Primary Science FPD

Australian Curriculum: Science (Year 3)

Sub-strands Content Descriptions Achievement Standard
Biological sciences  Living things can be grouped on the basis of observable features and can be By the end of Year 3, students
distinguished from non-living things (ACSSU044) use their understanding of the
understanding

Chemical sciences  A change of state between solid and liquid can be caused by adding or removing heat movement of the Earth,
Science

(ACSSU046) materials and the behaviour of

Earth and space  Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) heat to suggest explanations
sciences for everyday observations They
describe features common to
Physical sciences  Heat can be produced in many ways and can move from one object to another
living things. They describe
(ACSSU049)
how they can use science
Nature and  Science involves making predictions and describing patterns and relationships
investigations to respond to
Science as a

endeavour

(ACSHE050)
(year 3-4)

development of
human

questions and identify where

science
people use science knowledge
Use and influence  Science knowledge helps people to understand the effect of their actions (ACSHE051) in their lives.
of science
 With guidance, identify questions in familiar contexts that can be investigated Students use their experiences
Questioning and
Science inquiry skills (Year3-4)

predicting scientifically and predict what might happen based on prior knowledge (ACSIS053) to pose questions and predict
the outcomes of investigations.
Planning and  Suggest ways to plan and conduct investigations to find answers to questions (ACSIS054) They make formal
conducting  Safely use appropriate materials, tools or equipment to make and record observations, measurements and follow
using formal measurements and digital technologies as appropriate (ACSIS055) procedures to collect and
Processing and  Use a range of methods including tables and simple column graphs to represent data present observations in a way
analysing data and and to identify patterns and trends (ACSIS057) that helps to answer the
information  Compare results with predictions, suggesting possible reasons for findings (ACSIS215) investigation questions.
Students suggest possible
Evaluating  Reflect on the investigation, including whether a test was fair or not (ACSIS058) reasons for their findings. They
describe how safety and
 Australian Curriculum: Science (Year 3)
Sub-strands Content Descriptions Achievement Standard
Communicating  Represent and communicate ideas and findings in a variety of ways such as diagrams, fairness were considered in
physical representations and simple reports (ACSIS060) their investigations. They use
diagrams and other
representations to
communicate their ideas
General Capabilities Cross Curriculum Priorities Notes:
 Literacy  Aboriginal and Torres Strait
 Numeracy
Islander 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
 CONCEPT MAP

Technologies
 Create a procedural write up of how to make beeswax
wraps including pictures of the beeswax melting.
English
(WATPPS20).
 Write using joined letters the
 Use results from ‘Melting Chocolate Investigation’ to
process of making jelly and how it
create different types of graphs using Microsoft Word.
relates to changing a liquid into a
(ACTDIP009)
solid. (ACELY1684) Maths
 Plan and deliver a short  Research the different melting
presentation explaining the process points of various liquids and
of melting and freezing. show collected data in a graph.
ACELY1677). (ACMSP069).
Concept: Chemical Science – Liquids &  After representing the data
Solids collected from the ‘Melting
Term: 2 Weeks: 2-6 Chocolate Investigation’ in
graph forms, interpret and
Society and Environment compare the data displays.
 Create a flow diagram showing The Arts (ACMSP070).
how plastic or cans can be  Visual Arts: Create and design an insulator to
recycled and re-used. delay a chosen food/material from melting e.g.
(WAHASS34). ice-cream, bag of ice. (ACAVAM111)
 Predict and research what might  Drama: Present a role play which explains/shows
happen if climate change causes the process of melting and/or freezing in some
Antarctica and the Artic to melt. form. (ACADRM032).
(WAHASS27).
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 – 5 weeks YEAR LEVEL: Year 3 LEARNING AREA/TOPIC: Science (Chemical)
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

5E’s- ENGAGE (1-2 lessons)

To capture student interest and find out what they know about liquids and solids.
 To elicit students’ questions/ prior knowledge about liquids and solids.
 Diagnostic assessment used- in this lesson you will find out what the students already know about liquids and solids. This will allow you to take account of students’ existing ideas when planning
learning experiences

