FORWARD PLANNING DOCUMENT

TERM/WEEKS: term YEAR LEVEL: 4 LEARNING AREA/TOPIC: Chemical

3 Sciences/Materials
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science as Science

Understan a Human Inquiry
ding Endeavour Skills
Lesson ACSSU0 ACSIS06  Determine what Diagnostic Intro: Intro: Youtube video
One – 74 4 is known and Assessment.  Play the video (Materials Song). Determine with class what  What are https://www.yo
Engage what they want this topic is and the importance of knowing properties of materials?
to learn through  Class KWL materials.  Why is it utube.com/wat
a class KWL – what the important to ch?
chart. students Body: know about
 List what is already  Have items made of various materials around the room different v=xOKr462HL
already known know and (glass, metal, wool, cotton, wood, plastic etc.). Hold each up materials? c0
about specific what they one by one.  What does it 6-7 items made of
materials want to  Stand up-Hand up-Pair up for each object. Each pair will mean for a different materials.
through a graffiti know. have 20 seconds to discuss what the object is, what it is material to be
wall.  Graffiti wall made of and if they think the material is natural or natural or Group colour and
– to processed. Have three pairs answer one of the questions. processed? role lanyards.
determine  Put the objects back at the tables. Hand out the lanyards Body:
what the with group colours and roles at random. The groups will go  What else A3 paper
students to their specified table to begin with. could this
know about  Complete graffiti wall task. material be Different coloured
each of the - On the paper provided, the group will have one minute used for? marker for each
provided at each station to discuss what they know about the  Why is it used group.
materials. material at their table. They can include: properties of for this
 Glossary the material, what else it can be used for, is it natural or object? Sticky notes
wall to processed, what other objects are made out of this Conclusion:
determine material, etc.  What does
which terms - After the minute is up, the groups will move to the next the word
the class table with a different material on it. property
and - At one of the tables, the group will work on the class mean when
individual KWL chart. The scribe will write out what the group we talk about
students
 already knows about materials and their properties, and materials?
know. anything the group wants to learn about or explore.
Conclusion:
 Bring the class together and hand each student a sticky
note. They are to all write down a word or phrase that they
have learnt about or know about materials and their
properties to be used in the glossary wall. They must write
their names on the notes for diagnostic assessment.
 Go through some of the key terms and define them as a
class.
Lesson ACSSU0 ACSHE0  Classify and sort Diagnostic
Two – 74 61 a variety of Assessment Intro:
Explore materials into  Images uploaded  Bring class in and have them briefly sit on mat. Recap some Intro:
two categories to seesaw and key ideas about materials through quick think-pair-share.  What are
of their choice individual book Ask 2/3 pairs about their answers to the key discussion properties of
on a T-Chart creator questions. materials?
 Identify two document.  Learner Diversity: Strategic questioning. Ask a lower ability  What are some
properties to  Checklist for the student for an example of a property that was discussed example of
test in order to group’s T-Charts last lesson, and a higher ability student to describe the natural and PowerPoint with the
sort the attached. difference between natural and processed. processed scenarios for line up
materials. - Choosing  Play Kagan Line Up activity. Have PowerPoint with 10 materials?
two scenarios that include possible clothing or material choices.  Why did you
properties to The class will move to the side of the room that displays the choose this Group lanyards with
test, sorting material they feel best suits the scenario. The scenarios will option? roles
the move from easy to more difficult. Learner Diversity: Have  Why didn’t you
materials students who indicated lower abilities from last lesson choose the other
accordingly. provide an answer to the easier scenarios to stimulate option? T Charts, laminated
thinking and confidence.
Body: Whiteboard markers
 Which materials
Body: does your group Variety of materials
 While the students are in line, hand them each a lanyard to think will have including fabrics,
group them into their roles and colours. Learner Diversity: this property? metal, glass, paper,
hand them out so that each group has an above average,  How are you plastics and wood.
average, low-average and below average student, to conducting your
ensure that the students can learn from and teach each experiment? Items to test with
including spray
other.  Did your
bottles, scissors,
 Go through the WALT and WILF as a class. WALT: Identify prediction match
weights and
features and properties of different materials and classify your result?
markers.
them into two categories. WILF: Work with your peers to
complete the experiments to classify your materials into Conclusion:
Students’ individual
specific properties.  What is one
iPads.
 Each group has to decide on two properties to complete a thing your group
brief test on. They can decide how they are going to test the discovered from
properties. The groups will have access to a variety of your
materials including fabrics, wood, glass and metal. experiment?
 On the laminated T-Chart, the groups will write down the
first property tested, e.g. Absorbent I Non-absorbent, and
their predictions. They will then complete the test that they
decided on for their materials, and sort them into the
categories on their T-Chart.
 Once the test has been completed for all materials, and they
have been sorted into their category, the group will take a
picture of the T-Chart on their iPads, and the Director will
upload the image onto the class Seesaw, while each
member attaches it in their science journal on Book Creator.
 Next, the chart will be wiped clean and the group will repeat
the process with their next property.
  After 30 minutes to complete the tasks, call class to take
their pictures and have equipment manager pack materials
away. Have the speaker from each group share with the
class what they’ve learned about the properties they tested,
and what results the experiments had.

