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    Unit Overview Ees440

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    api-294097634
    This unit overview outlines a 6 lesson plan on physical changes for a Grade 1 science class. The lessons involve students making predictions, conducting experiments on how everyday materials change when heated or cooled, developing an understanding of particles in solids, liquids and gases, and creating a lift-the-flap book to summarize their learning. Formative and summative assessments include student drawings, representations, predictions, experiment observations, and their collaborative book. The unit aims to develop students' science inquiry skills and literacy while building knowledge of physical changes in materials.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Unit Overview Ees440

    Uploaded by

    api-294097634
    143 views4 pages
    This unit overview outlines a 6 lesson plan on physical changes for a Grade 1 science class. The lessons involve students making predictions, conducting experiments on how everyday materials change when heated or cooled, developing an understanding of particles in solids, liquids and gases, and creating a lift-the-flap book to summarize their learning. Formative and summative assessments include student drawings, representations, predictions, experiment observations, and their collaborative book. The unit aims to develop students' science inquiry skills and literacy while building knowledge of physical changes in materials.

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    This unit overview outlines a 6 lesson plan on physical changes for a Grade 1 science class. The lessons involve students making predictions, conducting experiments on how everyday materials change when heated or cooled, developing an understanding of particles in solids, liquids and gases, and creating a lift-the-flap book to summarize their learning. Formative and summative assessments include student drawings, representations, predictions, experiment observations, and their collaborative book. The unit aims to develop students' science inquiry skills and literacy while building knowledge of physical changes in materials.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    143 views4 pages

    Unit Overview Ees440

    Uploaded by

    api-294097634
    This unit overview outlines a 6 lesson plan on physical changes for a Grade 1 science class. The lessons involve students making predictions, conducting experiments on how everyday materials change when heated or cooled, developing an understanding of particles in solids, liquids and gases, and creating a lift-the-flap book to summarize their learning. Formative and summative assessments include student drawings, representations, predictions, experiment observations, and their collaborative book. The unit aims to develop students' science inquiry skills and literacy while building knowledge of physical changes in materials.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Topic: Chemical Sciences

    Year Level: Grade 1


    Unit outcomes
    AusVELS (All strands, other domains)
    According to the Australian Curriculum (2014) the science strand that is applicable to this unit is everyday materials can be physically
    changed in a variety of ways (ACSSU018).

    Concepts: (include representations and practices that may be relevant)

    Materials can be physically changed in a variety of ways through the process of melting and freezing.
    Understanding the various changes that occur to objects and products when they are heated or cooled
    Solids hold their shape, liquids flow and settle in containers, gases take up space in containers
    Melting involves a change from a solid to a liquid, caused by heating

    Unit outcomes: (Consider: Content, Skills/processes, Human endeavour, Other domains)

    Students will explore the concept of forming a hypothesis (prediction) prior to testing everyday materials.
    Students will undertake guided investigations
    Students will pose questions Science as a human endeavour.
    Develop skills in presenting their recorded data in numerous ways
    Students will learn about fair testing and how it impacts upon results obtained from experiments

    - Unit Overview Phase/ Lesson


    Lesson 1
    (Engage)

    Science outcomes

    Literacy outcomes

    Lesson Summary

    Hypothesising which everyday


    objects are susceptible to
    melting and which ones are not
    when they are subjected to heat.

    Students will represent and


    communicate observations
    and ideas in a variety of ways
    such a oral and written
    language, drawings and role
    play (ACSIS029)

    We observed an icy-pole at the


    beginning of the lesson and then
    discussed the changes that had
    occurred when we revisited it at the
    end of the lesson. Then, students
    were given pictures of everyday

    Assessment
    opportunities
    The responses from the
    activities and the students
    explanations that have been
    recorded in their science
    journals. This can then be
    used as a form of diagnostic

    Lesson 2
    (Explore)

    Students will participate in


    different types of guided
    investigations to explore and
    answer questions, such as
    manipulating materials, testing
    ideas and accessing information
    sources (ACSIS025). Through
    discussions, students will also
    demonstrate an ability to
    compare observations with
    predictions.

    Students will use a range of


    methods to record their
    observations from the
    experimental process.

    Lesson 3
    (Explain)

    The main science idea that we


    are aiming to explain during this
    lesson is how solids, liquids and
    gases are compiled of particles.
    Whole-group discussion involved
    explaining how particles (or
    little pieces as we referred to
    them) are arranged within
    solids, liquids and gases.
    Students also took part in a roleplay activity whereby they acted
    as the particles in various
    situations.

