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TERM 2, Week 4 YEAR LEVEL 5 LEARNING AREA/TOPIC: Science – Facts of the Matter
(Chemical Science) Lesson 4: Liquid

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

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills
(ACSS 5E Model: Observe Tuning In What can I Facts of the
U077) Extend students  Encourage students to recall as many facts as see Matter
participation happening to PowerPoint
they can about solids from the previous lesson.
during learning the honey? Presentation
activity Ask the students what a liquid is and how they
Students will
can tell if something is a liquid. Why is water The State of
identify the
observable Collect and  Watch the Liquid Explained video on YouTube. important? Matter
characteristics of assess students Encourage the students to take notes. Worksheet
liquids and how work samples in What is
Afterwards, invite the students to share any
they behave in checklist. See happens States of
appendix information from the video that they feel is when the Matter Word
different ways
attached important. food Wall
 Introduce the statement to be investigated in the colouring is
lesson: Liquids have a variable shape, but put into the YouTube
water and video:
constant volume and mass.
moved https://youtu.b
around? e/_p2pnY9ku-
Teacher Instruction
k
 Display the Facts of the Matter Teaching What is a
Presentation. Work through slides 1-2 and liquid? A range of
encourage the students to take notes. liquids for
students to
Guided/Independent Learning what is test: Water,
 Distribute the States of the Matter Worksheet. happening to Honey,
 Read through the questions with the class and all our liquids Vegetable oil
check that the students understand the task. we are testing and syrup
?
 Introduce the substances available for the Empty
students to test. (Water, Honey, Vegetable oil containers of
and syrup) various sizes
 Gather the class back together. Review the task
and invite the students to share their results. Assessment
Checklist
Check for misconceptions and discuss and
discrepancies.

Wrapping Up
 Revise the lesson’s statement for the
investigation: Liquids have a variable shape,
but constant volume and mass. Discuss whether
the statement is true or false based on the
information presented and the findings from the
activity.
 Encourage the students to think about the slime
created in Lesson 1. Discuss whether or not the
slime could be a liquid. Encourage the students
to refer to the observable characteristics of
liquids when making their judgments
 Revisit the States of Matter Word Wall. Add the
word Liquid to the display

Differentiation

Extending Students
 Students that require extension to research
whether the glass is a solid or and liquid.

Supporting Students
 Students who require extra assistances can
perform the activity in small groups with more
 confident peers and/or adult support.

Health and Safety considerations