Conclusion:
 Once the speakers have shared, update the class glossary
with new terms and/or definitions and in their science
journals (on Book Creator), type a section that discusses
Lesson ACSSU0 ACSIS07  As a group, Formative Assessment what they have learnt from their experiment.
Three – 74 1 create an iMovie  Uploading
Explain that follows a the video Intro
scenario about onto the Intro:  Is natural or
choosing student’s  Scenario Challenge: in small groups, determine if a natural processed
appropriate science or processed material is best to create a shopping bag from. materials
materials journal. Groups must determine: best?
 In the video,  Include an - Is natural or processed materials best?  What are Whiteboard markers
describe what explanation/ - What are some examples of these materials? some
they would do, summary - What is the environmental impact of the chosen examples of
why, and how about why materials? these
the material/s they chose  Have one member of each group write the group’s decisions materials?
were chosen to the material on the whiteboard to discuss with the class.  What is the
suit the in the video. environmental
scenario. (Self- Body: impact of the Scenario cards
Assessment  In the same groups (group by ability based on chosen
) understanding from diagnostic assessments), the class will materials?
receive one of 3 scenarios. iPads
- Starting a job as a gardener. (Enabling) Body:
- Going scuba diving in the deep sea.  What type of Variety of materials
- Going mountain biking. material to use as props
 The groups will have to plan and create a video that acts out would best
the scenario and determine which material is best to wear suit your
for the task. scenario? Design Brief
 What handouts
 Enabling: explain why the material used in the video was
chosen and which properties make it the most useful for properties
that scenario. would this
 Extending: describe the pros and cons of the materials material
deliberated on in the video to link to environmental impacts. have?
 Allow 30 minutes for the class to go outside with their
materials to film the videos on iMovie. Upload the video onto
class Seesaw and explain the process of choosing the
material on the space provided in their science journals.
 Have class regroup to hand out the design brief. Go through
the key components of the brief (Intro, brief, project
specifications and management). Answer any questions the
class may have about the brief.
 If time, allow for 5 minutes of brainstorming time.

Conclusion:
 Watch some of the iMovies, volunteered by groups.
 As an exit ticket, tell the person next to them if they agreed
with the materials chosen in the videos. If not, what would
they choose instead.

Health and Safety: Be careful with iPads outside, and ensure that any
acting done outside is in a safe place where the teacher can supervise
easily. Take care when working with sticks, scissors and other
 potentially dangerous materials.

