Name: __________________________

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Chemical Sciences Recycling & Heating Materials (Change of State)Level of schooling:3

School and class context:

Students learn best when teaching is based on their existing knowledge and the sociocultural environment they are a
apart of and their experiences are valued and incorporated into their learning experiences(Garbett 2011). This science
unit is created for a year 3 classroom at St Pius X primary school. The school is a non-government, category 7 Catholic
school that promotes students to beactive learners problem-solving and discovering things about their world (St
Pius X Catholic School 2017). The school community is a socially economically advantaged school, providing lots of
resources and opportunities for engagement with parents with students. This supports a constructivist approach to
teaching science and the science unit where students will explore the world around them to generate knowledge, linking
recycling to their chemical sciences of heating and cooling substances. The school does not have a specialised science
teacher, instead taught by the classroom teacher. Resources are available through the school library along with utilising
the classroom budget. The school has a big focus on sustainability and the environment, with a head teacher for that
area along with a heavy promotion on recycling, reusing and reducing within the school, making it relevant to students
context and experiences. Below is a picture of a wall in the staffroom indicating the prevalence on this subject within the
school and to the students, meaning it is a part of the students world and experiences therefore supporting a
constructivist approach of teaching via incorporating recycling within their chemical sciences unit.

The classroom is comprised of 29 students, co-ed in nature, with a mix of different cultures and nationalities. This
includes Australian, Sri Lankan, Indian, Filipino, Polish and Italian students with one student having English as a Second
Language. To assist with this ESL student, learning experiences have been employed such as the world wall and the
website Quizlet to assist in understanding science terminologies. This will also be of assistance to the students with
lower levels of literacy. One child has a speech disorder where he is a mute. This means he abstains from verbal
communication in class, but no activities have been incorporated which we disadvantage him. Within group work he is
confident to participate handling manipulative and resources without speaking verbally and is supported in his learning

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
by being encouraged to write down questions or comments. There is a child who is allergic to dairy, so within our
investigation he will be advised he has his own special chocolate pellets he will be working with, which will be dairy free.

Within the classroom there are 4 computers and an Apple TV, as well as the students having regular access to laptops
and a school computer room. ICT is embedded in their classroom and learning as well as this science unit to support
interactive, hands-on and collaborative teaching.

What is the learning focus? OVER ALL- STUDENTS UNDERSTAND THAT A CHANGE OF STATE OCCURS BETWEEN
MATERIALS WITH THE ADDITION OR REMOVAL OF HEAT, THIS IS HOW PLASTICS ARE RECYCLED.
Concept(s): Thinking and Working Scientifically/Mathematically:
Recycling is making new items from -Posing questions to how plastic is recycled
old things (rubbish) -Conducting investigations regarding the process of recycling & heat
(Wallace 20006)
Plastic (polymer) is a man-made -Sorting, grouping, processing and analysing plastic material
material and there are many types -Working cooperatively in groups to work scientifically to soft plastic material
of plastic with different uses. These
plastics can be grouped and sorted
for recycling. Recycling plastic is
important as it isnt biodegradable
(cant break down)
(Llewellyn 2004)
Plastic is recycled by changing state -Generating predictions of what will happen when solid is heated.
from solid to liquid using heat and -Generating predictions of what will happen when the liquid in the mould is
cooling cooled.
-Investigating the notion of heating and cooling plastics utilising chocolate
A solid plastic is turned into a liquid -Seeking answers related to predictions of investigation
through melting using heat
(Bryson Energy 2017)

The liquid plastic is put into moulds, -Processing and analysing results of investigation
where when it is cooled it sets into -Comparing results of their investigation to their predictions
that shape, creating a new product -Reporting and communicating the recycling investigation results and their
(recycling) conclusions on the effect of heat and cooling in relation to recycling plastic
(Llewellyn 2004) process via their investigation portfolio.
Items from home can be self -Problem solving to create a new product with a function out of recycled good.
recycled to make new things and -Communicating their ideas and products to peers in the form of design and
have a new use technology.
Dispositions:
Encourage students to pose questions
Facilitate an environment which promotes students curiosity regarding how processes in the chemical sciences work in
the world.
A safe learning environment to take risks in their learning
Facilitate and promote student exploration and meaning making
Promoting students to use their everyday experiences and knowledge in their learning
Promote a hands-on, active learning environment where children learn by doing to problem solve

