ROUSE HILL PUBLIC SCHOOL – BILINGUAL CHINESE

KLA –SCIENCE - Let’s Celebrate – (Solids, Liquids & Gases)

Stage: Three Subject: Science Term: One Weeks: 2-10

Stage: S3 Unit context

National celebrations and family and community events are familiar experiences for Stage 3 students. In the context of celebrations, students extend their understanding of changes materials undergo and how the properties of materials determine their use for specific purposes.

Unit overview

This unit builds on students’ prior knowledge about changes in state in solids and liquids from Stage 2 and introduces them to air as a gas. They investigate how changes in the state of everyday materials relate to the addition and removal of heat and whether these changes are reversible or irreversible. Students integrate the processes of Working Scientifically and Working Technologically in designing a system to produce ice cream. They use their understanding of the effect of heat in changing the state of materials, to design and conduct a fair test to evaluate the effectiveness of a portable product brought from home used to keep a can or carton of drink cold during an outdoor event. Throughout the unit, each student will maintain a digital and/or hard copy portfolio. The portfolio will be used by students to record and share findings and ideas, and to monitor and reflect on their own learning, and for the teacher to provide feedback.

Teachers should be aware that students may have food and other allergies that can result in serious medical consequences. This is an important consideration in selecting the foods to be handled and potentially consumed.

Outcome/s:

A student:

ST3-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities ST3-4WS investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanations ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints ST3-12MW identifies the observable properties of solids, liquids and gases, and that changes made to materials are reversible or irreversible ST3-13MW describes how the properties of materials determine their use for specific purposes ST3-16P describes systems used to produce or manufacture products, and the social and environmental influences on product design

SKILLS

KNOWLEDGE AND UNDERSTANDING

Natural Environment Made Environment

Working Scientifically

Working Technologically

Physical World

Earth and Space

Living World

Material World

Built Environments

Information Products

Quality

Teaching

Intellectual Quality Deep knowledge Deep

understanding Problematic knowledge

Higher-order thinking

Metalanguage Substantive communication

Significance Background knowledge

Cultural knowledge

Narrative Inclusivity Connectedness Knowledge Integration

Quality Learning Environment

Explicit quality criteria

Engagement High expectations

Social support Student self regulation Student direction

Content Goals Language Goals

At the end of this unit students will be able to: describe the difference between solids, liquids and gases

state that matter is made of particles

describe the behaviour of particles in solids, liquids and gases

the relationship between heating and movement of particles (e.g. observe changes in the state (form or appearance) as a result of the addition or removal of heat)

use the simple particle model to explain: · Why solids and liquids are much less compressible than gases · Why changes of state occur · Follow processes and instructions · Explain, to write and to discuss their ideas · Work autonomously

explain why air is invisible and cannot be observed directly using their eyes and that they will need to use other ways to find out about the properties and behaviour of air

describe the changes in state (form or appearance) as reversible changes 可 逆 变 化，没 有 产 生 新 物 质） Kěnì biànhuà, méiyǒu chǎnshēng xīn wùzhí In reversible changes, no new materials are formed)

explain and discuss the effect of heat on a variety of foods and other common materials related to

celebrations, to observe changes in which new materials are formed 不 可 逆 变 化 Bùkěnì biànhuà (irreversible changes)

discuss the importance of protecting food sources and keeping foods hot or cold to improve taste, reduce the problems of food getting stale and food wastage

create a display of portable products they bring from home, for keeping food or drinks hot or cold

identify the features of the product that is most effective in keeping the can or carton of drink cold

reflect on what they learned from working with others in a team

Socialising (Talking & Listening)

Students interact with peers and familiar adults to organize shared experiences and vary speaking conventions according to formality and needs of a specific audience

Key concepts: material worlds (solids, liquids and gas), nature, Key processes: sharing, requesting, initiating Key text types and contexts: predictable text types; Contexts: using the concrete and the visible as aids to meaning

Students exchange correspondence and simple written material with known others to plan daily tasks, activities and events and apply knowledge of Chinese script sequences and compound characters

Key concepts: sameness, friendship, community, leisure, recreation Key processes: comparing, collaborating, recording, identifying, describing

Informing (Key concepts: sameness, difference; Key processes: comparing, collaborating, recording, identifying, describing; Key text types: informational and persuasive)

Students identify how key words and phrases relating to number, times, places and people are chunked in spoken exchanges and apply this knowledge to select and sequence appropriate content for identified audiences

Students identify the meaning of words and phrases used in information texts and use this information for different purposes such as posters, charts and maps

Creating Students

contribute to the sharing of data and information using illustrations and images

Create written informative texts using scaffolded models of texts, learnt characters or word lists for support. Translating Interpret simple text about “solids, liquids and gases”, identifying words and phrases that do not readily

translate into English.

Create own bilingual about texts such as displays related to this unit. Reflecting Reflect on differences between Chinese and English language and culture, identifying how this knowledge can

help their intercultural exchange.

Presenting short spoken texts (experiments, observations) to peers in other contexts via digital media, sharing culture-specific aspects of (own?)

CULTURE (Intercultural knowledge and awareness) Global warming: Work in groups of four to answer questions about climate change and prepare a presentation in power point for the rest of the class.

A kind of ice-cream was invented in China about 200 BC when a milk and rice mixture was frozen by packing it into snow. http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/tech/ice-cream/newsid_3634000/3634978.stm

CONTENT

COGNITION/THINKING SKILLS

Working Scientifically and Working Technologically Skills

Students conduct investigations by:

working individually and collaboratively in conducting a range of appropriate investigation methods, including fair tests, to answer questions or solve problems

using suitable equipment and materials, checking observations and measurements by repeating them where appropriate

using equipment and materials safely, identifying potential risks (ACSIS088, ACSIS105)

accurately observing, measuring and recording data, using digital technologies as appropriate (ACSIS087, ACSIS104)

suggesting improvements to the methods used to investigate a question or solve a problem (ACSIS091, ACSIS108)

Students process and analyse data and information by:

constructing and using a range of representations, including tables, graphs (column, picture, line and divided bar graphs) and labelled diagrams

drawing conclusions and providing explanations based on data and information gathered first-hand or from secondary sources

comparing gathered data with predictions, and use as evidence in developing explanations of events and phenomena (ACSIS218, ACSIS221, ACSHE081, ACSHE098)

reflecting on their gathered evidence in relation to:

the process used to gather, process and analyse their data and information

their own prior knowledge as well as accepted scientific explanations

their own and others' conclusions

Students communicate by:

constructing and using a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data including using digital technologies as

appropriate (ACSIS090, ACSIS107)

Students plan investigations by:

with guidance, planning appropriate investigation methods to test predictions, answer questions or solve problems including surveys, fieldwork, research and fair tests (ACSIS086, ACSIS103, ACSHE081, ACSHE098)

collaboratively and individually selecting suitable methods for gathering data and information

first-hand and from reliable secondary sources

deciding which variable should be changed and measured in fair tests while keeping everything else the same (ACSIS087, ACSIS104)

collaboratively and individually selecting suitable methods for gathering data and information first-hand and from reliable secondary sources

Remembering: Students will brainstorm about special events and the range of celebrations they have experienced

reflect on what they know and have learned about changes of state, including the meanings of the terms freezing and melting

reflect on their design of a small-scale production system and the product, using the established criteria in the design brief

brainstorm to identify other everyday examples of natural and made products and/or materials that are used to keep heat in or out (acts as insulators)

Classifying: Students will

Name (Chinese) and identify the materials that make up a range of items and classify the

materials as solid or liquid.

