PST Names: Jaimee Kilker & Marnie Crawford

Topic: Chemical Science

Year Level: Grade 6
Inquiry Question: What learning gains can be made for students in a learning program that uses a representational
approach and structured using the 5Es?

Table 1. Unit outcomes

Victorian Curriculum
Science
Science Understanding
Chemical sciences
Solids, liquids and gases behave in different ways and have observable properties that help to classify them
(VCSSU076)
Changes to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning
and rusting (VCSSU077)
Science Inquiry Skills
Questioning and predicting
With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what
the findings of an investigation might be based on previous experiences or general rules (VCSIS082)
Planning
With guidance, plan appropriate investigation types to answer questions or solve problems and use equipment,
technologies and materials safely, identifying potential risks (VCSIS083)
Decide which variables should be changed, measured and controlled in fair tests and accurately observe,
measure and record data (VCSIS084)
Recording
Construct and use a range of representations, including tables and graphs, to record, represent and describe
observations, patterns or relationships in data (VCSIS085)
 Analysing
Compare data with predictions and use as evidence in developing explanations (VCSIS086)
Communicating
Communicate ideas and processes using evidence to develop explanations of events and phenomena and to
identify simple cause-and-effect relationships (VCSIS088)

Concepts:
C1) Solids hold their shape, liquids flow and settle in containers, gases take up space in containers.
C2) Physical changes to materials are reversible.
C3) Chemical changes to materials are irreversible and involving the production of new substances.

Skills:
S1) Communicate ideas and processes using evidence to develop explanations of events and phenomena and to
identify simple cause-and-effect relationships.
S2) Analyse and compare data with predictions and use as evidence in developing explanations.
S3) Construct and use a range of representations, including tables and graphs, to record, represent and describe
observations, patterns or relationships in data.
Unit outcomes
Throughout this unit students will:
- engage with chemical science through the concepts of properties of matter, physical changes and chemical changes.
- explain that matter forms a solid, liquid or gas and can undergo changes that are either reversible or irreversible.
- explore scientific phenomenon through recording observations and ideas.
- elaborate on their understandings of concepts through application to new situations.
- evaluate their learning through reflection, comparison, analytic discussion and self evaluation.

Skills and processes

Throughout this unit students will:
- pose questions and predict findings of an investigation.
- accurately observe, measure and record data.
- generate and test representations to explain observations and phenomena .
- use equipment and materials safely, identifying potential risks.

Table 2. Linking Teachers need to clearly identify big ideas, key concepts and their representations (use
concepts to literature here)
representations

Teacher background knowledge

Teachers will need to have an understanding of matter, substance and how it can change, physically or chemically.
More specifically, teachers will need to understand that matter is anything that has weight or takes up space, thus all
things are made of matter.
On the topic of the states of matter:
- a substance is independent of any particular state and that when a material changes physical states, the substance is
not changed (Skamp et al. 2015, p. 350)
- physical properties of a solid, liquid or gas are the attributes or qualities of the material
- a solid holds its shape and includes powdered materials
- gas spreads out to fill the space it is contained in, is usually but not always invisible, air is composed of a range of
gases, such as: nitrogen, oxygen and argon (Primary connections 2012, p. 32)

On the topic of physical changes:

- physical changes occur at specific temperatures
-physical change is a change to the physical properties of an object or material where the substances remain the same
(Primary connections 2012, p. 9)
- physical changes are reversible such as melting, freezing, evaporating and condensation

On the topic of chemical changes:

-chemical changes are irreversible such as burning and rusting
- new substances are created when a chemical reaction occurs
- the substances used are referred to as the reactants and then substances produced are called the products
- it is evident that a chemical reaction has taken place when bubbles appear, a precipitate appears (in a liquid or gas),
there is a change in colour, temperature, energy or light is produced or a smell can be detected

What conceptions can/do children have?

