OneSchoolUnit Plan
Name: Unit 4 - Science Year 5 (V8)Duration: 10 Weeks
Year Level: Year 5
Applicable LearningAreas/Subjects: Science
Unit Plan
Matter mattersIn this unit students will broaden their classification of matter to include gases and begin to see how matter structures the world around them. They will understand that solids, liquids and gases have some shared and some distinct observable properties and can behave in different ways. Students will pose questions, make predictions and plan investigation methods into the observable properties and behaviours of solids, liquids and gases. They will represent data and observations in tables and graphs. They will identify patterns and relationships in data and compare patterns with their predictions when suggesting explanations. They will suggest ways to improve fairness and accuracy of their investigation.
For further information to support teaching of the unit, view the:
Year level plan Teacher lesson overview
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:
refer to the Health and Safety policy pertaining to schools http://education.qld.gov.au/health/safety/index.html
consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html
use Chemwatch GoldFFX http://jr.chemwatch.net/chemwatch.web/ to consult the safety data sheets (SDSs) for chemical safety information pertaining to bicarbonate of soda, citric acid, peppermint oil, glycerine, calcium tablets, baking soda, egg yolks, lemon juice, mustard powder, vegetable oil, olive oil, salt and pepper
ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html
ensure risk assessment includes allergic reactions to food items used in investigations.
In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 1 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006) http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.
The document Chemwatch GoldFFX FAQ Factsheet http://education.qld.gov.au/health/pdfs/chemwatch-gold-ffx-faq.pdf contains information relating to the Department's online subscription to Chemwatch GoldFFX.
Detailed instructions are available to assist schools when registering for the first time, in the document Registering for Chemwatch GoldFFX online http://education.qld.gov.au/health/pdfs/chemwatch-registration-instructions.pdf.
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 2 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Assessment
Assessment Task Summary Type Learning Areas Status Date
Investigating evaporation (Yr 05)Students conduct an investigation to explore what happens to the amount of evaporation when a container of water is placed in the sun. Students develop a scientific question and prediction, and create a scientific method. Students identify safety considerations, record observations, make a graph of the results, identify patterns in their data and compare patterns with predictions when suggesting explanations. Students describe ways to improve the fairness of their investigation.
Monitoring Science Unscheduled
Investigating evaporation and explaining solids, liquids and gases (Yr 05)Students plan, conduct and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the physical properties of solids, liquids and gases. Students communicate ideas and findings using multimodal texts.
Experimental investigation
Science Unscheduled
Investigating the compression of matter (Yr 05)Students conduct an investigation to explore what happens to the volume of matter when it is compressed. Students develop scientific predictions, record observations using a table, identify patterns in their results and compare with predictions when suggesting explanations. They classify substances according to the properties and behaviours of matter.
Monitoring Science Unscheduled
Document Table of Contents
Curriculum Australian Curriculum Considerations
Teaching SequenceTeaching Sequence Summary
Three states of matter Exploring gases Investigating changes in state Assessment Gases in our world
Resources Attachments Plan Resource Bank
Assessment Experimental investigation -
Investigating evaporation and explaining solids, liquids and gases (Yr 05)
Monitoring - Investigating evaporation (Yr 05)
Monitoring - Investigating the compression of matter (Yr 05)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 3 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Australian Curriculum
Science - Year 5
Year 5 Achievement StandardBy the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.
Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.
