Learner Context:

Science Area:Chemical ScienceTopic Focus:MaterialsLevel of SchoolingYear 3/4School context:Non-government primary school, situated in western suburbs. The total enrolment of students from Reception to Year Seven is 150 students. There are a total of 13 teaching staff, none of which are a specialist Science teacher. Students have access to “Bee-hive”, a learning environment suitable for investigations. Students have access to I-pads and laptops throughout lessons.Class context:33 students, 9-year three students and 24-year four students. The majority of the students are working at the core level for their year. Throughout the unit plan for particular activities students are working in groups. This has previously worked well as students are encouraged to communicate and compare their ideas, discuss and debate as well as build each other’s ideas.Learning Sequence:5 Learning experiences. (Overall 8 x50 minute lessons)

What is the learning focus?

General Learning Outcomes for Unit: Thinking and Working ScientificallyStudents will make connections between objects, materials and properties.

Students will sort and group objects into a table, classifying properties of everyday materials.

Students will identify factors that determine the choices of materials for particular purposes.

Students will experiment with properties and evaluate and process the information to determine the particular process suited to each material.

Students will make connections with materials and properties to their every day lives.

Students will work communicate and make predictions in their group to guess where the describe material is in their schoolyard.

Students will work as a class to define, materials, objects, properties, natural and processed materials.

Students classify all concepts in this unit and communicate with peers to create definitions.

Year 3/4 Science Unit PlannerChemical Science: Materials

Chloe Bowman 110066036

Links to ACARA Framework:

Strand: Science and Understanding Sub Strand: Chemical SciencesContent Descriptor: Achievement Standard: Elaborations: Chemical sciences: Natural

and processed materials have a range of physical properties these properties can influence their use (ACSSU074).

Students apply the observable properties of materials to explain how objects and materials can be used.

They complete simple reports to communicate their methods and findings.

Describing a range of common materials, such as metals or plastics, and their uses.

Investigating a particular property across a range of materials.

Selecting materials for uses based on their properties.

Strand: Technologies Sub Strand: Design and Technologies Knowledge and Understanding

Content Descriptor: Achievement Standard: Elaborations: Investigate how forces and

the properties of materials affect the behaviour of a product or system (ACTDEK011).

Students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs.

Students describe features of technologies that influence design decisions and how a range of digital systems can be used.

Conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system.

Identifying and exploring properties and construction relationships of an engineered product or system.

Strand: Humanities and Social Sciences Sub Strand: Geography Knowledge and Understanding

Content Descriptor: Achievement Standard: Elaborations: The use and management

of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090).

Students develop questions to investigate.

Students identify the interconnections between components of the environment and between people and the environment.

Exploring how some natural resources are used and managed in sustainable and non-sustainable ways.

Cross Curricular Priorities with ACARA Framework:

Sustainability: Develop and understandings of how natural and processed materials have different physical

properties that affect their use (Australian Academy of Science, 2014) Develop knowledge; skills and values for making decisions about individual and community

actions that contribute to sustainable patterns of use of the Earths natural resources (Australian Academy of Science, 2014).

General Capabilities with ACARA Framework:

Literacy: Science Journal. Word Wall. Annotated Drawings. Tables.

Numeracy: Record and present data in tables.Information and Communication Technologies: Use a digital camera/ I-pad to record

observations.Critical and Creative Thinking Pose questions for investigation.

Make predictions. Solve problems through investigation. Discuss Ideas. Give reason for choices. Give possible solutions.

Ethical Behaviour: Work as part of a team.

Personal and Social Competence: Work together in teams to complete tasks.

Work with others to develop strategies to complete and design a project.

How will you know what the students have learnt? (Assessment)

Assessment Method:

How will you asses? When will you assess? & Who leads the assessment?

How will you record your assessments

FormativeAssessment

Observation Checklist: During class discussion, investigations use the checklist in Appendix B.

Self/Peer Assessment: Students can evaluate themselves and peers based on rubric.

