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OneSchoolUnit Plan

Name: Unit 4 - Science Year 3 (V8)Duration: 10 Weeks

Year Level: Year 3

Applicable LearningAreas/Subjects: Science

Unit PlanWhat's the matter?In this unit students will understand how a change of state between solid and liquid can be caused by adding or removing heat. They will explore the properties of liquids and solids and understand how to identify an object as a solid or a liquid. Students will identify how science is involved in making decisions and how it helps people to understand the effect of their actions.

They will evaluate how adding or removing heat energy affects materials used in everyday life. They will conduct investigations, including identifying investigation questions and making predictions, assessing safety, recording and analysing results, considering fairness and communicating ideas and findings. Students will describe how science investigations can be used to answer questions. They will recognise that Australia's First Peoples traditionally used knowledge of solids and liquids in their everyday lives.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

SafetyTeachers need to identify safety issues and conduct risk assessments. For this unit teachers should:

refer to the Health and Safety policy pertaining to schools http://education.qld.gov.au/health/safety/index.html

consult the Curriculum Activity Risk Management Guidelines http://education.qld.gov.au/curriculum/carmg/index.html

use Chemwatch GoldFFX http://jr.chemwatch.net/chemwatch.web/ to consult the safety data sheets (SDSs) for chemical safety information pertaining to substances and powders used in this unit

ensure students wear personal protective equipment ensure students observe sun safety at school procedures. See Developing a sun safety strategy http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/sun-safety.html

ensure risk assessment includes allergic reactions to chocolate, butter, honey, jelly, milk, oil, liquid soap, cornflour and any other substances and powders used in this unit.

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 29

Unit Plan Plan Name: Unit 4 - Science Year 3 (V8)

Year: 3Learning Areas/Subjects: Science

Duration: 10 Weeks

In addition to the teacher's risk assessment, students are required to complete risk assessments for their own projects, under the guidance of their teacher.

Schools should consult the Guideline for Managing Risks with Chemicals in DET Workplaces (HLS-PR-006)http://education.qld.gov.au/health/pdfs/healthsafety/guideline-managing-chemicals.pdf.

The document Chemwatch GoldFFX FAQ Factsheet http://education.qld.gov.au/health/pdfs/chemwatch-gold-ffx-faq.pdf contains information relating to the Department's online subscription to Chemwatch GoldFFX.

Detailed instructions are available to assist schools when registering for the first time, in the document Registering for Chemwatch GoldFFX online http://education.qld.gov.au/health/pdfs/chemwatch-registration-instructions.pdf.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.




Duration: 10 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

How do properties of solids change when we add heat? (Yr 03)Students will conduct an investigation about what happens to solids when heat is added. Students will make a prediction, make and record observations safely, represent data and identify patterns and reflect on the fairness of the investigation.

Monitoring Science Unscheduled

How does temperature affect how ice changes state? (Yr 03)Students will conduct an investigation about what happens to ice in different conditions. Students will make a prediction, explain observations, represent data and identify patterns, compare results with predictions and reflect on the fairness of the investigation.

Monitoring Science Unscheduled

Investigating solids and liquids (Yr 03)Students conduct an investigation about liquids and solids changing state when heat is added or taken away. Students make a prediction, record observations and suggest reasons for findings. Students describe how safety and fairness were considered.

Supervised assessment

Science Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Solids and liquids Changing states of matter Investigating the effect of heat Assessment Going further

Resources Attachments Plan Resource Bank

Assessment Monitoring - How do properties of

solids change when we add heat? (Yr 03)

Monitoring - How does temperature affect how ice changes state? (Yr 03)

Supervised assessment - Investigating solids and liquids (Yr 03)




Duration: 10 Weeks

Australian Curriculum

Science - Year 3

Year 3 Achievement StandardBy the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.

Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.