How will the students engage with this learning? (Provide here an outline of five sequential learning experience using any of the given
structures from the Maths/Science learning cycle or the 5Es model)

Prior Knowledge/Engagement Learning Experiences (s):

LESSON INTENTION : To discover how much is known already about recycling and melting through ICT and class
discussions, as well as introducing a word wall.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
1. Online Interactive Games Waste & Recycling Stuff for kids
Online interactive games to engage children in the topic of recycling and their thinking about recycling
Students will participate in online games on class computers and laptops individually
http://www.portenf.sa.gov.au/page.aspx?u=1040
2. Prior knowledge activity adapted from Lesson 1: Sunken Shapes (Primary Connections 20 11)
Class activity

The terms melt and cooling will be recorded on big cards for the class world wall. Students will be asked to explain,
define and talk about these words and their ideas on them.
Questions suggested by Primary Connections (2012) will be asked, such as
What things have you seen melting?
Why do things melt?
What is happening when things melt?
When do you/dont you want things to melt?
Do you know the role these play when we recycle materials like plastics?
Do you have any questions about melting?
Do you have any questions about melting and recycling plastics?
Getting their ideas on this concept will give insight into their current level of understanding and how they will
connect these ideas to the concept of heating and cooling for recycling.

These ideas will be recorded (butchers paper) and throughout the unit students will be able to refer back to these
ideas to see if they can add to them or reword them based on their learning and investigations.

A word wall will be created to be displayed in the classroom, with words relating to the unit along with relevant
pictures. Student science learning and literacy skills will be enhanced through constant exposure and visualisation of
these terms (Primary Connections 2011). It will be explained to students this word wall is going to be our reference
wall throughout the unit, meaning when they forget how to spell a word or what it means we can go to the word wall
first.

Diagnostic Assessment- To assess students current knowledge. They will be recorded and re assessed in the last
lesson.

Exploratory /Explore & Explain Learning Experiences:

Explore Lesson 1
LEARNING INTENTION: Students explore the solid plastic and understand there are different types

1. Picture Book In the Bin: Kellie Bollard

Commence the lesson with a picture book regarding recycling, where students explore the notion of recycling and
what and how materials are recycled
-A colourful, engaging and informative picture book, to introduce and explore recycling. It presents the notion of
rubbish and recycling, highlighting best practise to sort domestic garbage and the reduce, reuse and recycle notion
regarding different materials. It is engaging through using pictures and rhyming verses and especially aimed for
primary school children.

2. Class Discussion
-Following the book, a class discussion will be conducted about recycling posing questions such as did you know we
recycle different things differently, who recycles different plastics separately etc. to generate thinking regarding
information from the book and explore notions created in the book.

Explain plastic is heated and needs to be recycled in its specific group as they react differently.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
3. CLASS RECYCLING BINS
-Introduce the 3 classroom recycling bins
Set the task for students to make mindful choices and recycle their goods from home and school in the class recycling
bin. There will be 3 bins 10c bottles, all other plastics, all other materials (cardboard, paper). The recycling in the
other two boxes will be promoted to use within this unit for activities as well as for crafts in other subject areas (ie.
Maths assignment)

A goal will be set to help motivate and encourage the students and engage them in the task Can we fill up the
recycling bins each week? Can we use materials in here for other activities in class? Can we donate our bottles we use
and find and see if we can raise money for school charity? How much should we aim to raise?
If we reach our target there will be a reward of a class party on the last day!!

(see appendix for poster the students will be given, class tally poster and note to be sent home regarding bringing in
any recyclables)

Contextual Relevance
This task incorporates the childrens world around them and school context, as they make conscious decisions from
their own life to recycle materials and make better choices. This blends in with science where they actively note what
materials they are recycling and why they are recycled in each box. It is constructivist in nature as it is hands on,
students are active participants in their learning and it is collaborative where students work together to achieve an
end goal. It is engaging as it is a class project with an end goal, and something to work towards with a reward at the
end of not only donating money to the
school charity CARITAS but also a class party

4. Class Activity: The Busta Recycling Dance

Introduces a stomp dance step, which correlates to stomping on our bottles before we recycle them. Make this our
class dance and use throughout unit when needing to squash recycling
Makes learning fun and engaging!

http://www.wastebuster.co.uk/kids/

5. Laptops in pairs interactive online information website

In pairs using laptop, each child explores Pedro Plastic, watching his videos and reading information about him
writing down/ compiling 5 facts about plastic.

http://www.wastebuster.co.uk/kids-bin/meet-the-gang/pedro-plastic

Explore/ Explain Lesson 2

LEARNING INTENTION: Students understand that plastics are solids and there are different types of plastics that can
be sorted and grouped to be recycled.