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
1 ACSSU ACSIS0 Discuss the DIAGNOSTIC Intro What was in 2 Mystery Bags
046 60 similarities and Observations and  Teacher will introduce 2 mystery plastic bags to the the 2 mystery – One with ice
differences between anecdotal notes class. One will contain ice and the other will contain bags? and the other
ice and water to a of students water. Each student will silently feel inside both What is with water
partner, including during think, pair different/simil
bags.
the words liquid and and share. This ar between
solid. will then be  Students will think, pair and share what they think water and ice?
transferred to a the mystery bags contained and why the 2 mystery How does ice
checklist. items are similar/different from each other. During become
the whole class discussion, the teacher will ask the water?
questions in the next column. How does
water become
 Throughout the lesson, when scientific words such
ice?
as: solid, liquid, gas, state of matter, melting, What matter
freezing etc., the teacher will add the words to the of state is
Word Wall. Every time a word is added to the Word ice/water?
Wall the teacher gives a brief definition of the Word Wall
word.
Create an iMovie,
PicCollage or poster Work samples are Body
displaying prior used for the  Students will get into groups of 2-4. They must
knowledge on liquids teacher to get a create an iMovie, PicCollage or poster iPads, paper
better used for posters
demonstrating their knowledge on chemical
and solids in small understanding on science specifically solids and liquids. They may like
groups. what students to include examples of each a liquid and solid.
already know and
what they need
Conclusion
to be taught. The
work samples will  Students will present their creations to the class
be the iMovie, and may discuss what they already know about the
PicCollage or subject.
poster.  Teacher will add words to the Word Wall and
discuss the meaning of each word with the class.

Learner Diversity
 Students with social difficulties will be strategically
placed into groups with people they feel most
comfortable with.
 Giving students a variety of different ways to
present their knowledge (e.g. PicCollage, iMovie
and a poster) caters for different learning types.
 For students who finish early, they may create a Y
Chart including examples of solids, liquids, and
gases.
 5E’s- EXPLORE (2-3 lessons)
 To provide hands on, shared experiences of changing a solid into a liquid.
 To support students to investigate and explore ideas about melting and freezing.
 Formative assessment

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
22 ACSSU ACSHE ACSIS0 Predict whether a FORMATIVE Intro Predict if this Heating Time!
046 050 53 material will melt or Teacher will make  Teacher will introduce a variety of materials using material will PowerPoint
not in a modified observations and the PowerPoint slides. Students will predict if the melt or not?
game situation anecdotal notes materials will melt or not. They will stand up if they
individually. of students Can anyone
think the material will melt or sit down if they don’t
during the tell me what
prediction game think the material will melt. plastics are
and note melted for?
Body
reasonable and
 Students will be in groups of 5 and will be given a
non-reasonable
predictions. set of materials they will have to melt. They will Heating Time
Teacher will also either be given a hairdryer, microwave, boiling Worksheet
make notes of water or have to use their hands to melt the
students during materials. The materials are as followed: iPad - Time
discussion time. o Group: Hairdryer – Butter, crayons, lolly and Lapse,
These notes will BookCreator
playdough
be collated into a
checklist. o Group: Hands – Chocolate, lolly, playdough, Hairdryer,
metal spoon microwave,
o Group: Boiling Water – Lolly, sand, sugar, kettle and all
playdough the materials
o Group: Microwave – Butter, chocolate, crayon listed in “Body”.
and sand
 Students must complete the worksheet and time
Explain the observed The worksheets
change of state will be collected lapse the melting changing (for the group using
when heat was as work samples. microwave they must take a photo of material Role badges
added to given Teacher will before and after melting process). Each group
materials on a check for student member will be given a role badge for one of the
worksheet. understanding following roles:
and create a 1. Media Technician: Record melting as a time
checklist. lapse What are
2. Chief Melter: Melting the materials some
assumptions
3. Event Organiser: Collect materials, manage
we can make
group about melting
4. Health and Safety officer: Ensure group is points of
following the safety rules different
5. Journalist: Scribe & reporter materials?
 After students have finished melting their materials
the teacher will ask students to predict what will Melting is
changing what
happen if the melted chocolate is put into the
state of
fridge. They must write their answer at the bottom matter to
of their worksheets. The teacher will put the what state of
containers of melted chocolate into the fridge. Next matter?
lesson the containers will be taken out to reveal
what happen to the melted chocolate. Do you think
the chocolate
 Students will create a BookCreator of their time
we melted can
lapses and add comments to each time lapse. become a solid
again? If so
Conclusion
how?
 The journalist from each group will share the
groups findings. Some groups may like to share Where can we
their time lapse or BookCreator. see melting in
 The class will then have a class discussion about everyday
melting and the teacher will prompt key questions situations?
displayed in next column.
How can Word Wall
 The ‘Word Wall’ will be updated.
melting help
with
Learning Diversity
sustainability/r
 Electronic copies of the worksheet are available for
ecycling?
students who use text-to-speech technology.
 Many visuals are on PowerPoint to help students What is called
who have reading difficulties. when you
 Students with social difficulties will be change a
strategically grouped. liquid into a
solid? Where
 Various ways to answer activity sheet to cater for is this seen in
various of learning types. everyday
 For early finishers, they may add new words to the situation?
word wall or create a Y chart including what they
think melts, does not melt and not sure.