Content Descriptions

Science as a Human Endeavour Science Inquiry Skills Science Understanding

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE050)

Use and influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE051)

Planning and conducting

Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)

Communicating

Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Evaluating

Reflect on investigations, including whether a test was fair or not (ACSIS058)

Processing and analysing data and information

Compare results with predictions, suggesting possible reasons for findings (ACSIS215)

Chemical sciences

A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)




Duration: 10 Weeks

Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)

Questioning and predicting

With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)




Duration: 10 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Everyday materials can be physically changed in a variety of ways (ACSSU018) Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) People use science in their daily lives, including when caring for their environment and living things (ACSHE035)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Science involves making predictions and describing patterns and relationships (ACSHE061) Science knowledge helps people to understand the effect of their actions (ACSHE062) Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)

Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating




Duration: 10 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Text knowledge Grammar knowledge Word knowledge

Numeracy Using measurement

Information and communication technology (ICT) capability Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability Self-awareness Self-management Social awareness Social management

Intercultural understanding Recognising culture and developing respect

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

SustainabilityStudents will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.




Duration: 10 Weeks

For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learningAssessment name: Investigating solids and liquidsAssessment description: Students conduct an investigation about liquids and solids changing state when heat is added or taken away. Students make a prediction, record observations and suggest reasons for findings. Students describe how safety and fairness were considered.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.Specific monitoring opportunities in this unit may include observations, consultations and samples of student work, for example:

identify solids and liquids and their properties understand that a change of state between solids and liquids can be caused by adding or removing heat participate in investigations consider safety and fairness in investigations make predictions about investigations collect and present observations to answer investigation questions suggest possible reasons for findings use diagrams and other representations to communicate their ideas.

Monitoring ActivityActivity name: How do properties of solids change when we add heat? (Lessons 5-6)Activity description: Students will conduct an investigation about what happens to solids when heat is added. Students will make a prediction, make and record observations safely, represent data and identify patterns and reflect on the fairness of the investigation.Monitoring ActivityActivity name: How does temperature affect how ice changes state? (Lesson 12)Activity description: Students will conduct an investigation about what happens to ice in different conditions. Students will make a prediction, explain observations, represent data and identify patterns, compare results with predictions and reflect on the fairness of the investigation.

FeedbackFeedback may relate to misunderstandings and common alternative conceptions. In this unit this may include students thinking that:

the word 'matter' refers only to problems. Explain that matter is the stuff that everything is made of. liquids change volume when they are poured from one container into a different sized or shaped container. Explain that the volume of the liquid does not change when poured into

different containers. powders and small particles (e.g. sand) are liquids because they can be poured and they take the shape of the container. Explain that powders contain tiny bits of solids that can be

observed.




Duration: 10 Weeks

pliable solids (e.g. clay) are not solids. Explain that pliable substances are solids because of their properties. when a material changes state it changes its identity (e.g. chocolate is only chocolate when it is in its solid state). Explain that a material does not change its identity when it changes

state. Only some of the properties change. melting involves substances turning into water. Explain that melting is the process of a substance in a solid state changing to a liquid state. adding heat will make liquids melt. Explain that melting is the process of a substance in a solid state changing into a liquid state. Adding enough heat energy to liquids can make them

evaporate, which is explored in later years. taking heat away will turn all liquids into ice. Explain to students that it is only water that turns into ice when heat is taken away. adding heat causes all solids to turn to liquid. Explain to students that some solids do not change state to liquid when heat is added. ice won't melt if it is in the refrigerator. Provide opportunities for students to observe what happens when ice is taken from the freezer and placed in the refrigerator. anything that flows like a liquid is a liquid. Explain to students that some solid materials behave in a similar way to liquids but are not liquids. their actions do not have an impact on the environment. Ensure students understand that every action, no matter how small, can have some impact on the environment. a statue could not be made of ice. Explain that ice can be carved and sculpted. science learning in school only applies to school situations. Explain that science learning in school can be used in everyday activities such as the disappearing dessert example.