1. Read book: Plastic Holly Wallace

This book reinforces the notion that there are different types of plastics, which are all plastics but are made and
recycled differently. It is a picture book to create and exposes visual learners to pictures along with words. Students
can see examples whilst also listening.

2. Role Play Scenario

TASK: Class 3HT is now a recycling plant and every member of the class works as a rubbish sorter in the plastic
section. This means we all need to put our gloves and hard hats on, sorting out the plastic into different groups

Students will be given a sheet that has the triangle ranging from 1-7 (Clean Up Australia 2009) with the
corresponding items that it is made up of (see appendix)

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
-Each group will be given different types of plastic materials to sort.
-Each group has to explore each different item, particularly what it is, its function and what triangle it has.
-The students need to then use this information from their observations and referring to the category poster to
group each material into groups according to type of plastic

As a class each group will take it in turns to come up and put their sorted plastics into the corresponding labelled
polymer bins (containers labelled with logo) . Class will give each other running feedback as the children are putting
their materials into the bin regarding their thoughts if they are right, not right, unsure etc.

Collaborative Team Work This task is based on the STEM notion of collaborative, team work in science where
students each contribute their different thoughts and ideas to work together and problem solve.
(Education Council 2015)

3. Cut and Paste Sheet

Students individually sort the plastic materials on their sheet and cut, group them according to their type and paste
them next to their relevant/corresponding category picture.

(appendix Cut and Paste)

FORMATIVE: Class list and tick system students can work in groups to sort and group plastics
Feedback- 2 stars and A wish system
(Dyer 2012)

Cross Curriculum LINK HASS Sustainability

LESSON 3a A possibility which is currently being organised is to have a parent of a student who is rocket
scientist to come in and talk to the students about the different types of plastics. This promotes STEM
learning and Science as a Human Endeavour, bringing the outer community to classroom learning,
particularly having students visualise how scientists are involved and work in the world.

LESSON 3 Explain/Explore

Lesson Intention: Students will understand the process of how plastics are recycled and the role of heat.

*Before class commences have a quick review of our recycling bin process

* Prior to class activity, go through being safe in the learning environment

-No student can touch the kettle
-No student can pour their own water
-Students must not stand closer than an arms width to the electric pan
-They must have their jelly cup on the tray in front of them when water is being poured and observe using
their eyes
This applies at all times using the kettle, hot water and electric pan. Students will each get a copy of the above rules
as their own contract and sign their name that they understand and agree. They will lose science privileges if they
break the rules.

1. Class to watch short VIDEOS

(Sitting on the floor in front of the Apple TV)
YouTube Video

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Explaining the process of recycling a plastic bottle
https://www.youtube.com/watch?v=4dz1BLdPsFY&feature=youtu.be

ABC Splash BTN video

Plastic Fantastic Reinforcing recycling plastic and how it is done in a real life setting

http://www.abc.net.au/btn/story/s2835244.htm

Use these videos to pose questions to students after they have viewed them.
What happened? What was used to melt the plastic? When recycled is it still same material?

2. CLASS ACTIVITY EXPLAINING USING JELLY MODEL

Explain the concept of melting plastic to recycle (using heat) - using visual demonstration of JELLY

Students in class circle, each actively participating, with their own jelly mould with little jelly plastic particles inside
(take notes of student questions throughout)

-Do not tell students this is jelly rather that:

Little bits of jelly are the plastic pellets (from recycled bottles)

EXPLANATION WHILST ACTIVELY SHOWING AND DOING WITH THE MODEL

The chip are solid material and will be heated adding hot water)
The chips melt because of the HEAT into a LIQUID (the water is now that colour)
To make different shaped plastics we put the LIQUID into different moulds (Students to come one at a time and help
pour our hot water into moulds)

3. Pose question to students

What do you think is going to happen when they have cooled down and taken out of moulds
-Student answers will be recorded

4. STUDENT ACTIVITY
Have students draw what happened in a timeline (appendix)

THE WORDS SOLID, HEAT, LIQUID & COOLED DOWN WILL BE EMPHASISED! Introduce the class word list on the
recycling board which has these words for the students to refer to and be exposed to in their class daily. Teacher
explains each word in a class discussion, asking for students input.