Content Descriptions
Science as a Human Endeavour Science Inquiry Skills Science Understanding
Use and influence of science
Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)
Nature and development of science
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)
Planning and conducting
Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)
Processing and analysing data and information
Compare data with predictions and use as evidence in developing explanations (ACSIS218)
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)
Chemical sciences
Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 4 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Evaluating
Reflect on and suggest improvements to scientific investigations (ACSIS091)
Questioning and predicting
With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
Communicating
Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 5 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:
A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046) Natural and processed materials have a range of physical properties that can influence their use (ACSSU074) Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062)
Science inquiry skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating
Curriculum working towardsThe teaching and learning in this unit work towards the following
Changes to materials can be reversible or irreversible (ACSSU095) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions
(ACSHE098) Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
Science inquiry skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 6 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
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 Grammar knowledge Word knowledge Visual knowledge
Numeracy Estimating and calculating with whole numbers Recognising and using patterns and relationships Using fractions, decimals, percentages, ratios and rates Using spatial reasoning Interpreting statistical information Using measurement
Information and communication technology (ICT) capability Investigating with ICT Communicating 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
Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions
Intercultural understanding Recognising culture and developing respect
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Cross-curriculum priorities
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 7 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Aboriginal 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.
Assessing student learningAssessment name: Investigating evaporation and explaining solids, liquids and gasesAssessment description: Students plan, conduct and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the physical properties of solids, liquids and gases. Students communicate ideas and findings using multimodal texts.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. They analyse how the form of living things enables them to function in their environments. Students discuss how scientific developments have affected people's lives, help us solve problems and how science knowledge develops from many people's contributions.Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts.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.Monitoring ActivityActivity name: Investigating the compression of matter (Lesson 6)Activity description: Students conduct an investigation to explore what happens to the volume of matter when it is compressed. Students develop scientific predictions, record observations using a table, identify patterns in their results and compare with predictions when suggesting explanations. They classify substances according to the properties and behaviours of matter.Activity name: Investigating evaporation (Lessons 7-8)Activity description: Students conduct an investigation to explore what happens to the amount of evaporation when a container of water is placed in the sun. Students develop a scientific question and prediction, and create a scientific method. Students identify safety considerations, record observations, make a graph of the results, identify patterns in their data and compare patterns with predictions when suggesting explanations. Students describe ways to improve the fairness of their investigation.
FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:
materials such as sand and salt are liquids because they flow. Students should observe sand and/or salt and identify that they are made up of grains, and that each grain has all the physical properties of solids.
air and oxygen are the same thing. Explain that the air we breathe consists of a number of different gases and that one of those gases is oxygen. safety signs are only for flammable liquids. Show students other signs, such as toxic, corrosive and compressed air. the gas in the investigation results from a change of state. Explain to students that the gas produced in the investigation is due to a chemical reaction.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 8 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
all gases can be detected by human senses. Inform students that different gases have different properties and may not be visible or have a distinctive odour. For example, liquid petroleum gas (LPG) does not smell; it has an odour added to it for safety reasons so that people can detect if there is a leak. This is important because it is a flammable gas.
the air in the investigation is being moved to somewhere else. Inform students that the same amount of air is there; it is just squeezed (compressed) into a smaller space. when liquid evaporates, it disappears and no longer exists. Explain that matter cannot be created or destroyed; it only changes state. the water that collects on the outside of a cold cup or bottle is the liquid leaking from inside the container. Explain that this is the water vapour in the air condensing into water. the air lifting bag materials in the activity are similar to real-life air cushions. Ensure that students are informed that the air lifting bag activity is an example and real air cushions are
constructed differently and with different materials. global warming and the greenhouse effect are the same thing. Ensure students understand that global warming is the name given to the phenomena, whereby the surface of Earth
gets hotter and this may be caused by the greenhouse effect. all substances can be classified as solid, liquid or gas. Inform students that substances can have different physical properties when different types of matter are combined.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 9 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Curriculum Plan Topics
Duration Topic
2 Lessons Three states of matter Lesson 1: Revising solids and liquids Lesson 2: Introducing gas
4 Lessons Exploring gases Lesson 3: Describing safety considerations relating to matter Lesson 4: Exploring everyday gases Lesson 5: Investigating how gases move Lesson 6: Investigating the compression of matter
4 Lessons Investigating changes in state Lessons 7-8: Investigating evaporation Lessons 9-10: Investigating condensation
4 Lessons Assessment Lessons 11-14: Assessing student learning
6 Lessons Gases in our world Lesson 15: Investigating useful gases Lessons 16-18: Researching greenhouse gases Lessons 19-20: Investigating everyday colloids
20 Lessons Total Unit
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 10 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Three states of matter Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will define matter, the properties of liquids and solids are reviewed and gas is introduced as the third state of matter. Students conduct investigations and observe properties of gas.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 1
Revising solids and liquids
Lesson objectivesStudents will:
Understand the observable properties of solids and liquids.Evidence of learningCan the student:
Justify classifications of objects as solid or liquid, based on observable properties?
