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Unit planUnit titleIn the Mix!

StageStage 1: Year 2

Term2

StrandNatural Environment

Duration10 hours (60 minutes per lesson)

Sub-strandMaterial World

RationaleThe unit ‘In the Mix!’ will enhance student understanding of the properties of materials and the physical changes that occur when materials are combined. They will learn about the concept of matter and the various types of mixtures and their purposes. They will also learn to classify, investigate, predict observe, document their findings, explore through hands on experiences, discover, experiment, communicate and analyse (Board of Studies NSW). Throughout the unit students will be given the opportunity to use a range of ICT in order to support their understanding of the scientific concepts. They will use Ipads, the Interactive White Board, cameras and computers to develop ICT skills and enhance their learning.

This unit supports the pedagogy of play whilst addressing the outcomes highlighted by the NSW Science and Technology Syllabus and The Early Year Learning Framework. The pedagogy of play fosters students’ natural curiosities and promotes constructivist learning (Fleer, Jane & Hardy, 2007). Students learn without even realising it, as they are having fun with each activity. Using this unit the teacher will guide and scaffold the students’ learning experiences in order to allow students to construct their own knowledge and learn through practical student centered experiences.

The unit also supports the 5E Model and ensures that students participate in engaging, exploring, explaining, elaborating and evaluating (Australian Academy of Science, 2012). Akar (2005) highlights that the 5E model effectively allows students to participate in meaningful and authentic activities that develop higher order thinking skills in an engaging way. This model allows students to ‘enjoy science, understand content and apply scientific processes and concepts to authentic situations’ (Akar, 2005, p.27).

5E’s ModelENGAGE - Engage students and elicit prior knowledgeEXPLORE - Provide hands-on experience of the phenomenonEXPLAIN - Develop scientific explanations for observations and represent developing conceptual understandingELABORATE - Extend understanding to a new context or make connections to additional concepts through a student planned investigationEVALUATE Students re-represent their understanding and reflect on their learning journey, and teachers collect evidence about the achievement of outcomes

(Australian Academy of Science, 2012, p. v)

Unit outline

Essential understandings

Students will learn about: the physical properties of materials physical changes of combining materials how two different solids interact when combined heterogeneous and homogenous mixtures how two liquids interact when combined soluble and insoluble mixtures how solids and liquids interact when combined the properties of solids and liquids heterogeneous and homogenous mixtures the purpose of mixtures

Essential skills

Students will learn to: classify solids and liquids investigate the properties of mixtures predict results observe a range of physical properties and changes of

materials/mixtures document their findings explore through hands on experiences discover experiment using trial and error communicate their ideas and findings analyse materials and mixtures provide evidence and reasoning for their ideas

GoalsKLA : SCIENCEOutcome and performances

ST1-12MWidentifies ways that everyday materials can be physically changed and combined for a particular purpose

IndicatorsEveryday materials can be physically changed in a variety of ways.Students:

explore how some everyday materials can be physically changed by actions.

Different materials can be combined, including by mixing, for a particular purpose.Students:

predict the changes materials will undergo when they are combined. compare their observations with their predictions when materials are combined and mixed explore examples of how people at home and work change and combine different materials for a particular purpose.

ST1-4WS

Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know.

IndicatorsStudents conduct investigations by:

working cooperatively and individually when participating in different types of guidedinvestigations to explore and answer questions

Students process and analyse data and information by: using a range of methods to sort information, including drawings and provided tables. describing changes in objects and events observed in investigations comparing observations with those of others to identify similarities and differences in the findings of their investigations

Students question and predict by: responding to and posing questions making predictions about familiar objects and events and the outcomes of investigations

Students plan investigations by: suggesting some types of activities that need to be undertaken during the processes of.

Working Scientifically by: suggesting observations that could be made to collect data and/or information about their questions and predictions.

Students conduct investigations by: working cooperatively and individually when participating in different types of guided investigations to explore and answer

questions

Students process and analyse data and information by: using a range of methods to sort information, including drawings and provided tables. describing changes in objects and events observed in investigations comparing observations with those of others to identify similarities and differences in the findings of their investigations

Students communicate by: representing and communicating observations and ideas using oral and written language, drawing and role-play displaying data and information in a variety of ways, including drawings, simple texts, provided tables and graphs, using digital

technologies as appropriate

sharing what they did and what they could do differently throughout the investigating process

ST1-5WTUses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants.

Indicators Exploring different materials by observing and manipulating them and using trial-and-error Researching and exploring different sources of information, including the internet Using techniques for documenting and communicating design ideas, including simple plans, drawings and models, using

familiar materials. Using the results of investigations to refine design ideas Using a range of everyday tools, equipment, materials and techniques Working cooperatively and safely

KLA: EYLF

Outcome 1: Children have a strong sense of identityIndicators:

- Children feel safe, secure and supported.- Children develop knowledgeable and confident self

identities.- Children learn to interact in relation to others with care,

empathy and respect.Outcome 2: Children are connected with and contribute to their world.Indicators:

- Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

- Children respond to diversity with respect.- Children become aware of fairness.- Children become socially responsible and show respect

for the environment.

KLA: English

EN1-10CThinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing text.

Indicators Respond to a wide range of texts through discussing, writing and

representing. Recreate texts imaginatively using drawing, writing,

performance and digital forms of communication. Predict and discuss ideas drawn from picture books and digital

stories. Use creative and imaginative features in role-play and drama.