Duration: 10 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

4 Lessons Solids and liquids Lesson 1: Introducing matter Lesson 2: Exploring liquids Lesson 3: Exploring solids Lesson 4: Examining solids and liquids

7 Lessons Changing states of matter Lessons 5-6: Adding heat to solids Lesson 7: Adding heat to liquids Lessons 8-9: Taking heat away from liquids Lesson 10: Identifying how matter changes state Lesson 11: Review, reinforce and extend learning

2 Lessons Investigating the effect of heat Lesson 12: Investigating the effect of heat on changing states: ice Lesson 13: Review, reinforce and extend learning

3 Lessons Assessment Lessons 14-16: Assessing student learning

4 Lessons Going further Lesson 17: Investigating an unknown material Lesson 18: Identifying changes of state in the environment Lesson 19: Solving the case of the disappearing statue Lesson 20: Evaluating the unit

20 Lessons Total Unit




Duration: 10 Weeks

Teaching Sequence

Topic Solids and liquids Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand how to identify solids and liquids by their properties.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Introducing matter

Lesson objectivesStudents will:

Understand that solids and liquids can be identified by their observable properties.

Evidence of learningCan the student:

Describe some properties of solids and liquids based on observations?

Example learning sequence Discuss unit intention Understand that matter is the stuff things are made from Explore observable properties of solids Explore observable properties of liquids Identify solids and liquids using observable properties

Resources Supporting learning resource - Materials and equipment list Sheet - Email from mayor: The case of the disappearing statue Sheet - Wandering Wayde statue 1 Sheet - Wandering Wayde statue 2 Video - Matter Supporting learning resource - Science inquiry skills poster Years 3-6 Supporting learning resource - C2C: Science glossary

Helpful information Website - Contemporary practice resource: Science

https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Attachments Lesson plan

Lesson 2

Exploring liquids


Understand the observable properties of liquids.Evidence of learningCan the student:

Identify common observable properties of liquids?Example learning sequence

Review how to make observations Identify common observable properties of liquids Investigate the viscosity of liquids Discuss new learning

Resources Supporting learning resource - Materials and equipment list Sheet - How to make good observations in science Video - Liquids Sheet - Viscosity race (Student instructions) Sheet - PROE record: Viscosity race Supporting learning resource - Properties of liquids concept map example


Lesson 3 Lesson objectivesStudents will:

Resources Supporting learning resource - Materials and equipment list




Duration: 10 Weeks

Teaching Sequence

Topic Solids and liquids Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. Students will understand how to identify solids and liquids by their properties.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Exploring solids

Understand the properties of solids, including powders.Evidence of learningCan the student:

Identify the properties of solids? Use properties to explain why sand is a solid?

Example learning sequence Identify common observable properties of solids Understand what a solid is Investigate the properties of sand Discuss new learning

Video - Solids Sheet - Is sand a solid? Video - Is sand a liquid? Supporting learning resource - Properties of solids concept map example


Lesson 4

Examining solids and liquids


Understand how to identify an object as a solid or a liquid.Evidence of learningCan the student:

Group objects into solids or liquids based on their properties?Example learning sequence

Compare properties of liquids and solids Develop criteria to sort liquids and solids Sort objects based on criteria Discuss new learning

Resources Supporting learning resource - Materials and equipment list Learning object - Graphic organiser toolkit

(select 'Venn diagram' from the drop-down box under 'Organiser type') Sheet - Criteria for solids and liquids Supporting learning resource - Criteria for solids and liquids (Answers) Website - Science literacy https://learningplace.eq.edu.au/cx/resources/items/7a29539b-

1d2a-d66f-2c58-13fb5953ec2f/0/index.html (select 'Annotated drawing 2-3')





Duration: 10 Weeks

Teaching Sequence

Topic Changing states of matter Topic Duration 7 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. In Lessons 5-10, students learn that materials may change state and that the addition or removal of heat may cause a solid to change into a liquid and vice versa. In Lesson 11, they will review, reinforce and extend learning.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lessons 5-6

Adding heat to solids


Understand that materials may change state. Understand that adding heat may cause a solid to change state

into a liquid.Evidence of learningCan the student:

Identify the difference in properties of a material between its solid and liquid states?