Materials: wrapping paper, paper whistles, gift boxes, sweet bags, cordial, tomato sauce, ice cream, popcorn, sweets, water, ice, fizzy drink, jelly, sherbet.

Understanding: Students will

explore, identify and record the observed properties of slime

identify why they found some items/materials (eg slime) difficult to classify as either a solid or a liquid

固 体（固 定 的 体 积 和 形 状）

Gùtǐ (gùdìng de tǐjī hé xíngzhuàng)

learn the distinguishing properties of solids (eg keep their volume and shape)

和 液 体（有 固 定 的 体 积，但 根 据 容 器 改 变 形 状）

hé yètǐ (yǒu gùdìng de tǐjī, dàn gēnjù róngqì gǎibiàn xíngzhuàng)

and liquids (eg keep their volume but take the shape of the container)

空气是无形的

Kōngqì shì wúxíng de

learn that air is invisible and cannot be observed directly using their eyes and that they will

need to use other ways to find out about the properties and behaviour of air

learn that changes in the state (form or appearance) of the ice cream occur as a result of the addition or removal of heat

可 逆 变 化 没 有 新 物 质 产 生

Kěnì biànhuà méiyǒu xīn wùzhí chǎnshēng

discover that in reversible changes, no new materials are formed e.g. water can occur as a

Students question and predict by:

with guidance, posing questions to clarify practical problems or inform a scientific investigation (ACSIS231, ACSIS232)

predicting what the findings of an investigation might be (ACSIS231, ACSIS232)

applying experience from similar situations in the past to predict what might happen in a new situation

Students process and analyse data and information by:

comparing gathered data with predictions, and use as evidence in developing explanations of events and phenomena (ACSIS218, ACSIS221, ACSHE081, ACSHE098)

using numerical techniques to analyse data and information, including calculating the means and percentages of small sets of data

drawing conclusions and providing explanations based on data and information gathered first-hand or from secondary sources

reflecting on their gathered evidence in relation to:

the process used to gather, process and analyse their data and information

their own prior knowledge as well as accepted scientific explanations

their own and others' conclusions

Working Technologically

Students explore and define a task by:

identifying the users' needs and wants using techniques, eg observations, surveys, interviews and market research

planning the process considering constraints where relevant, eg time, finance, resources and

expertise

identifying a range of appropriate materials for the task

selecting and using techniques to investigate the suitability of materials

Students generate and develop ideas by:

selecting and using techniques for documenting and communicating design ideas to others, eg drawings, plans, flowcharts, storyboarding, modelling and presentations, using digital

technologies

identifying a range of appropriate materials for the task

Students produce solutions by:

developing a plan and specifications to guide production

using their plans and production sequence

Students evaluate by:

identifying the strengths and limitations of the process used

self or peer assessing the final product by using the established design criteria

solid (ice), as liquid water and as water vapour

热 度 可 以 被 探 测

rèdù kěyǐ bèi tàncè

learn that heat can be detected by receptors in the skin and is measured using a thermometer

discover that new materials are formed when heat is applied on a variety of foods and other common materials (irreversible changes)

discover that the properties of some materials make them act as insulators by keeping heat in or out

Applying: Students will: use the new vocabulary for labelling, ordering and completing oral and written activities

use appropriately, some terms with specific meanings in science and technology including

凝 固、熔 化、 蒸 发、 溶 解 Nínggù, rónghuà, zhēngfā, róngjiě

freezing, melting, evaporating and dissolving

will utilise their knowledge of the properties of solid and liquid and apply it to identify some

properties of air 空气 Kōngqì

Analysing: Students will:

question why some items/materials (eg. slime) are difficult to classify as either a solid or a liquid

observe and predict whether air can be seen, felt and changes or keeps its shape

observe 形 态 改 变 的 变 化 是 可 逆 变 化

Xíngtài gǎibiàn de biànhuà shì kěnì biànhuà

changes in state (form or appearance) as reversible changes

analyse their findings and draws conclusions based on data/information collected for a fair test

observe changes in some common materials before and after heating

observe the feature of the products and/or materials that are used to keep food hot or cold and record their findings on a table

Evaluating: Students will: describe how they will make the test fair to investigate the effect of heat on one of the

states of water (which variable should be changed while keeping everything else the same)

use an agreed procedure to test the products and, based on the findings of their investigation, identify the features of the product that is most effective in keeping the can or carton of drink cold

Knowledge and Understanding

Material World

Solids, liquids and gases have different observable properties and behave in different ways. (ACSSU077)

Students:

• observe and compare the differences in the properties and behaviour of solids and liquids, eg shape and ability to flow

• demonstrate that air has mass and takes up space, eg in an inflated basketball, bubbles, balloons and beaten egg white

Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting. (ACSSU095)

Students:

• observe and describe some readily observable reversible changes that materials can undergo, by melting and then solidifying chocolate, and dissolving and retrieving salt or sugar from water

• make and test predictions about the effect of temperature on the state of some substances,

eg adding and removing heat from water

• observe some irreversible changes that common materials undergo to identify that the changes may result in new materials or products, eg rusting iron, burning paper, cooking a cake and making toffee

• classify some observable changes that materials undergo as reversible or irreversible

The properties of materials determine their use for specific purposes.

Students:

identify the properties of materials used in a familiar product and relate them to its use

describe how scientific and technological knowledge about the properties of materials can be used to inform decisions about use for their specific purposes

Products

Systems are used to produce or manufacture products.

Students:

• investigate a system to produce or manufacture a product, eg using an assembly line to produce a food product for sale in the school canteen, or the use of robotics in manufacturing a product

• compare the production process in a domestic setting to mass production, eg baking bread

in the home to making it in a bakery

evaluate (the products for keeping things cold) each plan and collaboratively decide on the most suitable fair test to answer the question posed

identify potential risks and how these will be avoided in conducting the selected method

Creating: Students will

design a system and use a plan and production sequence to safely, efficiently and hygienically make ice cream

construct a table and record the change investigated, a description of what they observed, whether heat was added or removed, and why the observed change in state is described as ‘reversible’

design and conduct a fair test to investigate the effect of heat on one of the states of water create a display of portable products they bring from home, for keeping food or drinks hot

or cold design and conduct a fair test to determine the effectiveness of a range of portable

products brought from home, in keeping an identical-sized container of drink cold

COMMUNICATION

Language Of Learning Language For Learning Language Through Learning

词汇 Cí huì Vocabulary 固体、 液体、 气体、 物质、 黏度、 Gùtǐ, yètǐ, qìtǐ, wùzhí, niándù, Solid, liquid, gas, matter, viscosity,