On the topic of states of matter:
- water and ice are often viewed as completely separate substances (Skamp et al. 2015, p. 351)
- students might have difficulty recognising crushed or powdered material as being solid
- students may believe that to be a solid the substance must be hard
- some students identify liquids as being like water in appearance and consistency; liquids such as honey may not be
easily identified as liquid
- students might also assume that all liquids contain water and that melting involves a substance turning to water
- some students identify gas as having an unpleasant smell, dangerous or flammable and do not recognise that air is a
gas
On the topic of physical changes:
- solids dissolve when they are melting’ and ‘water and ice are not the same substance’
- students may believe that a change of state creates a new substance
- the bubbles in carbonated drinks can be taken as chemical changes when they are actually physical changes

On the topic of chemical changes:

- students may have difficulty conceptualising that there is a transformation of substances during a chemical change
- rust can often be seen as another form of iron, as it appears on the iron object (Skamp et al. 2015, p. 357)
- burning can be seen as producing heat as a substance rather than substances being consumed (Primary
connections 2012, p. 41)

Note: full references are included in the rationale section, Table 5.

What representations are used to understand this concept and the phenomena involved?
CONCEPTS Describe why these are useful by stating how the REPRESENTATIONS are LIKE and NOT
LIKE the natural phenomena.

C1) Solids hold their A scientifically canonical representation of a solid, liquid and gas state of matter, presented
shape, liquids flow and through a printed image on a worksheet, refer to Table 6, Lesson 1a. This representation is like
settle in containers, the natural phenomena in that the small circles show the particles of matter in each state, and it
gases take up space in describes the positioning and movement the materials within a container. It is not like the
containers. phenomena in that it is a drawn figure of the concept; it does not show visual examples or
appear as a solid, liquid or gas typically would. It directs students to see how each state
behaves when contained.
 C2) Physical changes A three dimensional model of matter in each state and how it changes states with an
to materials are accompanying worksheet; representing the processes of melting or freezing between a solid
reversible. and a liquid and evaporation or condensation between liquid and gas, refer to Table 6, Lesson
3a. This is like the phenomena in that it describes the processes involved in matter physically
changing, and correctly depicts the order in which matter changes from a gas to a solid, to a
liquid. It is not like the phenomena in that it does not show what actually happens in the
process of melting, evaporating, freezing or condensation.

C3) Chemical changes A cake will be baked in order to represent chemical reactions and change, and how to identify
to materials are when a chemical reaction has occurred. Students will observe the beginning ingredients of a
irreversible and cake mix e.g eggs, batter, butter. Whilst mixing the ingredients discuss the changes that are
involving the taking place. Explain that even though they may look different the ingredients are still there and
production of new haven't changed. Once heat has been added the students will observe a completely new
substances. substance. This is an example of the real phenomena because it’s a clear example that a
chemical change has occurred because changes to the ingredients are irreversible.

Table 3. Measuring the Assessment tasks, representations included. (incl. What criteria will you use to make
learning gains through brief description) judgements? What evidence will you look
Assessment for?

DIAGNOSTIC ASSESSMENT - Input into group discussions on all three concepts Criteria:
- usually in the Engage - Various worksheets; students will answer questions, fill - students will reveal their current
lesson in tables and draw images with annotations in their understandings through engagement in
science journal discussions and sharing their existing ideas
- Hands on activities and experiments about:
- states of matter: solid, liquid and gas and
properties
- physical changes:
 - chemical changes: irreversible changes
and how to identify them
- students will explain and justify their answers

Evidence:
- the content and quality of written answers,
diagrams, and student ability to communicate
what they know

FORMATIVE ASSESSMENT - Input into group discussions on all three concepts Criteria:
(Assessment for) - Worksheets: students will answer questions in their - progress or changes in alternative conceptions
(Assessment as) science journal - students will explain and justify their answers
- usually in the Explore, - Interactive poster with themed and topical cards sorted
Explain and Elaborate onto a venn diagram Evidence:
lessons - Self reflection and review activity - the content and quality of written answers,
diagrams, and student ability to communicate
what they know
- completed activities and worksheets