EN1-11DResponds to and composes a range of texts about familiar aspects of the world and their own experiences

Indicators Compose simple print, visual and digital texts that depict aspects

Outcome 3: Children have a strong sense of wellbeing.Indicators:

- Children become strong in their social and emotional wellbeing

- Children take increasing responsibility for their own health and physical wellbeing.

Outcome 4: Children are confident and involved learners.Indicators:

- Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

- Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesizing, researching and investigating.

- Children transfer and adapt what they have learned from one context to another.

- Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

Outcome 5: Children are effective communicatorsIndicators:

- Children interact verbally and non-verbally with others for a range of purposes.

- Children engage with a range of texts and gain meaning from these texts.

- Children express ideas and make meaning using a range of media.

Children use information and communication technologies to access information, investigate ideas and represent their thinking.

of their own experience Discuss characters and events in a range of literary texts and

share personal responses to these texts, making connections with students' own experiences

EN1-12EIdentifies and discusses aspects of their own and others’ learning

Indicators Discuss some of the ways that story can be reflected in a variety

of media. Jointly develop criteria for assessing their own and others'

presentations or compositions with teacher guidance. Identify helpful strategies during speaking, listening, reading,

writing, and/or viewing and representing activities.

EN1-1ACommunicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations.

Indicators Interpret ideas and information in spoken texts and listen for key

points in order to carry out tasks and use information to share and extend ideas and information

Understand that social interactions influence the way people engage with ideas and respond to others.

Interact effectively in groups or pairs, adopting a range of roles Use interaction skills, including active listening behaviors and

communicate

KLA _Mathematics

MA1-1WMDescribes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols

Indicators Uses mathematical language to describe units of

measurement e.g. Cup, one table spoon, pinch of sugar, handful of.

MA1-10MGMeasures, records, compares and estimates areas using uniform informal units

Indicators Measures using mathematical language to describe units of

measurement e.g. Cup, one table spoon, pinch of sugar, handful of.

KLA: HSIE

HT1-2Identifies and describes significant people, events, places and sites in the local community over timeHT1-4Demonstrates skills of historical inquiry and communication

Indicators Identify a significant person, or part of the natural environment in

the local community. Explore local or regional Aboriginal and Torres Strait Islander

natural materials.

KLA: Creative Arts

DRAS1.1Takes on roles in drama to explore familiar and imagined situations

Indicator Creates a range of roles and situations adapted from their

imagination, and experiences. Expresses their understanding via taking on different roles.

VAS1.2 Uses the forms to make artworks according to varying requirements.VAS1.3Realises what artists do, who they are and what they make.

Indicators Represent their knowledge through creative aspects i.e. drawing Understand how artist use mixtures in their dot painting Understands the purpose of the mixtures in their dot paintings

Goals

Assessment - FormativeThe teacher will use a combination of anecdotal records and checklists to assess student progress and understanding. Lesson 1, 2, 3 and 5 will all use the same form of formative assessment. The teacher will walk around the room and observe students and write down individual anecdotal records for each student. Each child’s understandings and challenges will be recorded in a table (Appendix 1).

Lesson 1- TWLH Chart (Assessing Prior Knowledge)- Anecdotal Record with Checklist

Lesson 2- Anecdotal Record with Checklist- Assess student creative representations of mixtures

Lesson 3- Anecdotal Record with Checklist

Lesson 4- Teacher Observations

Lesson 5- Anecdotal Record with Checklist- Teacher observes students label purposes for mixtures using post-it-notes

Lesson 6- Recording student role play

Lesson 7- Teacher observation

Lesson 8- Teacher observation

Assessment – Summative

Lesson 9 and 10 :The students will be asked to show their new ideas and understanding about mixtures through their ‘What we’ve learnt’ Projects. The students will be asked to pick one thing they have learnt and explain it to the class in their preferred manner and must include a diagram and information. The students and teacher will collaboratively construct a rubric on the IWB. This will help the students understand the collaborative aim of the project and have an end goal that they are working towards. Refer to Appendix 2 for a rubric example.

Work Samples(To be added once the lessons have been completed)Refer to Appendix 3 for an example

Students

School and StudentsHurstville Public school is a one stream school with a variety of cultures and there are 24 students in the class. The local indigenous community is the Gadigal people of the Eora Nation.Differentiation Needs

2 Indigenous studentsThese students will be catered for by using the 8 ways learning framework. The teacher will ensure that these students not only experience the 8 ways of learning but are also able to link their indigenous culture to their learning through meaningful experiences.

1 student with an auditory impairmentThe teacher will ensure that this student always uses their FM system hearing aid and that the teacher turns on their microphone. The teacher will also use a variety of visuals to assist the students learning and guide them through visual instruction using pictures and gestures.

1 student with high anxietyThis student becomes anxious when engaged in intense writing experiences; however she is settled when participating in hands on activities that cater for her kinaesthetic learning style. Therefore a range of tactile experiences will engage her and further support her learning. These hands on experiences will also calm her, which will allow her to take risks and begin to interact with others.

3 Gifted and Talented studentsThese students will be extended through a range of extension and challenging activities. Extension

Skills, interests and prior knowledge

The lesson needs to cater to student interest and build upon their existing skills.

