SCIENCE

Planning
Document
Bianca Abbonizio
University of
Notre Dame
 English CONCEPT MAP Maths
Create an instructional procedure to show the Create a table to record data from the
steps to the investigation (ACELT1607) investigation (ACMSP095).
Religious Education /
Develop a word wall of scientific words to use
to help explain the topic better (ACELY1694). Spiritual Education Record the data from the investigation into a
Discuss materials used with in the bible and how they made bar graph (ACMSP096).
them.

Concept: Materials and their properties

Term: 3 Weeks: 6-10
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Health & Physical Education

Enterprise Discuss why certain materials are used for specific sports equipment
Explain why how natural materials (trees) are made into processed (ACPMP043).
materials (paper) and why they are suited for their use (paper is light to
write on) (ACTDEK011/ WATPPS23).

Geography The Arts

Explore where natural resources Select different materials to explore the symbolic
originated before being processed use of visual conventions used by various cultures
(ACHASSK090). and times (Aboriginals)
(ACAVAMM111).
Locate information using research
devices (iPads) (WAHASS28).

 Australian Curriculum: Science (Year 4)
Sub-strands Content Descriptions Achievement Standard
Biological • Living things have life cycles (ACSSU072) By the end of Year 4, students
sciences • Living things, including plants and animals, depend on each other and the environment to apply the observable properties of
survive (ACSSU073) materials to explain how objects
and materials can be used. They
use contact and non-contact
o forces to describe interactions
o between objects. They discuss
Science understanding

o how natural and human processes

o cause changes to the Earth’s
o surface. They describe
relationships that assist the
survival of living things and
Chemical • Natural and processed materials have a range of physical properties; These properties can sequence key stages in the life
sciences influence their use (ACSSU074) cycle of a plant or animal. They
Lessons 1-5 identify when science is used to
• Earth’s surface changes over time as a result of natural processes and human activity ask questions and make
Earth and space predictions. They describe
sciences (ACSSU075)
situations where science
understanding can influence their
Physical • Forces can be exerted by one object on another through direct contact or from a distance
own and others’ actions.
sciences (ACSSU076)
Students follow instructions to
Nature and • Science involves making predictions and describing patterns and relationships (ACSHE061) identify investigable questions
endeavour (Year

development of Lessons 1-5

Science as a

about familiar contexts and

science
human

predict likely outcomes from

3-4)

• Science knowledge helps people to understand the effect of their actions (ACSHE062) investigations. They discuss ways
Use and to conduct investigations and
influence of
science safely use equipment to make and
record observations. They use
Questioning and • With guidance, identify questions in familiar contexts that can be investigated scientifically provided tables and simple
and predict what might happen based on prior knowledge (ACSIS064) column graphs to organise their
skills (Year 3-4)
Science inquiry

predicting
Lessons 3-4 data and identify patterns in data.
Planning and • Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) Students suggest explanations for
conducting Lesson 4 observations and compare their
• Safely use appropriate materials, tools or equipment to make and record observations, using findings with their predictions.
formal measurements and digital technologies as appropriate (ACSIS066) They suggest reasons why their
Lessons 2,4 methods were fair or not. They
 Processing and • Use a range of methods including tables and simple column graphs to represent data and to complete simple reports to
analysing data identify patterns and trends (ACSIS068) communicate their methods and
and information Lesson 4 findings.
• Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Lesson 4

o
o
o
o

Evaluating • Reflect on the investigation, including whether a test was fair or not (ACSIS069)
Lesson 4

Communicating • Represent and communicate ideas and findings in a variety of ways such as diagrams, physical
representations and simple reports (ACSIS071)
Lessons 2,4
General Capabilities Cross Curriculum Priorities Notes:
• Literacy • Aboriginal and Torres Strait Islander
• Numeracy
histories and cultures
• Information and communication
technology (ICT) competence • Asia and Australia’s engagement
• Critical and creative thinking with Asia
• Ethical behaviour
• Personal and social competence • Sustainability
• Intercultural understanding Using Recycled materials from
REMIDA and recycling the water.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 YEAR LEVEL: 4 LEARNING AREA/TOPIC: Chemical Science (Materials

Weeks 6-10 and their properties).
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
§ Scientific literacy § Create column § Using technology thinking Competence
graphs. in selected lessons. • Refer to Critical • Working within a
and creative team and
thinking learning individually.
continuum for
each lessons link.