Example learning sequence Discuss matter, solids and liquids Classify solids and liquids Discuss solid and liquid classification
Resources Supporting learning resource - Materials and equipment list Supporting learning resource - States of matter: Teacher note Sheet - Matter matters forum: Revising solids and liquids Sheet - Classifying solids and liquids Supporting learning resource - C2C: Science glossary Supporting learning resource - Science inquiry skills poster Years 3-6
Helpful information Website - Contemporary practice resource: Science
https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html
Website - Matter is the stuff around you (Andrew Rader Studios) http://www.chem4kids.com/files/matter_intro.html
Website - Gases, liquids, and solids (Purdue University) http://www.chem.purdue.edu/gchelp/liquids/character.html
Website - How many states of matter are there? (EdInformatics.com) http://www.edinformatics.com/math_science/states_of_matter.htm
Attachments Lesson plan
Lesson 2
Introducing gas
Lesson objectivesStudents will:
Understand that gases are a state of matter.Evidence of learningCan the student:
Use evidence to identify properties of gas and justify that gas is matter?
Example learning sequence Review solids and liquids and discuss gases
Resources Supporting learning resource - Materials and equipment list Slideshow - What's the matter? Sheet - Matter matters forum: Introducing gases Supporting learning resource - Introducing gas: Teacher note Sheet - Is gas matter? Task cards Slideshow - Fair tests: Year 3-Year 6 Sheet - Investigation: Is gas matter? Supporting learning resource - Science inquiry skills poster Years 3-6
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 11 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Three states of matter Topic Duration 2 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will define matter, the properties of liquids and solids are reviewed and gas is introduced as the third state of matter. Students conduct investigations and observe properties of gas.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Review properties of matter and test properties of gas Discuss results
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 12 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Exploring gases Topic Duration 4 Lessons
Overview Throughout this lesson series, students will explore and investigate properties and behaviours of gas. Students will also consider the properties of matter in relation to decision making and safety. Students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lesson 3
Describing safety considerations relating to matter
Lesson objectivesStudents will:
Understand how our knowledge of matter helps us to make safe choices.
Evidence of learningCan the student:
Model appropriate choices when a danger has been identified?Example learning sequence
Discuss safety considerations relating to matter Identify safety considerations related to matter
Resources Supporting learning resource - Safety signs: Teacher note Sheet - Matter matters forum: Exploring safety Sheet - Signs Sheet - Safety signs Sheet - Safety scenarios
Attachments Lesson plan
Lesson 4
Exploring everyday gases
Lesson objectivesStudents will:
Understand that gases can be produced in different ways.Evidence of learningCan the student:
Explain how they know a gas has been produced?Example learning sequence
Discuss common uses of gases Explore a commonly used gas Investigate how gas can be produced
Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Everyday gases: Teacher note Supporting learning resource - Example of variables grid: Teacher note Learning object - Graphic organiser toolkit (select 'Variable grid' from drop- down
menu under 'Organiser type') Sheet - Making fizz method Sheet - Investigation: Making fizz Supporting learning resource - Science inquiry skills poster Years 3-6
Attachments Lesson plan
Lesson 5
Investigating how gases move
Lesson objectivesStudents will:
Understand that a unique physical property of gases is the way they move.