ACSSU0  Conduct an Formative/summative

Lesson 74 ACSIS06 experiment to Assessment:
4- 9 determine which  Scientific Intro:
Elaborat material stays method  What sort of
e ACSIS06 coolest after 20 activity on properties might
8 minutes. book creator Intro: we need our
 Collect and – Fill in  Class discussion about a common property needed for clothes to have
ACSIS06 organise prediction, many of the careers in the design brief. Properties might if we work Brief word wall on
5 experiment method and include: light, flexible, covering, insulated. outside in the whiteboard
results in a table results.  Introduce the idea of insulation and materials that would sun?
and a graph.  Rubric to keep you cool when you’re in the sun.  What kinds of
assess  Think-Pair-Share ideas on what a material might need to materials could
(attached stay cool. have those Grouping lanyards
below).  Have 3-4 pairs share with the class. properties?
Variety of materials
Body: Body: from previous
lessons
 Organise groups randomly though lanyards. The Director  Which material
will read the task and explain it to the group. The group will do you think will
then discuss which materials they want to use for the Small boxes
stay the (cardboard)
experiment. coolest?
 The group will select 4 materials that they believe will keep
the inside of a box cool when it is placed in the sun. They  Which material Thermometers
must each write a hypothesis that describes which material might get the
will keep the box the coolest and why. hottest? Scissors, box cutters
 The materials will be wrapped around the box and a small  Why do you
think this? Tape
flap will be cut in to it. The initial temperature of the box will
be checked by putting a thermometer in the flap.
Graph paper for
 The boxes, once wrapped and secured, will be placed
outside in the sun for 20 minutes. After 20 minutes, the
 Was the result table and graph
similar to your
groups will come outside and put the thermometer through
prediction? iPads
the flap in the box to check the temperature again. Results
will be recorded in the table provided and later graphed.
 While the boxes are in the sun, the students will complete
the middle section of their scientific method (materials,  Was your test a
steps, etc) on their iPads for their science journals on Book fair test?
Creator. They will also determine if the test was fair or not, Why/why not?
and how they could improve it to be more fair.
 After the results have been tabled, the groups will make a
graph of their results (Bar graph) that links directly to the
table. Each member will photograph the table and graph to Conc:
be attached to their science journal.  What did you
 Equipment manager will put the objects, thermometers and learn about the
boxes back while the rest of the class clear up the materials you
classroom. experimented
with?
Conclusion:  What did your
 Bring class together. Jigsaw the group members to share group members
their findings from the experiment. Allow 1 minute for each learn?
 member to share.
 Call on students to share the results from another group.

Health and Safety

 Be careful when cutting out materials and boxes for the
experiment. The outside of the box might get hot due to
reflection of the sun so use a towel or other material to pick
the box up after the allotted time.

Summative
Lesson ACSSU0 Assessment
5- 74  Self-
Evaluate  Add onto the reflection of
graffiti walls learning Intro:
- from the first throughout  Which model do
I lesson with new the design Intro: you think has
knowledge that brief and the  The class puts the finalised models from the design brief the best
- they have class activity on the whiteboard. Attach their descriptions to the material choices Completed model
W developed (completed models. for their uniforms from stem
during the term. in science  Each student will go on a gallery walk with a sticker to uniform? Why? activity
 Complete the journal on determine which model they feel best suits the stated
KWL Chart as a book career. Body: Self-reflection
class with what creator).  For the model with the most stickers, ask some students  What did you questions prepared
they have learnt.  Use colours why they chose that model’s uniform. like about your on science journal
 Present and of the uniform? What
self-reflect on group’s Body: could you Graffiti walls from
their design brief markers to  Each student has 5 minutes to write a self-reflection about improve on next lesson one
creations. determine their stem model that describes what they liked about the time?
what new materials chosen, what they didn’t like, and what they  What was one Coloured markers
information wished they could do better next time. key thing you
they have learnt about Sticky notes
 Attach the self-reflection to the science journal.
added to the  Split the class into groups with colours (the same groups as each material?
graffiti walls KWL chart
lesson one)
 Use the L  Hand out one of the graffiti walls from lesson one to each Conclusion:
column of group. Using a new colour that isn’t already on the paper,  What was the
KWL chart the group will have 3 minutes to write down as much as they most
to determine can about what they’ve learnt about these materials over outstanding
what each the past term. thing you learnt
student this term?
 After the time us up, move the paper around in a clockwise
believes
direction to the next group.
stands out
 Once each group has added to all of the graffiti walls,
the most in
reconvene to the mat.
their new
knowledge.  Take the graffiti walls and discuss some of the things that
were learnt about each material.