Anecdotes/Notation: Write notes in Appendix C template.

Discussion and Questioning: Provide questions that promote student engagement and observe students understanding.

Photos: Capture photos of students throughout investigations to capture progress.

Ongoing throughout Learning Experience 1 – 5.

Teacher Assessment Checklist, Appendix B.

Student list located in Appendix C. Make notes throughout all lessons.

SummativeAssessment

Summative Rubric: Highlight the appropriate level of achievement in the rubric located in Appendix A.

Learning Experience 5. Rubric in Appendix A.Assessing learning experience 5 based on ACARA content descriptor and the Science Inquiry Skills.

Learning Experience 1: “Material Classification Investigation”ENGAGE

Australian Curriculum – Content Descriptor: Chemical sciences: Natural and processed materials have a range of physical

properties these properties can influence their use (ACSSU074).

Lesson Objectives: Students will demonstrate their understanding of objects, materials and

properties, through sorting and classifying into the table provided.

Formative Assessment: Observation Checklist (Appendix B) Anecdotal Notes (Appendix C) Discussion and Questioning.

Materials: Assortment of objects for stations (Metal, plastic, paper, rubber, glass, wood,

fabric). “Properties of everyday materials” Sheet (Appendix D).

Introduce: Recap on definitions located in Science Journal, established from prior knowledge lesson. Create class discussion: Write all key words on the board.

o Why are windows made of glass?o Who do we select “fluffy” or “hairy” materials to construct clothing to keep us warm?o Why don’t we make underwear out of clothing?

Teaching Note: Different materials have different properties. Such as, colour, strength, texture, smell, hardness, flexibility. Ensure these are written on the board. Sort properties into opposites and pairs. (Easy to shape/hard to shape, hard/soft, and rigid/flexible). Add these words to word wall.

NOTE: Alternative Conception: Properties – possession of land and materials – fabric (covered in prior knowledge activity.) Remind Students.Investigate:

Explain the following “stations” activity. Demonstrate sorting, and classifying an object with the students. Demonstrate an example on the “Properties of everyday materials” worksheet. Communicate the expectations for this activity. (Go to the station allocated, only 5 people at a station, careful with objects, 30 mins)

Reflect: Students will re-group on the floor. Prompt class discussion working through the table as a class.

Time:10 minutes

Students on floor.

Have objects set up ready at the tables, to create ‘stations’ for the students.

30 minutes

Students will sit at a station and complete investigation.

Teacher will roam the room and provide assistance.

Extension: Find in the room other objects that could be categorised on this table.

(Chair, pencil case etc.).

Support: Decrease the amount of objects you want them to sort and classify.

Learning Experience 2: “Materials School Hunt”EXPLORE

Australian Curriculum – Content Descriptor: Chemical sciences: Natural and processed materials have a range of physical

properties these properties can influence their use (ACSSU074).

Lesson Objectives: Students will work collaboratively in groups to problem solve the ‘properties clue

cards’, connecting the real world objects with properties and materials.

Formative Assessment: Observation Checklist (Appendix B) Anecdotal Notes (Appendix C) Discussion and Questioning.

Materials: “What am I” clue cards, labelled in envelopes for each group. I-pads. Grouping table.

Introduce: Introduce the lesson. Recap on Lesson 1: TEACHING QUE: We recognised that they did not need to learn the “big idea” about materials and

properties. We just need to recognise our own experiences and make connections. Introduce the ‘groups’, which we will continue to use throughout this science unit. Explain the group roles & group skills. Explain rules and expectations for “Materials School Hunt”. (Behaviour around the yard during lesson time).

Investigate: Students will receive an envelope with 10 ‘clue cards’. Sort the cards so each group has a different starting point. Explain there is no right/wrong. All students will interpret their own meaning of these properties; we should a variety of different photos. Using I-pads the ‘recorder’ from each group will take photos using the ‘Pic collage’ app and label with the object, material and properties.