密度、 扩散、 浮力、 mass、 mìdù, kuòsàn, fúlì, mass, density, diffusion, buoyancy, mass,

体积、 可逆的、 不可逆的、

tǐjī, kěnì de, bùkěnì de, volume, reversible, irreversible,

熔化、 凝固、 蒸发、 燃烧、 rónghuà, nínggù, zhēngfā, ránshāo, melting, freezing, evaporating, burning,

生锈、 溶解 shēng xiù, róngjiě rusting, dissolve

包 装 纸， 礼品盒、 bāozhuāng zhǐ, lǐpǐn hé, wrapping paper, paper whistles

礼品袋、 糖 袋、 果 汁、 lǐpǐn dài, táng dài, guǒzhī, gift boxes, sweet bags, cordial,

番 茄 酱、 冰 激 凌、 爆 米 花、 fānqié jiàng, bīngjīlíng, bào mǐhuā, tomato sauce, ice cream, popcorn,

糖 果、 水、 冰、 汽 水、 tángguǒ, shuǐ, bīng, qìshuǐ, sweets, water, ice, fizzy drink,

果 冻、 冰糕、 沙皮胶

guǒdòng, bīnggāo, shā pí jiāo jelly, sherbet、 slime

Discuss & Describe

为 什 么 是 固 体？ Wèishéme shì gùtǐ?

Why do you think is a solid?

固 体 有 什 么 特 点？ Gùtǐ yǒu shé me tèdiǎn?

What features does it have?

固 体、液 体 和 气 体 有 不 同 的 形 态? Gùtǐ, yètǐ hé qìtǐ yǒu bùtóng de xíngtài?

Solids, liquids and gases have different observable properties and behave in different ways.

改 变 物 质 形 态 有 可 逆 反 应，如 熔 化、凝 固、蒸 发； Gǎibiàn wùzhí xíngtài yǒu kěnì fǎnyìng, rú rónghuà, nínggù, zhēngfā;

或 不 可 逆 反 应， 如 燃 烧 和 生 锈。 huò bùkěnì fǎnyìng, rú ránshāo hé shēng xiù.

Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting.

物 质 的 不 同 形 态 决 定 他 们 的 不 同 用 途 Wùzhí de bùtóng xíngtài juédìng tāmen de bùtóng yòngtú

The properties of materials determine their use for specific purposes.

Identify why they found some items/materials (e.g. slime)

挤 压 沙 皮 胶 会 怎 么 样？ Jǐ yā shā pí jiāo huì zěnme yàng?

1. What happens when the slime is squeezed?

把 沙 皮 胶 放 到 手 心 会 怎 么 样？ Bǎ shā pí jiāofàng dào shǒuxīn huì zěnme yàng?

2. What happens to the slime when it is placed on the palm of your hand?

快 速 戳 沙 皮 胶 会 怎 么 样？ Kuàisù chuō shā pí jiāo huì zěnme yàng?

3. How does the slime feel when it is poked rapidly?

Recycling of language, both new and known

Record, predict and learn new words which arise

from activities

Dictionary skills – English to Chinese/ pinyin to

Chinese

Presenting evidence

这 是 固 体，还 是 液 体？

Zhè shì gùtǐ, háishì yètǐ?

Week 2: Is it solid, is it liquid?

沙 皮 胶 是 固 体 还 是 液 体？

Shā pí jiāo shì gùtǐ háishì yètǐ?

Week 3: Is slime solid or liquid? (Group)

实 验 观 察 气 体 的 形 态 Shíyàn guānchá qìtǐ de xíngtài

Week 4: Conducting first-hand investigations to

identify observable properties of air

设 计 方 法 制 作 冰 激 凌

Shèjì fāngfǎ zhìzuò bīngjīlíng

Week 5 & 6: Designing a system to produce

ice cream

什 么 是 可 逆 变 化？

Shénme shì kěnì biànhuà?

Week 7: What are reversible changes?

Designing and conducting a fair test -

that adding or removing heat changes the

state of some materials

slime

固 体 是（Gùtǐ shì）

A solid is …..

液体是（Yètǐ shì）

A liquid is …..

气体是（Qìtǐ shì）

A gas is …..

凝固 熔化 蒸发 Nínggù rónghuà Zhēngfā

freezing, melting, evaporating

溶解 水 水 蒸 气 Róngjiě Shuǐ shuǐ zhēngqì dissolving water droplets water vapour

可 逆 变 化 不 可 逆 变 化 Kěnì biànhuà Bùkěnì biànhuà reversible changes irreversible changes

羊 毛 衫 保 暖 服

Yáng máo shān Bǎonuǎn fú

woollen clothing, thermal wear,

毛毯（Máotǎn）

doonas & blankets

Defining:

这 是 我 Zhè shì this is

用 一 根 手 指 轻 推 沙 皮 胶，感 觉 怎 么 样？ Yòng yī gēn shǒuzhǐ qīng tuī shā pí jiāo, gǎnjué zěnme yàng?

4. What happens when a finger is pushed slowly into the slime?

很 难 将 沙 皮 胶 认 为 是 固 体 或 液 体，因 为…… Hěn nán jiāng shā pí jiāo rènwéi shì gùtǐ huò yètǐ, yīnwèi……

Slime is difficult to classify as either a solid or a liquid because ……

沙 皮 胶 是 固 体 还 是 液 体？ Shā pí jiāo shì gùtǐ háishì yètǐ? Is slime solid or liquid?

呼 气 和 吸 气 时 感 受 空 气 Hū qì hé xī qì shí gǎnshòu kōngqì

feeling air movement when inhaling and exhaling

凝 固 是 熔 化 是 Nínggù shì Rónghuà shì freeze is …….. melt is ……… Language for group work: negotiating order

你第一， 我第二, 你是下一个/你在我后面， 你在我前面 Nǐ dì yī, wǒ dì èr, nǐ shì xià yīgè/nǐzài wǒ hòumiàn, nǐ zài wǒ qiánmiàn

you’re first, I’m second, you’re next/ you’re after me, you’re before me

Language for discussion: 我 想 我 喜 欢 请 描 述... Wǒ xiǎng wǒ xǐhuān Qǐng miáoshù...

I think that … I like…. Please describe for me …

Question words: 为 什 么？、 有 没 有？、 是 不 是？、 对 不 对？ Wèishénme? , Yǒu méiyǒu? , Shì bùshì? , Duì bùduì?

Why? Is that correct?

好 不 好？ 吗? Hǎobù hǎo Ma

Okay? question particle

为 什 么 食 物 需要 冷 藏？

Wèishéme shíwù xūyào lěngcáng?

Week 8: Why do some foods need to be kept hot or

cold?

(OPTIONAL OR CATCH UP WEEK)

不 可 逆 实 验 改 变 了 什 么？

Bùkěnì shíyàn gǎibiànle shénme?

Week 9*10: What are irreversible changes?

observe changes in which new materials are

formed

Language for Procedures

程 序 步骤 然后 Chéngxù Bùzhòu Ránhòu

Procedure after that

首先， 下一步， 最后 Shǒuxiān, xià yībù, zuìhòu

First, next, finally

Pronouns:

我 我 们 它 Wǒ wǒmen tā

I, we, it

Question words:

为 什 么？ 你 懂 吗？ Wèishénme Nǐ dǒng ma Why? Do you understand?

