify and describe the observable properties of materials used in their outdoor object

explain why they selected the materials for their outdoor object

Evaluate:Lesson 6: Location Location

1 Review the class picture map and recall the objects in the school environment. 2 Review the types of objects that students constructed in the previous lesson and discuss where these objects might be placed in the school environment, based on the materials they are made of. 3 Ask students to represent what they have learned about objects and materials by locating a place on the class picture map to position their object. Encourage students to think about the materials their object is made of when nominating a position for their object. 4 Ask students to share with the class the place they have chosen and why they chose that place, and to represent the position of their object by placing a coloured self-adhesive dot on the class picture map. Label each dot with each student’s initials to assist with summative assessment. 5 To elicit what students’ understand about objects, materials and the use of materials for particular purposes, ask students questions, such as:

What is your object? What material is your object made of? What can you tell us about the

materials you used? Why did you use that material for the

object and not another material? For example,

Summative (Feedback)Check students evaluating understanding through elbow partner and small group discussions of their understanding thatobjects are made of materials that have observable properties, and that these properties help to determine the suitability of materials for particular purposes.







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For Each Student:

1 coloured self-adhesive dot





using plastic and not paper.

Optional: Invite students to go outside and place their object in the location they nominated on the map.

6 Review the What’s it made of? unit with the class, asking questions, such as:

What activity did you enjoy doing? Why?

What new things have you learned? What are you still wondering about? What did you learn about working in a

team?

Record students’ responses in their class science journal.


Assessment Task:

Our material world Year Prep Unit 2Assessment task — Making a wind ornament

Name Class

Teacher Date

Task

Students select materials to make a wind ornament suited to hanging outside. They hang the ornament outside for a period of time (e.g. 1 week) and then observe the suitability of the materials they chose. They share and reflect on their observations and other familiar outdoor objects.

This task consists of Part A and Part B. During both parts students are asked questions to assess their science knowledge.

Part A: Constructing the wind ornament and describing material selection1. Name one material you have chosen. What other objects do you know that are made from

this material?

2. Describe what the material looks like, feels like and sounds like when you handle it.

3. Why do you think this material will be suitable for a wind ornament?

4. If you were a scientist who investigates materials, what is a question you might ask in your work?

Part B: Observing and reflecting on the materials after testing5. What materials or objects worked well on your ornament and why?

6. What would you do differently and why?

7. What other objects do you have at your home, which stay outside? Why are they suited to being out in the weather?

17 of 31Sci_YP_U2_AT_MaterWorld

Year Prep Science: Unit 2 — Our material world: Making a wind ornament Name:

Purpose of assessment: To describe the observable properties of materials from which an object is made. To ask and respond to questions and share and reflect on observations.

Science Understanding Science Inquiry Skills

Chemical sciences Questioning and predicting Processing and analysing data and informationCommunicating

Describe properties of familiar objects. Ask and respond to questions about familiar objects. Share and reflect on observations.

Explains the suitability of familiar outdoor objects, based on properties.

Responds to questions making links between properties of materials and other familiar objects used in their everyday lives.

Engages in discussions about observations and ideas and justifies thinking.

Appl

ying

Describes why a material was selected for a particular purpose.

Asks questions using their science knowledge of materials and properties. Explains and reflects on observations and ideas.

Mak

ing

Describes properties of familiar objects and materials.

Asks and responds to questions about familiar objects and materials. Shares and reflects on observations.

Wor

king

Identifies an object made from a material. States a question. Makes observations of objects and materials with guidance.

Expl

orin

g

Identifies a material. Responds to a question about an object. Makes a statement while observing.

Beco

min

g

Feedback:

Australian Curriculum

Science – Foundation Year

Foundation Year Achievement StandardBy the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.