Reflect: Re-group all students on the floor. Ask students to sit in their groups. The ‘Speaker’ from each group will stand up with the I-pad. Read through one-by-one the 10 clues. Ask each ‘speaker’ to share the photo they took and explain why they choose that object. Each ‘speaker’ can have one question from the peers. TEACHING QUE: materials and properties are throughout our daily lives. Evident, different objects can have the same material but different

purpose.

Time:10 minutesStudents on floor.

30 minutesStudents using I-pads will explore the school.

10 minutesStudents on floor.

Extension: Ask students to take different photos of the yard. Ask students if it is natural

or processed material?

Support: Decrease the amount of clues to find. Find their own materials, in the yard.

Learning Experience 3: “Design your Clothing”EXPLAIN

Australian Curriculum – Content Descriptor: Chemical sciences: Natural and processed materials have a range of physical

properties these properties can influence their use (ACSSU074).

Lesson Objectives: Students will explain how the properties of materials make them suitable for

different uses.

Formative Assessment: Observation Checklist (Appendix B) Anecdotal Notes (Appendix C) Discussion and Questioning.

Materials: Material Bag Plastic bag Paper bag Thick fabric bag Thin plastic bag

33x photocopies of ‘material matters’. (Appendix F)

Plastic Folder, wet towel, muddy shells, a watermelon, ice poles.

Introduce: Engage students with the 5 bags hanging on the wall. What are these? Are they all the same? What is different? Do they have the same purpose? Pose Question: “You and four friends have a dilemma: you need to carry five items in five different bags. Which item best suits the bag? Lay all items in front of the bags. Create discussion with class as to what item is best suited to what bag? “Would you have an echidna in a plastic

bag? Why not? Once students suggest and explain their ideas, ask, “Why did you make that choice”. Responses may be: “Fabric doesn’t rip like plastic when you put sharp objects in it”, “The paper bag is disposable so it doesn’t matter if it gets

muddy”. TEACHING NOTE: Write any new key words into the science journal and add to word wall. KEY MESSAGE: The properties of materials make them suitable for different uses.

Investigate: This task will encourage you to explain why the properties of a material make it suitable for a particular use. Write list of possible scenarios on the board (Going surfing, dancing, playing soccer, going to bed in winter, bee keeping, walking in the snow etc.) Students will engage in “Material Matters” template. Choosing a scenario from the board or thinking of their own. Create an annotated drawing. TEACHER NOTE: The design of the clothes is less important than the choice of material.

Reflect: Share designs and reasons for materials. Compile all sheets together to make a class catalogue. Attach to science journal.

Time:15 minutes.

Students on floor.

25 minutesStudents at desks.

10 minutesStudents on floor.

Extension: Annotate if the material is natural or processed? Support: Provide students with a visual example. No annotation required.

Learning Experience 4: “Where do we come from? Where do we go?ELABORATE

Australian Curriculum – Content Descriptor Chemical sciences: Natural and processed materials have a range of physical

properties these properties can influence their use (ACSSU074). The use and management of natural resources and waste, and the different

views on how to do this sustainably (ACHASSK090).

Lesson Objectives: Students will work collaboratively in groups to investigate a particular

material, predicting, identifying and answering inquiry questions to share with the class.

Formative Assessment: Observation Checklist (Appendix B) Anecdotal Notes (Appendix C) Discussion and Questioning.

Materials: Smart board. Classroom laptops. A4 Investigation Template.

Introduce: Recap the types of materials in the science journal. Pose question, who knows which are natural and which are processed? Engage students with YouTube: https://www.youtube.com/watch? v=7IP0Ch1Va44. (Appendix G) Prompt Discussion. Come up with a class definition of Natural and Processed Materials. Add to Science Journal.

Investigate: Introduce “Investigation Table”, (Appendix H) explain steps for completing this table working collaboratively with their peers. Students will discuss and predict as a group on their ideas, following my investigation on the laptops to source the answer. Discuss investigation strategies, what websites to use. Go through group roles, “recorder, investigator, and scriber”. Highlight this is a group task. Everyone needs to working. TEACHER NOTE: Student centred investigation; observe strategies, student engagement and teamwork.