Prior KnowledgeST1-13MWRelates the properties of common materials to their use for particular purposes

use their senses to identify the similarities and differences in the properties of materials,

identify the properties of some common materials and why they are used for particular purposes

identify a range of natural materials used by Aboriginal and Torres Strait Islander peoples and share ideas about the ways they are used to suit a particular purpose

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=yfNmuB-DVqPnaM&tbnid=woWcYrbig81qyM:&ved=0CAUQjRw&url=http://8ways.wikispaces.com/&ei=loG3U8zRFcSlkQWVn4HwDg&bvm=bv.70138588,d.dGI&psig=AFQjCNFs7Mcq-aE8fn7BskZPO0aR-BIs6Q&ust=1404621588037879

Vocabulary will also be taught to these students to extend their oral communication and develop extended scientific vocabulary.

Learning matterEssential understandings

Students will learn about: the physical properties of materials physical changes of combining materials how two different solids interact when combined heterogeneous and homogenous mixtures how two liquids interact when combined soluble and insoluble mixtures how solids and liquids interact when combined the properties of solids and liquids heterogeneous and homogenous mixtures the purpose of mixtures

Essential skills

Students will learn to: classify solids and liquids investigate the properties of mixtures predict results observe a range of physical properties and changes of

materials/mixtures document their findings explore through hands on experiences discover experiment using trial and error communicate their ideas and findings analyse materials and mixtures provide evidence and reasoning for their ideas

Related text-typesProcedures: students develop a step-by-step procedure orally as they explain their processes and ways of reaching a final outcome. E.g. ‘First I mixed the flour with the water, and then I stirred…’

Descriptions: Students write descriptions of their mixtures throughout the unit

Teacher Background Information

Materials and MixturesScientists use the word ‘material’ to refer to all matter in the universe. All matter is made up of very small particles called atoms. These atoms can join with other atoms to form molecules. In this unit the following differentiation is made:• an object, for example, a drink bottle, is made of material(s)• a material, for example, plastic, is composed of substance(s)• a substance, for example, polyethylene, is composed of (contains) one or more atoms or molecules.In chemistry a ‘mixture’ refers to a material that is made of two or more substances (or materials) mixed together without combining chemically together. Baking soda dissolved in water is a mixture since the particles of baking soda are present in the water and retain their properties. When baking soda and vinegar are mixed together, they react and create new substances so there is no longer a mixture of baking soda and vinegar.Mixtures that are uniform in composition are called ‘homogeneous’. Two random samples of these mixtures would have the same quantities of materials, for example, well mixed flour and sugar or well stirred vinegar and water create homogeneous mixtures. Mixtures that are not uniform are called ‘heterogeneous’. Such mixtures can have very different elements, such as a mixture of stones and sand, or may have clear zones between the two elements, such as oil and water. (Note: These terms are for teacher background information only.)Some mixtures are easy to separate using the properties of the materials. For example, if the substances have particles of different sizes they can be separated using a sieve. However, if the two substances do not have properties sufficiently different from each other, then it is very difficult to separate the mixture. For example, it is difficult to separate a mixture of icing sugar and cocoa powder. Scientists use many different properties of substances to separate them, for example, their boiling points, movement through filter paper or ability to dissolve into different solvents.Many everyday objects are made of materials that are mixtures. Sometimes it might not be evident that a material is a mixture until a change happens. For example, fresh milk naturally separates, however, modern processes homogenise (from the Greek homo = the same) the mixture of fats and water so that it no longer separates.

OobleckWhen cornflour and water are mixed together, the molecules of starch in the cornflour are separated with a thin layer of water. This allows the particles to slide slowly past each other. However, if they are pushed together too quickly, for example, by punching the liquid, then the molecules of starch come into contact again and friction stops them moving past each other. The harder the liquid is stirred (or hit), the more solid it becomes. As this is not typical for a liquid, it is called a ‘slime’ also referred to as ‘Oobleck’. If there is more than enough water in the mixture, the molecules will always easily glide past each other, therefore a mixture of cornflour and water is only a slime when the relative quantities are right.

Learning sequenceLesson Learning engagements Resources &

preparationOutcome Sign

-off

Lesson 1

Engage ExploreExplain

Introduction (15 minutes) - Students will be given the opportunity to explore a range of pre made mixtures and will be undertaking particular roles and characters that connected to their world.For example:Station 1- Pre-made mixture flour, milk and choc-chips.Station 2- pre made mixture of water, washing powder and liquid detergent. Children will take on the role of a cleaner through their explorations, glovesStation 3- pre-made mixture of paints and glues.Station 4- Pre-made mixture of plaster and rocks for concrete.

The teacher will guide their thinking through discussion questions.Example of discussion questions:

What is in front of you? How where these things made? What do you think makes up this mixture? What is a mixture? How many things do u need to put together to

classify something as a mixture? Do you think the materials were easy to mix to make this mixture? How do you think the materials were mixed together? Shaking, stirring,

twisting? What might we use these mixtures for? Are all the mixtures made in the same way? How could we change this mixture?

The children will be asked to think of an occupation or character that may use that mixture. The children will be asked to dress as that character and give reasons or examples of when they may use that mixture.

Children can take the role of a chef (aprons and cooking utensils), a cleaner (apron and gloves), an indigenous elder (Aboriginal flag) or a construction worker (hard hat and tool belt).