Identify the effect of adding heat to solids investigated?Example learning sequence

Explore changes in the observable properties of materials Distinguish the change in properties from solid to liquid Explore understanding about melting Investigate how properties of solids change when heated Explain observations and results Understand that different solids melt with different amounts of heat

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Changes of state activities Slideshow - A chocolate in my pocket Sheet - Solid and liquid: Pictures for matching Sheet - Material station observations Sheet - Material change questions Supporting learning resource - Changing states of matter investigations Sheet - Investigation: How do properties of solids change when we add heat?

(Student instructions) Sheet - Managing safety risks in investigations Sheet - Heating solids investigation Slideshow - Heating solids

Helpful information Video - A chocolate in my pocket

https://learningplace.eq.edu.au/cx/resources/items/626d5732-8c5e-565d-679a-3f3f2cbace27/0/Sci_Y03_U4_SS_LP05_AChocolateInMyPocket.ppsx

Slideshow - Changing states of matter https://learningplace.eq.edu.au/cx/resources/items/16a2eb25-3097-409d-998a-2b4f450eb6a8/0/Sci_Y03_U4_SS_ChangingStatesofMatter.pptx


Lesson 7

Adding heat to liquids


Understand that the properties of liquids (e.g. viscosity) can change when heat is added.


Identify the change in viscosity when heat is added?

Resources Supporting learning resource - Materials and equipment list Video - Heating honey (Note: This video has no sound.) Supporting learning resource - Changing states of matter investigations Sheet - Investigation: Adding heat to liquid (Student instructions) Sheet - Managing safety risks in investigations Sheet - PROE record: Adding heat to liquids




Duration: 10 Weeks

Teaching Sequence




Example learning sequence Discuss the effect of adding heat to liquids Investigate how adding heat to liquids changes viscosity Explain observations and results


Lessons 8-9

Taking heat away from liquids


Understand that removal of heat can cause a liquid to change state into a solid.


Identify the effect that removing heat has on liquids investigated?Example learning sequence

Explore understanding about freezing Investigate how the properties of liquids change when heat is

taken away Explain observations and results

Resources Supporting learning resource - Materials and equipment list Supporting learning resource - Changing states of matter investigations Sheet - Investigation: How do properties of liquids change when we take heat

away? (Student instructions) Sheet - Managing safety risks in investigations using liquids Sheet - PROE record: Taking heat away


Lesson 10

Identifying how matter changes state


Understand that adding or removing heat can cause a change of state between a solid and a liquid.


Explain, represent and communicate how heat causes a change in state of matter in a material?

Example learning sequence Identify matter in a solid and liquid form Describe the effect of adding or taking heat from solids and liquids Apply understanding of change of state

Resources Supporting learning resource - Materials and equipment list Sheet - Digital presentation planner





Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Share knowledge with others

Lesson 11

Review, reinforce and extend learning

Review, reinforce and extend learning Resources Slideshow - What if I ... add heat? Slideshow - What if I ... remove heat?

Helpful information Learning object - Science ages 8 - 9: Solids and liquids (BBC)

http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml





Duration: 10 Weeks

Teaching Sequence

Topic Investigating the effect of heat Topic Duration 2 Lessons

Overview Throughout this lesson series, students will learn that different temperatures affect solids and liquids differently. In Lesson 13, they will review, reinforce and extend learning.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 12

Investigating the effect of heat on changing states: ice


Understand that different temperatures affect solids differently.Evidence of learningCan the student:

Describe what happens to a solid at different temperatures?Example learning sequence

Understand that investigations answer questions Investigate the effect of heat on changes of state of solids Analyse and discuss observations and results

Resources Supporting learning resource - Materials and equipment list Sheet - Ice questions Sheet - Investigation: How does temperature affect how ice changes state? (Student

instructions) Sheet - Investigation: How does temperature affect how ice changes state? Supporting learning resource - Changing states of matter investigations Supporting learning resource - Annotated drawing example Video - How to measure temperature using a thermometer

