SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5Es – EXPLORE – YEAR 2 TOPIC

Term 2, Week 2 The explore lesson allows the students to examine the Chemical science – Materials and Mixtures
science content/phenomenon in a variety of different ways.
The students can explore and investigate, ask and answer
questions, and engage with the content through varied
activities (Primary Connections, 2020).
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
ACSSU031 - ACSHE034 - ACSIS042 - Outcome 4: Introduction (10 Mins):
Different Science involves Represent children are For the lesson introduction, the educator will ask the students to recall
materials can
observing, asking and confident and what they did in the previous lesson. The educator will explain the
be combinedquestions about, communicate involved science teaching points of the lesson – focussing on states of matter
for a and describing observations learners (liquids and solids), and the purpose of the mixtures the students will be
particular changes in, and ideas in creating. The educator will ask the students to identify the states of
purpose objects and a variety of matter they will be looking at – liquids and solids – and the properties of
events ways these two states (recalled from previous lessons). This will allow for
LESSON OBJECTIVES intentional teaching to take place, as the educator will describe the
properties of these two states of matter. The descriptions can be paired
As a result of this lesson, students will be able to: with actions to make the learning multisensory in order to support the
1. Communicate personal predictions based on the students to remember the content.
combination of familiar substances/materials, identifying The class will read the book Wombat Stew (by Marcia Vaughan and
possible changes and purpose of product. Pamela Lofts) to introduce the topic of mixing. The educator will ask the Text – Wombat Stew by
2. Record observations of changes that take place when two students about the materials combined by the dingo as he creates the Marcia Vaughan and Pamela
different materials or substances are combined to make a wombat stew – ‘What is he making? Do you think it would taste good? Lofts
mixture. Can you imagine what the mixture would feel like/smell like/taste like?’
3. Verbally identify the states of matter (liquid or solid) of the The educator will give the students an overview of the activities of the
materials combined, and whether the combination can be lesson, so that the students are aware of what they will be doing at each
separated back into its original parts. learning centre.
The lesson will be run as rotations, with the students divided into three
ASSESSMENT (FORMATIVE) groups to engage in each activity.

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Assessment for the Explore lesson is formative, as the educator will
collect information based on students’ developing understandings as Body:
they engage with the content. The educator will collect the students' Activity 1 – mystery mix – educator led (10 Mins):
worksheets at the end of the lesson to assess them against a In the first activity, the students will be provided with an untitled recipe,
checklist based on whether the students were able to meet the three and must predict what they will be making based on the ingredients and Activity 1:
objectives independently. measurements of each. The students’ predictions will be recorded, and • Mystery mix worksheet
The information collected through assessment will be recorded in they will have the opportunity to justify their predictions also. The group • Playdough recipe
the checklist with space for anecdotal notes. The educator will also will discuss the ingredients, grouping them as liquids and solids and • Playdough ingredients
take photos of the students as they work, and the mixtures created talking about their properties. • Mixing bowls and utensils
to record with their assessments. The students will then follow the recipe to create play dough (the for measuring and mixing
educator will handle the boiling water to prevent injuries). Questions:
Headings for Checklist Assessment (see appendix 4): The students will discuss the properties of the playdough, identifying • What do you think you are
Was the student able to; whether it is a liquid or a solid, how they know this, and what they could making?
• Make a prediction - communicated verbally or in written use it for. • Is the result what you
form, the student was able to suggest possible changes that The students will record their observations on a worksheet, in both predicted?
might occur when 2 or more substances were combined. written and illustrated form (see appendix 1) that the educator will collect
• Suggest a possible purpose for a mixture of familiar for assessment. The group will have an opportunity to play with the
substances – identify a purpose for the mixture created in playdough, and discuss what they observe as they explore.
the Mixing for a Purpose activity. Safety considerations – The educator should handle the boiling water
• Record observations of changes that take place when two and should keep it out of reach of the children.
different materials or substances are combined to make a
mixture. The student provided a description (verbally or in Activity 2 – mixing for purpose (10 Mins):
written form) of the product of their mixing (its consistency, In the second activity, the students will be exploring combining materials Activity 2:
texture, colour, whether there appeared to be a chemical and substances for a particular purpose. The students will have a variety • Mixing for purpose
reaction). of materials and substances to mix, and will be tasked with pairing them worksheet
• Verbally identify the states of matter (liquid or solid) of the appropriately to create a purposeful mixture. The students will have a • Mixing bowls and spoons
materials combined sheet on which they will record their pairings, the results of the • Oil and vinegar
• Identify whether the combination can be separated back into combination, and its purpose (see appendix 2). This will give the • Paint in primary colours
its original parts students an opportunity to explore using everyday materials and • Sugar and cocoa powder
substances to create mixtures that can be used for a particular purpose. • Water and jelly crystals,
Safety considerations - All of the materials that the students are cordial etc.
provided with should be non-toxic, and the educator should ensure that • Sugar and oil
no potential combinations could produce harmful effects. Food allergies Questions:
must also be considered here. • What have you created?
• What can you use it for?

Activity 3 – mixing with liquids and solids (10 Mins):

For the third activity, the students will have a selection of ingredients Activity 3:
(both liquids and solids) and the freedom to explore mixing them. The • Mixing liquids and solids
students will have a sheet upon which to record their mixtures, worksheet
predictions and observations (see appendix 3). The students will have • Ingredients to mix – water,
the opportunity to practice their skills in prediction and observation as salt, flour, sugar, vinegar,
they mix familiar materials. The students will be prompted to consider bicarb soda, milk, milo, tea
the reversibility of their combinations, as well as the properties or their leaves etc.
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mixtures, and whether they could see any chemical reactions take Questions:
place. • What materials/substances
Safety considerations - All of the materials that the students are did you mix?
provided with should be non-toxic, and the educator should ensure that • Is the result a liquid or a
no potential combinations could produce harmful effects. Food allergies solid?
must also be considered here. • Did you notice any changes
when you combined them?
Conclusion (5 Mins):
For the conclusion of the lesson, the students will return to the mat to
discuss their observations/findings. The educator will give the students
an opportunity to share anything interesting that they found as they
engaged with each of the learning experiences. The students can share
their learning with the class.
The educator will review the lesson objectives with the students –
predicting, observing, and exploring states of matter. The educator will
link forward to the next lesson, in which the students will be exploring
and classifying mixtures in their world.

LEARNER DIVERSITY
Enabling:
The lesson is very student-led, allowing for natural differentiation as the
students can explore freely and engage at the level best suited to them.
The educator will provide support to the students as they engage with
the mystery mix opportunity, providing explanations and
prompts/questioning pitched to their level. The educator will also move
around the room to provide support to the students at the other activities
where possible (whilst the students are exploring the play dough).

Extending:
In order to support the students requiring extension, the educator will
differentiate questioning. The educator may ask more complex
questions about the reversibility of the processes the students are
undertaking when they mix.
The educator may also challenge the students to combine two
substances to create a chemical reaction (this will have to be safe –
bicarb soda and vinegar), and to observe and determine how they can
tell that a chemical reaction has occurred (e.g. it fizzed, it smelt different,
there were bubbles etc.)

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Reference:

Australian Children’s Education and Care Quality Authority. (2009). Belonging, being, and Becoming: The early years learning framework for
australia. https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Primary Connections. (2020). The 5E model: A framework for guided-inquiry. https://primaryconnections.org.au/resources-and-

pedagogies/pedagogies/5e-model-framework-guided-inquiry

School Curriculum and Standards Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-

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Vaughan, M., & Lofts, P. (2014). Wombat stew. Scholastic.