Create pre-made mixtures

Character costumes:-Apron and cooking utensils-Gloves and aprons-Aboriginal flag cut outs-Tool belt and hard hat

ST1-12MWST1-4WSMA1-1WMMA1-10MGEN1-12EEN1-1ADRAS1.1HT1-2EYLF 1,2,3,4,5ST1-5WT

TWLH CHARTThe students will then complete the T and W column of the chart as a class with the teacher acting as a guide (not correcting student answers/ideas). They will identify what they THINK they know and What they WANT to know about mixtures.

Body (30 minutes) - Mixing two solids that are large in size (Heterogeneous Mixtures)A range of materials will be placed on a table. These materials include

Sultanas Dried apricots Dried Banana Oats Sunflower seeds Rice (Raw) Dry Pasta Cheerios

The students will be given the opportunity to choose a material and observe its properties. They will be able to play with and explore the material using a magnifying glass. The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).

The teacher will then ask the students to choose another material from the table and complete the second column of the observation table.

Before mixing these materials the students will be asked to predict in the third column what the mixture may look, smell and feel like once mixed.

Finally the students will mix the materials together and complete the final column of the observation chart which asks the students to observe the physical changes of the materials.

While the students mix the materials together the teacher will question the students to further their learning.

IWB TWLH Chart

Materials:SultanasDried apricotsDried BananaOatsSunflower seedsRice (Raw)Dry PastaCheerios

Plastic cups x25 (reused throughout the unit)

Magnifying glasses x15

Plastic bowls x25

Paddle pop sticks x15Spoons x15

Observation Chart x24

Possible questions may include: What has happened to the materials? What looks different about the materials now? Are these materials easily mixed? Are you still able to see the individual materials in your mixture? Are these materials easy or hard to separate? Why? How?

Through these questions teacher will used scientific vocabulary and will introduce students to the term ‘homogenous mixtures’. When students are discussing if the mixture is easy or hard to separate the teacher will inform the students that mixtures that are easily separated are called heterogeneous mixtures.The teacher will also ensure that other scientific vocabulary is explored such as:

Mixture Materials Observe Predict Compare Investigate Magnifying glass

Conclusion (15 minutes) - The students will use an iPad to take photographs of their mixtures. These images will be uploaded onto the IWB and the students will be asked when these mixtures may be used in real life.

They will explore the purpose of heterogeneous mixtures. E.g. Mixing Sultanas, seeds and other dried fruits to make muesli.

Ipad x 12

Lesson 2

ExploreExplain

Introduction (10 minutes) - Students revise and brainstorm (Using Post-it-notes) what a heterogeneous mixtures is, how it is made and its purpose.

Body (30 minutes) - Mixing two solids that are smallerA range of materials will be placed on a table. These materials include

Pepper salt Coconut sugar

Post-it-notes

Materials:-Pepper-Salt-Coconut-Sugar

ST1-4WSST1-12MWVAS1.2MA1-1WMEN1-10CEN1-1AEYLF 1,2,3,4,5

Icing sugar Oats Cocoa powder

The students will be given the opportunity to choose a material and observe its properties. They will be able to play with and explore the material using a magnifying glass and their senses. The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).

The teacher will then ask the students to choose another material from the table and complete the second column of the observation table.

Before mixing these materials the students will be asked to predict what the mixture may look, smell and feel like once mixed.


While the students mix the materials together the teacher will question the students to further their learning.Possible questions may include:

What has happened to the materials? What looks different about the materials now? When would you use this type of mixture in your life? Why do we make homogenous mixtures? Are you still able to see the individual materials in your mixture? Are these materials easily mixed? Are these materials easy or hard to separate? WHY? How? Why do we make homogenous mixtures?

Through these questions teacher will used scientific vocabulary and will introduce students to the term ‘Homogeneous mixtures’. When students are discussing if the mixture is easy or hard to separate the teacher will inform the students that mixtures that well mixed and are harder to separate are called homogenous mixtures. When the individual materials in the mixture are harder

-Icing sugar-Oats-Cocoa powder



Plastic bowls x25



to separately identify and are uniform in composition the mixture is Homogenous.

Conclusion (20 minutes) - Once the students have created and played with their mixtures they will create a representation of their experience. The teacher will set up a table with a range of materials for the children to represent their mixing experience such as glues, pencils, textas, solids used previously and other art materials.

GluePencilsTextasCellophaneCrayons

Lesson 3

Explore Explain

Introduction (15 minutes) - Begin the lesson by allowing students to play with a range of solid materials. The teacher will then allow students to play with and explore a range of liquid materials in a container. The teacher will ask the students to compare the materials and discuss with a partner why the first group of materials were different from the second group of materials. The students will be asked to think, pair and share.

The children and teacher will then create a word wall on the IWB. Students will be asked to describe the materials given to them, using the headings; materials and solids. Children will be given the opportunity to write words such as; hard, soft, rough, heavy wet, runny etc.

The teacher will then sing the song Solids/ Liquids song (Frere Jacques Tune )- which uses the words listed in the word wall e.g.:Solids, solids (echo)Can be hard (echo)They can be rough (echo)And can be heavy (echo)

The teacher will then ask a few students to explain the differences between solids and liquids. For example the students may explain that a solid is something that they can pick up without a container, while a liquid can’t be held in our hands without a container.