SUMMATIVE ASSESSMENT - Large interactive posters that display aspects of each of Criteria:
(Assessment of) the concepts explored - identify the three states of matter and the
- usually in the Elaborate - A compiled case file which includes the completed physical properties of each with examples
and Evaluate lesson science journal - able to explain that physical changes are
- A student-led experiment of chemical change rates reversible with examples of the processes of
melting, freezing etc.
- able to explain that chemical changes are
irreversible and result in new substances being
formed
- able to identify the signs of chemical change
 Evidence:
- the content and quality of written answers,
diagrams, and student ability to communicate
what they know
- the completed projects and tasks

Table 4. Unit Overview (Structure from Primary Connections unit overview)

Phase/ Science outcomes Literacy and/or Lesson Summary Assessment

Lesson maths outcomes opportunities

Lesson 1 Lesson Intention: To Literacy: Introduction 10 Minutes Diagnostic

(Engage) identify what we already Clarify understanding A whole group discussion to Assessment
know about chemical of content as it find out student prior
50 Minutes science, the states of unfolds in formal and knowledge and to reveal the Discussion:
matter and physical and informal situations, unit topic and lesson Students will
Concept: 1, 2 chemical changes. connecting ideas to topic/concepts. discuss ideas,
&3 students own Prompting questions will answer and ask
Science: experiences, and include: questions, reflecting
Solids, liquids and gases present and justify a - What do you think of their prior or
behave in different ways point of view or when I say ‘science’, alternative
and have observable recount an ‘chemistry’, ‘matter’? conceptions or
properties that help to experience using - Can you give us an learned knowledge.
classify them interaction skills example of something
(VCSSU076) (VCELY337) that is a solid? Liquid? Worksheets:
gas? Students will
Changes to materials - What do you know complete provided
can be reversible, Identify and explain about chemical worksheets that
including melting, how analytical images reactions? Have you require written and
freezing, evaporating, or like figures, tables, seen any? drawn reflections,
irreversible, including diagrams, maps and observations and
burning and rusting graphs contribute to Students will record their conclusions,
(VCSSU077) our understanding of current ideas about the throughout the
states of matter, refer to lesson activities.
verbal information in
Table 6: Lesson 1a
factual and
worksheet.
persuasive texts
(VCELA340) Part A: Mystery Bag Activity
10 Minutes
Investigate how
Students will investigate the
complex sentences
unknown contents of a bag,
can be used in a
and will use the table
variety of ways to
elaborate, extend and provided on worksheets to:
a) name the material
explain ideas
b) determine whether it is
(VCELA350)
a solid, liquid or gas
Refer to Table 6: Lesson 1a
worksheet and .

Part B: Balloon Explosion

Experiment 10 Minutes
Students will assist in the
completion of balloon,
mentos and coke
experiment.
They will record their
prediction of the outcome,
the steps they took and how
their experience compared to
their prediction.
They will be directed to see
the three states, as a
combination of the solid
(mentos) and the liquid
(coke) creates visible gas
(bubbles) that fill the balloon.
Refer to Table 6: Lesson 1b
worksheet.

Part C: Mess Scene Activity

10 Minutes
Students will see a mock
crime scene, with a range of
material stations. They will
investigate, recording on
their worksheets
a) What the material is
b) What state it was
(solid/liquid/gas)
 c) What state it has
changed to
(solid/liquid/gas)
d) Whether a chemical or
a physical change has
occurred

Conclusion 5 Minutes
A brief overview of the
lesson, where students can
comment on new or different
words or ideas they
encountered and share their
thoughts and feelings about
the different activities and the
topics covered.