Students share and reflect on observations, and ask and respond to questions about familiar objects and events.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013)

Planning and conducting

Participate in guided investigations and make observations using the senses (ACSIS011)

Questioning and predicting

Pose and respond to questions about familiar objects and events (ACSIS014)

Processing and analysing data and information

Engage in discussions about observations and represent ideas (ACSIS233)

Communicating

Share observations and ideas (ACSIS012)

Chemical sciences

Objects are made of materials that have observable properties (ACSSU003)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents will build on a range of understandings and skills from home and other experiences (e.g. care and educational settings).Curriculum working towardsThe teaching and learning in this unit work towards the following:

Everyday materials can be physically changed in a variety of ways (ACSSU018) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021) People use science in their daily lives, including when caring for their environment and living things (ACSHE022)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Word knowledge Visual knowledge

Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using spatial reasoning Interpreting statistical information Using measurement

Information and communication technology (ICT) capability Investigating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.Asia and Australia's engagement with AsiaStudents will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Making a wind ornamentAssessment description: Students describe the observable properties of materials from which an object is made. Students ask and respond to questions and share and reflect on observations. In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share and reflect on observations, and ask and respond to questions about familiar objects and events.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs. Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:Monitoring activityActivity name: Representing a home (Lesson 4)Activity description: Students identify the materials used for making houses and describe the properties of these materials.Monitoring activityActivity name: Water investigation (Lesson 5)Activity description: Students pose a question about the effects of water on materials. Students share ideas about the observable effects of water on different materials. Students identify materials that are suitable for getting wet because of their properties.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students:

who may continue to associate the term 'material' only with clothes. Explain to students that clothes are made of a material called 'fabric'. Demonstrate that other materials can also be found in some clothes, including plastic (e.g. buttons, zips). Allow opportunities to use the term 'material' in many different contexts other than clothes (e.g. What material is this made from?)

who use everyday language (e.g. nice, pretty, funny) rather than scientific language to describe properties of materials. Model scientific language to describe the material, and explain that the describing words used are the properties of the materials. Explain that properties are actual observable features not personal opinions.

thinking that the properties of materials are unrelated to the purpose of the hat. Explain that when objects are made, the materials selected must match their purpose. Use examples to illustrate how the properties of materials determine whether the material is suitable to make that object.

thinking that houses are all made from the same materials and are all permanent structures. Explain to students that a variety of materials can be used in construction, with differing properties suited to purpose and conditions.

who don't recognise that it is the properties of materials that can change when wet - not the materials themselves. Allow students to experience changes to properties when materials are wet. Ask students to name the material and describe its properties before the material is wet, and then name the material and describe its properties after it is wet.

who only focus on the movement of materials in the wind, rather than how material's properties are affected. Ask students to observe the material in wind. After removing the material from the wind, focus on the appearance of the material: Does the material look different? How has it changed? (e.g. It is tangled or torn; it is broken; it is the same.)

who confuse texture with other properties when observing materials and objects. Explain to students that that they only use their sense of touch to observe texture. sorting objects by properties other than material. Explain that the recycling companies need to separate rubbish by material, otherwise they cannot remake it into other objects.

Prep Semester 1 Term 2 Chemistry Unit 2 Science Report Card Comment Bank

A B C D E1SP2A 1SP2B 1SP2C 1SP2D 1SP2E

Science: Unit 2 – Our Material World

{Name} explained the suitability of familiar outdoor objects, based on properties.{She,He} responded to questions making links between properties of materials and other familiar objects used in their everyday lives. {Name} engaged in discussions about observations and ideas and justifies thinking.


{Name} described why a material was selected for a particular purpose. {She,He} asked questions using their science knowledge of materials and properties. {Name} explained and reflected on observations and ideas.


{Name} described properties of familiar objects and materials. {She,He} asked and responded to questions about familiar objects and materials. {Name} shared and reflected on observations.


{Name} iIdentified an object made from a material and stated a question. {She,He} made observations of objects and materials with guidance.


{Name} identified a material and responded to a question about an object. {She,He} made a statement while observing.

Note: 1SP2A – Semester 1 Reporting , Science, Prep, Unit 2, Academic Result A-E

When Reporting for Semester 2 Report Card:Include Term 3 Biology Comment Code as well as term 4 Chemistry Comment Code.

Science Pre-ModerationPrep: Unit 2 Semester 1 Title: Our Material World

Curriculum Intent for the Unit (see unit /task description)

In this unit students will examine familiar objects using their senses and understand that objects are made of materials that have observable properties. Through exploration, investigation and discussion, students will learn how to describe the properties of the materials from which objects are made and how to pose scientific questions. Students observe and analyse the reciprocal connection between properties of materials, objects and their uses so that they recognise the scientific decision making that occurs in everyday life. Students conduct investigations to determine suitability of materials for a particular purpose and share their ideas and observations using scientific language and representations.