Helpful information Supporting learning resource - Factsheet - How to read measurement scales

https://learningplace.eq.edu.au/cx/resources/items/e2d9c26e-18dd-4dff-8573-4c440bf61c06/0/Sci_FactSheet_MeasurementScales.pdf


Lesson 13

Review, reinforce and extend learning

Review, reinforce and extend learning Resources Slideshow - What's the matter? Understanding solids and liquids Sheet - Complete the statement Supporting learning resource - Solids and liquids: Sorting sheet Supporting learning resource - Solids and liquids: Warm-up game Sheet - Solids and liquids: Crossword

Helpful information Supporting learning resource - Complete the statement (Answers)

https://learningplace.eq.edu.au/cx/resources/items/f4948f3c-431a-42c8-9233-16c5fe4e0380/0/Sci_Y03_U4_SLR_CompleteTheStatement_Ans.docx

Supporting learning resource - Solids and liquids: Crossword (Answers) https://learningplace.eq.edu.au/cx/resources/items/f4948f3c-431a-42c8-9233-16c5fe4e0380/0/Sci_Y03_U4_SLR_SolidsAndLiquidsCrossword_Ans.docx





Duration: 10 Weeks

Teaching Sequence

Topic Assessment Topic Duration 3 Lessons

Overview In this lesson series, students will participate in a guided investigation and a supervised assessment to investigate and explain how a solid and liquid change state.


Lessons 14-16

Assessing student learning

Assessment purposeTo conduct an investigation about liquids and solids changing state when heat is added or taken away. To make a prediction, record observations and suggest reasons for findings. To describe how safety and fairness were considered.Example assessment sequence

Understand the assessment Review the Guide to making judgments and understand the

standards A-E Conduct the assessment

Resources Supporting learning resource - Materials and equipment list Assessment task - Investigating solids and liquids Assessment task - Investigating solids and liquids: Model response Assessment task - Investigating solids and liquids: Teaching notes

Helpful information Website - Science literacy

https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html





Duration: 10 Weeks

Teaching Sequence

Topic Going further Topic Duration 4 Lessons

Overview Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level. In Lesson 17, students will use their knowledge to identify an unknown material as a solid or a liquid. In Lesson 18, they will understand that changes of state occur in the environment, and in Lesson 19 they will apply knowledge of the effect heat has on materials. In Lesson 20, students will evaluate learning from the unit.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 17

Investigating an unknown material


Use their knowledge to identify an unknown material as a solid or a liquid.


Explain their identification of a material as a solid or a liquid based on the observed properties?

Example learning sequence Recognise that Australia's First Peoples traditionally used

knowledge of solids and liquids in their everyday lives Use science knowledge to identify unknown material as solid or

liquid Understand that some liquids behave like solids

Resources Supporting learning resource - Materials and equipment list Video - How Indigenous peoples of Australia change resin using heat Sheet - Identify the mystery substance: Solid or liquid? Supporting learning resource - Mystery substance recipe (non-Newtonian fluid)

Helpful information Supporting learning resource - Investigating an unknown material: Extension

challenge https://learningplace.eq.edu.au/cx/resources/items/540e8847-a476-463e-904b-446338ce3eef/0/Sci_Y03_U4_SLR_UnknMatExtChllnge.docx

Video - Colloid creation https://learningplace.eq.edu.au/cx/resources/items/25e12c87-12d6-427d-adbd-beff580f5e14/0/Sci_Y05_U4_Ph2_ILM_Dig_ColloidCreation.mp4


Lesson 18

Identifying changes of state in the environment


Understand that changes of state occur in the environment. Understand that changes of state can impact on humans and

other living things in the environment.Evidence of learningCan the student:

Identify glaciers melting in the environment as a change in state? Identify impacts of glacial melting on people and other living things

in the environment?Example learning sequence

Identify solids and liquids in the environment Identify changes of state occurring in the environment Describe the significance of changes occurring in the environment

Resources Slideshow - Changing states in the environment Video - Melting ice, rising seas (NASA)