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
• Excursion to Remida WA to collect a range of materials.
• Recycle used water and materials.

Students at educational risk Differentiation

Information regarding Tom is in orange. Information relating to enabling work is in blue.
Becomes hyper-active when participating for a long period of time and becomes frustrated when having to Information relating to extension work is in green.
write in group activities. Information relating to health and safety considerations is in red.
Researched solution:
Create a graphic organiser for Tom to follow throughout each task.
5E’s- ENGAGE (1-2 lessons)
To capture student interest and find out what they know about materials and their properties.
•
• To elicit students’ questions/ prior knowledge about materials and their properties.
Diagnostic assessment used- in this lesson you will find out what the students already know about materials and their properties. This will allow you to take account of students’ existing ideas when planning
learning experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSO LINKS OBJECTIVE (how) EXPERIENCES
N (what) (include learner diversity)
Science Science as Science Key questions = purple writing
Understan a Human Inquiry
ding Endeavour Skills
Week 6 (ACSSU (ACSHE 1. Use prior Anecdotal notes will Motivation: Mystery box
lesson 1 074) 061) knowledge to be written by the
sort at least 3 teacher throughout 1. The teacher will motivate students with a mystery box containing
the lesson. random materials. While students are exploring the mystery box, the
materials into
two categories teacher will ask a series of questions.
2. What can you feel?
(hard and
3. What can you see?
soft). Introduction:
2. Describe at Add to anecdotal
notes during end 4. Students will participate in a mat session and discuss the lesson’s
least 2 objectives (refer to objectives column).
discussion.
materials 5. The teacher will introduce the new unit (materials and their properties)
(plastics and and ask what do you know about this topic?
paper) and 6. Students will share their prior knowledge about materials what they
their uses in a might be used for.
 class 7. The teacher will read the book “The most magnificent thing” (this book The Most Magnificent
discussion. explores different materials being used by a girl and how each invention thing”
she makes is useful for a different purpose. It also introduces possible
properties of materials for example “this toy will get soaking wet”,
indicating it is absorbent to water).
8. After the book, ask the students: What materials were used, why did
the boy say the toy would get soaking wet and what other properties
of materials were mentioned?
Lesson:
9. The teacher will explain the activity to the students.
i. Students will be in pairs. Select a known
property and sort materials into two groups
(hard and soft) using hoops.
10. Students will ask the following questions when sorting the materials
into groups: What properties of the materials do I know, what
Hoops (2 per group)
materials have similar properties and what materials have different Materials:
properties? Fabric: Cotton, wool etc).
§ Check students are not allergic to materials such as cotton. Plastic, wood, paper,
aluminium foil.
§ Safety gloves if using materials such as wood.
Paper to write categories
Diversity:
§ Create a Venn diagram by using a third hoop to sort the materials into
three categories for example hard, soft or both).
§ Students will be paired with a high ability child. If the student
continues to struggle allow them to only sort the materials into one
group based on the appearance (hard materials).
§ Create a graphic organiser for Tom. Graphic organiser
Conclusion:
11. The students will participate in a mat session.
12. Students will be asked to describe at least two materials and their use.
13. The students will contribute to a word wall that will contain scientific
words that will be used throughout the unit (properties and materials).
Design Brief: Post-it notes (word wall)
14. The teacher will introduce the design brief that the students will be
Design brief.
working on during the unit.