Assessable Content (Must Know) (Refer to AAP or Unit Plan to source this Information) describe the observable properties of materials from which an object is made. Students ask

and respond to questions and share and reflect on observations. identify the materials used for making houses and describe the properties of these

materials pose a question about the effects of water on materials. Students share ideas about the

observable effects of water on different materials. Students identify materials that are suitable for getting wet because of their properties

Additional Targeted Teaching Priorities* Identified from previous assessment & post moderation of Semester 1 HASS unit. Were there any literacy / numeracy identified areas?

Feedback Guide/Assessment OpportunitiesSee Feedback that may relate to misunderstandings and commo alternative conceptions (in planning – Pre Moderating)

who may continue to associate the term 'material' only with clothes. Explain to students that clothes are made of a material called 'fabric'. Demonstrate that other materials can also be found in some clothes, including plastic (e.g. buttons, zips). Allow opportunities to use the term 'material' in many different contexts other than clothes (e.g. What material is this made from?)

who use everyday language (e.g. nice, pretty, funny) rather than scientific language to describe properties of materials. Model scientific language to describe the material, and explain that the describing words used are the properties of the materials. Explain that properties are actual observable features not personal opinions.

thinking that the properties of materials are unrelated to the purpose of the hat. Explain that when objects are made, the materials selected must match their purpose. Use examples to illustrate how the properties of materials determine whether the material is suitable to make that object.

thinking that houses are all made from the same materials and are all permanent structures. Explain to students that a variety of materials can be used in construction, with differing properties suited to purpose and conditions.

who don't recognise that it is the properties of materials that can change when wet - not the materials themselves. Allow students to experience changes to properties when materials are wet. Ask students to name the material and describe its properties before the material is wet, and then name the material and describe its properties after it is wet.

who only focus on the movement of materials in the wind, rather than how material's properties are affected. Ask students to observe the material in wind. After removing the material from the wind, focus on the appearance of the material: Does the material look different? How has it changed? (e.g. It is tangled or torn; it is broken; it is the same.)

who confuse texture with other properties when observing materials and objects. Explain to students that that they only use their sense of touch to observe texture.

sorting objects by properties other than material. Explain that the recycling companies need to separate rubbish by material, otherwise they cannot remake it into other objects.

Scan and Assess

Prioritise

Develop and Plan

Unit Success Criteria and DifferentiationHow will you know you students have succeeded?

Differentiation: CONTENT PROCESS PRODUCT

and ENVIRONMENT

‘C’ – WW - Year Level Achievement Standard – Success Criteria(Refer to GTMJ and relevant content descriptors (AAP) – including prior content – previous levels)

Knowledge and Understanding Describes properties of familiar objects and materials.

Science Inquiry skills Asks and responds to questions about familiar objects and materials. Shares and reflects on observations.

‘B’ – MC - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors)

Knowledge and Understanding Describes why a material was selected for a particular purpose.

Science Inquiry skills Asks questions using scientific knowledge of materials and their properties. Explains and reflects observations and ideas.

‘A’ – AP - Standard – Success Criteria(Refer to GTMJ and relevant content descriptors + above)

Knowledge and Understanding Explains the suitability of familiar outdoor objects, based on properties

Science Inquiry skills Responds to questions making links between properties of materials and other familiar objects used in their everyday lives. Engages in discussions about observations and ideas and justifies thinking.

Support Plan or ICP Adjusted Content – Refer to ICPStudents:

Tasks: Supported Plan or ICPs Differentiated Assessment

Reporting Sentence: ‘Students working at Year x as per their Support Plan or ICP Plan Tasks and assessments.’

Maker Model Guiding Questions

Content What students need to learn (Select focus questions as required)

Can I choose a familiar context to help make connections or will I scaffold to broaden student world knowledge?

What links can I make to real life? Can I change the context to match student

interests? What prior learning experiences are required? How will I know what students already know?

Which data? Will students complete a Pre-test? Can I skim over some of the content or miss it

completely? How will I extend those students who already

have this knowledge? Will I accelerate students?

Process How students learn (Select focus questions as required)

Can I tier the activities around concepts and skills to provide different levels of support or opportunities to demonstrate deeper knowledge?

Do I need to vary the length of time students require to grasp a concept either by compacting the curriculum or extending the timeframe?

Can I provide opportunities for students to construct and demonstrate knowledge using digital resources and technologies?

