Year 4 Science – Chemical Science Forward Planning Document

Year 4 Science Curriculum Links

Science Understanding Natural and processed materials have a range of physical properties that can influence their
use (ACSSU074)

Science as a Human Endeavour Science knowledge helps people to understand the effect of their actions (ACSHE062)

Science Inquiry Skills With guidance, plan and conduct scientific investigations to find answers to questions, considering
the safe use of appropriate materials and equipment (ACSIS065)

Compare results with predictions, suggesting possible reasons for findings (ACSIS216)

Represent and communicate observations, ideas and findings using formal and informal
representations (ACSIS071)
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: 4 LEARNING AREA/TOPIC: Science – Chemical Science

Week: 1- 4
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) QUESTIONS
EXPERIENCES
Science Science as Science (include learner diversity)
Understand a Human Inquiry
ing Endeavour Skills
1 ACUS Students will fill up Diagnostic: Engage What do you Hula Hoops,
a KWL chart. To assess Motivation: think when I pictures
SU074
students’ prior Play Rob the Nest. In this game, students will have say the word laminated,
material?
Students will knowledge and to pick pictures of materials that relates to the KWL charts,
discuss an understanding scenario provided. An example: You need to build When you sticky notes,
interesting fact that about materials. a tree house, what materials will you need? Video manipulated Textas, fabric
they have learned reference for the game: with the materials,
about a material Will be https://www.youtube.com/watch?v=Kn0KerbbxXk materials, building
through collecting work what materials,
manipulation. samples in a Body: happened to drawing/art
it?
form of a sticky Explain to students that they will be put into materials,
notes with their groups, but it is an individual work. They will be Comparing soakable
initials on it. rotating stations. At each station, there will be these two materials,
different materials. Then they are to use sticky materials, shopping bag
Anecdotal notes notes to fill up the K (What I know) W (What I want what words materials.
will be taken. to know) chart. Provide time for students to play would you
and manipulate materials. use to
describe the
difference?
WROKSHEET: KW Chart

Conclusion:
Students to write on a sticky note something they
have learned about materials. It can be anything
interesting that they have discovered or any
misconceptions they had about materials. This will
be shared with the class.
Leaner diversity:
Extending students - On a large sheet of paper, get
students to list or draw of other materials that they
know of. Also discuss about the usage of the
materials.
Assisting students - Guiding them through some
questionnaires to guide their learning.

Safety concerns:
Wearing safety gloves when necessary.
Check if students are allergic to any materials.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
2 ACUS ACSIS Students to classify Formative: Explore What can Laminated T -
SU074 071 materials into two To assess Motivation: you see? Charts, fabric
different students’ ability As a class, do the Kagan Line activity. Students materials,
What does it building
categories. to classify will have to choose a side as to which material
feel? materials,
materials and would best suit the situation. An example, your drawing/art
Students to identify identify family went on a trip to Pinnacles, will you be What are the materials,
properties of properties. wearing a jacket and a jean or a short sleeve shirt similarities or soakable
different materials and a pants? Students to discuss and share their differences materials,
and create a word Students taking reasonings with the class. with other shopping bag
wall. photo of their materials? materials,
markers,
work samples. Introduction:
What do you chalks,
Explain to students that they will be working in think this washable
Anecdotal notes groups. In their group, they will be given materials material is markers,
will be taken. and different kind of elements (water, makers and used for? Permanent
etc). Their job is to classify the materials into two marker,
different categories as discussed in their groups.
Provide opportunity for students to come up with
two different set of categories. Then as a class, get
them to share.

WORKSHEET: Sort it! T-Chart

Conclusion:
Students to create a word wall. In a pair, they will
receive a material. The pair will have to give some
features of the material.

Safety concerns:
Wearing safety gloves when necessary.
Check if students are allergic to any materials.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSO CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
N LINKS (include learner diversity)

Science Science Science

Understa as a Inquiry
nding Human Skills
Endeavou
r
3 ACUS ACSIS Students to sort Formative: Explain What does wool, bubble
SU074 216 materials into To assess Motivation: natural wrap, soapy
natural and students’ With the materials provided, students will have to materials water, spray
processed understanding sort it into natural and processed materials. Get mean? bottle, PVC
materials. of natural and them to discuss as to what makes a material pie, hula
processed natural or processed. What does hoops, variety
materials, they processed of materials:
will be Body: materials metal,
completing a Demonstrate to students how to felt wool. The key mean? aluminium,
worksheet. teaching in this is about natural and processed plastic, fabric,
materials and how their features and properties wood and etc.
can be altered and change when wool becomes
felt. Reference for felting:
https://treetopscolours.com.au/wool-felting/fully-
felted-felt/ https://treetopscolours.com.au/roll-felt-
scarf/

Conclusion:
Students will have an individual chart where they
will have to resort the materials from the activity
that they did at the beginning. Then get students to
discuss features and properties of natural and
processed materials.

WROKSHEET: Natural or Processed material?

Learner diversity:
Extending students – Getting students to research
a chosen material and see how it became a
processed material.
Assisting students – Provide only 6 materials and
sort them. An iPad can be given to help them to
search for their answer.

Safety concerns:
Wearing safety gloves when necessary.
Check if students are allergic to any materials.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
4 ACUS ACSIS Students to Summative: Elaborate What Wool, bubble
SU074 065 conduct an Motivation: changes wrap, soapy
experiment felting To assess Students to watch the video about where wool have you water, water,
ACSIS with wool. students, I will made to do PVC pipe
comes from. Talk about the process of how a
216 be getting them your
Students to identify to fill up a natural material becomes a processed material. experiment?
the safety concerns worksheet. https://www.youtube.com/watch?v=x0HeCL6nano
that is of concern in What can
this experiment. In this Body: you do to
worksheet In groups, students will now do the felting make the felt
students will experiment that they observe from previous lesson. material
have to draw denser?
Recap if needed. As students are doing the
the sequence of
how they activity, get students to think the process of felting. What other
conduct their Get them to also experiment – put more wool, do ways can you
experiment. less roll, just add water. There is a worksheet to be change the
Also, their completed. structure of
prediction and the felt?
the result of the WORKSHEET: Felting wool experiment
felting.

They will also Conclusion:

annotate as to Students will do a gallery walk and see the
what they did. different felted materials. Then as a class we will
share as to what they have discovered as they
were felting and the results.

Learner diversity:
Assisting student – Providing them with examples
of different ways to conduct the experiment.

Safety concerns:
Check if students are allergic to any materials.
No running in the classroom as water is present.
Have towels on the floor at every station.
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
5 ACUS ACSH Students to design Summative: Evaluate What is Fabric
SU074 E062 an outfit and select Motivation: natural Materials,
materials that are To assess Read to students the book Clothesline Clues to material? Markers,
Colour Pencils,
appropriate to students, they Jobs People Do.
What is Glue, Scissors.
create a school will have to processed
jumper. design a jumper Body: material?
that represent Recap to students that they have been learning
Students will also the jobs that about the properties and features of materials, and What are the
have to give an people do. They about natural and processed materials. properties of
explanation as to will have to this material?
why they have apply the Students will be working individually. They will
chosen a certain knowledge of have to design a school jumper that is felted that
material – what they have can be combined with other materials. They will
identifying its learned in have to pick the materials that they would use to
properties and previous create the garment. They will have to annotate
features. lessons to their design and give an explanation as to why they
create the have designed it that way.
perfect jumper
Conclusion:
Students to do a gallery walk. Then as a class
share any interesting designs they have come
across and talk about the choice of fabric
materials.