PELLETS (SOLID) HEATED LIQUID MOULDS COOLED Predict and draw what you think the end product will
look like after cooling the moulds

Formative Assessment: To assess students understanding of the concepts described above thus far
R.I.C (2007) Assessment Proforma (appendix)
ie. Understands a solid heated turns to liquid TRAFFIC LIGHTS: Green highlighter = YES, Orange = On their way, RED
= Not there

https://quizlet.com/_3fi66o
QUIZLET:
This website allows the teacher to create a list of the terms used throughout the lesson and definitions of them. It
also provides students with the opportunity to hear the word out loud and help spelling it. The link above has
definitions for the words used within the timeline.
This will be particularly useful for ESL student and students who are at a very low level of literacy.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
LESSON 3: PART B

Learning Intention: Students will understand that cooling can change a liquid to a solid, and this is what
happens in the recycling process.

1. CLASS ACTIVITY Looking at plastic moulds results

Take jelly out of mould after they have been cooled for adequate amount of time. Have students look at what
happened to their jelly where they explain it in a class discussion. Look back on students predictions and questions
they made in previous lesson to amend/adapt them or see if they were correct

-Assist students in explanation using diagram (which will be a poster put up in the classroom)

Explain the notion the pellets were heated up so they could melt and were poured into moulds to make different
shapes and have a new use.

Link it directly to recycling where the plastic bottles are shredding into the little pellets, heated and then made into
a liquid to be moulded into new items and shapes for example lego bricks, toys

The plastic goes HARD/solid again when it is cooled down.

Melting and Cooling a substance is a REVERSIBLE change!

Activity
Students go back and describe on their time line what happened to the jelly and see if their prediction was correct,
along with conclusion work sheet.

Students are permitted to eat their jelly (providing no allergies)

FORMATIVE ASSESSMENT: Assess via assessment proforma from R.I.C (2007) see students progress in
understanding the concept and terms melting, liquid, solid and heat via sheet and engagement/participation via
observation.
(appendix)

Investigations /Problem solving/Elaboration Learning Experiences:

LESSON 4 (Summative Assessment)

EXPERIMENT: CHOCOLATE PLASTIC RECYCLED CRISPIES

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Hands on learning learning by doing
Students are active participants within their learning as they investigate and test scientific ideas based on recycling
using everyday manipulatives to help them understand and visualise, in an engaging and relevant way. Learning by
doing is said to be a valuable learning process where the memory retains more information and can apply this
information to different circumstances more readily. These are engaging and promote science to be exciting,
motivating students to learn seeking answers to questions and understanding why and how things happen in the
world around them. Students also enhance their scientific skills within this activity observing, predicting, inferring,
etc. Rather than being instructed how the recycling process occurs via heating and cooling, they gain an
understanding via visualising and doing the process and seeing the science for themselves.
(R.I.C 2007)

Learning Intention: Students undertake experiment of making recycled plastic chocolate crispies by
melting and cooling plastic chocolate

1. Investigation Ms Razzanos Leftover Plastic Chocolate Pellets Dilemma- Student led guided by teacher
Students work in pairs (but each make their own)
-Teacher firstly goes through the dilemma, posing questions to generate student thinking, SAFETY.

Pose questions to students before starting

How can we use these bits of plastic chocolate and mix them with the plastic rice crispies to make new exciting
yummy plastic chocolate treats?
What do we need to do to the plastic chocolate before we combine it the rice crispies so we can recycle it into a new
plastic chocolate? (MELT)
How can we do this? (HEAT)
(refer to R.I.C (2007) Chocolate Crispies teacher guide (in appendix) for teacher notes and references)

- After discussion about what we can do to fix the dilemma, tapping into students ideas and insights teach goes
through materials and method
-Teacher works with students assisting them as they go through one step at a time as a class(teacher/adult only to
handle hot water)

Promote words from word list melt, heat, solid, liquid, plastic pellets

Have students write down answers to questions making predictions on what will happen to their plastic chocolate
(Refer to appendix for corresponding investigation report)

*Take before photos of their chocolate pieces and materials for their report*
*Take photos of students doing procedure for their report

Students to cool chocolate crispies and assess results in next lesson

Cross Curriculum Links: Mathematics & Measuring

LESSON 4 Part B

Learning Intention: Students analyse results of investigation and explain these results TO MAKE
CONCLUSIONS

1. Assessing Results
Students to take their recycled chocolate plastic crispies out of the moulds and assess what happened to the liquid
mixture

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Ask students in their pairs to talk about what they see, what they think happened (what it looks like, feels like)
especially using words from the class word list.