Evidence of learningCan the student:
Resources Supporting learning resource - Materials and equipment list Sheet - Matter matters forum: Movement of gas Supporting learning resource - Odour experiment: Teacher note Supporting learning resource - Movement of gases and liquids: Teacher note Sheet - Movement of gases and liquids: Task cards
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 13 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Exploring gases Topic Duration 4 Lessons
Overview Throughout this lesson series, students will explore and investigate properties and behaviours of gas. Students will also consider the properties of matter in relation to decision making and safety. Students will require ready access to ICT at a whole-class, small-group and individual level.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Explain that a gas spreads evenly to fill the space it occupies?
Example learning sequence Discuss the movement of gases Investigate the movement of gases and liquids Compare observations about the movement of gases and liquids
Attachments Lesson plan
Lesson 6
Investigating the compression of matter
Lesson objectivesStudents will:
Understand that gas can be easily compressed and that liquids and solids cannot be compressed.
Evidence of learningCan the student:
Identify that gases can be compressed and solids and liquids cannot be compressed?
Example learning sequence Observe an experiment about compression Discuss the experiment Investigate the compression of a gas and liquid Discuss compression of matter Review the states of matter
Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Compression of matter: Teacher note Sheet - Matter matters forum: Compression of matter Sheet - Investigation method: Compression of matter Sheet - Investigation: Compression of matter Sheet - Properties of solids, liquids and gases Venn diagram
Helpful information Video - Diet cola and mint fountain experiment
https://learningplace.eq.edu.au/cx/resources/items/5d0fa827-324b-44bf-abad-0ebd6e650e90/0/Sci_y05_u4_Dig_Dietcolaandmintfountainexperiment.mp4
Website - Mentos Diet Coke geyser - The original experiment (Steve Spangler Science) http://www.stevespanglerscience.com/experiment/original-mentos-diet-coke-geyser
Website - Science of Mentos-Diet Coke explosions explained (Reed Business Information Ltd) https://www.newscientist.com/article/dn14114-science-of-mentos-diet-coke-explosions-explained/
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 14 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Investigating changes in state Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the relationship between heat and the three states of matter. Students also consider how Australia's First Peoples' knowledge of evaporation assisted in more effective water storage.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources
Lessons 7-8
Investigating evaporation
Lesson objectivesStudents will:
Understand that heating can cause matter to change state.Evidence of learningCan the student:
Explain that evaporation occurs due to the addition of heat?Example learning sequence
Observe changes in states of matter Observe how heating affects change of state Conduct evaporation investigation Discuss investigation results
Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Evaporation: Teacher note Video - Changing states of matter Slideshow - Ngama (Gnammas) Sheet - Investigation: Evaporation Supporting learning resource - Science inquiry skills poster Years 3-6
Helpful information Image - Gnamma hole (rock-hole), 1894, (TLF R5520)
https://learningplace.eq.edu.au/cx/resources/items/1baec374-05a7-9006-3a9c-b5f60d735c01/5/viewIMS.jsp© Curriculum Corporation and National Trust of Western Australia
Website - Gnamma holes (Government of Western Australia) http://museum.wa.gov.au/explore/wa-goldfields/water-arid-land/gnamma-holes
Website - Solids and liquids (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml
Website - Changing state (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml
Attachments Lesson plan
Lessons 9-10
Investigating condensation
Lesson objectivesStudents will:
Understand that cooling (removing heat) can cause matter to change state.
Evidence of learningCan the student:
Explain how condensation is a change of state?Example learning sequence
Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Change of state of matter: Teacher note Sheet - Matter matters forum: Mass and change of state Sheet - Investigating change of state Sheet - Matter matters forum: Condensation Sheet - States of matter memory cards
Helpful information Website - Changing state (BBC)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 15 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Investigating changes in state Topic Duration 4 Lessons
Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will explore the relationship between heat and the three states of matter. Students also consider how Australia's First Peoples' knowledge of evaporation assisted in more effective water storage.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.
Lessons Teaching and Learning Sequence Resources Review current knowledge of change of state Discuss and investigate relationship between change of state and
mass Conduct investigations into condensation Recall different changes of state
http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 16 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Assessment Topic Duration 4 Lessons
Overview Throughout this lesson series, students will plan, conduct and evaluate an investigation into a variable that affects evaporation and will describe and apply knowledge of the properties of solids, liquids and gases. They will communicate ideas and findings using multimodal texts.