Helpful information Website - Documenting glacial change (PBS LearningMedia)

https://learningplace.eq.edu.au/cx/resources/items/bf4dc5e3-ed7c-ded9-3504-4c42314c76e3/0/ipy07_int_glacierphoto.html © 2008 WGBH Educational Foundation. Third party materials courtesy of glacier photograph database, Boulder, Colorado, USA: National Snow and Ice Data Center (NSIDC)/World Data Center for Glaciology. http://www.pbslearningmedia.org/resource/ipy07.sci.ess.earthsys.glacierphoto/documenting-glacial-change/

Video - Multi-year Arctic sea ice (NASA/USA.gov Scientific Visualization Studio) http://svs.gsfc.nasa.gov/vis/a000000/a003900/a003915/

Website - NASA finds thickest parts of Arctic ice cap melting faster (NASA) http://www.nasa.gov/topics/earth/features/thick-melt.html




Duration: 10 Weeks

Teaching Sequence



Lessons Teaching and Learning Sequence Resources Website - Sea level rise (United States Environmental Protection Agency)

https://19january2017snapshot.epa.gov/cre/sea-level-rise_.html Website - Sea level rise (National Geographic Society)

http://ocean.nationalgeographic.com/ocean/critical-issues-sea-level-rise/


Lesson 19

Solving the case of the disappearing statue


Apply knowledge of the effect adding heat has on materials.Evidence of learningCan the student:

Identify how a material has changed state?Example learning sequence

Review the unit stimulus Examine evidence Identify materials suitable for making statues Explain and share findings

Resources Sheet - Email from mayor: The case of the disappearing statue Sheet - Wandering Wayde statue 1 Sheet - Wandering Wayde statue 2 Sheet - Evidence for solving the curious case of the disappearing statue Slideshow - Statues Sheet - Email: Solving the case Slideshow - The disappearing dessert

Helpful information Video - Ice sculpting contest (Vimeo, leo&jenny) http://vimeo.com/39022918


Lesson 20

Evaluating the unit


Evaluate learning from the unit What's the matter?Evidence of learningCan the student:

Identify an example of a change of state? Explain new learning from the unit?

Resources Slideshow - What's the matter? Understanding solids and liquids Sheet - Evaluation

Helpful information Learning object - Graphic organiser toolkit

https://learningplace.eq.edu.au/cx/resources/items/e1273d35-645a-463e-f5cb-cd81bb0feace/0/viewIMS.jsp(select 'PMI chart' from the drop- down box under 'Organiser type')




Duration: 10 Weeks

Teaching Sequence




Example learning sequence Review unit learning Reflect on unit investigations Evaluate the unit





Duration: 10 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - Solids and liquids Lesson plan - Sci_Y03_U4_LP01.docx

Lesson plan - Sci_Y03_U4_LP02.docx



Sequence - Changing states of matter

Lesson plan - Sci_Y03_U4_LP05_06.docx


Lesson plan - Sci_Y03_U4_LP08_09.docx



Sequence - Investigating the effect of heat



Sequence - Assessment Lesson plan - Sci_Y03_U4_LP14_16.docx

Sequence - Going further Lesson plan - Sci_Y03_U4_LP17.docx







Duration: 10 Weeks


Sequence Learning object - Graphic organiser toolkit

Learning object - Science ages 8 - 9: Solids and liquids (BBC) http://www.bbc.co.uk/schools/scienceclips/ages/8_9/solid_liquids.shtml

Sheet - Complete the statement

Sheet - Criteria for solids and liquids

Sheet - Digital presentation planner

Sheet - Email from mayor: The case of the disappearing statue

Sheet - Email: Solving the case

Sheet - Evaluation

Sheet - Evidence for solving the curious case of the disappearing statue

Sheet - Heating solids investigation

Sheet - How to make good observations in science

Sheet - Ice questions

Sheet - Identify the mystery substance: Solid or liquid?

Sheet - Investigation: Adding heat to liquid (Student instructions)

Sheet - Investigation: How do properties of liquids change when we take heat away? (Student instructions)

Sheet - Investigation: How do properties of solids change when we add heat? (Student instructions)

Sheet - Investigation: How does temperature affect how ice changes state? Sheet - Investigation: How does temperature affect how ice changes state? (Student instructions)




Duration: 10 Weeks


Sheet - Is sand a solid?