What did you learn?

Students describe what happened in their science report (appendix). They will need to record the results and explain
what happened to their chocolate plastic bits when they recycled them into a new mould, using the key words from
the word list. They will then need to draw what happened at the 3 stages and fill the gaps using the words using
world list words
(appendix this will become their investigation book, which will be bounded and summative assessed)

Cross Curriculum Link: Observational Report Writing English

In English students will learn how to write observational reports and have to undertake one regarding how they made
chocolate rice crispies.

SUMMATIVE ASSESSMENT: They will add their photos of them working scientifically from the iPad to their
investigation booklets. These will be marked using rubric (appendix)

LESSON 5 (Summative Assessment)

Cross Curriculum Link: Design and Technology

Learning Outcome: Students investigate how their actions have effects and how they can participate, relating to
Science as a Human Endeavour.

Students construct an item which can be used for a purpose in their lives out of recycled plastic items. Students work
in pairs to promote collaborative, problem solving working (STEM)

The creation of stuff video INTRODUCE

1. Expose students to the notion of upcycling where we can also ourselves make new items using recycled items
VIDEO
https://www.youtube.com/watch?v=J1hEcrkG46k

Explain in the 3 Rs we have investigated recycling, but we can also REUSE items we use in our own life and give them
a new purpose. Can you think of somethings you re use or can re use in a different way? Class Input/Discussion

2. Using the design brief presented to them, in pairs students will construct their new item using recycled materials
from home and in class recycling box.
(Design brief appendix)

Students present their work to class explaining what it is and how it works.
Students individually fill out a Science Reflection (RIC 2007) (Appendix)

Summative Assessment:
Assess if students can problem solve making new items using the notion of reusing, making a new item with a
purpose, incorporating science as a human endeavour into their learning.

After views & reflection/ Evaluation learning Experience

Lesson Intention: Students will revisit their conceptions from the first lesson to reassess them and seeing if they
are altered/ can be built on.

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 1. Class Activity
Students and teacher will read and go through points they recorded in the first lesson. As a class each point will be
discussion and students will have the opportunity to discuss if they agree with that, can change the statement or can
add information to it.
Students then add things they have learnt

2. Students use computers to type up a 2 stars and a wish style reflection of their learning

The school computer room will be booked, so students can each have a computer with access to a printer to create a
word document.
They will have to write
2 stars = 2 things they have learnt and found very interesting (they will have to write a minimum of 2 sentences and
reminded to use our word wall key terms)
1 wish = A wish to where they can apply this learning in their own lives to make good choices!
(Dyer 2012)

3. Students have to create their own pledge how they will make their change to recycle in the world

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
Concept(s):
Formative During explore Class roll to tick 2 Stars and a
Students working in groups
to problem solve and sort lesson whilst their participation Wish feedback on
plastic students are and cooperation their class
-Plastic is a solid problem solving and with others, behaviour/workin
material, there are explore plastic observational g with plastics
many types of plastic. collaboratively notes
Plastic can be recycled
to make new things/

Explore/Explain Traffic light

A Solid like plastic can Formative lesson. system next to Annotated
be melted using heat Assess students each term on feedback on
to turn into a liquid. A progress in class list work, oral
liquid can set into a understanding at feedback if
solid by cooling end of lesson necessary
(removing heat). This reviewing their
is a reversible change timelines

Science Investigation Rubric

Plastic is recycled by Summative Report Annotated
changing state from Science Investigation Report -Students explain feedback
solid to liquid using -Students explain their results their results of -One on one

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 heat and can be of investigation in their report investigation in their conference with
reversed back to a and draw this process report and draw this each student to
solid by being cooled process provide oral
in moulds -Students use the explanation of
A new product will be key terms in their feedback
made explanation how -Include feedback
understand the sandwich
process and their Compliment/Achi
meaning evement-
Constructive
Improvement-
Compliment/Achi
evement
(Reynolds 2013)

Science knowledge Summative Explanation of end Above

about recycling helps product and its Satisfactory, Written feedback
us to make decisions purpose in their life Satisfactory, 2 Stars & a Wish
in our everyday life Below (Dyer 2012)
Satisfactory
-Could students
relate using items
to make
something with a
new purpose

