SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
- Text structure and - Using units of
organisation (ACELA1478) Religious Education / Spiritual Education measurement (ACMMG061)
- Expressing and developing - Using Aboriginal and Torres Strait - Data representation and
ideas (ACELA1484) Islander tradition materials to interpretation. E.g. create a
- Interaction with others investigate graph indicating the length
(ACELY1676, ACELY1792) of time it takes for
- Interpreting, analysing and chocolate to melt
evaluating results (ACMSP070, ACMSP069)
Concept: Melting Term: Weeks:
(ACELY1679) ©The University of Notre Dame 2010 developed by C McGunnigle
Interpreting results.
- Completing tasks in the
Science / Technology & Enterprise Health & Physical Education
Student Science Journals-
- Using scientific vocabulary to discuss - Participate in a role play to demonstrate
reading and writing
observations. understanding of solids and liquids

Geography History The Arts

- Testing materials from
different countries
- Investigating how
temperature effects
everyday materials in
different countries
- The background research - Draw observations of melting
of melting - Create a storyboard indicating
the process of heating and
cooling, for various materials
- Expressing ideas through art
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: Yr3 LEARNING AREA/TOPIC: Science/ Melting

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
x x x x x x
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
x
5E’s- ENGAGE (1-2 lessons)
 Capture the interest of the students
 To question the students and find out their prior knowledge about solids and liquids, in relation to adding and removing heat
 Diagnostic assessment to find out prior knowledge

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavou Skills
r
1 ACSSU046 ACSIS053 - Contribute in a DIAGNOSTIC Sunken Shapes What you want - 5 melted
Chemical Questioni class discussion - Observation them to ask objects
Sciences ng and on what happens - Class Intro Why do we freeze - 5 unmelted
predicting discussions Unit Overview and melt objects?
when materials objects
- Summarise what the students will be doing over the unit What is the
are heated or purpose? - CSJ
- State expectations
cooled
- Identify the What I want to ask
Motivational Activity
reasons everyday - Safety them Questions
objects may regarding
- Students are shown melted objects. What is this? Has it always
change, via a observation of
looked like this? Why does it look like this now? Record in the melted and
brainstorm class science journal (CSJ) unmelted objects
- Identify possible - Students are shown unmelted objects.
questions for - Students compare the objects with the melted objects. Students
investigation match with the melted and un-melted objects. How are they
similar/different? Record in CSJ

Body
Class Discussion
- Students participate in a class discussion. Students describe the
melting and freezing. Record in CSJ
- What melts and what freezes? What happens? When would you/
not want to melt/ freeze objects?

Conclusion
Review
- Review the lesson (via the CSJ)

5E’s- EXPLORE (2-3 lessons)

 Provide hands on and shared group experiences, regarding heating different materials.
  To support students to investigate and explore ideas about the way materials change when heated.
 Formative assessment.

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur
2 ACSSU04 ACSHE05 ACSIS053 - To investigate what FORMATIVE Heat It Up What you want them to - CSJ
6 0 Questioni happens when different Intro ask - Student Science
Chemical Nature ng and materials are heated - Monitoring Review Why do we freeze and Journals- worksheet
Sciences and predictin the - Review the content in the previous lesson (via melt objects? What is the
- Record results by - Pencils
develop g students the CSJ) purpose?
ment of creating a line drawing What I want to ask them - Water based liquids-
- Student Focus: the melting process
science ACSIS054 - Be able to identify solid What does the term water/ cordial/ milk
ACSIS055 materials that melt Science ‘solid’/ ‘liquid’ mean? - Viscous liquids-
Journals- Body
Planning when heated Which material is a solid/ honey/ oil
Group Activity
and worksheet liquid? How can you tell? - Solids that melt easily-
- Introduce the materials involved in the
conducti Chocolate buttons
ng investigation
- Teacher forms the groups and allocates roles - Solids that do not
ACSIS215 (Director, Manager, Speaker, Investigators- easily melt- metal/
Predictio wristbands/ sticky labels) plastic spoons
ns - Procedure of the activity is explained to the - Plastic zip bags
students (Safety- zip lock bags used to put the - Markers (to label
ACSIS060 bags)
material in, specify the safety procedures- do
Communi - Role wristbands/
cating not eat any of the materials and clean up any
spills immediately) sticky labels
- Students go around various stations following
the PROE principle and complete the
worksheet (Predict, Reason, Observe and
Explain)
- Safety- remove the materials once the groups
have finished the activity