有 没 有？ 是 不 是? Yǒu méiyǒu Shì bùshì

Does it have…? Is that so?

你 觉 得 呢? ___在 哪 里？ Nǐ juédé ne ___Zài nǎlǐ

How do you think? Where is XX?

Explanations: 因 为… 所 以… 但 是 Yīnwèi... suǒyǐ... dànshì Because ..., therefore …, But…

辩 论 与 不 同 意 的 语 言 Biànlùn yǔ bù tóngyì de yǔyán

Language for arguments and disagreements:

同 意 不 同 意？ 对 不 对？ 你 觉 得 呢? Tóngyì bù tóngyì Duì bùduì? Nǐ juédé ne?

Do you agree? Is that correct? How/What do you think?

Language for project work: 我 可 以 要____吗？ 我 可 以 借___吗? 你 有 ____吗? Wǒ kěyǐ yào__ma? Wǒ kěyǐ jiè___ma? Nǐ yǒu ____ma?

Can I have …? Can I borrow …? Do you have …?

因 此 / 所 以 Yīncǐ / Suǒyǐ

Therefore

RHPS Prepared by: Kim Y. Tan / Translated by: Jing Li

Let’s Celebrate! Solids, Liquids and Gases

Week 2: Is it solid, is it liquid? Teacher Activity Students Activity Keys notes & Resources

Teacher background

In the context of family celebrations and special events, students build on their prior knowledge of solids and liquids from Stage 2. They carry out simple investigations to compare the observable properties and behaviour of solids and liquids. In the process of classifying materials as solid or liquid, they identify that some materials cannot easily be placed into one of these groups.

Organise the class into groups of 3.

Ask each group to complete the following statements based on their current understandings.

1. A solid is …..

2. A liquid is …..

3. A gas is …..

4. Meet together as a class and share understandings.

5. Ask students what they think are the key properties and behaviours of solids, liquids and gases.

6. Create a class list of these properties and behaviours. (This list can be added to and modified as more information and understanding is gathered throughout the unit.)

7. Introduce the word ‘matter’ to the class and explain that solids, liquids and gases are three different states of matter. Ask students what they think the word ‘matter’ means from a scientific point of view.

Core

8. Introduce the students to the ‘mystery bag’ and explain that inside the bag are various items that you would like them to classify as a solid, a liquid or a gas.

9. Hold up a solid from the mystery bag and ask the students to write down the item’s state (or states) of matter.

10. Ask them to share their thoughts with a partner and to explain their thinking.

为什么你认为是固体？

Wèishéme nǐ rènwéi shì gùtǐ?

11. Why do you think is a solid?

Class activity

Students brainstorm about special events and the range of celebrations they have experienced.

Pair activity

Students discuss their favourite celebration or special event. In their individual portfolios, they record:

庆 典 类 型

Qìngdiǎn lèixíng？

the type of celebration

为 什 么 举 行 庆 典？

Wèishéme jǔxíng qìngdiǎn?

why it was held

庆 典 的 什 么 时 候 举 行？ 在 哪 举 行？

Qìngdiǎn de shénme shíhòu jǔxíng? Zài nǎ jǔxíng?

when and where it was held

谁 会 参 加 庆 典？

Shuí huì cānjiā qìngdiǎn?

who attended the celebration

庆 典 上 有 什 么 食 物、饮 料？

Qìngdiǎn shàng yǒu shé me shíwù, yǐnliào?

the food, drink and other items that were part of the celebration

Students conduct a first-hand investigation to identify the materials that make up a range of items and classify the materials as solid or liquid.

In their individual portfolios, students construct or use a teacher-provided table to record their observations,

Vocab saved in Ipads

individual portfolios Smart note-book for introduction of Solids, Liquids or Gas.

Attachment A: Sample worksheet – Is it solid, is it liquid?

Materials and equipment

A variety of ‘party-related’ solids and liquids in numbered containers

Tongs, tweezers, spoons, paddle-pop sticks

Containers of different types, sizes and shapes, including pouring utensils, measuring jugs and cups

Plastic shopping bags, identical basketballs or footballs (or the bladder of the ball), pan balances or electronic kitchen balance

Egg whisks or eggbeaters

A variety of portable products brought from home for keeping drinks cold

Identical cans/cartons of drink – one for each team

Online file sharing: Google Earth,

SkyDrive, School Portal

Applications: Excel and Numbers

Spreadsheets

Presentation applications: PowerPoint,

SMART Notebook

Word-processing/Publishing: Word,

Publisher, Pages

它有什么特点？

Tā yǒu shé me tèdiǎn?

12. What features does it have?

Ask them to be as specific as possible. For example, a can of soft drink could be classified as a solid if you are focusing on the can or a liquid if you are focusing on its contents. It also contains gas within the liquid.

13. Repeat this process with the remaining items in the mystery bag.

14. As a class discuss any items that the students had difficulty classifying or items that they disagreed with the classification.

Conclusion

View animations 2 (solid), 3 (Liquids) and 6 (Gases) on the web page

固 体、液 体、气 体 的 性 质

Gùtǐ, yètǐ, qìtǐ dì xìngzhì

The properties of solids, liquids and gases to help students revise the features of these states of matter. Revise the differences between them.

Revisit the list of the observable properties of solids, liquids and gases created at the start of the lesson and ask the students to make any changes or additions.

Each student establishes a digital and/or hard copy portfolio to record and share their findings and ideas, to monitor and reflect on their own learning, and for the teacher to provide feedback.

For the investigation,

15. the teacher sets up around the classroom numbered containers

有数字的容器(Yǒu shùzì de róngqì) each with an item/material

to be observed

16. The containers should include some of the items that have been suggested by the students from their favourite celebrations.

17. Items/materials that could be provided for the investigation could include wrapping paper, paper whistles, gift boxes, sweet bags, cordial, tomato sauce, ice cream, popcorn, sweets, water, ice, fizzy drink, jelly, sherbet.

Assist students in classifying the properties of the items/materials as solid or liquid, containers of different types, sizes and shapes, pouring and measuring equipment, tongs, tweezers, spoons, and paddle-pop sticks could be made available.

classification of unknown substances as solid, liquid or gas, using a key

construction of a table using digital technology to summarise the properties and behaviour of solids, liquids and gases, including examples

use of cause-and-effect relationships to explain results

wrapping paper, paper whistles, gift boxes, sweet bags, cordial, tomato sauce, ice cream, popcorn, sweets, water, ice, fizzy drink, jelly, sherbet

Week 3: Is slime solid or liquid?

Teacher Activity Student Activity Key notes & resources The students share their previous experiences with the material known as slime. They use a teacher-selected method to safely make slime. They identify potential risks and how these will be avoided. Students use the equipment and materials safely to make slime and conduct first-hand observations to:

explore, identify and record the observed properties of slime

compare the properties of slime with those already identified for solids and liquids

pose an answer to the question ‘Is slime solid or liquid?’ and explain their answer

Through teacher-guided questioning:

挤 压 沙 皮 胶 会 怎 么 样？ Jǐ yā shā pí jiāo huì zěnme yàng?