Lessons Teaching and Learning Sequence Resources
Lessons 11-14
Assessing student learning
Assessment purposeTo plan, conduct and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the physical properties of solids, liquids and gases. To communicate ideas and findings using multimodal texts.Example assessment sequence
Understand the assessment Review the Guide to making judgments and understand the
standards A-E Conduct the assessment
Resources Assessment task - Investigating evaporation and explaining solids, liquids and
gases Assessment task - Investigating evaporation and explaining solids, liquids and
gases: Model response Assessment task - Investigating evaporation and explaining solids, liquids and
gases: Teaching notes Supporting learning resource - Materials and equipment list
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 17 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Gases in our world Topic Duration 6 Lessons
Overview Throughout this lesson series, students will research and present information about a selected gas. Students will report on its properties and the effect that it has on environments. Students will require ready access to ICT at a whole-class, small-group and individual level.
Lessons Teaching and Learning Sequence Resources
Lesson 15
Investigating useful gases
Lesson objectivesStudents will:
Understand that physical properties of gases generate many uses in everyday life.
Evidence of learningCan the student:
Explain how the physical properties of gas make it suitable for a specific situation?
Example learning sequence Discuss how gas can be useful Experiment with uses for gas in air lifting bags Discuss observations
Resources Supporting learning resource - Materials and equipment list Sheet - Matter matters forum: Useful gases Supporting learning resource - Useful gases: Teacher note Sheet - Investigation: Air lifting bag
Attachments Lesson plan
Lessons 16-18
Researching greenhouse gases
Lesson objectivesStudents will:
Understand how different gases contribute to the greenhouse effect.
Evidence of learningCan the student:
Research and present a summary of information on a greenhouse gas?
Example learning sequence Discuss the greenhouse effect Research the greenhouse effect Research a greenhouse gas Present information about a greenhouse gas
Resources Sheet - Matter matters forum: Greenhouse gases Sheet - Investigation: The greenhouse effect Video - The greenhouse effect Video - Carbon dioxide Supporting learning resource - Research the greenhouse effect and a greenhouse
gas: Teacher note Sheet - Research questions: Greenhouse gases Sheet - Greenhouse gases information sheet 1 Sheet - Greenhouse gases information sheet 2
Helpful information Website - Climate kids (NASA) http://climatekids.nasa.gov/ Website - Greenhouse effect: Keeping the balance (NASA)
http://climatekids.nasa.gov/greenhouse-effect-and-carbon-cycle/ Website - A blanket around the Earth (NASA) http://climate.nasa.gov/causes/ Website - Overview of greenhouse gases (United States Environmental Protection
Agency) https://www.epa.gov/ghgemissions/overview-greenhouse-gases Website - Seven case studies in carbon and climate (NASA)
http://climate.nasa.gov/news/2365/ Website - Water vapor confirmed as a major player in climate change (NASA)
http://www.nasa.gov/topics/earth/features/vapor_warming.html Website - Your cool facts and tips on climate change (eSchoolToday)
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 18 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Teaching Sequence
Topic Gases in our world Topic Duration 6 Lessons
Overview Throughout this lesson series, students will research and present information about a selected gas. Students will report on its properties and the effect that it has on environments. Students will require ready access to ICT at a whole-class, small-group and individual level.
Lessons Teaching and Learning Sequence Resourceshttp://www.eschooltoday.com/climate-change/Introduction-to-climate-change-for-children.html
Website - Greenhouse gases (The Environmental Literacy Council) https://enviroliteracy.org/air-climate-weather/climate/greenhouse-gases/
Website - Greenhouse effect & global warming (Clean Air Kids) http://www.clean-air-kids.org.uk/globalwarming.html
Attachments Lesson plan
Lessons 19-20
Investigating everyday colloids
Lesson objectivesStudents will:
Understand that some substances are difficult to classify as solid, liquid or gas because of their physical properties.