Sheet - Managing safety risks in investigations

Sheet - Managing safety risks in investigations using liquids

Sheet - Material change questions

Sheet - Material station observations

Sheet - PROE record: Adding heat to liquids

Sheet - PROE record: Taking heat away

Sheet - PROE record: Viscosity race

Sheet - Solid and liquid: Pictures for matching

Sheet - Solids and liquids: Crossword

Sheet - Viscosity race (Student instructions)

Sheet - Wandering Wayde statue 1

Sheet - Wandering Wayde statue 2

Slideshow - A chocolate in my pocket

Slideshow - Changing states in the environment Slideshow - Changing states of matter https://learningplace.eq.edu.au/cx/resources/items/16a2eb25-3097-409d-998a-2b4f450eb6a8/0/Sci_Y03_U4_SS_ChangingStatesofMatter.pptx

Slideshow - Heating solids Slideshow - Statues




Duration: 10 Weeks


Slideshow - The disappearing dessert

Slideshow - What if I ... add heat?

Slideshow - What if I ... remove heat?

Slideshow - What's the matter? Understanding solids and liquids

Supporting learning resource - Annotated drawing example

Supporting learning resource - C2C: Science glossary

Supporting learning resource - Changes of state activities

Supporting learning resource - Changing states of matter investigations Supporting learning resource - Complete the statement (Answers) https://learningplace.eq.edu.au/cx/resources/items/f4948f3c-431a-42c8-9233-16c5fe4e0380/0/Sci_Y03_U4_SLR_CompleteTheStatement_Ans.docx

Supporting learning resource - Criteria for solids and liquids (Answers) Supporting learning resource - Factsheet - How to read measurement scales https://learningplace.eq.edu.au/cx/resources/items/e2d9c26e-18dd-4dff-8573-4c440bf61c06/0/Sci_FactSheet_MeasurementScales.pdf

Supporting learning resource - Investigating an unknown material: Extension challenge https://learningplace.eq.edu.au/cx/resources/items/540e8847-a476-463e-904b-446338ce3eef/0/Sci_Y03_U4_SLR_UnknMatExtChllnge.docx

Supporting learning resource - Materials and equipment list

Supporting learning resource - Mystery substance recipe (non-Newtonian fluid)

Supporting learning resource - Properties of liquids concept map example

Supporting learning resource - Properties of solids concept map example

Supporting learning resource - Science inquiry skills poster Years 3-6 Supporting learning resource - Solids and liquids: Crossword (Answers) https://learningplace.eq.edu.au/cx/resources/items/f4948f3c-431a-42c8-9233-16c5fe4e0380/0/Sci_Y03_U4_SLR_SolidsAndLiquidsCrossword_Ans.docx

Supporting learning resource - Solids and liquids: Sorting sheet Content descriptions, achievement standards and general capabilities © ACARA 2014 of

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Duration: 10 Weeks


Supporting learning resource - Solids and liquids: Warm-up game Video - A chocolate in my pockethttps://learningplace.eq.edu.au/cx/resources/items/626d5732-8c5e-565d-679a-3f3f2cbace27/0/Sci_Y03_U4_SS_LP05_AChocolateInMyPocket.ppsx

Video - Colloid creation https://learningplace.eq.edu.au/cx/resources/items/25e12c87-12d6-427d-adbd-beff580f5e14/0/Sci_Y05_U4_Ph2_ILM_Dig_ColloidCreation.mp4

Video - Heating honey

Video - How Indigenous peoples of Australia change resin using heat

Video - How to measure temperature using a thermometer

Video - Ice sculpting contest (Vimeo, leo&jenny) http://vimeo.com/39022918

Video - Is sand a liquid?