Can I scaffold activities or break larger tasks down into smaller tasks?

Can I provide study guides or graphic organisers for targeted students?

Can I modify delivery modes for individuals or small groups?

Can I use peer tutoring?

ProductHow students demonstrate what they know (Select focus questions as required)

To complete the scheduled assessment task will some students require more/less time?

Can students be extended by communicating the information in a more challenging way? E.g. change to authentic audience

Are there students who need the assessment task to be broken down for them?

Will some students need adjustments to the task e.g. having concrete materials at hand or access to digital technologies?

Will some students need feedback provided more frequently or in a different manner?

Environment How learning is structured (Select focus questions as required)

Which of a range of flexible groupings: whole class, small group and individual, best suits this concept and skill set?Have I offered a range of materials and resources -including ICT's to reflect student diversity?Can I vary the level of class teacher support for some students?Would activities outside the classroom best suit this concept? E.g. Other learning spaces within the school, excursions, campsWhat routines can I put into place to assist students in developing independent and group work skills?What class structures can be modified e.g. team teaching or shared teaching and timetabling?Are there additional support provisions from specialist, teacher aide, mentor etc.?Can I provide visual cues for students e.g. content posters or list of instructions for students to follow?

Primary Connections – What’s it made Of?

Feedback: Evidence of Learning

Teaching Sequence FeedbackLesson 1

Discovering materials Example learning sequence

Identify and describe familiar objects Understand the term 'materials' Understand the term 'fabric' Match and sort materials of objects Introduce Ollie's ornaments

Evidence of learningCan the student:

Identify a familiar object and the material it is made from?

Lesson 2

Exploring the playground Example learning sequence

Revise understanding of objects and materials Understand properties Explore materials in the playground Explore science questions Reflect on properties of materials


Describe the properties of materials in the playground?

Lesson 3

Exploring hats Example learning sequence

Identify materials and properties of sun hats Identify materials and properties of other hats Investigate hats from other cultures Consider science knowledge learned


Describe the properties of a material used to make a hat?

Lesson 4

Exploring houses Example learning sequence

Identify materials used to build housing in Australia

Identify materials used in a variety of cultures Represent a house


Identify some of the materials used for making houses and describe the properties of these materials?

Lesson 5

Investigating the effects of water Example learning sequence

Discuss situations where things get wet Investigate the effects of water on materials Determine the suitability of materials in wet

conditions


Pose a question about the effects of water on materials?

Share ideas about the observable effects of water on different materials?

Identify materials that are suitable for getting wet because of their properties?

Lesson 6

Investigating the effects of wind Example learning sequence

Discuss situations where things blow in the wind Observe the effects of the wind blowing various

materials Determine the suitability of materials for outdoor

conditions


Identify materials that are more durable in outdoor conditions?

Teaching Sequence FeedbackLesson 7-8

Assessing student learning Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards Conduct the assessment

Assessment purposeTo describe the observable properties of materials from which an object is made.To ask and respond to questions and share and reflect on observations.

Lesson 9

Investigating texture Example learning sequence

Explain 'texture' as a property Observe texture Examine textures for specific purposes


Describe the textures of materials? Explain the use of textures in familiar objects?

Lesson 10

Considering recycling Example learning sequence

Introduce recycling Sort materials


Sort packaging by identifying its material?

Post Moderation “Every Student Succeeding”

Objective: Develop professional knowledge and practice (Refer to Pialba state School Moderation and Reporting Policy)

Moderation ProtocolsRefer Appendix of Pialba State School Reporting and Moderation (pre-post) School Policy – Social Moderation Norms.

Moderation of Completed HASS Assessment Samples Refer Appendix of School Policy – Making judgements using standards.

Previously agreed criteria (Pre Moderation) A-E given using the GTMJ On balance teacher judgement- poles Start at the C Move up or down according to the evidence in the sample. The achievement standard is the C standard. Compare each student sample to the standard not against other student samples Give an A-E grade for the task This sample will become part of the student’s portfolio of work

Where to next after Moderation Refer Appendix of School Policy – Moderation Reflection Tool. From the moderated samples information can then be used to plan for the next task. Complete in next Science Unit within other KLA’s the ADDITIONAL TARGETED

TEACHING PRIORITIES Identified from this terms assessment & moderation.

Scan and Assess

Act

Review

Prioritise

Review

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