Lesson 2 Lesson Intention: To Literacy: Introduction 5 Minutes Formative

(Explore) investigate the Clarify understanding An interactive brainstorm on Assessment
properties of a solid, of content as it poster paper and a
50 Minutes liquid and gas. unfolds in formal and discussion will take place Discussion:
informal situations, regarding the concept and Students will
Concept: 1 Science: connecting ideas to focus of the lesson. discuss ideas,
‘Solids, liquids and students own Prompting questions will answer and ask
gases behave in experiences, and include: questions, reflecting
different ways and have present and justify a - What do you think are their prior or
observable properties point of view or the properties of a alternative
that help to classify recount an solid/liquid/gas? conceptions or
them’ (VCSSU076) experience using learned knowledge.
interaction skills - How do you know
(VCELY337) when something is Worksheets:
solid? Students will
- What words would you complete provided
Identify and explain use to describe a worksheets that
how analytical images solid/a liquid/a gas? require written and
like figures, tables, Unfamiliar words and linking drawn reflections,
diagrams, maps and ideas will also be added to observations and
graphs contribute to the paper for later review. conclusions,
our understanding of throughout the
Part A: Investigations lesson activities.
verbal information in
30 Minutes
factual and
Students will rotate through a
persuasive texts series of three different
(VCELA340) hands on activities.
- Solid and liquid
Participate in and investigations will take
contribute to place: students will
discussions, clarifying conduct a series of
tests on a range of
and interrogating
solid or liquid
ideas, developing and
materials, refer to
supporting Table 6: Lesson 2a &
arguments, sharing b worksheets.
and evaluating - A gas investigation will
information, take place, using an
experiences and adapted version of the
opinions, and use ‘tissues in a cup’
interaction skills, experiment, refer to
varying conventions Table 6, Primary
of spoken interactions Connections - ‘What’s
the Matter’ (p. 35) and
according to group
Lesson 2c worksheet.
size, formality of
These activities will identify
interaction and needs some of the properties of a
and expertise of the solid, liquid and gas.
audience
(VCELY366) Part B: Team Briefing
10 Minutes
Students will share the
results of their investigations,
each taking a turn to explain
what they studied and what
properties they discovered
for each ‘state’ of matter.
Students will discuss and
differentiate between the
states of matter based on
their findings.

Conclusion 5 Minutes
A revision of the brainstorm
worksheet and a
demonstration.
A solid is placed in a
container, then a liquid and
 then another empty container
is covered. Student are to
comment on what occurs in
each container, linking to
Concept 1.

Lesson 3 Lesson Intention: Literacy: Introduction A 5 Minutes Formative

(Explain/Explo To identify the properties Recap last week’s lesson Assessment
re) of a solid, liquid and gas Participate in and and content, consolidating
To investigate physical contribute to and explaining prior learnings Discussion:
50 Minutes and chemical changes. discussions, clarifying of states of matter. Students will
and interrogating Prompting questions will discuss ideas,
Concept: 1, 2 Science: ideas, developing and include: answer and ask
&3 ‘Solids, liquids and supporting - What happens when questions, reflecting
gases behave in you add a their prior or
arguments, sharing
different ways and have solid/liquid/gas to a alternative
and evaluating
observable properties container? conceptions or
that help to classify information, - What are the learned knowledge.
them’ (VCSSU076) experiences and properties of matter?
opinions, and use Worksheets:
‘Changes to materials interaction skills, Introduction B 5 Minutes Students will
can be reversible, varying conventions Cover the concepts relevant complete provided
including melting, of spoken interactions to this lesson, adding to the worksheets that
freezing, evaporating, or brainstorm paper. require written and
according to group
irreversible, including Prompting questions will drawn reflections,
size, formality of
burning and rusting’ include: observations and
(VCSSU077) interaction and needs - What are physical conclusions,
and expertise of the changes?
audience - What are chemical throughout the
(VCELY366) changes? lesson activities.

Chemical Change: Part A

Clarify understanding
5 Minutes
of content as it
Students will quickly mix
unfolds in formal and together ingredients that
informal situations, create a cake batter and this
connecting ideas to mixture will go in the oven.
students’ own Ask students to note how the
experiences, and mixture currently looks,
present and justify a smells and feels.
Take an image of the mixture
point of view or
for use in the following
recount an
lesson.
experience using
interaction skills Physical Change 25 Minutes
(VCELY337) Watch video - Crash Course
Kids: Wood, Water and
Properties, refer to Table 6:
‘e’ - Youtube link.
Watch the short video clip
which further explains the
states and properties of
matter. Make connections to
the physical changes and
processes that occur as
materials change.
 Display a solid, a liquid and a
representation of gas, and
model where each process
occurs.