Video - Liquids

Video - Matter

Video - Melting ice, rising seas (NASA) Video - Multi-year Arctic sea ice (NASA/USA.gov Scientific Visualization Studio) http://svs.gsfc.nasa.gov/vis/a000000/a003900/a003915/

Video - Solids Website - Contemporary practice resource: Science https://learningplace.eq.edu.au/cx/resources/items/f8019ae1-2174-8a3d-6ba4-6af039998d9a/0/index.html

Website - Documenting glacial change (PBS LearningMedia) https://learningplace.eq.edu.au/cx/resources/items/bf4dc5e3-ed7c-ded9-3504-4c42314c76e3/0/ipy07_int_glacierphoto.html © 2008 WGBH Educational Foundation. Third party materials courtesy of glacier photograph database, Boulder, Colorado, USA: National Snow and Ice Data Center (NSIDC)/World Data Center for Glaciology. http://www.pbslearningmedia.org/resource/ipy07.sci.ess.earthsys.glacierphoto/documenting-glacial-change/

Website - NASA finds thickest parts of Arctic ice cap melting faster (NASA) http://www.nasa.gov/topics/earth/features/thick-melt.html

Website - Science literacy https://learningplace.eq.edu.au/cx/resources/items/7a29539b-1d2a-d66f-2c58-13fb5953ec2f/0/index.html




Duration: 10 Weeks


Website - Sea level rise (National Geographic Society) http://ocean.nationalgeographic.com/ocean/critical-issues-sea-level-rise/

Website - Sea level rise (United States Environmental Protection Agency) https://19january2017snapshot.epa.gov/cre/sea-level-rise_.html

Assessment Planner - Investigating solids and liquids

Assessment task - Sci_Y03_U4_AT_SolidsandLiquids.docx

Assessment task - Sci_Y03_U4_AT_MR_SolidsandLiquids.docx

Assessment task - Sci_Y03_U4_AT_TN_SolidsandLiquids.docx

Assessment Assessment task - Investigating solids and liquids

Assessment task - Investigating solids and liquids: Model response

Assessment task - Investigating solids and liquids: Teaching notes




Duration: 10 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name

Investigating solids and liquids (Yr 03)Type Supervised assessment

Date

Description Students conduct an investigation about liquids and solids changing state when heat is added or taken away. Students make a prediction, record observations and suggest reasons for findings. Students describe how safety and fairness were considered.

Learning Area Science

Science understanding Science inquiry skills

Use understanding of materials and heat to suggest explanations for everyday observations.

Make a prediction about a scientific investigation.Describe how safety is considered.Follow procedures to collect and record observations.Suggest possible reasons for findings.Describe how fairness was considered.Use diagrams and other representations to communicate their ideas.

A ◄ Justifies changes of state in an everyday situation using science understanding. ◄

Justifies predictions using science knowledge.Explains reasons for findings based on observations and science knowledge.Suggests changes to investigation to improve fairness.Communicates using accurate scientific language and representations.

B ◄ Explains that heat affects materials differently. ◄Presents detailed observations.Uses observations to support findings.Communicates using scientific language and representations.

C ◄ Uses understanding of materials and heat to suggest explanations. ◄

Makes a prediction related to the investigation.Describes how safety was considered.Records observations relevant to the investigation.Suggests possible reasons for findings.Describes how fairness was considered.Uses diagrams and other representations to communicate their ideas.

D ◄ Identifies a link between heat and changing state from solid to liquid. ◄ Makes a prediction.Makes observations.States findings.




Duration: 10 Weeks

Assessment Task - Marking guide

AssessmentTask Name

Investigating solids and liquids (Yr 03)Type Supervised assessment

Date

Description Students conduct an investigation about liquids and solids changing state when heat is added or taken away. Students make a prediction, record observations and suggest reasons for findings. Students describe how safety and fairness were considered.

Learning Area Science

Science understanding Science inquiry skills

Uses drawings and everyday language to communicate ideas.

E ◄ Identifies materials as solids or liquids. ◄

States a prediction.Follows safety directions.States an observation.States whether the investigation is fair or not.Uses fragmented language.




Duration: 10 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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