Explain

SCIENCE FORWARD PLANNING DOCUMENT
TERM / WEEKS: 5Es – EXPLAIN – YEAR 2 TOPIC

Term 2, Week 3 The students are introduced to the tools that can be used Chemical science – Materials and Mixtures
to interpret evidence related to the phenomenon/content.
The students are required to provide justification and
reasoning for decisions as they engage with the content
multimodally to strengthen their understandings (Primary
Connections, 2020).
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Science Inquiry OUTCOMES
Understanding Human Endeavour Skills
ACSSU031 - ACSIS042 - Outcome 4: Introduction (10 Mins):
Different Represent children are The lesson will be introduced with the students sitting on the mat. The
materials can and confident and educator will explain the lesson to the students – they will be searching
be combined communicate involved for particular mixtures and materials in the classroom, and then sorting
for a particular observations learners and grouping them based on their properties.
purpose and ideas in The educator will review the differences between a liquid and a solid,
a variety of asking the students to describe the properties they know of each. The
ways educator will then ask the students if they are familiar with the difference
LESSON OBJECTIVES between natural and manmade materials. The children will have an
opportunity to share their understandings, and the educator may provide
As a result of this lesson, students will be able to:
prompts to support them in this (E.g. natural materials come from nature
1. Sort and classify objects as either liquid or solid.
and aren’t made by humans, whereas manmade materials are made by
2. Sort and classify objects as natural or manmade.
humans).
3. Describe the materials that make up familiar objects, and
The educator will give each student a card to begin their task.
suggest a reason why these materials might have been
chosen.
Body (20 Mins):
1. The students will each have a card describing the purpose of an Key Questions:
ASSESSMENT (FORMATIVE) object that they might find in the classroom (E.g. ‘used for
1
Assessment for this lesson is formative, and is based on the writing’, ‘used for erasing’, ‘used for building’, ‘something you • What is your
educator’s observations of the students as they engage in the would drink’, ‘something you would use for painting’ , ‘something object/material/substance?
lesson activity. The educator will write anecdotal notes based on the you could eat’ etc.). The students will find an object matched to • What is it made of?
students’ decisions and justifications for their classifications of the this description, and return to the mat once they have their • What is it used for?
objects and mixtures they found in the classroom. object/material/mixture. The students will be asked to make a • Is it a solid or a liquid? How
The educator will take a photo of each of the groupings made by the circle on the mat and sit with their object. can you tell?
students and will record this as a formative assessment alongside 2. Once the students are in a circle, the educator will go around • Is it natural or manmade?
the notes made. and ask each student to read out their card, and describe the How can you tell?
The educator’s observations and discussions with the students will object/material/substance that they found to match the
allow them to determine whether the students understand the description on their card. The educator will each student what
systems for classifying/sorting familiar items. material(s) their object is made from and why they think those
materials were chosen.
3. The educator will lay out two hoops on the floor, labelling one of
the hoops as Liquid, and the other as Solid. The educator will
go around the circle again and ask each student to place their
object/substance in the hoop where it belongs (E.g. a pen would
go in the solids hoop, and a bottle of water would go in the
liquids hoop). The students may be asked to explain how they
came to their decision based on what they could observe about
their object.
4. After the students have completed this, the educator will ask the
students to collect their objects again and sit back down in the
circle. The educator will then change the labels on the hoops to
Natural and Manmade, and ask the students to place their
objects in the hoop where they think they belong. If the students
are unsure, the educator may prompt them, or they may place
the object somewhere in between the two hoops (E.g. an eraser
would go in the manmade hoop, a leaf would go in the natural
hoop).
Conclusion (10 Mins):

At the conclusion of the lesson, the educator will ask the students to
collect up and return their objects to the place that they found them.
The students will return to the mat to review the lesson objectives. The
educator will explain to the students that we can observe and explore
the properties of objects and materials in order to sort/classify them, and
that there are many different ways in which we can classify objects. The
educator will ask if the students can think of any other ways in which
materials can be classified and sorted – E.g. ‘How else could we have
grouped your objects? Edible and non-edible? Heavy and light? Made of How else can we
wood, plastic, or metal?’. sort/classify materials and
The educator will explain that the students will be continuing to explore mixtures?
mixtures and materials in their next lesson, and will be engaging in
cooking activities/experiments.
2
LEARNER DIVERSITY
Enabling:
The educator will provide support to the students who are struggling by
prompting them. The educator might suggest reasons why an object
belongs in a particular category if the student is having difficulty doing so
themselves.
Extending:
The educator can extend students by asking them more complex
questions as they engage in the task – E.g. ‘I can see you have a pencil.
What is the pencil made out of? Why do you think whoever made the
pencil chose to make it out of wood? Is it natural or manmade or
somewhere in between (it was made from natural materials, but was
made by a human)?’
References:
Australian Children’s Education and Care Quality Authority. (2009). Belonging, being, and Becoming: The early years learning framework for
australia. https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Primary Connections. (2020). The 5E model: A framework for guided-inquiry. https://primaryconnections.org.au/resources-and-

pedagogies/pedagogies/5e-model-framework-guided-inquiry
School Curriculum and Standards Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-

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SCIENCE FORWARD PLANNING DOCUMENT

TERM / WEEKS: 5Es – EXPLAIN – YEAR 2 TOPIC

SCSA LINKS EYLF

Conclusion (10 Mins):

Primary Connections. (2020). The 5E model: A framework for guided-inquiry. https://primaryconnections.org.au/resources-and-

School Curriculum and Standards Authority. (2014). Science v8.1. https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/science-

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