Conclusion:
 As an exit ticket, the class will write the most outstanding
thing they learnt about materials on a sticky note and attach
it to the KWL chart with their name on it, and see if any of
the “Want to know” questions were answered throughout the
term.
Student Name: ________________________________________

CATEGORY 4 3 2 1

Question/Purpose The purpose of the experiment or the The purpose of the experiment or the The purpose of the experiment or the The purpose of the experiment or the
question to be answered is clearly question to be answered is identified, but question to be answered is partially question to be answered is erroneous or
identified and stated. is stated in a somewhat unclear manner. identified, and is stated in a somewhat irrelevant.
unclear manner.

Components of the report All required elements are present and All required elements are present. One required element is missing, but Several required elements are missing.
additional elements that add to the report additional elements that add to the report
(graphics) have been added. (graphics) have been added.

Experimental Hypothesis Detailed prediction explains what will Prediction somewhat explains what is Prediction does not contain an explanation No prediction has been stated.
happen to the materials in the sun. believed will happen during the of what will happen
experiment

Materials All materials and setup used in the Almost all materials and the setup used in Most of the materials and the setup used Many materials are described inaccurately OR
experiment are clearly and accurately the experiment are clearly and accurately in the experiment are accurately described. are not described at all.
described. described.

Table and Graph Table and Graph are detailed, neat and Table and Graph are somewhat detailed, Table and Graph do not have the correct Table and Graph have not been attempted.
accurate. neat and accurate. layout but do contain the correct
information.

Checklist: Lesson 2

Group Property One Property Two Sorted appropriately

Group members:

Group members:

Group members:

Group members:

Group members:

Group members:

Self-Assessment: in science journal

Lesson 3:
Why did your group choose the material in your video?
What properties would clothes in that scenario need?
Would you have chosen any different materials? Why/why not?

Lesson 5:
What did you like about your uniform?
Did the materials chosen have the needed properties for that career’s uniform?
Did your uniform fit the budget that you were given?
What could you improve on if you were asked to design another uniform?

Concept Map/Integration of materials into other learning areas.

Learning area/Curriculum Code and Descriptor How they can be integrated

Design and Technologies Links to the STEM design brief, as the properties of the materials used in the
Forces, and the properties of materials, affect uniform will affect the quality and usefulness of the uniform in particular
the behaviour of a product or system occupations.
(ACTDEK011)
Humanities and Social Sciences Links to natural and processed materials – how natural materials can be used
The natural resources (e.g. water, timber, to create items and how they can be used sustainably.
minerals) provided by the environment and
different views on how they can be used
sustainably (ACHASSK090)
Mathematics In the experiment (lesson 4), scaled thermometers were used to calculate
Use scaled instruments to measure and temperature. The data from the experiment was then used in a table and a
compare lengths, masses, capacities and column graph.
temperatures (ACMMG084)
Construct suitable data displays, with and
without the use of digital technologies, from In the design brief, financial mathematics was used to calculate the cost of
given or collected data. Include tables, column purchasing materials for the uniforms while staying in budget. They would also
be required to calculate how much change is left over from the budget.
graphs and picture graphs where one picture
can represent many data values (ACMSP096)
Solve problems involving purchases and the
calculation of change to the nearest five cents
with and without digital
technologies (ACMNA080)
References

Primary Connections (2012). Material World. Retrieved from: http://www.scootle.edu.au/ec/viewing/S7160/material-

world_2012/resources/material_world_comp.pdf

School Curriculum and Standards Authority (n.d.). Science V.8. Retrieved from: https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/science-v8#year-4-syllabus

TheDanisha2009. (2012). 3C materials song [video file]. Retrieved from: https://www.youtube.com/watch?v=xOKr462HLc0