Thinking and Working Summative Students can Rubric Annotated

Mathematically/ Science Investigation Booklet participate in a feedback
Scientifically:
student investigation -One on one
to make predictions, conference with
investigate, assess each student to
results to make provide oral
conclusions explanation of
feedback
-Include feedback
sandwich
Compliment/Achi
evement-
Constructive
Improvement-
Compliment/Achi
evement
(Reynolds 2013)

Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Science Understanding Sub- Strand: Chemical Science
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Critical and Creative Thinking:
A change of state between Students use their Students develop
solid and liquid can be understanding of the understandings of concepts
caused by adding or behaviour of heat to through active inquiry that
removing heat (ACSSU046) involves planning and

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 suggest explanations for selecting appropriate
everyday observations information, evaluating
sources of information to
formulate conclusions and to
critically reflect on their own
and the collective process

Literacy
They are required to
comprehend and compose
texts including those that
provide information, describe
events and phenomena,
recount experiments, present
and evaluate data, give
explanations and present
opinions or claims

ICT
Digital aids such as animations
and simulations provide
opportunities to view
phenomena, engage students
in learning and explain
phenomena.
They use ICT capability to
access information

Personal & Social Capability

Students learn how scientific
knowledge informs and is
applied in their daily lives.
This includes developing skills
in communication, initiative
taking, goal setting,
interacting with others and
decision-making, and the
capacity to work
independently and
collaboratively. Students use
science learning to make
informed decisions for their
own lives to benefit them and
the community.

Ethical Understanding
They consider the implications
of their investigations on
others, the environment and
living organisms. They use
scientific information to
inform ethical decisions about
environmental decisions of
recycling

Numeracy
Using practical measurement
units in their science

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 investigations, measuring out
the correct amounts.

Strand: Science as a Human Endeavour Sub- Strand: ________________________________

Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Critical and Creative Thinking:
Science involves making Students use their Students develop
predictions and describing experiences to identify understandings of concepts
patterns and relationships questions and make through active inquiry that
involves planning and
(ACSHE050) predictions about scientific
selecting appropriate
investigations
information, evaluating
sources of information to
formulate conclusions and to
critically reflect on their own
and the collective process

Personal & Social Capability

Students learn how scientific
knowledge informs and is
applied in their daily lives.
This includes developing skills
in communication, initiative
taking,, interacting with
others and decision-making,
and the capacity to work
independently and
collaboratively. Students use
science learning to make
informed decisions for their
own lives to benefit them and
the community.

Ethical Understanding
They consider the implications
of their investigations on
others, the environment and
living organisms. They use
scientific information to
inform ethical decisions about
environmental decisions of
recycling

Strand: Science as a Human Endeavour Sub- Strand: ________________________________

Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Science knowledge helps Creative and Critical Thinking:
people to understand the Students use their Scientific inquiry promotes
effect of their actions understanding of the critical and creative thinking
(ACSHE051) behaviour of heat to by encouraging flexibility and
open-mindedness as students
suggest explanations for
speculate about their
everyday observations
observations of the world and
the ability to use and design
new processes to achieve this

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 ICT
Digital aids such as animations
and simulations provide
opportunities to view
phenomena, engage students
in learning and explain
phenomena.

Personal & Social Capability

Students learn how scientific
knowledge informs and is
applied in their daily lives.
This includes developing skills
in communication, initiative
taking, goal setting,
interacting with others and
decision-making, and the
capacity to work
independently and
collaboratively. Students use
science learning to make
informed decisions for their
own lives to benefit them and
the community.

Ethical Understanding
They consider the implications
of their investigations on
others, the environment and
living organisms. They use
scientific information to
inform ethical decisions about
environmental decisions of
recycling

Strand: Science Inquiry Sub- Strand: Questioning and Predicting

Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Critical and Creative Thinking:
With guidance, identify Students develop
questions in familiar Students use their understandings of concepts
contexts that can be experiences to identify through active inquiry that
investigated scientifically questions and make involves planning and
and make predictions based selecting appropriate
predictions about scientific
on prior knowledge information, evaluating
(ACSIS053) investigations
sources of information to
formulate conclusions and to
critically reflect on their own
and the collective process

Literacy
They are required to
comprehend and compose
texts including those that
provide information, describe
events and phenomena,
recount experiments, present
and evaluate data, give

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 explanations and present
opinions or claims