Once the students are able to identify the properties of a solid and liquid they will be asked to choose a material that will be on the floor and sort them into

2 hoops

Solids:RocksPebblesShellsApricotsCereals

Liquids in containers:cordialcokemilkwaterhoney

Materials:WaterPlant Resin/SaphoneyFlourSandOchreGroundrocksMud

ST1-12MWST1-4WSEN1-12EEN1-1AMA1-10MGMA1-1WMHT1-2HT1-4VAS1.3EYLF 1,2,3,4,5

solids and liquid ‘hoops’. The students will place the liquids in the red hoop and the solids in the green hoop.

Students will revise previous lessons and discuss if their previous materials were solids or liquids.

Body (30 minutes) - The teacher will then allow the students to play with and explore mixing a solid with a liquid and its physical changes.A range of materials will be placed on a table. These materials include

Water Plant Resin/Sap honey Flour Sand Ochre /ground rocks Mud Milo Sugar Jelly crystals

The students will be given the opportunity to choose a solid material and observe its properties. They will be able to play with and explore the material using a magnifying glass. The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).

The teacher will then ask the students to collect some water or plant resin/sap from the table and complete the second column of the observation table.



MiloSugarJelly crystals



Plastic bowls x25




What has happened to the materials? What looks different about the materials now? When would you use this type of mixture in your life? Are you still able to see the individual materials in your mixture? Are these materials easily mixed? Imagine this mixture is made up of small parts called particles. What do

you think these particles look like/ are doing? Are these materials easy or hard to separate? WHY? How? What happened to the solid when mixed with a liquid? Did the solid dissolve or not?

Through these questions teacher will used scientific vocabulary and will introduce students to the term ‘solution and suspension’.When students are discussing if the solids did or didn’t mix with the water the teacher will inform the students that when the solid dissolves the mixture is a solution and when the solid doesn’t dissolve in the water the mixture is a suspension.

Gifted and Talented Extension: these students will also be introduced to the terms ‘Soluble and Insoluble’. The teacher will guide these students in understanding if the solids are soluble (can dissolve) or insoluble (can dissolve). These students will also be challenged to visually represent how the particles in solutions and suspension mixtures may look.

Conclusion (15 minutes) - The teacher will then set up a range of occupation corners including:

Kitchen Beach Art studio

The students will be asked to place their mixture in an appropriate corner where that type of mixture may be used for a particular purpose. They will give reasons for placing that mixture in that area.

Kitchen items -pots-utensils

Beach-ball,-bucket-towel

Art Studio-Paint brush-apron

For example:The ochre and water mixture belongs in an art studio because indigenous painters use this to paint.

In order to contextualise the purpose of making these types of mixtures a guest speaker from the local indigenous community will be asked to explain to the students the purpose of mixing a solid and liquid like water, mud, sap and Ochre’s. They will show the students a range of painting that they or others have created using these paint mixtures and its use in the indigenous community. They will also show the students how natural glues can be used in the indigenous community.

An example of a Guest speaker is Jeremy Donovan: http://www.jeremydonovan.com.au/

Lesson 4

Explore

Introduction (15 minutes) - The educator is to set up a range of solids and liquids; children are given the opportunity to choose as many materials as they like and create a mixture.

Students are to combine their chosen materials by spooning as much as they want into a plastic cup mix it through, using a paddle pop stick to create a mixture.

Body (30 minutes) – Next the children are to select a partner and play the ‘Mixture Race’ game, competing to see whose mixture is quickest or slowest to reach the bottom. They are to scoop 2 spoons of each of their mixtures onto opposite sides of a slanted wooden board, making them race- the fastest/ slowest mixture is the winner.The educator is to encourage children to explore the following questions;-Which mixture was faster?-Which mixture was slower?-How can you make your mixture faster?-How can you make your mixture slow?

The children are to give reasons why one mixture is faster/ slower and explore ways of making their own mix faster and slower than their partners by hypothesizing then using trial and error.

-Plastic cups-Water-Icing sugar-Flour-Paddle pop sticks-Wooden boards-Plastic spoons/ measuring cups

ST1-12MWST1-4WSMA1-1WM MA1-10MGEN1-10CEN1-12E VAS1.2EYLF 1,2,3,4,5

http://www.jeremydonovan.com.au/

The educator is to facilitate children’s learning, ensuring children are exploring the materials, and effectively expressing their reasoning by investigating, discussing textures, consistency, and thickness of their mixtures.This allows children to develop scientific skills such as reasoning, investigating and problem solving.

Conclusion (15 minutes) -Finally children are to reflect upon their experiences by creating a drawing of how they made a thick/ runny mixture.

Lesson 5

ExplainExplore

Introduction - (10 minutes) - The teacher will revise the difference between solids and liquids and will highlight that the students will be given the opportunity to play with and explore mixing two liquids to make a mixture.

Body (40 minutes) - Mixing two liquids to make a mixtureA range of materials will be placed on a table. These materials include

Water Food dye Water Coke White Vinegar Milk Washing liquid Oil

The students will be given the opportunity to choose a material and observe its properties. They will be able to play with and explore the material using a magnifying glass.

The students will complete an observation chart for this material. They will describe what the material looks feels and smells like (Appendix 4).The teacher will then ask the students to choose another liquid from the table and complete the second column of the observation table.


Materials:-Water-Food dye-Water-Coke-White Vinegar-Milk-Washing liquid-Oil



Plastic bowls x25


ST1-12MWST1-4WSMA1-1WMMA1-10MGEN1-1AEYLF 1,2,3,4,5



What has happened to the materials? What looks different about the materials now? When would you use this type of mixture in your life? Are you still able to see the individual materials in your mixture? Are these materials easily mixed? Are these materials easy or hard to separate? WHY? How? What do you think is happening to the liquids?