Health and safety considerations

 Each group will be given safety rules for their given
heating equipment.
 All students must follow instructions and the rules.
 Students must always make sure that they pick up
any hot items with a cloth or mitt.
 When moving hot items students must notify
people around.
 Nothing may be eaten unless told otherwise by the
teacher.
 Nothing about from the listed materials will be
used at each station.
 5E’s- EXPLAIN (1 lesson)
 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

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
3 ACSSU (ACSHE FORMATIVE Intro
046 050)  Teacher will ask class what they predicted would Containers with
happen when the melted chocolate was put in the melted
fridge. chocolate that
was put into
 The teacher will show students the containers of
What fridge
the melted chocolate from the previous lesson that happened to
was put into the fridge. The containers will be the melted
based around for all students to see. The teacher chocolate?
will use questions in next column. What is this
 The teacher will explain that heat was removed process
called?
when the liquid (melted chocolate) when it was put
into the fridge. After leaving it in the fridge the What is the
melted chocolate became a solid again. process called
 Students will think, pair and share what they have when heat is
learnt from previous lessons. Students are added to a Word Wall
encouraged to use words from the ‘Word Wall’ or solid? What is
the process
to add new words to the wall.
called when
Body heat is
Teacher will take  As a whole class, a large poster will be made for removed from
Identify anecdotal nots a solid?
both a liquid and solid. Students will be asked to
characteristics and and observations
examples of solids of students who share as many things that they know about solids Large
and liquids verbally contribute. A and liquids as well as examples. The teacher will poster/anchor
during class checklist will be help facilitate to ensure that the following is chart
discussion. completed based included on the poster:
on students o Solids:
understanding.  When energy is added (heat) to some
solids become liquids.
  Firm and stable in shape
o Liquids:
 Take the shape of a container.
 When heat is removed, some liquids can
be frozen to become a solid.
 The poster will be displayed around classroom and
throughout the lesson/s information will be added. What do you
 Teacher will explain that they have learnt that think the
when heat is added to some solids it changes into a process is
called when a
liquid and this process is called melting. Next they
liquid
will look at changing a liquid into a solid. Teacher becomes a
will ask students questions in next column. solid? Melting
Solidifying.
 Students will have 1 minute to write down in their Does
science journals as many examples of a liquid everything
changing into a solid. Some examples include: freeze
completely at
Melted cheese  cheese, water  ice, juice  icy-
the same
pole, milk  ice-cream and yoghurt  frozen temperature?
yoghurt.
 Students will share their answers with the class.
Teacher will then explain that freezing is a process
which solidifies a liquid.
 Students will be asked to create 2 storyboards. One
is representing the process of adding heat (melting)
Create a storyboard Teacher will and the other on removing heat (freezing).
on the process of collect student’s Students must show the process of a solid changing
adding and removing work samples and into a liquid and a liquid changing into a solid.
heat including check students Students must use arrows to show the process,
appropriate scientific understanding.
appropriate terminology (used on ‘Word Wall’) and
vocabulary as an Teacher will score
individual. students based drawings.
on the required
elements needed
and record marks.

Conclusion
 Teacher will ask quiz questions and the students
need to go to the front of the classroom if they
think the statement is true, the back of the
classroom if they think the statement is false and in
the middle of the classroom if they are unsure. The
teacher will say the following statements:
o All solids can become liquids. False
o Volcanic lava, which erupts through at
volcano at 1, 500C, can freeze. True
o The temperature at which this change from
solid to liquid happens is called the melting
point. True.
o All things have the same melting point.
False.
o The melting point of ice is 0°C. True
o Heat is a type of energy. True
o Plastics can be melted and recycled. True

Learning Diversity
 Students who finish early can write a prediction in
their journals about what happens when jelly is
made. They may like to show this as a diagram or
written.
 Students who are less able can create their
storyboards on an iPad.
 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 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 ACSSU (ACSHE (ACSIS0 SUMMATIVE Intro
046 050) 54)  Each student must draw 8 boxes in their science
journals. In the first box they must write a fact they
(ACSIS2 have learnt from the previous lessons. They must
15)
then share their facts with other students and add
facts shared to them. When students have filled
out their 8 boxes, they will share their findings with
the class.
What is an
Body investigation?
 Teacher will discuss investigation skills and health What are
and safety. Teacher will ask questions in next some inquiry
column before explaining: skills we have
Investigation Skills include: used?
If we are doing
o Making educated predictions based on our
a science
prior knowledge. investigation
o Posing and responding to questions. what do we
o Understanding that investigations are an need to
observation or study of something that is consider in
unfamiliar or questionable. terms of
o Processing and analysing data and health and
safety?
information.
Which Science
inquiry skill did
Health and Safety Considerations:
we practice?
o Follow instruction and rules clearly.
Why is it
o When dealing with vert hot items (e.g.
important to
kettle, boiling water) always check with a make
teacher first and then use mitts. predictions?
 o No running around.
o If there is a spill notify teacher
immediately.