Strand: Science Inquiry Sub- Strand: Planning and Conducting

Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
They follow procedures to Critical and Creative Thinking:
With guidance, plan and collect and record Students develop
conduct scientific observations understandings of concepts
investigations to find through active inquiry that
answers to questions, involves planning and
considering the safe use of selecting appropriate
appropriate materials and information, evaluating
equipment (ACSIS054) sources of information to
formulate conclusions and to
critically reflect on their own
and the collective process

Personal & Social Capability

Students learn how scientific
knowledge informs and is
applied in their daily lives.
This includes developing skills
in communication, initiative
taking,, interacting with
others and decision-making,
and the capacity to work
independently and
collaboratively. Students use
science learning to make
informed decisions for their
own lives to benefit them and
the community.

Numeracy
Using practical measurement
units in their science
investigations, measuring out
the correct amounts.

Strand: Science Inquiry Sub- Strand: Processing & analysing data and
information
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
They suggest possible Critical and Creative Thinking:
Compare results with reasons for their findings, Students develop
predictions, suggesting based on patterns in their understandings of concepts
possible reasons for through active inquiry that
data.
involves planning and
findings (ACSIS215)
selecting appropriate
information, evaluating
sources of information to
formulate conclusions and to
critically reflect on their own
and the collective process

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 Literacy
They are required to
comprehend and compose
texts including those that
provide information, describe
events and phenomena,
recount experiments, present
and evaluate data, give
explanations and present
opinions or claims

Strand: Science Inquiry Sub- Strand: Communicating

Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Critical and Creative Thinking:
Represent and communicate They use diagrams and Students develop
observations, ideas and other representations to understandings of concepts
findings using formal and communicate their ideas through active inquiry that
informal representations involves planning and
(ACSIS060) selecting appropriate
information, evaluating
sources of information to
formulate conclusions and to
critically reflect on their own
and the collective process

Literacy
They are required to
comprehend and compose
texts including those that
provide information, describe
events and phenomena,
recount experiments, present
and evaluate data, give
explanations and present
opinions or claims

Ethical Understanding
They consider the implications
of their investigations on
others, the environment and
living organisms. They use
scientific information to
inform ethical decisions about
environmental decisions of
recycling

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Websites

This website provides background information on the recycling process where plastics are taken to the recycling plant
to be shredded, heated and melted into moulds and set. Plastic is not biodegradable and therefore takes thousands of
years to decompose, making it essential as humans we recycle and reuse it rather than filling up landfills with it. Plastic

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
is strong but also light and can be moulded into most shapes, with these properties making it a desirable material for an
abundance of items (Bryson Energy 2017)
Bryson Energy 2017, Plastic, Bryson Charitable Group, viewed 18th April 2017,
<http://www.brysoneducation.org/age_8_11/material_world/plastics.asp>

Online interactive games to engage and evoke recycling thinking from the City of Port Adelaide Enfield website.
City of Port Adelaide Enfield 2015, Waste & Recycling Stuff for Kids, viewed 27th April 2017,
<http://www.portenf.sa.gov.au/page.aspx?u=1040>

Australian based organisation Clean Up Australia fact sheet on recycling plastics, including informing on the 1-7 plastic
labelling system and how they are sorted providing teacher background knowledge.
Clean Up Australia 2009, Plastic Recycling Fact Sheet, Clean Up Australia Ltd, viewed 27th April 2017,
< file:///C:/Users/Elisa/Documents/Science/Report%20and%20Recycling/cua_plastic_recycling_fact_sheet%20(2).pdf>

Dyer, K 2012, Classroom Techniques: Formative Assessment Idea Number Six, blogpost, Teach Learn Grow- The
Education Blog, December 10, viewed 1st May 2017,
<https://www.nwea.org/blog/2012/classroom-techniques-formative-assessment-idea-number-six/>

Stem Report informing on best practises to promote STEM in the science classroom, as seen incorporated into planning
through problem solving, exposing science in the community and collaborative group work.
Education Council 2015, National Stem School Education Strategy, viewed 28th April 2017,
<http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Educat
ion%20Strategy.pdf

Information about melting and freezing solids and liquids for students, information used to create prior knowledge
worksheet
KS2 Bitesize 2014, Solids, Liquids, Gases, BBC, viewed 25th April 2017,
<http://www.bbc.co.uk/bitesize/ks2/science/materials/solids_liquids_gases/read/3/>