    Engage in conversations and


    discussions, using active
    listening behaviours, showing
    interest, and contributing
    ideas, information and
    questions (ACELY1656)
    Science involves asking
    questions about, and
    describing changes in, objects
    and events (ACSHE021)

    objects and asked to consider


    whether or not a change would
    occur. If so, what did they notice?
    We encouraged students to use
    their senses, i.e.) what will the
    object feel/look like when placed in
    the freezer or the oven? Students
    recorded their responses and
    explanations in their science
    journals.
    In the previous lesson, students
    predicted what changes would
    occur when warmed or cooled. This
    lesson will be based around
    conducting an experiment to
    observe what changes evidently
    occur when chocolate, play-dough
    and water are warmed and cooled.
    Students will draw an image of the
    change that has occurred to the
    objects when heated or cooled.

    assessment in order to help


    inform future teaching
    objectives and direction.

    This lesson focuses on encouraging


    the students to understand how
    particles are arranged within solids,
    liquids and gases. The lesson began
    with a teacher-lead discussion
    whereby the concept of particles
    was introduced. We then asked the
    students to represent how these
    particles are arranged by using
    paints and sponges. Once students
    had finished their pictorial
    representations, we took the
    students outside and they were are
    you physically demonstrate how
    these particles act. For example, all
    the students clustered together to
    represent a solid.

    The sponge paintings that


    the students completed
    provided an opportunity for
    formative assessment to
    occur.

    The representational
    drawings that are created by
    the students will be the
    overall assessment for this
    particular lesson. Students
    will then compare the
    results from the experiment
    with their predictions from
    the previous lesson.

    Lesson 4
    (Explain)

    The aim of this lesson is to


    understand the formulas of
    solids, liquids and gases and
    how they relate to each other.
    Students will develop the
    formulas to explain what occurs
    when these products are heated
    or frozen, and how this causes
    them to change state.

    Students will represent and


    communicate observations
    and ideas in a variety of ways
    such a oral and written
    language, drawings and role
    play (ACSIS029)

    To begin the lesson, we will revisit


    the concept of particles and ask the
    students to explain what they are in
    their own words. To gain a better
    understanding of whether or not
    students were able to fully
    understand the concepts explored
    in the previous lesson, we get them
    to describe how particles move and
    demonstrate with their bodies.
    Following this discussion, the
    teacher will show the students the
    foldout booklet that explains how
    solids, liquids and gases change
    states when heat is applied or when
    they are frozen. Students will then
    create their own booklet under
    teacher guidance. The booklet uses
    images, words and formulas to
    explain this process.

    The booklet will be used as


    formative assessment to
    monitor their ongoing
    knowledge development
    surrounding solids, liquids
    and gases and how these
    can change states.

    Lesson 5
    (Elaborate)

    The focus of this lesson is based


    around asking the students to
    consider whether milk chocolate
    or white chocolate will melt the
    fastest. Students will also be
    introduced to the concept of
    how to conduct a fair test.

    Students will use a range of


    methods to record their
    observations from the
    experimental process.

    The lesson will begin by informing


    the students of the experiment that
    they will be conducting. The
    question (will milk or white
    chocolate melt faster) will be posed
    to the students and together we will
    brainstorm their ideas. Through
    teacher-lead discussion and
    prompting, the concept of fair
    testing will be explored. We need to
    ensure that we are only changing
    one variable. The temperature, the
    time that the candle is lit, the brand
    of chocolate and the amount of
    chocolate pieces placed into the
    bowl will all remain the same.
    Students will predict which
    chocolate type will melt the
    quickest. Students will then conduct
    the experiment and observe

    The brainstorm of what are


    all the different ways heat
    can be applied will be used
    as a small assessment
    indicator.

    Science involves asking


    questions about, and
    describing changes in, objects
    and events (ACSHE021)

    At the end of the lesson, we will


    introduce the students to the book
    in which they will be creating for
    celebration day.
    Lesson 6
    (Evaluate)

    This is the final lesson to bring


    together this unit of work.
    Students will each be given a
    page of our lift-the-flap book
    that they are responsible for.

    Students will represent and


    communicate observations
    and ideas in a variety of ways
    such a oral and written
    language, drawings and role
    play (ACSIS029)

    The booklet will explain the


    common characteristics of solids,
    liquids and gases and also explain
    how hot and cold environments can
    cause these products to change
    state. This booklet requires the
    students to use the knowledge
    gained from the previous lessons to
    help them design their page and
    construct their ideas. This task is
    differentiated for each of the
    students as it has become clear that
    some students have a deeper
    understanding compared to others.

    Celebration Day

    The book will be bound and this will be presented on the celebration day.

    This collaborative booklet


    will be used as summative
    assessment as it
    encapsulates the key
    concepts that we have
    explored throughout this
    unit. Students are
    responsible for designing
    their own page and
    including all of the
    necessary information. As
    teachers, this provides us
    with the perfect opportunity
    to determine how well
    students have grasped and
    understood this topic. The
    amount of detail shows us a
    sound understanding
    whereas a page that lacks
    detail can demonstrate a
    more simplistic approach to
    the content that has been
    taught.

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