What happens when the slime is squeezed?

把 沙皮胶 放到 手心 会 怎么样？ Bǎ shā pí jiāo fàng dào shǒuxīn huì zěnme yàng?

What happens to the slime when it is placed on the palm of your

hand?

快 速 戳 沙 皮 胶 会 怎 么 样？ Kuàisù chuō shā pí jiāo huì zěnme yàng?

How does the slime feel when it is poked rapidly?

用 一 根 手 指 轻 推 沙 皮 胶， 感 觉 怎 么 样？ Yòng yī gēn shǒuzhǐ qīng tuī shā pí jiāo, gǎnjué zěnme yàng?

What happens when a finger is pushed slowly into the slime?

Class activity

The students compare their recorded observations and classification of the items/materials as solid or liquid.

They identify why they found some items/materials (e.g. slime) difficult to classify as either a solid or a liquid.

Each student records in their portfolio, any relevant additional information from the discussion.

They discuss and use their findings to identify and record the distinguishing properties of solids (e.g. keep their volume and shape) and liquids (e.g. keep their volume but take the shape of the container).

They use digital technologies to construct a table to summarise the properties of solids and liquids.

Following their investigation of gases, the students could add the properties of gases to this table.

For language activity Writing: Procedure “Making Slime”

http://sciencesquad.questacon.edu.au/activities/cornflour_slime.html.

ASSESSMENT

Assess student’s knowledge & their use of L2 (using the simplest form of language) which is appropriate for this purpose i.e. communicative competence (with a mix of both L1 & L2)

Content knowledge – using the simplest form of L2 to discuss, identify & classify items/materials as solids, liquids or gases

L2 - recognition of some Hanzi words as well as pronunciation when reading Pinyin.

Listening: Classify properties of items based on descriptions (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: classification of unknown substances as solid, liquid or gas, using a key (formative)

Writing: construct a table to summarise the properties and behaviour of solids, liquids and gases, including examples

Use Hanzi to write a Procedure for ‘Making Slime” (summative)

Checklist/rubrics

worksheets

portfolio

Week 4: Conducting first-hand investigations to identify observable properties of air

Teacher background

Through these activities, students are introduced to gases as a third state (form) in which materials can occur. Using air as an example of a material in a gaseous state, students carry out simple investigations to identify some of the observable properties and behaviour of gases. Prior to carrying out investigations to find answers to questions about the properties of air, students should review their understanding of mass and volume from Stage 2 Mathematics. By measuring the mass of a sample of air, students recognise that while they may not be able to see the air, there is a material inside the football/basketball, not just empty space. In Stage 4, students learn that air is made up of a mixture of gases.

重 量 是 什 么？

Zhòngliàng shì shénme?

What is mass?

体积是什么？

Tǐjī shì shénme?

What is volume?

To introduce the concept of materials occurring in a third state as gases,

Invite students to explore the occurrence of gases in their surroundings by:

Engaging in simple first-hand activities such as those provided in Attachment B: What is a gas?

B: What is a gas?

Teacher information

The following are some examples of ways the students could explore for the presence of gases in their surroundings by:

呼 气 和 吸 气,感 受 空 气 流 动

(Hū qì hé xī qì,gǎnshòu kōngqì liúdòng)

• feeling air movement when inhaling and exhaling

Conducting first-hand investigations to identify observable properties of air

Class activity

students explore the occurrence of gases in their surroundings by:

Engaging in simple first-hand activities such as those provided in Attachment B: What is a gas?

identifying and recording other everyday places where we find gases, eg in helium balloons, natural gas in cook tops, ovens and gas bottles for BBQs, the smell of perfume or aftershave, exhaust from cars, and air inside footballs/basketballs and the tyres of bikes and cars.

Group activities

Students conduct first-hand investigations to identify some properties of air.

Collecting and testing a sample of air

Students work in groups to suggest possible ways of collecting a sample of air, eg gently sweeping an open plastic bag through the air and tying it to contain the air.

They discuss their proposed method for collecting a sample of air with another group and, if necessary, change or modify the design.

Students use the method to collect a sample of air and observe whether air:

can be seen 可见 Kějiàn

can be felt 可感知 Kě gǎnzhī

changes or keeps its shape 可改变形状 Kě gǎibiàn xíngzhuàng

Through teacher-guided questioning, students identify that air is invisible and

cannot be observed directly using their eyes and that they will need to use other

ways to find out about the properties and behaviour of air.

空 气 有 重 量 吗？

Kōngqì yǒu zhòngliàng ma

Does air have mass?

Students use an electronic kitchen balance to measure the difference in mass of a deflated and inflated football/basketball or

Attachment B

electronic kitchen balance

deflated and inflated football/basketball

Smart notebook for procedure ‘Does air take up space?’

www.youtube.com/watch?v=ow3mIB2CH1A

用 一 张 纸 或 扇 子 感 受 空 气 流 动

Yòng yī zhāng zhǐ huò shànzi gǎnshòu kōngqì liúdòng

• feeling air movement using a piece of paper or a fan

闭 上 眼 睛 感 受 风 的 存 在

Bì shàng yǎnjīng gǎnshòu fēng de cúnzài

• detecting the presence of the wind with their eyes closed

制 作 动 物 气 球

Zhìzuò dòngwù qìqiú

• making balloon animals

给 气 球 充 气，让 它 飞 走

Gěi qìqiú chōngqì, ràng tā fēi zǒu

• inflating a balloon then letting go (balloon rocket)

观 察 碳 酸 饮 料 中 气 泡 的 消 失

Guānchá tànsuān yǐnliào zhōng qìpào de xiāoshī

• observing bubbles of gas released from a fizzy drink

将 防 震 膜 的 气 泡 压 扁

Jiāng fángzhèn mó de qìpào yā biǎn

• bursting the ‘bubbles’ of bubble wrap

identifying and recording other everyday places where we find gases, eg in helium balloons, natural gas in cook tops, ovens and gas bottles for BBQs, the smell of perfume or aftershave, exhaust from cars, and air inside footballs/basketballs and the tyres of bikes and cars

空 气 占 地 方 吗？

Kōngqì zhàn dìfāng ma?

Does air take up space?

provided procedure to conduct an investigation to find an answer to the question Does air take up space?, eg Attachment C:

observe identical football/basketball bladders, one inflated and one deflated, at either end of the suspended lever of a pan balance

Students check results by repeating the measurements and summarise their results in a table.

They use observations and measurements to answer the questions posed.

空 气 占 地 方 吗？

Kōngqì zhàn dìfāng ma

Does air take up space?

Students use a teacher-provided procedure to conduct an investigation to find an answer to the question Does air take up space?, eg Attachment C: Conducting first-hand investigations to identify whether air takes up space.