Evidence of learningCan the student:
Identify the physical properties of some substances that make them difficult to classify?
Example learning sequence Discuss materials that are difficult to categorise as solid, liquid or
gas Define colloids Compare physical properties of colloids
Resources Supporting learning resource - Materials and equipment list Sheet - Matter matters forum: Colloids Supporting learning resource - Colloids: Teacher note Video - Colloid creation Sheet - Investigating the formation of colloids
Helpful information Video - Types of mixtures (YouTube, Duell Chemistry) https://www.youtube.com/watch?
v=kezsLzyR-Pc Website - Colloid (Advameg, Inc.) http://www.scienceclarified.com/Ci-Co/Colloid.html Video - Making toothpaste - Part A (Backyard science)
https://learningplace.eq.edu.au/cx/resources/items/a3d294bd-15be-6556-ca7a-8dabc3304310/0/html/video_3_05.html
Video - Making toothpaste - Part B (Backyard science) https://learningplace.eq.edu.au/cx/resources/items/a3d294bd-15be-6556-ca7a-8dabc3304310/0/html/video_3_06.html
Website - Make mayonnaise (NewsLifeMedia) http://www.taste.com.au/how+to/articles/3254/make+mayonnaise
Attachments Lesson plan
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 19 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section Resource Attachments*
Sequence - Three states of matter Lesson plan - Sci_Y05_U4_LP01.docx
Lesson plan - Sci_Y05_U4_LP02.docx
Sequence - Exploring gases Lesson plan - Sci_Y05_U4_LP03.docx
Lesson plan - Sci_Y05_U4_LP04.docx
Lesson plan - Sci_Y05_U4_LP05.docx
Lesson plan - Sci_Y05_U4_LP06.docx
Sequence - Investigating changes in state
Lesson plan - Sci_Y05_U4_LP07_08.docx
Lesson plan - Sci_Y05_U4_LP09_10.docx
Sequence - Assessment Lesson plan - Sci_Y05_U4_LP11_14.docx
Sequence - Gases in our world Lesson plan - Sci_Y05_U4_LP15.docx
Lesson plan - Sci_Y05_U4_LP16_18.docx
Lesson plan - Sci_Y05_U4_LP19_20.docx
Sequence Image - Gnamma hole (rock-hole), 1894, (TLF R5520) https://learningplace.eq.edu.au/cx/resources/items/1baec374-05a7-9006-3a9c-b5f60d735c01/5/viewIMS.jsp © Curriculum Corporation and National Trust of Western Australia
Learning object - Graphic organiser toolkit (select 'Variable grid' from drop-down menu under 'Organiser type')
Sheet - Classifying solids and liquids
Sheet - Greenhouse gases information sheet 1 Sheet - Greenhouse gases information sheet 2
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 20 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Sheet - Investigating change of state
Sheet - Investigating the formation of colloids
Sheet - Investigation method: Compression of matter
Sheet - Investigation: Air lifting bag
Sheet - Investigation: Compression of matter
Sheet - Investigation: Evaporation
Sheet - Investigation: Is gas matter?
Sheet - Investigation: Making fizz
Sheet - Investigation: The greenhouse effect
Sheet - Is gas matter? Task cards
Sheet - Making fizz method
Sheet - Matter matters forum: Colloids
Sheet - Matter matters forum: Compression of matter
Sheet - Matter matters forum: Condensation
Sheet - Matter matters forum: Exploring safety
Sheet - Matter matters forum: Greenhouse gases
Sheet - Matter matters forum: Introducing gases Sheet - Matter matters forum: Mass and change of state
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 21 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Sheet - Matter matters forum: Movement of gas
Sheet - Matter matters forum: Revising solids and liquids
Sheet - Matter matters forum: Useful gases
Sheet - Movement of gases and liquids: Task cards
Sheet - Properties of solids, liquids and gases Venn diagram
Sheet - Research questions: Greenhouse gases
Sheet - Safety scenarios
Sheet - Safety signs
Sheet - Signs
Sheet - States of matter memory cards
Slideshow - Fair tests: Year 3-Year 6
Slideshow - Ngama (Gnammas)
Slideshow - What's the matter?