Brainstorm
- Review the worksheet as a class
- Brainstorm the words the students used to
describe the materials on the whiteboard.
- Discus the terms ‘solid’ and ‘liquid’.
Record in CSJ

Conclusion
Prediction
- Students predict result when materials are
placed in a fridge and a freezer. Record in CSJ

Review
 - Review the lesson.

5E’s- EXPLORE (2-3 lessons)

 Provide hands on and shared group experiences of cooling materials.
 Support students to explore ideas about the way materials change when cooled.
 Formative assessment.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science
Understa as a Inquiry
nding Human Skills
Endeavo
ur
3 ACSSU04 ACSHE05 ACSIS053 - To investigate what FORMATIVE Cool Customers What you want them to - CSJ
6 0 Questioni happens when materials ask - Students Science
Chemical Nature ng and are put in the fridge or - Storyboard Intro Why do we freeze and Journals
Sciences and predictin s Review melt objects? What is the
freezer - PROE worksheet
develop g - Students - Review the content in the previous lesson (via purpose?
ment of - Record results on a What I want to ask them - A3 sheets of paper
Science the CSJ).
science ACSIS215 storyboard Did your results match (storyboards)
Journals- - Reinforce their predictions from the previous
Predictio - Identify liquid materials your predictions? Why/ - Refrigerated materials
worksheet lesson
ns that solidify when why not? - Scissors
placed in the - Glue
ACSIS060 Group Observation
refrigerator and freezer - Students work in groups to explore - Pencils
Communi
cating refrigerated materials. Students draw the
observation on the PROE worksheet.
- Safety- remove the materials one groups have
finished the activity

Body
Storyboard
- Using the worksheet from last lesson,
students create a storyboard (cutting and
pasting the previous worksheet onto an
enlarged sheet of paper).

Conclusion
Present/ Share
- Students share their storyboards in a class
presentation.
- What happened between each stage?

Review the lesson

- Reflect on what the students have learnt over
the 2 explore lessons

5E’s- EXPLAIN (1 lesson)

 Support students in developing explanations for experiences and making representations to solids and liquids at different temperatures
  Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavou Skills
r
4 ACSSU046 ACSIS053 - Perform a role FORMATIVE Sometimes Solid - CSJ
Chemical Questioni play on the - Student Science
Sciences ng and changing state - Monitoring Intro Journal
predicting the students Review
between solids - Table
- Science - Review the previous lesson (via the CSJ and storyboards).
ACSIS057 and liquids worksheet
- Create a table to Journal- - Pencils
Processin Role Play Activity
g and identify when Table
- One side of the room represents solid and the other represents
analysing materials are - Role play
liquid.
data and solid or liquid - Discus with the students how they should act on either side of
informati - Demonstrate
on the room.
their - Teacher calls out a material (milk, metal spoon, chocolate) with a
ACSIS060 understanding of situation (in a warm place, in the freezer, in the fridge, room
Communi the table in a temperature). Students must move right or left of the room
cating class discussion depending on the situation and act out in the certain way.
- Identify adding
heat and Main
removing heat Create A Table
can change state - Students are given a table to fill in individually. The worksheet is
of materials based on the role play activity.

Class Discussion
- Discuss the table as a class. When are materials the hottest/
coldest/ liquids/ solids? What happens when we add heat to a
material/ remove heat from a material?

Further discussion
- Discuss what occurs at high or low temperatures.
- Discuss how materials from solid to liquid affect the shape of
object- refer to recycling.
- Explain nearly all solid materials become liquid when heated

Conclusion
Review
- Review the lesson. Add new terminology and findings to the Class
Science Journal.

