SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 English CONCEPT MAP Maths
(option 1)
Read story- Enemy Pie by Derek Munson
Students will think about what they would Religious Education / Spiritual Education Math: Do a cooking experience with students
and explore forms of measurement.
put in an enemy pie and create a class
(ACMMG037)
enemy pie. (ACELT1593)
Explore the weight and masses of different
Write a simple procedure on their enemy
mixtures using balance scales. (ACMMG038)
pie. (ACELA1463)

Concept: Mixtures
Term: 2 Weeks: 2-6
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

Geography History The Arts

HASS: Explore how Aboriginal and Torres

Strait Islander people use resources from the
environment to create mixtures.
(ACHASSK049)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: 2 Weeks 2-6 YEAR LEVEL: 2 LEARNING AREA/TOPIC: Mixtures and their purposes
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS LESSON (what & how) EXPERIENCES QUESTIONS
OBJECTIVE (include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

2 ACSS ACSIS Draw a DIAGNOSTIC • Introduce new topic through mystery box. Question What do these Large Box
diagram of students (See questions in column) things have in Different
U031 037 Focus Q- What
common? spoons, whisk,
what the do student • Explain to students that they will be exploring their measuring cups
substances know about ideas on mixtures. (Questions students) What could Yoghurt tub
might look like mixtures? Take • Using coloured coded cards pair students up before we do with Fruit
mixed anecdotal assigning them a table to sit at. Each table will have a these things? Muesli
together. notes variety of labelled substances E.g. Yoghurt tub, fruit, ____________ Water
muesli. Detergent
Discuss what Work Sample- • Students will predict and draw what their substances What do you Corn flour
the mixture Student might look like mixed together and discuss what it think of when Salad mix
could be used handouts could be used for. you hear the Dressing bottle
word mixture? Laundry powder
for. • Come back together and have a class discussion about Food colouring
what the students came up with about mixtures. Student
Create a class brainstorm on popplet to gather handout-
student’s responses. https://documentclou

•
d.adobe.com/link/trac
Finish lesson by getting students to complete the first k?uri=urn%3Aaaid%3A
two columns on their KWL chart before sticking in scds%3AUS%3A7667f7
8a-de1d-4d8f-9c81-
science journal. 7f59755e6f9c
Safety Considerations: White board
Students will need parent permission to work hands on with a markers
variety of substances and parents will need to identify any Sticky Notes
Smart Board
 allergies. Ensure students understand that the substances are Science journal
only for looking at and are not for touching/ eating. KWL chart
Extensions: For students who finish early see if they can think
of a mixture they might find in their home and draw a
diagram of it.
Additional Support: Pair students with a more capable
supportive student. Provide more prompting questions and
additional instructions.

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

3
ACSSU ACSIS Students will use FORMATIVE • Review previous lesson by revising class X6 tables- four
031 their sense of brainstorm. Explain to students that we will be What does students per
037 Focus Q- Take
starting by exploring mixtures we might find in your mixture table
touch and smell to anecdotal notes
our home. feel/ smell X 12 Plastic
come up with at on student’s bowls/spoons
least 2 different responses. • In pairs students rotate around 3 different
like?
Table 1-2
words to describe mixtures and use their senses to fill out their Where do you Yoghurt tub
Work Sample- hand out. think you Fruit
each mixture.
Student • Students will be given a clip board with a might find a Muesli
Group each handouts. number and handout on it. Students will find mixture like Table 3-4
mixture according their partner before finding their desk with the this? Water
to where it could Create Checklist corresponding number. (Question students) Detergent
be found. • Each mixture will have a different use (eating,
What could Table 5-6
cleaning, playing with). you use it for? Corn flour
Water
• Get four groups to present findings on each Student hand
mixture. out-
• Use the class brainstorm to add new https://documentclou
d.adobe.com/link/trac
information. As a class talk about how we can k?uri=urn%3Aaaid%3A
group this new information (feels like, smells scds%3AUS%3A99b8a
6b4-95e8-42ac-9668-
like, found, used for) 33fd606616d9
 Safety Considerations: Clip boards
Make sure there are no allergies. Ensure students Numbers 1 -12
understand that the mixtures are not for consuming. Smart board
Students must wash hands before and after experience Baby wipes
and must clean up any mess up made while exploring Checklist-
the mixtures. https://documentclou
d.adobe.com/link/trac
Extensions: For students who finish early see if they k?uri=urn%3Aaaid%3A
can come up with any more words to describe their scds%3AUS%3Af3a2e2
mixture and/or think of any more mixtures that could f0-a0d0-4691-ad4f-
2637221ab677
be found in the same place.
Additional Support: Think of some adjectives that
could be used to describe something and write them
down beforehand. Students can pick words that best
describe each mixture.