In their individual portfolios students, reflect on and record their findings about the properties of gases, including:

空 气 收 藏 是 怎 么 实 现 的？ Kōngqì shōucáng shì zěnme shíxiàn de?

how the air collection was carried out

每 个 学 生 都 要 做 实 验

Měi gè xuéshēng dōu yào zuò shíyàn.

their observations and results for each of the tests

通过实验，空气的特性是什么？

Tōngguò shíyàn, kōngqì de tèxìng shì shénme?

what they conclude from their results about the properties of air

空气能否归类为固体或液体。

Kōngqì néng fǒu guī lèi wèi gùtǐ huò yètǐ.

whether air could be grouped with solids or liquids

Class activity

Each group shares their results with the class. With teacher guidance, the students:

选 择 合 适 的 方 法 比 较 结 果。

Xuǎnzé héshì de fāngfǎ bǐjiào jiéguǒ.

select and use an appropriate method to collate and compare the class results

Attachment D

Assessment for learning activity

C: Conducting first-hand investigations to identify whether air takes up space

• Invert an ‘empty’ clear container into a large bowl of water containing a small amount of food colouring and observe whether the water goes into the container.

• Crumple a tissue into the clear container before inverting it into a bowl of water and observe whether the tissue gets wet.

• Measure the volume of an egg white before and immediately after it is beaten.

• Measure a known volume of fizzy drink immediately after opening the can and after it has ‘gone flat’.

• Measure the volume of a balloon that has been squeezed and after it has bounced back to shape.

Guide students for the class activity

描 述 空 气 的 特 性

Miáoshù kōngqì de tèxìng

describe the properties of air that they have observed

看 有 色 气 体 移 动 的 视 频

Kàn yǒusè qìtǐ yídòng de shìpín

watch a video to observe the behaviour of a coloured gas, eg

通 过 观 察，得 出 气 体 特 性

Tōngguò guānchá, dé chū qìtǐ tèxìng

use their findings about the properties of air to draw conclusions about the properties of gases

在固体、液体特性表中，另外记录气体的特性

Zài gùtǐ, yètǐ tèxìng biǎo zhōng, lìngwài jìlù qìtǐ de tèxìng

record their conclusion in an extra column in the table they constructed to summarise the properties of solids and liquids

Students could use a simple key to classify a range of items as solids, liquids or gases, e.g. Attachment D: Individual assessment for learning activity.

ASSESSMENT

Assess student’s knowledge & their use of L2 (using the simplest form of language) which is appropriate for this purpose i.e. communicative competence (with a mix of both L1 & L2)

Content knowledge – using the simplest form of L2 to discuss, identify & classify common radicals. L2 - recognition of some Hanzi words as well as pronunciation when reading Pinyin.

Listening: Classify properties of ‘gas’ based on descriptions (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: classification of unknown substances as solid, liquid or gas, using a key

(formative)

Writing:

record investigation in portfolio including making predictions, gathering and recording data, constructing a graph, analysing results and drawing conclusions (summative)

use digital technologies to construct/present their finding for the properties of ‘gas’ (summative)

Use Hanzi (and/or) Pinyin to write a procedure for conducting investigations to identify whether air takes up space (summative)

Checklist/rubrics

Portfolio

Procedure writing

Attachment D: Individual assessment for learning activity.

Weeks 5 & 6: Designing a system to produce ice cream

Teacher background

Ice cream is a popular food at many celebrations. To assist students design a system to produce ice cream,

Review students understanding of a design process 复习Fùxí

设 计 制 作 安 全 卫 生 的 冰 激 凌

Shèjì zhìzuò ānquán wèishēng de bīngjīlíng

use a plan and production sequence to safely, efficiently and hygienically make ice cream

让学生讨论，并得出适合方案，在班级内制作冰激凌

Ràng xuéshēng tǎolùn, bìng dé chū shìhé fāng'àn, zài bānjí nèi zhìzuò bīngjīlíng

ask students to discuss and list out a suitable method for making ice cream in the classroom

指导学生通过设计方案，确保他们有费用、时间、环境、材料

、安全和卫生的考虑。

Zhǐdǎo xuéshēng tōngguò shèjì fāng'àn, quèbǎo tāmen yǒu fèiyòng, shíjiān, huánjìng, cáiliào, ānquán hé wèishēng de kǎolǜ.

guides students through a design process, ensuring that they reflect on cost, time, environmentally responsible use of materials, safety and hygiene considerations

Divide students into suitably sized groups

Each group:

想制作冰激凌的步骤，要求是高效、安全、卫生。

Xiǎng zhìzuò bīngjīlíng de bùzhòu, yāoqiú shì gāoxiào, ānquán, wèishēng.

generates ideas about the different steps and how these might be sequenced to produce the ice cream in an efficient, safe and hygienic manner

During the process of making the ice cream, students observe changes in the state (form or appearance) of the ice cream. These changes of state occur as a result of the addition or removal of heat. When heat is removed, the milk mixture gets cold and changes state from liquid to solid (freezes). The ice mixture changes from a solid to a liquid (melts) as heat is added to

the class may need to review their understanding of a design process

The students:

view a method used to make ice cream in a home kitchen

develop a design brief for the system

brainstorm ideas for possible designs for the production system, including identifying user needs and wants

record the production steps as a procedural text

discuss the effects of one system component breaking down, on the whole system

The students apply a system to make ice cream using the agreed method, e.g.

Attachment E: Designing a system to produce ice cream.

These could include: 应 当 包 括Yīngdāng bāokuò ：

必 备 材 料 Bì bèi cáiliào

assembling the required ingredients

实 验 设 备 Shíyàn shèbèi

gathering the equipment and measuring instruments

测 量 材 料 重 量 Cèliáng cáiliào zhòngliàng

measuring the correct quantity of each ingredient

混 合 材 料 Hùnhé cáiliào

mixing the ingredients

安全

safely assembling the equipment

检 测 完 成 品 Jiǎncè wánchéng pǐn

examining and testing the finished product

http://science.howstuffworks.com/innovation/edible-innovations/ice-cream3.htm),

it. Students compare their system for the production of ice cream in a school setting with large-scale production in a factory. Instruction on procedural text type may need to be included during the activity.

Class activity

In a class discussion, students:

identify their favourite ice cream types and flavours and what they know about the materials that are used to make ice cream

list some properties of ice cream

describe what happens when ice cream is taken out of the freezer and left on the bench (heat is added from the surroundings) and what happens after it is returned to the freezer (heat is removed)

discusses a suitable method for making ice cream in the classroom

Class activity

Students investigate the large-scale production of ice cream by:

• visiting a factory and/or viewing a video of mass production of ice

cream in a factory, e.g. www.youtube.com/watch?v=lO6DiuUAvil

• identifying the main steps in the production process

• constructing a flowchart to show the steps in the production, using digital technologies as appropriate

• comparing the process they used to make ice cream with the process used in the factory

给 完 成 品 拍 照 Gěi wánchéng pǐn pāizhào

photographing/videoing/reporting on the production process

记 录 制 作 冰 激 凌 的 步 骤

Jìlù zhìzuò bīngjīlíng de bùzhòu

records a possible sequence of steps for the production of ice cream

复习计划，确定冰激凌是否健康，实验是否安全。

Fùxí jìhuà, quèdìng bīngjīlíng shìfǒu jiànkāng, shíyàn shìfǒu ānquán.

reviews their plan, including identifying potential health and safety

risks with peers and the teacher

Students reflect on:

what they know and have learned about changes of state, including the meanings of the terms freezing and melting

their design of a small-scale production system and the product, using the established criteria in the design brief

ASSESSMENT

Assess student’s knowledge & their use of L2 (using the simplest form of language) which is appropriate for this purpose i.e. communicative competence (with a mix of both L1 & L2)

Content knowledge – using the simplest form of L2 to discuss, identify & classify common radicals. L2 - recognition of some Hanzi words as well as pronunciation when reading Pinyin.