ICT resource: Quizlet website to create word lists, meanings, quizzes and language assistance to those students who
need it particularly ESL students and those with low literacy levels.
<https://quizlet.com/>

Reynolds, L 2013, Giving Student Feedback: 20 Tips To Do It Right, informED, viewed 1st May 2017,
< http://www.opencolleges.edu.au/informed/features/giving-student-feedback/>

General booklet providing information on how plastics are grouped under the 7 different names and triangles and how
this means they are recycled differently. They are all plastics but different types of plastics. Teacher made worksheet
adapted using this information.
Science Enhancement Programme (SEP) 2009, Recycling & Sustainability, Gatsby Science Enhancement Programme,
viewed 27th April 2017,
< https://www.stem.org.uk/system/files/elibrary-resources/legacy_files_migrated/15035-RCL_booklet.pdf>

Interactive website for students to use in pairs to e xplore information regarding plastic including information on its
make-up, recyclability, how its recycled etc. It includes videos and animations and a game which the students will
engage in as well as the Busta Recycling Dance promoting a dance to squash bottles before recycling.

Wasterbuster 2017, Pedro Plastic, Wastebuster Community Interest Company, viewed 22nd April 2017
<http://www.wastebuster.co.uk/kids-bin/meet-the-gang/pedro-plastic>

Texts/Articles

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Engaging rhyming picture book to read to the class
Bollard, K 2008, In the bin, K.Bollard, Helensburch, NSW.

Constructivist notions explored

Garbett, D 2011, 'Constructivism deconstructed in science teacher education', Australian Journal of Teacher Education,
vol. 36, no. 6, pp. 36-49.

General knowledge book using simple terms to inform teaching the topic to younger students (year 3). Examples
include, plastic is a useful material and makes up all sorts of things including toys, bottles, bags, lunch boxes, clothes,
sponges, combs. There are many different types of plastics, it does not break easily and is tough and it is man made
from oil.
Llewellyn, C 2004, Plastic, Franklin Watts, Sydney, NSW.

Insight into properties of melting solids and cooling liquids, informing teaching knowledge. Melting is the temperature
where a change of state occurs from a solid to a liquid and cooling/freezing is the temperature where a change of state
occurs from a liquid to a solid.
Primary Connections 2011, Melting Moments Year 3 Chemical Sciences, Australian Academy of Science, Canberra, ACT.

Hands-on Science using constructivist investigations for primary science, specifically ages 9-10 (year 3). Providing
experiments, teacher notes and science reports based on the Australian Curriculum and a learning by doing approach
R.I.C 2007, Hands-on science : 36 fun science activities, R.I.C. Publications, Greenwood, W.A.

Another engaging picture book using simple terms and notions to inform teaching
Wallace, H 2006, Plastic, Franklin Watts, Sydney, NSW.
.

Media

Used in classroom learning experiences

Recycle Now 2015, Plastics How are they Recycled, video, YouTube, 22nd September, viewed 15th April 2017.
<https://www.youtube.com/watch?v=4dz1BLdPsFY&feature=youtu.be>

Australian Broadcast Company 2012, Plastic Fantastic, Behind the News, ep. 9, television program, ABC, 9 March.
http://www.abc.net.au/btn/story/s2835244.htm

MovieCarScene 2014, 23 Creative Ways to Reuse Old Plastic Bottles, video, YouTube, 2 August, viewed 15th April 2017,
<https://www.youtube.com/watch?v=J1hEcrkG46k>

Informing teacher background knowledge

To inform my background knowledge and my conscious awareness of plastic and my own use of it. Mark Biddle, the TED
speaker, is a worker in the recycling industry who discusses his creation of a low cost and energy efficient recycling
plant that has the ability to recycle any type of plastic. This is a resource which informs the future of plastic recycling
and the direction it can head in.
TED 2011, Mark Biddle: We can Recycle Plastic, video, YouTube, 6th October, viewed 27th April 2017,
<https://www.youtube.com/watch?v=RD07GkmM2fc>

Student Resources (resources that engage students with the learning)

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Online games, picture books, Youtube videos, making jelly, making chocolate crackles, plastic recyclables, class recycling
bins, cut and paste, science reports, timelines, class discussions, recyclable materials, moulds, Busta interactive dance,

vTeacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:

What worked?

What didnt work?

Was it worth learning?

Why and why not?

How were the skills

integrated into other
learning areas?
How was the learning
shared with others?

Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.