Students will complete a

diagram of the physical
changes and processes that
occur, refer to Table 6:
Lesson 3a worksheet.

Chemical Change: Part B

10 Minutes
Students will look at, feel and
smell the baked cake and
note how it has changed.
Discuss observations and
how a chemical change has
occurred.

Lesson 4 Lesson Intention: Literacy: Introduction A 5 Minutes Formative

(Explore/Expla To investigate physical Clarify understanding Recap last week’s lesson Assessment
in) and chemical changes of content as it and content, consolidating
To identify the evidence unfolds in formal and and explaining prior learnings Discussion:
50 Minutes of a chemical reaction informal situations, of physical and chemical Students will
connecting ideas to changes, adding to the discuss ideas,
Concept: 1, 2 Science: students’ own brainstorm paper. answer and ask
&3 experiences, and questions, reflecting
‘Changes to materials present and justify a Remind students of cake their prior or
can be reversible, point of view or baking example. alternative
including melting, recount an conceptions or
freezing, evaporating, or experience using Chemical Change learned knowledge.
irreversible, including interaction skills 25 Minutes
burning and rusting’ (VCELY337) Watch video - Crash Course Worksheets:
(VCSSU077) Kids: Chemical Changes, Students will
refer to Table 6: ‘f’ - Youtube complete provided
Participate in and link. worksheets that
contribute to Watch the short video clip require written and
discussions, clarifying which further explains drawn reflections,
and interrogating chemical changes. Highlight observations and
ideas, developing and key points: conclusions,
supporting - Chemical change is throughout the
irreversible lesson activities.
arguments, sharing
- Chemical change is
and evaluating
the production of new
information, substance
experiences and - Evidence of a
opinions, and use chemical change
interaction skills, includes light, smell,
varying conventions change in colour and
of spoken interactions heat
according to group
Show images of chemical
size, formality of
changes and reactions.
interaction and needs
and expertise of the
 audience Pour a red bull can into a cup
(VCELY366) of milk and watch the
chemical reaction take place,
highlight the meaning of the
word precipitate.

Students will complete a

worksheet on chemical
change, identifying the signs
that a chemical change has
occurred.

Lesson 5 Learning Intention: Literacy: Introduction 5 Minutes Summative

(Elaborate) To apply understandings Recap last week’s lesson Assessment
Participate in and
of physical and chemical and content, consolidating
50 Minutes changes and be able to contribute to and explaining prior learnings - Group project/card
differentiate between discussions, clarifying of chemical changes. sorting activity:
Concept: them and interrogating Prompting questions will students will work
1, 2 & 3 ideas, developing and include: collaboratively,
Science: supporting - How can we know reflecting their
‘Changes to materials when a chemical shared knowledge
arguments, sharing
can be reversible, change has occurred? of the concepts
and evaluating
including melting, - What is the difference covered
freezing, evaporating, or information, between a chemical
irreversible, including experiences and and physical reaction? - Group and
burning and rusting’ opinions, and use - Was the balloon, individual
(VCSSU077) interaction skills, mentos and coke project/student led
varying conventions experiment a chemical experiment:
or physical reaction? students will show
of spoken interactions - What is a fair test? understanding
according to group through their
size, formality of Card sorting activity conduction of the
15 Minutes experiment and
interaction and needs
As a group, students will sort write up of the
and expertise of the
the provided cards into scientific report
audience physical or chemical
(VCELY366) changes/reactions using their
models and diagrams
created in previous lessons
Clarify understanding
as a reference. Once
of content as it
completed, students will stick
unfolds in formal and
onto the large venn diagram
informal situations,
poster paper and will discuss
connecting ideas to
the difference between a
students’ own
chemical change and a
experiences, and
physical change.
present and justify a
Refer to Table 6: Lesson 5a
point of view or
worksheet.
recount an
experience using
Student-led experiment
interaction skills
30 Minutes
(VCELY337)
Discuss the key features and
requirements in creating a
fair test and conducting a
scientific experiment.
Numeracy: Students will complete a self-
Construct displays, led experiment together on
including column
 graphs, dot plots and the reaction rates of chemical
tables, appropriate forchanges, delegating roles
data type, with and and working through the
without the use of provided worksheets.
digital technologies They will construct a report
(VCMSP206) together with assistance,
featuring a table and/or
Describe and interpret graph of their findings.
different data sets in
context (VCMSP207) Conclusion 5 Minutes
Ask students to summarise
Measure, calculate what they did and learnt in
and compare elapsed that lesson.
time (VCMMG227)