Supporting learning resource - C2C: Science glossary
Supporting learning resource - Change of state of matter: Teacher note
Supporting learning resource - Colloids: Teacher note
Supporting learning resource - Compression of matter: Teacher note Supporting learning resource - Evaporation: Teacher note
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 22 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Supporting learning resource - Everyday gases: Teacher note
Supporting learning resource - Example of variables grid: Teacher note
Supporting learning resource - Introducing gas: Teacher note
Supporting learning resource - Materials and equipment list
Supporting learning resource - Movement of gases and liquids: Teacher note
Supporting learning resource - Odour experiment: Teacher note
Supporting learning resource - Research the greenhouse effect and a greenhouse gas: Teacher note
Supporting learning resource - Safety signs: Teacher note
Supporting learning resource - Science inquiry skills poster Years 3-6
Supporting learning resource - States of matter: Teacher note
Supporting learning resource - Useful gases: Teacher note
Video - Carbon dioxide
Video - Changing states of matter
Video - Colloid creation Video - Diet cola and mint fountain experiment https://learningplace.eq.edu.au/cx/resources/items/5d0fa827-324b-44bf-abad-0ebd6e650e90/0/Sci_y05_u4_Dig_Dietcolaandmintfountainexperiment.mp4
Video - Making toothpaste - Part A (Backyard science) https://learningplace.eq.edu.au/cx/resources/items/a3d294bd-15be-6556-ca7a-8dabc3304310/0/html/video_3_05.html
Video - Making toothpaste - Part B (Backyard science) https://learningplace.eq.edu.au/cx/resources/items/a3d294bd-15be-6556-ca7a-8dabc3304310/0/html/video_3_06.html
Video - The greenhouse effect
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 23 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Video - Types of mixtures (YouTube, Duell Chemistry) https://www.youtube.com/watch?v=kezsLzyR-Pc
Website - A blanket around the Earth (NASA) http://climate.nasa.gov/causes/
Website - Changing state (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/9_10/changing_state.shtml
Website - Climate kids (NASA) http://climatekids.nasa.gov/
Website - Colloid (Advameg, Inc.) http://www.scienceclarified.com/Ci-Co/Colloid.html
Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html
Website - Gases, liquids, and solids (Purdue University) http://www.chem.purdue.edu/gchelp/liquids/character.html
Website - Gnamma holes (Government of Western Australia) http://museum.wa.gov.au/explore/wa-goldfields/water-arid-land/gnamma-holes
Website - Greenhouse effect & global warming (Clean Air Kids) http://www.clean-air-kids.org.uk/globalwarming.htm
Website - Greenhouse effect: Keeping the balance (NASA) http://climatekids.nasa.gov/greenhouse-effect-and-carbon-cycle/
Website - Greenhouse gases (The Environmental Literacy Council) https://enviroliteracy.org/air-climate-weather/climate/greenhouse-gases/
Website - How many states of matter are there? (EdInformatics.com) http://www.edinformatics.com/math_science/states_of_matter.htm
Website - Make mayonnaise (NewsLifeMedia) http://www.taste.com.au/how+to/articles/3254/make+mayonnaise
Website - Matter is the stuff around you (Andrew Rader Studios) http://www.chem4kids.com/files/matter_intro.html
Website - Mentos Diet Coke geyser - The original experiment (Steve Spangler Science) http://www.stevespanglerscience.com/experiment/original-mentos-diet-coke-geyser
Website - Overview of greenhouse gases (United States Environmental Protection Agency) https://www.epa.gov/ghgemissions/overview-greenhouse-gases
Website - Science of Mentos-Diet Coke explosions explained (Reed Business Information Ltd) https://www.newscientist.com/article/dn14114-science-of-mentos-diet-coke-explosions-explained/
Website - Seven case studies in carbon and climate (NASA) http://climate.nasa.gov/news/2365/
Website - Solids and liquids (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 24 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Unit Plan Section Resource Attachments*
Website - Water vapor confirmed as a major player in climate change (NASA) http://www.nasa.gov/topics/earth/features/vapor_warming.html
Website - Your cool facts and tips on climate change (eSchoolToday) http://www.eschooltoday.com/climate-change/Introduction-to-climate-change-for-children.html
Assessment Planner - Investigating evaporation Assessment task - Sci_Y05_U4_AT_InvestEvaporation.docx
Assessment Planner - Investigating evaporation and explaining solids, liquids and gases