Conclusion (10 minutes) - The students will then label their mixture using a permanent marker and place it on the table in the front of the room. The students will read all of the mixtures and will be given two coloured post-it-notes. On these post-it-notes they will write the purpose of one of the mixtures on each of the post it notes. For example:Water and liquid detergent is used to wash the dishesWater and jelly crystals are used in the kitchen when making jelly.


Post is notes

Lesson 6

ElaborateExploreExplain

Introduction (20 minutes)- The teacher will ask the students to role play what the particles in a solid and liquid look like.

The teacher will scaffold their learning by bringing in one solid and one liquid item e.g. sand and water.

- The teacher will further guide their learning by asking open questions, some examples are:

In the previous lesson we were talking about solids and liquids. What do you think this item is?

Why do you think that this is a solid?

Container of sandContainer of water

ST1-12MWST1-4WSDRAS1.1MA1-1WM MA1-10MG EN1-10CEN1-11DEN1-1AEYLF 1,2,3,4,5ST1-5WT

This solid is made up of little particles, what do you think these little particles are doing to make a solid?’

What do you think the particles inside a solid may look like?This process will be repeated for the liquid state.

Body (25 minutes) - The teacher will show the children the BBC ‘Solid, Liquid and Gas’ video clip.YouTube clip: http://www.youtube.com/watch?v=UnBoQe2rsgo

This video illustrates what the particles in liquids/solids look like. This will allow the children to compare their predictions from their role-play and construct new knowledge via watching the video.The children will then re-enact what the particles in a solid/liquid would look like.

Conclusion (15 minutes)- To extend on children’s knowledge, the children will further represent, through role-play, what they think would happen to the particles if this solid and liquid is mixed?The teacher will further enhance their learning through imaginative play. The teacher could say: “Imagine that this group is the particles in a little grain of sand, now imagine that this group is the water. Imagine that water liquid is mixing with our grain of sand.’ Refer to Appendix 5.We guided them in what it actually looks like through role play.

The teacher will assign a student to record on an Ipad all of the student’s reenactment of the particles in solids and liquids. The teacher can then use this video as a form of assessment to determine the student’s understandings.

Interactive whiteboard activityStudents will represent the particles of solids, liquids and/ or mixtures by using interactive activities on the smart board, the Ipad or using concrete materials such as counters and string.

Gifted and talented extensionThis activity is tiered because students of lower abilities may only be

Appendix 5.

Ipad

-Coloured counters-String-Smartboard IWB Activity-Ipads

http://www.youtube.com/watch?v=UnBoQe2rsgo

able to identify the particles of a solid or liquid, whilst gifted and talented students thinking can be extended by also representing the particles of suspension mixtures and solution mixtures.

Lesson 7

ElaborateExplore

Introduction (10 minutes)- Begin the lesson by encouraging the children to predict if something could ever be both a liquid and a solid.Children will then represent their predictions creatively by drawing what they think about this statement, and what this item may look like.

Body (40 minutes)- The teacher will then read the picture book ‘Bartholomew and the Oobleck’ – Dr Seuss to introduce a substance- Oobleck which is both a liquid and a solid. The teacher will then draw children’s attention to this substance throughout the book and ask open - ended questions to guide their learning, such questions can be:

How did the author describe Oobleck in the book? Do you think it is a solid or a liquid? Why?

How do you think the assistant made the Oobleck? What do you think it will feel like? What does it look like?

Students then explore and play with cornstarch, water and green food dye. The teacher will guide their learning by asking;

What kind of consistency do you think it is? What do you think will happen if you add more Cornstarch? What do you think will happen if you add more water? What does it feel like? Do you think this substance is a liquid or a solid? Why?

Conclusion (10 minutes)- The teacher will need to confirm that it is both a liquid and a solid.The teacher will then ask the students to demonstrate to the class how their Oobleck is a solid and how it is also a liquid.If students were unable to create the correct consistency, the teacher can ask the students why theirs might’ve turned out like that and how they can alter their mixture to create a better consistency.

Pencilspaper

Book:‘Bartholomew and the Oobleck’ – Dr Seuss

CornstarchWaterGreen food dye

ST1-4WSST1-12MWVAS1.2EN1-10CEN1-11DEN1-1AMA1-1WM MA1-10MGEYLF 1,2,3,4,5

Lesson 8

ElaborateExplore

Introduction (10 minutes) - The children will be engaged by making solids that change state without combining.“What do you think will happen when milk is added to pasta”?“What do you think will happen if warm water is added to pasta”?“What do you think will happen if milk is added to cheerios”?

Body (40 minutes) - The children will then undertake their own exploration and discovery in groups to construct their own learning.

In their investigations children will explore the affect that liquid has on solids such as; pasta, cheerios, noodles etc. The children have the choice to record their knowledge through any preferred media. For instance, they have the freedom to choose to take photos, draw diagrams, written analysis, role play, discussions, or using a range of apps (Show Me Interactive App) to represent their understanding about, i.e. what is the difference in the solid state of pasta before and after adding a liquid.The teacher can further guide them and scaffold their learning during their explorations by asking;“How did the water change the pasta?”“What happened when milk was added to the pasta”?“What happened when milk was added to the cheerios”?