Pose questions and

collect categorical or
numerical data by
observation or survey
(VCMSP205)

Lesson 6 Learning Intention: To Literacy: Introduction 5 Minutes Formative and

(Evaluate) review and evaluate A whole group discussion to Summative
what we have learned Clarify understanding review the three science Assessment
50 Minutes about solid, liquid and of content as it concepts explored in the unit.
gas and physical and unfolds in formal and Discussion:
Concept: chemical change informal situations, Who am I? Poster Students will
1, 2 & 3 connecting ideas to 30 Minutes discuss ideas,
Science: students’ own answer and ask
‘Solids, liquids and experiences, and Students will work together to questions, reflecting
gases behave in present and justify a create a team briefing/crime their prior or
different ways and have point of view or investigation board of the alternative
observable properties recount an main topics of the unit. They conceptions or
that help to classify experience using will summarise what they learned knowledge.
them’ (VCSSU076) interaction skills have learned about matter,
(VCELY337) solids, liquids, gases, Worksheets:
‘Changes to materials physical changes and Students will
can be reversible, chemical changes, with complete provided
including melting, Investigate how justifications and worksheets that
freezing, evaporating, or complex sentences representations, images or require written and
irreversible, including can be used in a diagrams. drawn reflections,
burning and rusting’ variety of ways to observations and
(VCSSU077) elaborate, extend and Self Evaluation Activity conclusions,
explain ideas 10 Minutes throughout the
(VCELA350) Students will complete a lesson activities.
series of self evaluation and
reflection questions in a Group project/Who
Participate in and provided worksheet. am I? poster:
contribute to students will work
discussions, clarifying Conclusion 5 Minutes collaboratively,
and interrogating Students will share their reflecting their
ideas, developing and experiences of the unit and shared knowledge
supporting make comparisons to their of the concepts
arguments, sharing understandings from the start covered
and evaluating of the unit.
information,
experiences and
 opinions, and use
interaction skills,
varying conventions
of spoken interactions
according to group
size, formality of
interaction and needs
and expertise of the
audience
(VCELY366)

Celebration Students will display their scientific ‘case file’ and combined poster; a compilation of the units work,
Day evidence of their learning and created work pieces, in investigative themed folders.

TABLE 5. RATIONALE FOR USING REPRESENTATION CONSTRUCTION AS PART OF AN INQUIRY APPROACH

(based on constructivist theories)
Rationale

Scientific literacy is a vitally important outcome of science education, as it is the ability that enables students to connect
learnings in the classroom to a lifetime of experiences; thus it builds up students to become active citizens who apply
their scientific knowledge in work and social spaces (MCEETYA 2008, p. 4-5). As in recent years, student’s interest in
science has remarkably declined (Lindahl, 2007; Tytler & Osborne, 2012) which emphasises our role, as teachers, in
sparking the interest of our students and making science engagingly relevant to students. This unit of Chemistry
Science aims to grow students’ scientific literacy through the use of the 5E Instructional Model as an inquiry approach.
As each phase, engage, explore, explain, elaborate and evaluate, is progressively worked through according to their
‘specific purpose’ (Bybee , p. 29), students will be given the opportunity ‘to apply science processes, skills and
attitudes’ (Skamp et al. 2015, p. 3) in a variety of ways and from different perspectives. This approach aims to give
students a ‘better understanding of content, attitudes and skills’(Bybee 2015, p. 29). The lessons will form as an
investigation into the content, where students will engage in hands on experiments, observe and record ideas and
data, ask and discuss questions and possible solutions and represent these experiences in verbal, written and
modelled form.