5E’s- EXPLAIN (1 lesson)

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS0 In pairs create a FORMATIVE  How would Mini
4
Engage students by giving them a substance
031 40 definition on what each. Get students to work together to create a you explain whiteboards
a mixture is. mixture. There can be more than one group. what a White board
Think, pair,
 Think, pair share on ‘What is a mixture’. Get mixture is? makers
share- Keep pairs to write definition on mini white boards. ____________
Students use a whiteboards. Magazines
Use students’ definitions to come up with a How have you
Venn diagram to Have students Shopping
class one and add it to the middle on the class decided to
group mixtures write names on group your catalogues
brainstorm. (Question students)
depending on their their white  Talk about the different ways we can group mixtures? Venn diagram
purpose. board. mixtures we find at home, refer to brainstorm. How do you handout-
https://documentclou
 Using a Venn diagram template students will know that is a d.adobe.com/link/trac
Checklist- Did pick two ways to group mixtures e.g. cleaning- mixture? k?uri=urn%3Aaaid%3A
scds%3AUS%3A4556fc
students cooking and in the middle will say ‘both’. 81-5560-45b0-bccb-
 Students will use magazines and shop What would 1ebc525041d9
complete Venn
catalogues to look for mixtures they can group. you use that
diagram with mixture for? Scissors
into their chosen groups. (Questions Students)
appropriate Glue
 mixture in each  Get students to share their findings with What do you Checklist-
group. someone who has grouped theirs differently. think is in that https://documentclou
d.adobe.com/link/trac
 Come together and share adding new mixtures mixture? k?uri=urn%3Aaaid%3A
to the brainstorm. scds%3AUS%3A73f991
90-1529-4c15-9cc3-
33127994ef60
Safety Considerations:
Ensure students are being sensible when using scissors.
Extensions: Get student to draw other mixtures they
come up to put in the ven diagram.
Additional Support: Have groups premade and have a
page of images already created that the students will
cut and sort.

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSHE ACSIS0 Work in pairs to
SUMMATIVE-  I wonder if Book: Big Rain
5
Read story- Big rain coming by Katrina Germein
031 035 38 conduct a fair  Look at illustrations. Have images of ochre different coming by
investigation of what Science Inquiry substances Katrina Germein
ACSIS0 painting on smart board. Discuss that
substance mixes best Skills Aboriginal people have been making ochre work better to Traditional
41
with ochre to create Rubric for inquiry paint for thousands of years. Explain that this is create a Aboriginal
paint. skills- collate different to normal paint. certain Ochre painting
through…  Review previous lesson focusing on how mixture? Like images
Observes and mixtures are used for different purposes. Pose a cake. Fair test
records the findings Anecdotal notes a pondering question (Question) ____________ template-
in investigation on how pairs  In pairs student will investigate what they need What https://documentclou
d.adobe.com/link/trac
planner. work to mix ochre with to create a best ochre happened k?uri=urn%3Aaaid%3A
collaboratively to mixture to paint with. when you scds%3AUS%3A49b66
set up and  Bring up the ‘fair test’ investigation planner on mixed the fb3-a4ee-44ad-860a-
4720f825c696
conduct fair test. smart board and fill it out as a class. orche with Science journal
 Question: What is the best mixture to create ___? Smart board
Investigation
ochre paint. Keep same: measurements and Each pair
planner- Record Can you
paper, change: mixing substance, observe what Ochre
observations. describe what
is the brightest and smoothest paint.
it looked like?
 Conclusion is  Ask class to make predications and record them ½ water, oil and
evidence based in science journal. Why do you milk
 Students fill out their own investigation think that Paint brush
handout as they create three ochre mixtures happened? A3 paper
using water, oil and milk. Paper towels
 Discuss results of investigation as a class, What mixture Rubric-
do you think https://documentclou
record findings in science journal and add to d.adobe.com/link/trac
mixtures brainstorm. (Question) made the best k?uri=urn%3Aaaid%3A
ochre paint- scds%3AUS%3A40fe2d
Safety Considerations: why? 92-04b5-46b1-9ace-
1cca9479019a
Ensure students do not consume any of the
ingredients. Students will be sensible with materials
and clean up mess prior.
Extension: Use ochre paint to explain what a mixture is.
Additional Support: Pair student who need more help
together and provide extra assistance.

5E’s- EVALUATE (1 lesson)

 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
ACSSU ACSIS0 List all ingredients SUMMATIVE-  Have you Rubric
6
Review previous lessons with students. Focus
031 42 to make mixture of on the class brainstorm students have created. learnt Recipe card
Science anything new template-
their choice  Question students on their current knowledge
Understanding about https://documentclou
on mixtures. (Question) d.adobe.com/link/trac
mixtures?
Draw a picture to  Explain to students that they are going to
k?uri=urn%3Aaaid%3A

represent what Checklist- Take scds%3AUS%3A31438

create a recipe card for any mixture they like Did anything ad7-6b10-4c73-84bc-
substances look anecdotal notes bd6cac51084e
while asking that they will share with a friend. surprise you?
like mixed Could you tell
student F-  Go through recipe template with students. Science journals
together. me what a KWL Chart
Questions to Question student as they go. (Questions)
mixture is Checklist-
use as  Once completed students will share with a
Identify the now? https://documentclou

purpose of the comments. friend. ____________ d.adobe.com/link/trac

k?uri=urn%3Aaaid%3A
mixture.  Student will then complete KWL chart in their scds%3AUS%3A53445
science journal. 06a-54fe-4d8c-8fc9-
24a9e12d4f3e
  Recipe cards will then be displayed in class What mixture
window surrounding the class mixture have you
definition. picked?

Extension: Students can create more than one What is in that

mixture recipe that is used for a different purpose. mixture?
Additional Support: Teacher will sit with students who
What do we
need additional support and may have some mixture
use it for?
for the students to pick from.