Reflect: Re-group on the as a class. Each group will stand up and present their material, expressing their predictions and findings. TEACHER NOTE: Elaborate on the student’s findings and create discussions between peers. Display all materials on the word wall.

Time:

15 minutes

Students on floor.

Groups working at computers, roam the class provides guidance.

Students on floor

Extension: Further research into what happens to other processed materials. Are their

waste management programs? Research another material.

Support: Provide students with a text including the information, which they need to

highlight. Provide one-on-one support.

Learning Experience 5: “Year 3/4 Material Fort”EVALUATE

Australian Curriculum – Content Descriptor: Chemical sciences: Natural and processed materials have a range of physical

properties these properties can influence their use (ACSSU074). Investigate how forces and the properties of materials affect the behaviour of a

product or system (ACTDEK011).

Lesson Objectives: Students will demonstrate their learned knowledge of materials and

properties through designing and making a model house suited to the particular design brief.

Through class discussion, students will demonstrate their understanding of the sustainability, durability and limitations for each material used to design and construct their model home.

Formative Assessment: Observation Checklist (Appendix B) Anecdotal Notes (Appendix C) Discussion and Questioning.

Summative Assessment Once models completed,

highlight the appropriate level in rubric (Appendix A).

Materials: “The true story of the three little

pigs” by Jon Scieska Rubric for each student.

Construction Materials. Science journal. A3 Paper Markers

Introduce: Review the unit using the science journal, word wall and other resources developed during the unit. Reflect on their learning during this unit. (Natural and processed materials) Read “The true story of the three little pigs”. Prompt discussion: “Do you agree with the wolf, that the pigs used for materials? Which pig chose

poor material? Why is this material poor? Are these houses sustainable? What did the pigs do with the materials once they were blown down?

Investigate: “There is a rumour that the big bad wolf is visiting the Year 3/4 classroom. Mr Wolf is very hungry. Your drop is to create a house for protection”! Working in groups, using an A3 piece of paper, design and plan your house. Include a coloured image annotated with the materials. These will be

checked before you start constructing. Write on the board the requirements. (Windows, Roof, Door, Sustainable?) Read through the rubric with students.

Reflect: As a group students will present their houses, discussing the design and the reasons behind their choice of materials.

Time:

10 minutes.

Over 3 lessons.

30 minutes.

Extension: Construct only a ‘sustainable house’, only using ‘natural ‘materials.

Support: Only focus on the A3 poster and provide guidance until materials are clear.

Teacher Resources:

Resources for Background Information:

1. Australian Curriculum (ACARA 2015). 2. Teaching Primary Science Constructively (Skamp & Preston 2015). 3. ‘Material World’, Primary Connections (Australian Academy of Science, 2014)4. ‘Package it better’, Primary Connections (Australian Academy of Science, 2014)5. South Australia Teaching for Effective Learning Framework Guide (Department of Education

Children’s Services 2010). 6. Teaching Primary Science (Faire & Cosgrove 1993). 7. Encourage a global perspective across the curriculum (Global Education, 2014)

Student Resources:

Resources for Interactive and engaging activities.

1. Educational Video: How is paper made (Rose 2013)2. “Animals do not wear clothes” (Barrett, 1970)3. “The true story about the three little pigs” (Scieszka 1989)4. Material Song (Faweta, 2012).

References:

Acher, A, Arca, M & Sanmarti, N 2007, Modelling as a teaching learning process for understanding materials: a case study in primary education, Science Education, pp. 398-418.

Australian Academy of Science (AAS) 2014, Primary connections: Material World, Year 4. Chemical sciences, Australian Academy of Science, Canberra, A.C.T.

Australian Academy of Science (AAS) 2014, Primary connections: Package it Better, Year 4, Chemical Sciences, Australian Academy of Science, Canberra, A.C.T.