One featured approach in this inquiry science unit is in the use of representations and the construction of
representations. Representations, the display, likeness or reflection of a phenomena, are known to be a successful
method of inquiry practice because it engages students physically and mentally as they watch and participate in their
learning. Students use scientific skills and thinking as they work to represent the phenomenon they are learning about,
as Tytler et al. supports with ‘students need to know how to interpret, represent, and assess scientific claims, implying
a foundational role for representational work’ (Tytler et al. 2013, p. 3). Making representations also gives students
ownership of their work and demonstrates a selected point of view of a concept, encouraging students to think and
make creative and critical decisions. Representations are used with the aim to increase student meaning making and
ownership of their work, as they are able to negotiate and select the form of representation they use that best suits the
aspect of the content they are trying to reflect, to in turn stimulate student motivation, creativity and outcomes (Tytler et
al. 2009. p. 21).
In our 5E pedagogical model unit we’ve incorporated representations and activities throughout the lessons ‘in order to
more deeply engage students in the knowledge building practices of science (Tytler et al. 2013, p. 32)’.
Representations can take many ‘different forms or modes, and can extend from the concrete to the abstract; It can be
visual, tactile, graphical, physical, aural, concrete, symbolic, verbal, gestural, dynamic, static, two or three
dimensional(Deakin University , 2)’. Our representations include written words, drawings, verbal descriptions,
explanations, comparisons, videos, diagrams, tables in addition to visual representations.

In this sequence of six lessons, linked with the principles and structure provided by the 5E instructional model, students
learn that solids hold their shape, liquids flow and settle in containers, gases take up space in containers. Students also
explore how physical changes to materials are reversible and chemical changes to materials are irreversible involving
the production of new substances. Throughout the unit students participate with experiments and learn that science is
about making predictions and testing these predictions by collecting data to interpret as evidence. In the engage lesson
we created a lesson that would capture the student’s interest and helped build a stimulating learning environment for
the students. As the teachers we motivated the students to manage their own learning. We used experiments,
diagrams, tables, and drawings to get the students interested and curious. The representations were used to help
support student learning by helping the learner build their own understanding. We introduced new ideas to their
learning to find out what they know about solids, liquids and gases and how they have different observable properties
that behave in different ways. This lesson helped elicit students’ questions about how to identify solids, liquids and
gases. In the explore lessons we provided students with hands on experience. The students were exploring the
properties and behaviour of the three states of matter. The students discussed the observable properties of liquids,
solids and gases and recorded them into their science journal. Students explored gases and their properties, i.e. gases
have a mass and take up space. This was explored through an experiment where students predicted what they thought
would happen when a tissue was placed inside a plastic cup and tipped upside down into water. The representation
demonstrated to the students that gas takes up space inside containers.

References
Bybee, R 2015, The BSCS 5E instructional model: creating teachable moments, NSTA Press, National Science
Teachers Association, Arlington, Virginia.
Chittleborough G., Connection concepts and representations, Deakin University, retrieved 11 August 2018,
<https://d2l.deakin.edu.au/d2l/le/content/664191/viewContent/4039835/View>

MCEETYA - See Ministerial Council on Education, Employment, Training and Youth Affairs
Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration of Educational
Goals for Young Australians, MCEETYA, retrieved 9 May 2018, <
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australia
ns.pdf>.

Primary Connections 2012a, ‘What’s the matter’, Year 5 Chemical Science: Primary Connections, Australian Academy
of Science, Canberra, ACT.