 Teacher will give each student a Melting Chocolate What are we Melting
Investigation Worksheet and explain the testing in the Chocolate
investigation the students will be conducting. Their experiment? Investigation
focus question is: What will happen when different How are we Worksheet
types of chocolate are heated? Will they react the going to safety
same? Students must melt different types of use the
equipment/m
chocolate and time how long it takes for each type
aterials
of chocolate to melt. All the instructions and throughout
materials are provided on the Melting Chocolate the
Investigation Worksheet. Teacher will ask investigation?
questions from the next column. What will you
change/measu
re/keep the
 Before students get into groups to conduct the
same during
investigation, students will individually complete the
the “Before your investigation” section on the experiment?
Melting Chocolate Worksheet.
Demonstrate safe Anecdotal  Then students will get into groups of 5 and be given Role Badges
use of equipment notes/checklist of a badge role with one of the following roles:
and materials during students during Each group will
o Media Technician
an investigation by classroom need: 3
individually following discussion and o Chief Melter different types
rules and instruction. observations of o Event Organiser of chocolate,
students during o Health and Safety officer 4 Paper plates, a
their o Journalist chosen heating
investigation.  They will undergo the Melting Chocolate source. E.g. Pot
Investigation by following the method on the and stove,
Using the results of a boiling water
worksheet. Students must follow rules and
scientific under a bowl,
investigation, answer Work sample instructions. wooden spoon,
a given focus from the Melting  After students have finished the investigation, they a stopwatch,
question individually Chocolate will individually complete the rest of the pencil and iPad.
on a worksheet. Worksheet. Worksheet. (This is shown in
the Melting
Conclusion Chocolate
 The journalist from each group will share their Worksheet)
groups findings.
 Teacher will facilitate a whole class discussion and
ask the below questions:
o Do all materials melt at the same
temperature? What did you observe?
o Which pieces melted most quickly/least
quickly?
o That the different chocolates had different
melting points.
o Does a particular material melt all at once?
What did you observe?
o What happens to the shape of a material as
it melts?
o How can we tell when all of the material
has melted?
o What if one chocolate had more mass than
the other?

Learner Diversity
 Students with social difficulties will be strategically
placed into groups with people they feel most
comfortable with and strategically given roles to
better suit the individual.
 Students who finish early can write up their own
investigation that relates to the process of freezing.
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about chemical science and represent what they know about liquids, solids and how they change.
 Summative assessment of science understanding

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 ACSSU (ACSHE (ACSIS0 SUMMATIVE- Intro
046 050) 53) Teacher will make  Students will play a science inquiry skill warm up
Predict whether a observations and game. Students will be moving around in the space
statement is true or anecdotal notes according to what the teacher has called out (e.g.
false based on prior of students
job, skip, hop etc). When the teacher calls out a
knowledge in a game predicting skills.
situation. This will be statement, students need to predict whether
collated into a statements are true or false. Students must quickly
checklist. sit on the floor if they think the statement is false
or remain standing if they think it is true. Teacher
may like to call out the following:
o Silver has a higher temperature melting
point than gold? False
o The bigger the surface area of a chocolate
the longer it takes to melt. True.
o Rocks can turn into a liquid. True – Lava.
o Sand is melted to make glass. True.

Body
 Students will be given their work sample (iMovie,
Demonstrate Each student will PicCollage or poster) they created during the first
knowledge learnt complete the chemical science lesson. They must reflect back on
about chemical final topic
it and add anything else that have learnt since the
science by answering Socrative Quiz.
quiz questions Teacher will use first lesson. They may add this to the work sample
individually. student’s score as or write it into their science journals. Socrative Quiz -
a mark. Socrative  Each student will have access to an iPad or laptop https://b.socrati
will collate all the to complete the Socrative Quiz about the entire ve.com/teacher
marks together programs work. Students will do this in test /#import-
and show data quiz/42507187
conditions.
collected.
Conclusion
 Students will write a personal reflection on their
learning throughout the program. Teacher will
write the following questions on the whiteboard to
help guide students:

o What did you think about chemical science

at the start of the program?
o What have you learned about solids and
liquid? Do you think it is important to
know?
o What activity did you enjoy most of all?
Why?
o What activity did you find the most
challenging? Why?
o What are you still wondering about?
o What did you learn about working in
teams?

Learner Diversity

 Less capable students have the choice of

completing the quiz using a text-to-speech device
and audio recording themselves to answer the
question.
 Early finishers can create and design their own
Kahoot Quiz.