Listening: viewing a video of mass production of ice cream in a factory (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Reads and comprehend procedural text for making ice-cream (formative)

Writing:

record investigation in portfolio including making predictions, gathering and recording data, constructing a graph, analysing results and drawing conclusions (summative)

Use Hanzi (and/or) Pinyin to write a procedure for making ice-cream and to record the meanings of the terms ‘freezing’ and melting’s (summative)

Checklist/rubrics

Portfolio

Procedure writing

Lesson 7: What are reversible changes?

Teacher background

Using everyday examples related to celebrations, students undertake first-hand investigations to observe

形 态 改 变（类型和形状）的可逆变化，没有新物质产生。

Xíngtài gǎibiàn (lèixíng hé xíngzhuàng) de kěnì biànhuà, méiyǒu xīn wùzhí chǎnshēng

Changes in state (form or appearance) as reversible changes. In reversible changes, no new materials are formed

Students are introduced to, and use appropriately, some terms with specific meanings in science and technology including

凝 固、融 化、蒸 发、溶 解

Nínggù, rónghuà, zhēngfā, róngjiě

freezing, melting, evaporating and

水 可 以 变 成 固 体（冰） 、 液 态 水 和 水 蒸 气

Shuǐ kěyǐ biàn chéng gùtǐ (bīng), yètài shuǐ hé shuǐ zhēngqì

dissolving water can occur as a solid (ice), as liquid water and as water vapour

当水烧开时，会产生水蒸气，水蒸气由小水珠组成，因此在水

烧开时，水蒸气是可见的空气。

Dāng shuǐ shāo kāi shí, huì chǎnshēng shuǐ zhēngqì, shuǐ zhēngqì yóu xiǎo shuǐ zhū zǔchéng, yīncǐ zài shuǐ shāo kāi shí, shuǐ zhēngqì shì kějiàn de kōngqì.

It is important not to confuse the mist (steam) that forms when liquid

water boils, which is made up of visible droplets of water, with water vapour that is an invisible gas.

Suggested workstation activities could include:

隔热水融化巧克力，并将巧克力倒入模具。

Gé rè shuǐ rónghuà qiǎokèlì, bìng jiāng qiǎokèlì dào rù mújù.

melting chocolate buttons in a re-sealable bag in hot water and pouring melted chocolate into a small mould

在塑料杯中冷凝cordial。

Zài sùliào bēi zhōng lěngníng cordial

freezing and defrosting cordial in a small plastic bottle

Pair activity

Students conduct first-hand investigations to observe some reversible changes in materials at workstations set up around the classroom or in the school kitchen.

The class discusses potential risks associated with each investigation and ways of avoiding those risks.

In their individual portfolios, students construct a table and record for each suggested practical activity, the change investigated, a description of what they observed, whether heat was added or removed, and why the observed change in state is described as ‘reversible’.

Students compare their results and conclusions with another pair and discuss questions raised with their peers and teacher.

Individual activity

Students identify and record, using their own experience and prior knowledge, other everyday examples of changes of state and how these are useful in their everyday lives.

Group activity

Students conduct first-hand investigations to observe the changes when materials dissolve by:

stirring a small amount of sugar or salt into water until it dissolves

leaving a small quantity of the sugar or salt solution in a warm place for 2–3 days

In their individual portfolios, students record a description of:

1. what they did

2. their observations

3. why the observed change is described as ‘reversible’

Students compare their results and conclusions with another pair and discuss questions raised with their peers and teacher.

Individual activity

record using their own experience and prior knowledge to identify other everyday examples of changes where materials dissolve and how these are useful in their everyday lives

use digital photography or video to record changes of state

加热一小杯水，让水蒸发，水去了哪里？

Jiārè yī xiǎo bēi shuǐ, ràng shuǐ zhēngfā, shuǐ qùle nǎlǐ?

Leaving a small quantity of water to evaporate in a warm place. Where does the water go?

将有冰块的容器放在室外，观察水滴的形成。

Jiāng yǒu bīng kuài de róngqì fàng zài shìwài, guānchá shuǐdī de xíngchéng,

Observing water droplets forming on the outside of a container of melting ice

水 是 怎 样 形 成 的？

shuǐ shì zěnyàng xíngchéng de?

Where does the water come from?

ASSESSMENT

Assess student’s knowledge & their use of L2 (using the simplest form of language) which is appropriate for this purpose i.e. communicative competence (with a mix of both L1 & L2)

Content knowledge – using the simplest form of L2 to discuss, identify & classify common radicals. L2 - recognition of some Hanzi words as well as pronunciation when reading Pinyin.

Listening: interact with peers and familiar adults to organize shared experiences Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading:

Reads and records the examples of changes of state and how these are

useful in their everyday lives.(formative)

Writing:

record investigation in portfolio including making predictions, gathering and recording data, constructing a graph, analysing results and drawing conclusions (summative)

Use Hanzi (and/or) Pinyin to write a procedure for making ice-cream and to record the meanings of the terms ‘freezing’ and melting’s (summative)

Checklist/rubrics

Portfolio

Procedure writing

Week 8: Why do some foods need to be kept hot or cold? (OPTIONAL OR CATCH UP WEEK)

Teacher background

Students discuss the importance of protecting food sources and keeping foods hot or cold to improve taste, reduce the problems of food getting stale and food wastage. Students are introduced to the idea that the properties of some materials make them act as insulators by keeping heat in or out.

Class activity

The students and teacher create a display of portable products they bring from home, for keeping food or drinks hot or cold. They observe the feature of the products and/or materials that are used to keep food hot or cold and record their findings on a table that they construct or that is provided by the teacher.

With teacher-guided questioning, they identify similarities and differences in the materials used in these products.

Pair activity

Students review their previous list of special events and celebrations. They select their favourite outdoor event and add information about how the food for the event was kept hot or cold.

Class activity

Students share what they know about:

食 物 和 饮 料 在 热 或 冷 的 时 候 好 吃

Shíwù hé yǐnliào zài rè huò lěng de shíhòu hào chī

the foods and drinks that taste better if they are kept hot or cold

如 果 食 物 没 有 保 存 在 合 适 的 温 度 会 怎 样？

Rúguǒ shíwù méiyǒu bǎocún zài héshì de wēndù huì zěn yàng?

what happens to food that is not kept at the right temperature

如果吃了没有保存在合适温度的食物可能会怎样？

Rúguǒ chīle méiyǒu bǎocún zài héshì wēndù de shíwù kěnéng huì zěnyàng?

what might happen if food that has not been kept at the right temperature is eaten

如 何 处 理 不 能 吃 的 食 物？

Rúhé chǔlǐ bùnéng chī de shíwù?

what we do with food that we can no longer eat

Students review:

为 什 么 食 物 是 生 命 必 须 的？

Wèishéme shíwù shì shēngmìng bìxū de?

their ideas about why food is an essential requirement for living things

食 物 是 哪 里 来 的？

Shíwù shì nǎlǐ lái de?