Primary Connections 2012b, ‘Change detectives’, Year 6 Chemical Science: Primary Connections, Australian Academy
of Science, Canberra, ACT.

Skamp, K, Preston, C 2015, Teaching primary science constructively, 5th Edn, CENGAGE Learning, South Melbourne,
Victoria.

Tytler, R, Haslam, F, Prain, V, Hubber, P 2009, ‘An explicit representational focus for teaching and learning about
animals in the environment’, Teaching Science, vol. 55, no. 4, pp. 21-28.

Tytler, Russell, Hubber, Peter, Prian, Vaughan and Waldrip, Bruce 2013, A representation construction approach, in
Constructing representations to learn in science, Sense Publishers, Rotterdam, Netherlands, pp.31-49.

Tytler, R, Prain, V, Hubber, P, Waldrip, B 2013, Constructing representations to learn in science, SensePublishers,
Rotterdam, Boston.
TABLE 6. Resources (name and brief description)
Resources from online Resources you develop Materials and equipment
a: Primary Connections - ‘What’s Lesson 1a: Preliminary Findings & Mystery General materials/equipment:
The Matter’, Lesson 1, Mysterious Bag Worksheet - Large poster paper or A3 paper
Matter activity, p. 14-17. - Writing & drawing equipment
Primary Connections 2012, ‘What’s - Scissors
the matter’, Year 5 Chemical Science: - Glue
Primary Connections, Australian - Internet access
Academy of Science, Canberra, ACT. - Monitor, laptop or interactive
whiteboard
b: Youtube - Blow Up a Balloon with - Printed worksheets
Coke and Mentos | Fun Science - Folders, one per student
Experiment
https://www.youtube.com/watch?v=j Lesson 1 specific:
UW7EIvx9QE - Balloons
- Mentos
c: Primary Connections - ‘Change - Coke
Detectives’, Lesson 1, Mysterious - Ziplock bags
matter activity, p. 12-13.
 Primary Connections 2012, ‘Change - Markers
detectives’, Year 6 Chemical Science: - A range of solids: rock, pasta,
Primary Connections, Australian powder, elastic band
Academy of Science, Canberra, ACT. - A range of liquids: vinegar, honey,
water, oil
d: Primary Connections - ‘What’s
the matter’, Lesson 3-4, Solid
Lesson 2 specific:
studies & what a gas, p. 25-35.
- Plates
Primary Connections 2012, ‘What’s
- Plastic cups
the matter’, Year 5 Chemical Science:
Primary Connections, Australian
- Tissues/napkins
Academy of Science, Canberra, ACT. - Clear container
- A range of solids: powder, wood,
e: Youtube - Crash Course Kids: soap, clay, balloon
Wood, Water and Properties - A range of liquids: milk, coffee,
https://www.youtube.com/watch?v= honey, oil, water
YCQXDegwnoE
Lesson 3 specific:
f: Youtube - Crash Course Kids: - Cake batter
Chemical Changes - Oven
https://www.youtube.com/watch?v= - A solid, liquid and gas representation
37pir0ej_SE&frags=pl%2Cwn - Images of freezing, melting,
evaporating and condensation
g: Primary Connections - ‘Change - Camera or photo taking device
Detectives’, Session 2, Gas bags,
Lesson 1b: Balloon Explosion Worksheet
p. 35-37.
Primary Connections 2012, ‘Change Lesson 4 specific:
detectives’, Year 6 Chemical Science: - Images of the chemical change signs
- Red bull
Primary Connections, Australian - Milk
Academy of Science, Canberra, ACT.
Lesson 5 specific:
- Poster paper

Lesson 6 specific:
- Poster paper

Lesson 1c: ‘Mess Scene’ Worksheet

Lesson 2a: Solid Investigation Worksheet
Lesson 2b: Liquid Investigation Worksheet
Lesson 2c: Gas Investigation Worksheet
Lesson 3a: Physical Changes
Lesson 4a: Chemical Changes
Lesson 5a: Card Sorting Activity