5E’s- EXPLORE (2-3 lessons)

• To provide hands on, shared experiences of materials and their properties.
• To support students to investigate and explore ideas about materials and their properties.
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (how) EXPERIENCES
 LINKS (what) (include learner diversity)
Key questions = purple writing
Science Science as Science
Underst a Human Inquiry
anding Endeavour Skills
Week 7 (ACSS (ACSHE (ACSIS0 1. Identify the Anecdotal notes Motivation:
Lesson 2 U0774 061) 66) properties will be written 1. The teacher will recap the previous lesson with the students.
) (absorbent, by the teacher 2. What is one thing we discussed in the previous lesson?
(ACSIS throughout the Explore
strength, 1. What do we know about materials so far?
S071) lesson. Slides 1-4
hardness and 2. Students will line up and participate in a physical continuum about choosing
flexibility) of at suitable materials for each situation.
least 4 Introduction:
different 3. Students will participate in a mat session and discuss the lesson’s objectives
materials (refer to objectives column).
(plastic, 4. Students will revise the word wall made in the previous lesson. Word wall
fabrics, paper 5. Students will share their prior knowledge about materials and what they
and wood).
might be used for.
6. The teacher will discuss common misconceptions that may arise when Slide 5

2. Use a T chart Photographs exploring materials and their properties.

to classify the taken from the Lesson:
properties of lesson will be 7. The teacher will explain the activity to the students and distribute the team Slides 6-8
materials into uploaded to roles to the students.
two categories Google 8. The teacher will then explain each of the team roles. Coloured coded team role
Classroom and lanyards
(absorbent and 9. Students will ask the following questions when exploring the materials and
added to the
non-absorbent) anecdotal notes. their properties:
10. How does it feel, how does it look, what are its properties and are there Materials (as listed in
materials that have similar or different properties? lesson 1)
§ Supervise students at all times when using water and scissors (fabric Texters, washable texters,
scissors). fabric scissors and
children scissors.
§ Check students are not allergic to materials such as cotton. Water in spray bottles
§ Safety gloves if using materials such as wood. and chalk.
Diversity:
§ Students will be placed into selected groups using team role cards iPad and Google
classroom
(abilities will vary from strong to weak).
T charts and whiteboard
§ Create a graphic organiser for Tom. markers
§ Students can list under the materials why the materials have certain Graphic Organiser
properties (the material is hard and plastic allowing water to not get into
it).
Conclusion:
1. Students will discuss the materials and properties they explored with the
class.
2. The teacher will ask the students the above questions about their activity. Post-it notes (1 per
3. Students will add any new terminology to the word wall. student).
 5E’s- EXPLAIN (1 lesson)
• To support students to develop explanations for experiences and make representations of developing conceptual understandings
• Formative assessment