Assessment task - Sci_Y05_U4_AT_MR_InvestEvaporation.docx
Assessment task - Sci_Y05_U4_AT_TN_InvestEvaporation.docx
Assessment Assessment task - Investigating evaporation and explaining solids, liquids and gases
Assessment task - Investigating evaporation and explaining solids, liquids and gases: Model response
Assessment task - Investigating evaporation and explaining solids, liquids and gases: Teaching notes
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 25 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Assessment
Assessment Task – Marking guide
AssessmentTask Name
Investigating evaporation and explaining solids, liquids and gases (Yr 05)Type Experimental investigation
Date
Description Students plan, conduct and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the physical properties of solids, liquids and gases. Students communicate ideas and findings using multimodal texts.
Learning Area Science
Science understanding Science inquiry skills
Classify substances according to their observable properties and behaviours. Pose a question & prediction. Use equipment safely, improving the accuracy of observations.Construct tables & graphs to organise data, identify patterns & compare to predictions.Describe ways to improve fairness & communicate ideas.Communicate ideas and findings using multimodal texts.
A ◄ Applies science knowledge of properties and behaviours to explain real-world contexts. ◄
Justifies the prediction, using scientific understanding.Plans and conducts a logical investigation.Accurately organises and represents data.Uses patterns in data to justify explanations.Justifies how changes will improve fairness and accuracy.Communicates using accurate scientific language and appropriate representations comprehensively.
B ◄ Identifies individual and shared properties of solids, liquids and gases. ◄
Poses questions clearly linked to the investigation.Uses patterns in data as evidence when developing explanations.Describes effective ways to improve the fairness of their investigation.Communicates using scientific language and representations.
C ◄ Classifies substances according to their observable properties and behaviours. ◄
Poses a question for investigation and predicts the effect of changing variables when planning an investigation. Uses equipment in ways that are safe and improve the accuracy of their observations.Constructs tables and graphs to organise data and identify patterns in the data.Compares patterns in their data with predictions when suggesting explanations.Describes ways to improve the fairness of their investigation.Communicates ideas and findings using multimodal texts.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 26 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Assessment Task – Marking guide
AssessmentTask Name
Investigating evaporation and explaining solids, liquids and gases (Yr 05)Type Experimental investigation
Date
Description Students plan, conduct and evaluate an investigation into a variable that affects evaporation and describe and apply knowledge of the physical properties of solids, liquids and gases. Students communicate ideas and findings using multimodal texts.
Learning Area Science
Science understanding Science inquiry skills
D ◄ States a property of a solid, liquid and gas. ◄
With guidance follows an investigation method.With guidance constructs tables and graphs.Identifies a way to improve the fairness of their investigation.Uses everyday language.
E ◄ Identifies a state. ◄
States a prediction.Records data.States if the test was fair.Uses fragmented language.
Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 27 of 28
Unit Plan Plan Name: Unit 4 - Science Year 5 (V8)
Year: 5Learning Areas/Subjects: Science
Duration: 10 Weeks
Acknowledgement, Disclaimer and Copyright
Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.
These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].
Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,
ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.
Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).
Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.
Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.
This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.
This publication is not part of NEALS.
Written requests for permission should be addressed to the:
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Content descriptions, achievement standards and general capabilities © ACARA 2014 Page 28 of 28
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