Australian Academy of Science 2015, 5Es teaching and learning model, Primary Connections – Linking science with literacy, viewed 16th April 2016, <https://www.primaryconnections.org.au/about/teaching>.

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2014, F-10 Curriculum, science, Australian Curriculum, Assessment and Reporting Authority, viewed 2nd May, 2016 <http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4>

Bell, B 1993, ‘Children’s science’, in B Bell (ed), Children’s science, constructivism and learning in science, Deakin University, Geelong, pp.11-21.

BP Educational Service, Science: ages 7-9: materials, British Petroleum International, viewed 6 May 2016, <http://bpes.bp.com/primary-resources/science/ages-7-to-9/materials/>.

CSIRO Education 2015, Education programs, Commonwealth Scientific and Industrial Research Organisation, viewed 5 May 2016, <http://www.csiro.au/en/Education/Programs>.

Department of Education and Training 2013, Materials natural and processed (vignette), State of Victoria Government, viewed 6 May 2016, <http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/underwear.aspx>.

Department of Education and Children’s Services 2010, South Australian teaching for effective learning framework guide, Government of South Australia, viewed 3 May 2016, <http://learningtolearn.sa.edu.au/tfel/files/links/decs_sa_tfel_framework_gu_3.pdf>.

Department of Agriculture 2014, So you think you know where your food comes from?, Australian Government, viewed 3 May 2016, <http://c.ymcdn.com/sites/www.agrifoodskills.net.au/resource/resmgr/Educationmaterials/AFYr6Unit_TEACHERS_GUIDE.pdf>.

Faire, J & Cosgrove, M 1993, Teaching primary science, Waikato Education Centre, Hamilton, New Zealand.

Faweta, Y 2012, 3C materials song, video, YouTube, 3 January, viewed 4 May 2016, <https://www.youtube.com/watch?v=xOKr462HLc0>.

Global Education 2014, Teacher resources to encourage a global perspective across the curriculum, Education Services Australia, viewed 2 May 2016, <http://www.globaleducation.edu.au/teaching-activity/waste-matters-mp.html>.

Joseph, J 2011, which paper towel, is best? Science and Children, pp.37-29.

Rose, M 2013, Educational video for kids: How paper is made, video, YouTube, 15 January, viewed 6 May 2016, <https://www.youtube.com/watch?v=7IP0Ch1Va44>.

Australian Science Teachers Association, Science web Australia, Education Services Australia, viewed 3 May 2016, <http://scienceweb.asta.edu.au/>.

Scieszka, J 1989, the true story of the 3 little pigs, Viking Press Publishers, United States of America.

Skamp, K & Preston, C 2015, Teaching primary Science Constructively, 5th edition, Cengage Learning, Victoria.

Appendix A: Summative Assessment RubricAdapted from (Australian Academy of Science, 2014).

Student: Key Learning Area:Chemical Science: Materials

Date:

Task: “Year 3/4 Material Fort” Students will demonstrate their learned knowledge of materials and properties through designing and

making a model house suited to the particular design brief. Through class discussion, students will demonstrate their understanding of the sustainability, durability and

limitations for each material used to design and construct their model home.

Conceptual Learning Outcome:

Beginning: Developing: Achieving:

Describe and compare the properties of materials

Students can identify properties of materials.

Students can describe properties of the materials.

Students can describe materials and compare their properties.

Identify an appropriate use for a material based on its properties.

Students can identify different materials.

Students can identify different properties of materials.

Students can use their understanding of the properties of materials to identify how they can be used.

Explain why the properties of a material make it suitable for the construction of the home.

Students can identify the uses of materials.

Students can describe the properties of particular materials.

Students can describe the properties of a material and explain why it is used for a particular purpose.

Students selected materials for their house showing an awareness of the consequences for the environment.

Students can discuss how materials are selected for various uses.

Students describe how the use of materials impact on humans and the environment.

Students can select a material for a particular purpose based on their understanding of its impact on the environment.