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (how) EXPERIENCES
LINKS (what) (include learner diversity)
Key questions = purple writing
Science Science as Science
Underst a Human Inquiry
anding Endeavour Skills
Week 8 (ACSS (ACSHE (ACSIS0 1. List at least 5 Collect collages and Motivation:
Lesson 3 U074) 061 64) materials and mark against a 1. The teacher will recap the previous lesson with the students.
checklist. 2. What is one thing your group explored?
explain why it
has a specific 3. What do we know about materials so far?
property/ies. 4. Students will revise the word wall.
5. Brainstorm science words to use to explain the topic.
Introduction:
2. Use scientific Listed on collage- 6. Students will participate in a mat session and discuss the lesson’s
words such as checklist
objectives (refer to objectives column).
absorbent to 7. Students will explain what they have learnt so far and use science ideas
explain the and words to explain it better.
material’s Lesson: iPads
properties. 8. The teacher will explain the activity to the students
i. Use iPads to create a collage relating to
materials and their properties.
ii. Use the iPads to research materials and their
properties.
iii. Insert the image, list what type of material it is,
what properties it has and why this is?
§ Supervise students at all times when using iPads.
Diversity: Graphic organiser
§ Create a grpahic organiser for Tom.
§ Students can create their own mind map. List materials and their
properties. Link to another material if they have similarities. Spider scribe app
Explain why they might have the same properties.
§ Students can insert image of material and explain the properties.
Conclusion:
9. Students will present their collages to the class.
10. Students will add any new terminology to the word wall. Post-it notes
11. Students will pose questions that could be used for an investigation (why Collage checklist
is different materials used to make bags and which one would be the
strongest?).
 5E’s- ELABORATE (1-2 lessons)
• To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
• To use investigative/ inquiry skills
• Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (how) EXPERIENCES
LINKS (what) (include learner diversity)
Key questions = purple writing
Science Science as Science
Underst a Human Inquiry
anding Endeavour Skills
Week 9 (ACSS (ACSHE (ACSIS0 1. Plan an Planner will be Motivation:
Lesson 4 U074) 061 64) investigation assessed against a 1. The teacher will recap the previous lesson with the students and revise Word wall
rubric and results the word wall.
on the strength
(ACSIS0 will be kept in a
of different 2. What do we know about materials and their properties so far?
65) checklist.
shopping bags. 3. What scientific words have we placed on our word wall that could be
(ACSIS0 used when posing questions for an investigation? (How much strength
66) does a type of material have?)
(ACSIS0 Introduction:
2. Conduct an
68) Skills will be
investigation assessed against a 4. Students will participate in a mat session and discuss the lesson’s
(ACSIS2 on the strength rubric. objectives (refer to objectives column).
16) of different 5. The teacher will display the investigation plan the students will use.
(discuss each section of the plan thoroughly to ensure students Investigation planner
shopping bags.
(ACSIS0 template and rubric
understand before writing their own.)*display rubric to students to
69)
allow them to know what and how they are being assessed.
(ACSIS0 Lesson: Elaborate
71) 6. The teacher will explain the investigation to the students. Slide 1
7. Students will be placed in the same groups like in the explore lesson, Team role lanyards
however, the team roles will be changed (teacher will review what each
team role means).
8. Students will be dismissed to conduct the investigation beginning with
their investigation plan (allow time for this before moving onto the Slide 2
actual investigation) *Refer to slides for steps of the lesson.
Investigation materials:
§ Supervise students when conducting the investigation. -range of shopping bags
§ When using the weights, ensure students do not have their feet or (plastic, paper, cardboard
hands near the bag in case it drops. etc).
§ Place a mat underneath the bag so when the weight falls it does not -a single coat hanger to
make a mess or loud noise. hang bag.
Diversity: - 1 Kg of rice bags (a large
amount as these are used
§ Create a graphic organiser for Tom. as weights)
§ Students will be placed in the same groups as the explore lesson -mat
(ability). -stationary (writing in
§ Students can extend their responses within their investigation plan).
planner (improve sentence structure using more scientific ideas and Graphic organiser
 words).
Conclusion:
9. Students will discuss their investigation to the class.
10. Students will add any new terminology to the word wall.
Rubric and checklist
11. The teacher will collect the student’s planners to be marked against a
rubric.

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about materials and their properties. Represent what they know about materials and their properties.
• Summative assessment of science understanding

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (how) EXPERIENCES
LINKS (what) (include learner diversity)
Key questions = purple writing
Science Science as Science
Underst a Human Inquiry
anding Endeavour Skills
Week 9 (ACSS (ACSHE 1. Describe the Motivation:
Lesson 5 U074) 061 properties and 1. The teacher will recap the previous lesson with the students and revise Word wall
the unit (use google classroom to revisit the explore lesson). Google classroom
uses of a
(ACSHE Students will design
specific 2. What have we learnt about materials and their properties?
062) an item according to
material. the scenario. 3. What did we learn in the investigation?
They will use Introduction:
scientific words to 4. Students will participate in a mat session and discuss the lesson’s
2. Explain why the help them explain it objectives (refer to objectives column).
properties of a better.
5. Students may ask any questions they have about the topic.
specific Lesson:
material are 6. The teacher will explain the activity. Scenarios
suited for a I. Students will be given a range of scenarios which they Use science books.
particular use. will use to create an item that is suitable (beach day-
material for bathers).

Scenarios (these will be written on the board for students).

a. A day at the beach.
b. A pot plant needs a home to stay in.
c. A toy for a baby.
Graphic organiser
Diversity:
§ Create a graphic organiser for Tom. Evaluate slides 1-23
Conclusion:
7. Students will participate in a material and their properties quiz to
conclude the unit.
8. Student’s designs will be collected and marked against a checklist. Checklist