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    mixtures to analyse – E.g. more unfamiliar, more components. This 5-week science unit focuses on chemical science and materials and mixtures. In the final lesson, students will reflect on what they have learned. They will revisit their original ideas from the first lesson using a KWL chart. Students will then analyze familiar mixtures, identifying their ingredients, states of matter, purposes, and how they are made. The teacher will assess student understanding through their worksheet responses and use of science concepts. Student learning over the full unit will be evaluated.

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    Evaluate

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    mixtures to analyse – E.g. more unfamiliar, more components. This 5-week science unit focuses on chemical science and materials and mixtures. In the final lesson, students will reflect on what they have learned. They will revisit their original ideas from the first lesson using a KWL chart. Students will then analyze familiar mixtures, identifying their ingredients, states of matter, purposes, and how they are made. The teacher will assess student understanding through their worksheet responses and use of science concepts. Student learning over the full unit will be evaluated.

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    mixtures to analyse – E.g. more unfamiliar, more components. This 5-week science unit focuses on chemical science and materials and mixtures. In the final lesson, students will reflect on what they have learned. They will revisit their original ideas from the first lesson using a KWL chart. Students will then analyze familiar mixtures, identifying their ingredients, states of matter, purposes, and how they are made. The teacher will assess student understanding through their worksheet responses and use of science concepts. Student learning over the full unit will be evaluated.

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    Download as PDF, TXT or read online from Scribd
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    34 views3 pages

    Evaluate

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    mixtures to analyse – E.g. more unfamiliar, more components. This 5-week science unit focuses on chemical science and materials and mixtures. In the final lesson, students will reflect on what they have learned. They will revisit their original ideas from the first lesson using a KWL chart. Students will then analyze familiar mixtures, identifying their ingredients, states of matter, purposes, and how they are made. The teacher will assess student understanding through their worksheet responses and use of science concepts. Student learning over the full unit will be evaluated.

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    of 3

    SCIENCE FORWARD PLANNING DOCUMENT

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


    Term 2, Week 5 Students reflect on their learning from the lesson Chemical science – Materials and Mixtures
    sequence. Educator and students revisit the students’
    original thoughts and understandings, to assess any
    changes in conceptions as a result of the learning
    experiences (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 Skills
    Endeavour
    ACSSU031 - ACSHE034 - ACSIS042 - Outcome 4: Introduction (10 Mins):
    Different Science involves Represent children are The lesson will begin with the students sitting on the mat. The educator
    materials can
    observing, asking and confident and will bring out the students’ KWL chart from the first lesson in the
    be combinedquestions about, communicate involved sequence, and will ask the students to revisit their initial thoughts from
    for a and describing observations learners that first lesson. Key Questions:
    particular changes in, and ideas in The educator will call on the students to fill in the ‘What we have • What did you learn in our
    purpose objects and a variety of learned’ section of the chart. This will allow the students to share the lessons?
    events ways learning that has taken place over the lesson sequence, and the • Have your ideas changed
    educator to assess understandings. since we started? If so, how?
    LESSON OBJECTIVES
    The educator will explain that the students will be applying their • Did you find out anything
    As a result of this lesson, students will be able to: knowledge by analysing a particular mixture, and recording what they interesting that you can
    1. Identify the ingredients/components and state of matter know about it. share?
    of a familiar mixture.
    2. Identify the purpose and process used to create a Body (20 Mins):
    familiar mixture. 1. Each student will be called up to draw a card, which will have a
    picture of a common mixture on it (E.g. milk and cereal, a box of
    cake mix, etc.)
    ASSESSMENT (SUMMATIVE – Science Understanding)

    1
    Assessment for the final lesson is summative. The educator will 2. The students will take their mixture card to their desks, and will
    collect students’ work to review the lesson objectives and the have a worksheet on which to record their understandings (see
    sequence of work. appendix 1):
    The educator will assess student learning using a checklist (see • Is the mixture a liquid or a solid mixture?
    appendix 2). • What are the materials/ingredients that make up the mixture?
    The students’ responses on the KWL chart will also be used as part • What can you use this mixture for?
    of the lesson assessment. • Who makes this mixture and how do they make it?
    The assessment data collected from this lesson, and the other 4 3. The students will record their answers in written form, with
    lessons in the sequence, will be recorded and collated together. The space to illustrate also provided.
    checklist from this lesson covers the main areas of science 4. The educator will move around the room to work with students
    understanding focussed on in the sequence. and provide them with support where necessary.

    Conclusion (10 Mins):


    At the lesson conclusion, the students will have the opportunity to share
    their work with the class. The students will return to the mat, where the
    educator will review the areas that the students have looked at in the
    lesson sequence:
    • How we mix
    • What we mix
    • Who mixes
    • What we mix for
    • How we classify materials in our environment
    The class will discuss their learning, and students will have an
    opportunity to share anything interesting they learned, and anything else
    they might like to learn. The educator will collect the students’ sheets for
    summative assessment of the objectives and unit.

    LEARNER DIVERSITY
    Enabling:
    The assessment conducted in this lesson is summative, and as such,
    prompting will be minimal. To support students who may struggle to
    write a larger amount, the worksheet will allow space for illustrations.
    Students will be able to discuss their learning and ideas with their peers
    throughout the lesson.
    Students in need of more support could be provided with more simple
    mixtures to analyse – E.g. more familiar, fewer components.

    Extending:
    In order to provide students with extension if necessary, the educator
    can pose questions relating to whether the parts of the mixture can be
    separated, and can also ask whether all the ingredients/components of
    the mixture are manmade, or whether any are natural (E.g. milk in
    cereal is natural, whereas the cereal is manmade).
    2
    Students in need of extension could be provided with more complex
    mixtures to analyse – E.g. less familiar, more components.

    **This lesson is adapted from Primary Connections – All Mixed Up (year 2)**

    References:

    Australian Academy of Science. (2012). All mixed up. https://www.primaryconnections.org.au/sites/default/files/unit-file-downloads/All-mixed-


    up.pdf

    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-


    v8

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