Jessica Gorman 1059248

EDU 652 Integrated Science Unit

PART ONE
Year level

Science sub strand (chemical or physical science)

Grade 4/ Year Level 4

Chemical Science

School name

Unit title

Duration of unit

University of the Sunshine Coast,

EDU 652 Semester 2

Material Uses: Materials and they we use them!

Minimum of 2 hours per week/ 5

weeks

Unit focus (In your own words)

Science is a disciplined process of inquiry that remains uniquely appreciative in promoting and understanding the way in which we live. Science is fundamental
and critical in human abilities to function in everyday life. This unit will entail aspects of year 4 Science components with links to Technology and the Mathematic
Curriculum. The process inquiry of science allows students to develop skills transpirable in other subject areas. Students will have the opportunity to understand
natural and processed materials, the array of materials used and the form and function within the world that surrounds us. Students will be encouraged to apply
prior and continual knowledge, develop ideas and concepts and make physical connections and predictions. To implement creating the successful student,
activities such as design tasks, hands on experiments, group work and a variety of scientific challenges will be used to enhance year 4 Science. By incorporating
and creating fun, hands on experiences students will gain and develop a high understanding and greater scientific knowledge.

Links to Mathematics and Technology

(Use maths content elaborations and technology essential learnings from relevant year level)

Year 4 Mathematics
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for

Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture
graphs where one picture can represent many data values (ACMSP096)
Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Ideas and Resources

Creating math graphs to represent and gather data
Using thermometers and other measuring instruments during experiments
By the end of Year 5: Technology
Ways of Working
identify and analyse the purpose and context for design ideas
generate design ideas that match requirements
plan production procedures by identifying and sequencing steps
make products to match design ideas by manipulating and processing resources
identify and apply safe practices
evaluate products and processes to identify strengths, limitations, effectiveness and
improvements
reflect on and identify the impacts of products and processes on people and their communities
reflect on learning to identify new understandings and future applications.
Knowledge and Understanding
Different ideas for designs and products are developed to meet needs and wants of people, their
communities and environments
Aspects of appropriateness influence product design and production decisions
The products and processes of technology can have positive or negative impacts
Resources have particular characteristics that make them more suitable for a specific purpose and
context
Ideas and resources
Use a variety of resources that have an importance in their everyday life
Students will have access to a range of resources ranging in one specific purpose, then test the quality and efficiency of that product

Identify curriculum
Science Understanding

Science as a Human Endeavour

Science Inquiry Skills

(content descriptions and elaborations)

(content descriptions)

(content descriptions)

Adapted for EDU 652

General capabilities and

cross-curriculum priorities

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for

Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Identify curriculum
Natural and processed materials have
a range of physical properties;
These properties can influence their
use (ACSSU074)
Material use:
During this term students investigate
how the properties of materials
influence their use for work, recreation
and play.
Students will:
Describe a range of properties of
common materials and their uses
Identify questions to be investigated
about why materials are chosen for
a particular use
Plan and conduct safe and fair tests to
investigate the properties of a
range of materials and the best
choice of material for a specific
purpose
Plan and conduct safe and fair
investigations that compare a
particular property for a range of
materials
Make predictions and compare results
with predictions
Collect data and use tables and
graphs to represent data and to
identify trends and patterns

Adapted for EDU 652

Science involves making predictions

and describing patterns and
relationships (ACSHE061)

Questioning and predicting:

With guidance, identify questions in
familiar contexts that can be
investigated scientifically and predict
what might happen based on prior
knowledge (ACSIS064)
Planning and conducting:
Suggest ways to plan and
conduct investigations to find answers
to questions (ACSIS065)
Safely use appropriate materials, tools
or equipment to make and record
observations, using formal
measurements and digital
technologies as appropriate
(ACSIS066)
Processing and analysing data and
information :

These are the cross-curriculum priorities

that will be targeted in the unit.
Part 3: describe the general capabilities and
cross-curriculum priorities that will be
targeted in the unit.

Literacy

Numeracy

ICT competence

Personal and social

competence

Use a range of methods including

tables and simple column graphs to
represent data and to identify patterns
and trends (ACSIS068)

Sustainability
(optional)

Compare results with predictions,

suggesting possible reasons for
findings (ACSIS216)
Evaluating:
Reflect on the investigation; including
Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for

Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Identify curriculum
Select materials for uses based on
their properties

whether a test was fair or not

(ACSIS069)

Consider how the properties of

materials affect waste
management or may lead to
pollution

Communicating:

Represent and communicate ideas

and findings in a variety of ways such
as diagrams, physical representations
and simple reports (ACSIS071)

Communicate ideas and findings

in a variety of ways.

Discuss how children learn and develop as it relates to teaching and learning. 500 words minimum.
(Seek information from prior courses. Reference your work.)

The schooling environment gives multiple opportunities for teaching staff to observe the crucial developmental of early year students.
Watching and observing students grow and develop through the stages of learning is rewarding and satisfying. Year 4 students differ in
stages of learning as all other year levels, however between the age of 9 and 10 a significant period of child development occurs. Child
developmental theories have a large influence on teaching and learning. It is the foundation of the way one should be taught. As a
future teacher, I must understand where a child is at developmentally in order to give assistance with their learning and encouraging
them to become competent learners. By incorporating a variety of teaching styles and theories such as Piaget and Vygotsky we as
Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for

Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

teachers will be maximising students learning process.