为 什 么 我 们 要 珍 惜 食 物、减 少 浪 费？

Wèishéme wǒmen yào zhēnxī shíwù, jiǎnshǎo làngfèi

discuss where our food comes from, why it is important to protect our sources of food and reduce food wastage

看FoodWise的资料。Kàn FoodWise de zīliào

记录下浪费食物的行为，减少浪费的方法。

Jìlù xià làngfèi shíwù de xíngwéi, jiǎnshǎo làngfèi de fāngfǎ.

using suitable secondary sources such as Food Wise or Caring for Our Country websites, students record some of the implications of food wastage and ways

that they can minimise wastage, eg www.foodwise.com.au – see food

wastage and security links

Class activity

The students and teacher create a display of portable products they bring from home, for keeping food or drinks hot or cold. They observe the feature of the products and/or materials that are used to keep food hot or cold and record their findings on a table that they construct or that is provided by the teacher.

brainstorm to identify other everyday examples of natural and made products and/or materials that are used to keep heat in or out (acts as insulators).

Examples may include:

birds’ feathers and fur/hair of mammals

woollen clothing, thermal wear, doonas, blankets

the material (neoprene) used to make wetsuits

insulating material used in the ceiling and walls of buildings

ASSESSMENT

Assess student’s knowledge & their use of L2 (using the simplest form of language) which is appropriate for this purpose i.e. communicative competence (with a mix of both L1 & L2)

Content knowledge – using the simplest form of L2 to discuss, identify & classify common radicals. L2 - recognition of some Hanzi words as well as pronunciation when reading Pinyin.

Listening:

interact with peers and familiar adults to organize shared experiences (formative)

Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Reads and records some of the implications of food wastage and ways that they can minimise wastage (formative)

Writing:

record investigation in portfolio including making predictions, gathering and recording data, constructing a graph, analysing results and drawing conclusions (summative)

Use Hanzi (and/or) Pinyin to write a procedure for making ice-cream and to record the meanings of the terms ‘freezing’ and melting’s (summative)

Checklist/rubrics

Portfolio

Procedure writing

Weeks 9 & 10: What are irreversible changes?

Teacher background

Preparing for a celebration often involves cooking food. Students investigate the effect of heat on a variety of foods and other common materials related to celebrations, to observe changes in which new materials are formed (irreversible changes). If there are concerns about student safety in performing any of the suggested hands-on experiences, teachers could demonstrate these changes.

Class activity

The students observe a teacher demonstration of a burning sparkler. This should be conducted outdoors, with the teacher wearing a glove and goggles, and students standing at a safe distance.

In a class discussion, students describe the appearance of a sparkler before the teacher sets it alight, what they observed while the sparkler was alight and after it has stopped burning. With teacher-guided questioning, the students identify that when the sparkler burned new materials formed.

Pair activity

The teacher sets up workstations around the classroom or in the school kitchen. Students conduct first-hand investigations to observe changes in some common materials before and after heating.

The teacher and students discuss the potential risks associated with each activity and ways of avoiding those risks. The students follow the procedures at each workstation.

工作站活动包括：

Gōngzuòzhàn huódòng bāokuò:

Suggested workstation activities could include:

一 个 新 茶 烛 和 燃 烧 几 分 钟 后 的 茶 烛

Yīgè xīnchá zhú hé ránshāo jǐ fēnzhōng hòu de chá zhú

one new tea light (before) and one that has been allowed to burn for a few minutes (after)

一 杯 水 和 一 杯 糖，太 妃 糖

Yībēi shuǐ hé yībēi táng, tài fēi tang

a cup of water and a cup of sugar (before) and a prepared toffee (after)

What are irreversible changes?

The students record their observations of the appearance of the materials before and after they are heated, using the teacher-provided worksheet, eg Attachment F: What makes a change irreversible? They compare their observations and results with another pair of students and discuss questions raised with their peers and teacher.

讨 论，学 生 描 述

Bānjí tǎolùn, xuéshēng miáoshù

In a class discussion, students describe:

在 点 燃 烟 火 前，让 学 生 观 察 烟 火。

Zài diǎnrán yānhuǒ qián, ràng xuéshēng guānchá yānhuǒ.

the appearance of a sparkler before the teacher sets it alight,

在 点 燃 和 燃 烧 后，烟 火 的 样 子。

Zài diǎnrán hé ránshāo hòu, yānhuǒ de yàngzi.

what they observed while the sparkler was alight and after it has stopped burning

Class activity

通 过 学 习，学 生 发 现：

Tōngguò xuéxí, xuéshēng fāxiàn:

The students use the class findings to:

为 什 么 看 到 的 变 化 原 料 是 不 可 逆 的？

Wèishéme kàn dào de biànhuà yuánliào shì bùkěnì de?

identify why they observed changes in the materials are irreversible

怎 样 区 别 可 逆 变 化 和 不 可 逆 变 化？

Zěnyàng qūbié kěnì biànhuà hé bùkěnì biànhuà?

describe how they would distinguish between a reversible and an irreversible change

一 个 打 散 的 生 鸡 蛋，

Yīgè dǎ sàn de shēng jīdàn,

a raw egg cracked into a saucer (before)

yīgè zhǔ shú bō kāi bìng qiēpiàn de jīdàn

and a hard-boiled egg peeled and sliced (after)

一 个 被 打 发 的 蛋 白，一 个 调 和 蛋 白

Yīgè bèi dǎfā de dànbái, Yīgè tiáo hé dànbái

a beaten egg white in a bowl (before) and a purchased meringue (after)

一 些 玉 米 粒，一 些 爆 米 花

Yīxiē yùmǐ lì, yīxiē bào mǐhuā

some popping corn (before) and some prepared popcorn (after)

Assessment for learning activity

Think/Pair/Share

Students could be provided with an example of a concept cartoon relating to a new situation involving an irreversible or reversible change (e.g. Naylor, S and Keogh, B, Concept Cartoons in Science Education). Individually, the student thinks about and records their response to the scenario presented in the cartoon. They discuss the idea/concept presented in the cartoon with another student and compare their responses. Following the discussion, the students review their responses.

ASSESSMENT

Assess student’s knowledge & their use of L2 (using the simplest form of language) which is appropriate for this purpose i.e. communicative competence (with a mix of both L1 & L2)

Content knowledge – using the simplest form of L2 to discuss, identify & classify common radicals. L2 - recognition of some Hanzi words as well as pronunciation when reading Pinyin.

Listening: interact with peers and familiar adults to organize shared experiences (formative) Speaking: 1. Use of L1 & L2 in group situations for discussions.

(e.g. Use pictures to create conversation) (summative) 2. use of cause-and-effect relationships to explain results (formative)

Reading: Reads and records the examples of changes of state and how these

are useful in their everyday lives. (formative)

Writing: Create written informative text about a concept cartoon relating to a new

situation (summative)

Use Hanzi (and/or) Pinyin to complete a range of written tasks

Checklist/rubrics worksheets portfolio