Planning and conducting Struggles to draw and annotate a design of the house.Cannot safely use appropriate materials, and equipment to construct the house.

Simple drawing of plan with brief annotation for the design of the house. Needs assistance to safely use materials and equipment when constructing house.

Detailed drawing and annotation of design of the house.Safely used appropriate materials and equipment.

Communicating Has trouble representing and communicating ideas.No teamwork demonstrated in construction.

Representing and communicating ideas in few ways, lack of teamwork demonstrated.

Represent and communicating ideas clearly, worked collaboratively with team, sharing the roles.

Questioning and Predicting

Fails to identify questions about materials and properties that can be investigated scientifically. Did not demonstrated predictions based on prior knowledge.

Requires a lot of assistance to initiate questions about materials and properties, that can be further investigated and predict why may happen.

With guidance, identifies questions about materials and properties that can be investigated scientifically and predict what may happen.

Appendix B: Formative Assessment ChecklistAdapted from (Australian Academy of Science, 2014).

Appendix C: Formative Assessment Anecdotal Notes.

Key Learning Area: Chemical Science.Topic: Materials

Key: B = Beginning D = Developing A = Achieving

Student: Explain why the properties of a material make it suitable for a particular use.

Describe and compare the properties of materials.

Working collaboratively with peers.

Engaging in class discussion.

NOAH BAKOTA

LEAH BROOKS

KALEB ODGERS

POPPY MATTHEWS

EMMAUEL PATRICK

GEMMA SHERIDAN

ISABELLA SMITH

DANIEL SUNNASY

OWEN WILLIAMS

AIDEN CARBERRY

PERI CHRISTOPOLOUS

MICHAELA COPPOLA

OLIVIA CORNELL

ALEXANDER GEROGEOPOLOSJOSHUA GOLGIE

RUBY LOIZOS

JAYDEN LUPPINO

JACOB MILLER

TOM PEPICELLI

ANGELINA PIRONE

JAMES RAGGHIANTI

JONES SHARP

CAMILA SOBARZO

ELLIE STAMATOPOOULOS

GABRIELLA TARCA

ALEX TSACONAS

ISSAK UNG

Appendix D: Properties of Everyday Materials

NOAH BAKOTA

LEAH BROOKS

KALEB ODGERS

POPPY MATTHEWS

EMMAUEL PATRICK

GEMMA SHERIDAN

ISABELLA SMITH

DANIEL SUNNASY

OWEN WILLIAMS

AIDEN CARBERRY

PERI CHRISTOPOLOUS

MICHAELA COPPOLA

OLIVIA CORNELL

ALEXANDER GEROGEOPOLOS

JOSHUA GOLGIE

RUBY LOIZOS

JAYDEN LUPPINO

JACOB MILLER

TOM PEPICELLI

ANGELINA PIRONE

JAMES RAGGHIANTI

JONES SHARP

CAMILA SOBARZO

ELLIE STAMATOPOOULOS

Metal Plastic Stone Wood Rubber Wool

Metal

Plastic

Stone

Wood

Rubber

Wool

Appendix E: Materials School Hunt

What am I?

I am a water resistant, elasticity and I can be

coloured.

What am I?

I am absorbable; a heat conductor and soft.

What am I?

I am tough, waterproof and bouncy

What am I?

I am hard, strong and a natural material.

What am I?

I am brittle, transparent and shiny.

What am I?

I am waterproof, brightly coloured and easy to shape.

What am I?

I am opaque, thick, hard and heavy.

What am I?

I am strong, heavy and think?

What am I?

I am transparent, thin, and flimsy.

What am I?

I am strong, soft, brightly coloured and smooth.

Appendix F: Design your Clothing

Appendix G: Education Video: “How paper is made”

Appendix H: “Group Material Investigation:

Natural or Processed?

We predict ...

We learnt ...

Where does plastic come from?

We predict ...

We learnt ...

What happens to plastic once it has been used?

We predict ...

We learnt ...

These are objects made from plastic:Plastic