Conclusion (10 minutes) - The children will then share their experience with the class by presenting their personalised discoveries.

PastaCheeriosNoodlesWaterMilk

IpadsPaperPencilsCrayons

MA1-1WMMA1-10MGST1-4WSST1-12MWEN1-12E EN1-1AEYLF 1,2,3,4,5ST1-5WT

Lesson 9 Introduction (10 minutes)- To begin the lesson, the teacher will upload the IWB with the TWLH chart. The students will then complete the LH part and have a discussion and match the previous ideas with their current knowledge.

Body (35 minutes) - The students will then undergo ‘What we learnt’ projects. They will be asked to demonstrate their new understanding in a form of their chosen manner.The students and teacher will collaboratively construct a rubric on the IWB. This will help the students understand the collaborative aim of the project and have an end goal that they are working towards. Refer to Appendix 2 for a rubric example.

IWB – TWLH chart.

Appendix 2 on IWB

EN1-1AEN1-12E EN1-10CST1-4WSST1-12MWDRAS1.1VAS1.2MA1-1WMMA1-10MGEYLF 1,2,3,4,5ST1-5WT

Conclusion (15 minutes) - The students will then get into groups of four. For the rest of the lesson, they will be collaborating with their group to make their presentation of their new understanding. They can choose any way they feel they would like to present, some ways may be through:

Role play ICT presentation Drawings/graphics etc.

The students need to constantly refer to the rubric to ensure they are meeting the aim.The teacher will provide materials and ICT for the students to use. They are aware of the different apps they can use from previous activities.

Cardboard paper6 Ipads (one per group)PencilsTextasGluecrayons

Lesson 10 Introduction (15 minutes)In the previous lesson, children were given the choice of selecting a method of displaying their learning. Students will present their ‘what they learnt’ projects to the class.

Body (35 minutes) All students will undergo a self and peer assessment (the teacher uses the rubric to also assess the student’s learning). They will use the rubric created collaboratively in the previous lesson. Students will assess:

- Their peers, after each group has presented.- Their own group. After their own presentation.

The teacher will look at the marked rubrics and take this into consideration when assessing each group. The students will then take the rubrics marked for their group. This provides them with personal/constructive feedback.

Next the children are to engage in a discussion, extending on a range of sentence starters and asking questions children may have about each student’s presentation. The sentence starters will be provided to assist the students in expressing themselves; further highlight their progress, how their views have changed/ what they now know etc. the questions/ sentences may include;Questions-what did you think in the beginning?-how have your views changed? Why?

-Question box-Pencils-Post it notes

ST1-4WSEN1-10CEN1-11DEN1-12EEN1-1AVAS1.2EYLF 1,2,3,4,5ST1-5WT

Sentence Starters-I agree with… because…-I disagree with… because…-Why do you think….-I thought…now i…-My views have changed because…Such questions allow children to develop mental strategies including their higher order thinking skills, reasoning and reflecting.

Conclusion (10 minutes)A Question Box will be available for students to anonymously write down questions for the teacher/class to explore (any questions/ ideas they may have regarding the content /concept learnt which they wish to further explore.

The teacher will reads these questions and allow the class to answer these questions, if they are unsure of the answers the teacher is to discuss it or ask open-ended questions to explore the children’s thinking.

Special needs:-All children are given control of selecting their preferred method of presentation e.g. drawing/ writing etc.-The teacher is to assist the students by closely guiding children throughout the lesson and ensuring they are receiving

Resources

Text ‘Bartholomew and the Oobleck’ – Dr Seuss

Human Indigenous Guest Speaker (Painter or Elder)

Place The Classroom The School Playground can be used if there is no wet

area in the classroom

Audio/visual/ IWB/ Online BBC – Solid, Liquid and Gas

http://www.youtube.com/watch?v=UnBoQe2rsgo IWB Activity (Word Wall) IWB Activity (Particles in Solids and Liquids

Representation)Materials/Real life items

Sultanas Dried apricots Dried Banana Oats Sunflower seeds Rice (Raw) Dry Pasta Cheerios Plastic cups x25

(reused throughout the unit)


Plastic bowls x25 Paddle pop sticks x15 Spoons x15

Observation Charts Apron Cooking utensils Gloves Aboriginal flag cut

outs hard hat Tool Belt Pepper Salt Coconut Sugar Icing sugar Cocoa powder Glue Pencils Textas

Cellophane Crayons Water Flour Wooden boards Rocks Pebbles Shells Cordial Coke Milk Honey Question box 2 hoops Plant Resin/Sap Sand

Ochre Dirt Jelly crystals Beach ball Beach towel Paint brushes Green food dye White Vinegar Washing liquid Oil Post is notes Coloured counters String Cornstarch Noodles Cardboard paper

http://www.youtube.com/watch?v=UnBoQe2rsgo

Lesson ‘8 Ways Learning’ Symbol and MeaningLesson 1

They see think, act, make and share without words. Applying intra personal and kinaesthetic skills to thinking and learning. Students prefer kinaesthetic, hands-on, non-verbal learning.Students will engage in hands on learning when mixing the materials together, in non-verbal learning when dressing up as a character and through visuals when completing their Observation Charts.

Using images, symbols and metaphors to understand concepts and content. The observation table uses symbols to visually represent instructions e.g. eye, nose and hand.

Learning is connected to real life purposes, contexts and communities. Students identify the purpose of the mixtures they created.