5E’s- ELABORATE (1-2 lessons)

 Challenge and extend students’ understandings by making connections through additional concepts
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavou Skills
r
5 ACSSU046 ACSIS053 - Identify variables SUMMATIVE- Science Break It Up - CSJ
Chemical Questioni to change and Inquiry Skills - Wristbands
Sciences ng and keep the same in Intro or badges
predicting - Students Review the previous lesson
the investigation (roles)
ACSIS054 Science - Via the CSJ
Planning - Demonstrate - Worksheet
Journal-
and effective - Graph
graph Class Discussion
conductin teamwork skills, - Review observations of materials melting (refer to the CSJ). Do paper
g - Class
in the ‘Melting materials all melt at the same temperature? What happens to - Ruler
discussions
Chocolate’ shape as the material melts? Constantly refer to their - Pencil
ACSIS057 -
activity observations from the previous explore lessons - Chocolate
Processin
- Record and - Plastic zip
g and
analysing present results as Main lock bags
data and a graph Activity Preparation - Marker pen
informati - Reflect on the - Introduce the students to the activity- state they will be working (labels)
on ‘Melting in groups to investigate the length of time it takes for a material - Timers
Chocolate’ (chocolate) to melt.
ACSIS058 investigation - What can affect the length of time takes for the material
Evaluating (chocolate) to melt? (answers: amount of mass, shape, size and
how it is heated) Record in CSJ
ACSIS060
Communi - Discus the variables: Record in CSJ
cating - Students will be investigating whether the change in size of the
material, affects the length of time the material takes to melt
- Discus with the students the how you will know when all the
material has melted

Melting Chocolate Activity

- Safety- do not eat the chocolate
- Students are put into groups and allocate roles
- Students are given a worksheet to record their results
- Procedure explained
- Students collect the equipment (assigned duty role)
- Students begin the experiment

Results
- As a class discus the purpose and features of graphs
- Provide students with an example
- Students complete the graph

Conclusion
Class Discussion/ Review
- Students share their results/ findings in a class discussion
- Question the students
 - Explain the results
- Review the investigation. Fair? What went well? What did not go
well? What could be further investigated (melting/ freezing
materials)? Record in CSJ

5E’s- EVALUATE (1 lesson)

 Provide opportunities to review and reflect upon the unit and present what they know about the change of state between solids and liquids when adding or removing heat
 Summative assessment if understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understa a Human Inquiry
nding Endeavou Skills
r
6 ACSSU046 ACSHE051 ACSIS057 - Identify ways SUMMATIVE- Science Ready To Set - CSJ
Chemical Use and Processin materials affect Understanding - Student
Sciences influence g and objects in our Intro Science
of science analysing - Students Review previous lesson
everyday lives Journals-
data and Science - Via the CSJ
informati - Review and worksheet
Journals
on reflect upon - SCSA
- Storyboards As a class
learning in a class - Create a storyboard to explain the process of the objects which assessment
ACSIS060 - Class
discussion changed in shape. Ensure the students use the appropriate
Communi discussions
- Demonstrate scientific words. Record in CSJ
cating understanding of
unit, through an Main
end of unit test Hot Hot Hot Worksheet
- Explain the worksheet to the students
- Provide an examples to help the students
- Students complete the worksheet
- After the worksheet is complete, ask students what would
happen if we put the materials listed on the worksheet in the
refrigerator/ freezer?

Conclusion
Review and reflect on the unit
- All students complete a SCSA assessment
- All students look through their individual Science Journals
- What have you learnt in the unit? What did you enjoy the most in
the unit and why? What did you find the most challenging in the
unit and why? What would you like to further investigate? What
did you learn about working collaboratively in teams?
References
Best, M. (2013). Year 3 chemical sciences. Retrieved from https://prezi.com/j-1szdsul2_6/year-3-chemical-sciences/
School Curriculum and Standards Authority. (n.d.). Sample assessment task. Retrieved from https://k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0006/412908/Science-Chemical-Sciences-Year-3-Sample-
Assessment-Task-Heating-up-and-cooling-sown.PDF
Primary Connections. (2011). Melting moments. Retrieved from http://westtorrenspartnership.edublogs.org/files/2014/03/Melting_moments_online-2ajxlcb.pdf
Teaching Resources. (2016). Melting moments primary connections. Retrieved from https://www.tes.com/en-au/teaching-resource/melting-moments-primary-connections-11322704