In all teaching areas including science, incorporating differentiated teaching strategies/ practices will result in engaged and active
learners who have great potential to succeed. Education is not just a range of topics or processes which happen within a school
environment, it is often lifelong skills and strong influences by the humanistic principle which should be incorporated into future teaching
practices (Sternberg, 1997). The science curriculum allows students the opportunity to be hands on learners within interactive
experiments, investigations and group activities. Thorough the eyes of Piaget and his cognitive development stages students progress
in different stages of their life.
Piagets theory examines how children actively construct their world through a concept or framework. There are two (2) processes
responsible for how children adapt and use their schemata, assimilation (when a child incorporates new knowledge into existing
knowledge) and accommodation (when a child adjusts new information) (Marsh). Jean Piaget used the term cognitive equilibrium (a
state of mental balance), to explain why children use the process of assimilation and accommodation (Krause). Although cognitive
development of students is important in meeting their cognitive state of mind it is not the only learning development to consider.
Through using a number of different teaching methods and incorporating a variety of learning styles; visual, kinaesthetic and auditory it
can become easy to see that teachers need to cater for all students and their learning ability (Marsh, 2010). Teachers must ensure they
teach to the students needs and abilities and not on their teaching style. Maslows hierarchy of needs is well known amongst teachers.
In order for a child to develop and move through certain stages must be met. As the five needs (physiological, safety, social, esteem
and self-actualisation) become substantially satisfied, the next need becomes dominant (Robbins et al., 2001). It is important to
recognise the way in which students learn and develop and by doing this physical, emotional, social and intellectual needs are met
(Woolfolk: 2008 & Santrock: 2008 in Marsh:2010). Students seek support and attention from teachers and peers to attain a specific
Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for

Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

need (Krause: 2010).As changes occur in individuals, teachers must be adaptive and flexible in their teaching approaches.
The teaching and learning of science is not only rewarding but very engaging and hands on for both students and teachers. Chemical
science was always an interesting part of science and provided more activities and physical engagement to students. Choosing
chemical science gives opportunities to be creative in age appropriate activities and enables us as teachers to re direct the learning
focus on the students and the way they want/ need to learn. By choosing the lower grade of year 4 enables myself to show the students
how important and engaging the area of science can be. By incorporating many experiments and group work activities it is guaranteed
that students (and I as the teacher) can learn and gain scientific knowledge.
References:
Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational Psychology. Victoria, Australia: Cengage Learning
Australia.
Marsh, C. (2010). Becoming a Teacher; knowledge, skills and issues. New South Wales, Australia: Person Australia.
Robbins, S., Millett, B., Cacioppe, R., Waters-Marsh, T. (2001). Organisational Behaviour. Australia: Pearson Education Publishing.
Sternberg, R. (1997). Thinking Styles. Melbourne: Cambridge University Press.

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for

Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

Part Two
Relevant prior curriculum

Curriculum working towards

(Specify where this content occurs by identifying the curriculum document, year levels
and learning area elaborations for science and maths content.)

(Specify where this content occurs by identifying the year level and learning area
descriptor for content understanding in science and maths.)

Science Curriculum

Science Curriculum

Year 1 (Term 2 Science Everyday)

During this term children undertake investigations to explore and answer
questions about physical change that occurs in objects they use every
day.
Students will:

Year 5 (Term 4 Matter Matters)

During this term students broaden their classification of matter to
include gases and begin to see how matter structures the world around
them. They investigate the observable properties and behaviour of
solids, liquids and gases, and the development of composite materials
to meet the needs of modern society.
Students will:

ask questions and make predictions about how materials change

when they are heated or cooled, bent, stretched or twisted
participate in guided investigations to test their predictions
collect, record in tables and compare observations
describe the physical change in materials using their knowledge
of science and observations made during the unit
represent and communicate observations and ideas using oral
and written language and drawing
appreciate that the physical changes that occur to everyday
objects informs the type of material used to make them.

Year 2 (Term 1 Make, Mix and Use)

During this term children investigate combinations of different materials to
make something they can use in their daily lives.
Students will:

compare solids and liquids and their ability to flow or

maintain shape and volume
observe that gases have mass and take up space
classify everyday materials and items as solid, liquid or
gas
explore the way that solids, liquids and gases change
under different conditions, such as heating and cooling in
everyday situations
explore sublimation and explain why this change in state
can be useful in everyday situations
recognise that some materials are composite materials
and cannot be easily classified
pose questions, make predictions and conduct safe and
fair investigations
construct and use a range of representations and compare

observe a variety of materials, and describe ways in which

Adapted for EDU 652

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for
Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

Jessica Gorman 1059248

TEACHING AND LEARNING

Teaching strategies and learning experiences
(Describe a developmental learning sequence that addresses the content descriptors and elaborations of
the Learning Areas you have selected for this unit, including identification and correction of
misconceptions. Include references used.)

Adapted for EDU 652

Supportive learning environment

Resources

Differentiation for varying

needs of learners

Template adapted from: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum V 1.2: Science for

Foundation
10,accessed 12 April 2011, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.