Students learn by working from wholes to part. The students explore whole, complete mixes and later identify the individual parts of the mixture.

Lesson 2

Students will engage in hands on learning when mixing the materials together, through visuals when completing their Observation Charts.

The observation table uses symbols to visually represent instructions. The conclusion activity allows students to represent their understandings and ideas visually through a creative arts product.

Lesson 3

Students will engage in hands on learning when mixing the materials together, through visuals when completing their Observation Charts. The Introduction activity also allows students to physically manipulate solids and liquids.

Learning is connected to real life purposes, contexts and communities. During the guest speaker presentation students are able to connect their learning to real life purposes, contexts and communities.

The observation table uses symbols to visually represent instructions. The conclusion activity allows students to represent their understanding of solutions and suspensions visually using circles to symbolise particles.

Lesson 4

The students engage in hands on learning as they mix the materials and race their mixtures.

Lesson 5

Students will engage in hands on learning when mixing the materials together, through visuals when completing their Observation Charts.

Learning is connected to real life purposes as students identify the purpose of the mixtures they created in the conclusion activity.

The observation table uses symbols to visually represent instructions.

Lesson 6

Students will learn through movement as they role play the particles in solids, liquids and mixtures.

Lesson 7

Students approach learning through narrative. The students learn about Oobleck through Dr Seuss’ Picture book.

Students will engage in hands on learning when mixing the materials togetherLesson 8

Learning through nonlinear ways. Students identify the end product at the beginning of the lesson and organise their learning process in their preferred manner (lateral or nonlinear)

Lesson 9 & 10

Students are able to choose their preferred way of presenting their ‘what we learnt’ projects. Students will be able to use kinaesthetic, hands on or visual ways of presenting.

REFERENCE LIST

8 Ways Aboriginal Ways of Learning. (2014). Retrieved from: https://8ways.wikispaces.com/

Akar, E., (2005). Effectiveness of 5E learning cycle model on students’ understanding of acid-base concepts. Retrieved on 1st of July, 2014 from: https://etd.lib.metu.edu.tr/upload/12605747/index

Australian Academy of Science, (2012). All Mixed Up: Year 2, Chemical Sciences. Act: Canberra. Primary Connections.

Australian Academy of Science, (2012). Teaching Primary Science: Trial-teacher feedback on the implementation of Primary Connections and the 5E model. Australia: Primary

Australian Government Department of Education, Employment and Workplace Relations (2009). Belonging, being and becoming – The early years learning framework for Australia. Canberra, Australia: Author.

Board of Studies, New South Wales, (2012) NSW Syllabus for the Australian Curriculum: History K-10 Syllabus. Retrieved on the 1st of July, 2014 from: http://syllabus.bos.nsw.edu.au/hsie/history-k10/

Board of Studies, New South Wales, (2012). NSW Syllabus for the Australian Curriculum: Mathematics k-10 Syllabus. Retrieved on the 1st of July, 2014 from: http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

Board of Studies, New South Wales. (2012). NSW Syllabuses for the Australian Curriculum: English K-10 Syllabus. Retrieved on the 1st of July, 2014 from: http://syllabus.bos.nsw.edu.au/english/english-k10/

Board of Studies, New South Wales. (n.d). NSW Syllabuses for the Australian Curriculum: Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/

Collier, I. (2009). C005 Particles- Solids liquid gas. [YouTube video]

Fleer, M., Jane, B., & Hardy, T. (2007). Science for Children: Developing a personal approach to teaching (3rd ed). French Forest, NSW: Pearson.

McConney, A., Oliver, A., Woods-McConney & Schibeci., R. (2010) International Journal of Science Education: Science Literacy for Indigenous Students, 14(33), 21.

NSW Board of Studies (2006a). Creative arts K-6 syllabus. http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES

Primary Resources, (2014). Mixing and dissolving materials. Retrieved on 1st of July, 2014 from: http://www.primaryresources.co.uk/science/pdfs/rsc_tc_nc2.pdf

http://www.primaryresources.co.uk/science/pdfs/rsc_tc_nc2.pdf

http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES

http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES

http://syllabus.bos.nsw.edu.au/science/science-k10/

http://syllabus.bos.nsw.edu.au/english/english-k10/

http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/

http://syllabus.bos.nsw.edu.au/hsie/history-k10/

https://etd.lib.metu.edu.tr/upload/12605747/index

https://8ways.wikispaces.com/

Suess,D,. (1949). Bartholomew and the Oobleck. Turtleback Books.

Appendix 1 Teacher Observations Lesson: _____Students Understandings ChallengesStudent 1

A Mixture was created Able to articulate the type of mixture Able to identify properties Able to identify purpose of mixtureAdditional Comments:

Student 2


Student 3


Student 4


Appendix 2‘What we learnt’ Project Rubric

This example is only a guide of the type of rubric that can be created for self, peer and teacher assessment.Criteria Outstanding Satisfactory Working towards

At least one new idea that changed student’s thinking.

Two or more ideas that changed student’s thinking

One idea that changed student’s thinking.

No idea that changed student’s thinking.

Explains new idea using correct scientific explanations

Correctly uses scientific explanations to explain new idea/s.

Uses some correct scientific explanations to explain new idea/s.

Doesn’t use correct scientific explanations to explain new idea/s.

Presentation has information that is set in a clear way

Presentation is very clear and informative.

Presentation is clear and somewhat informative.

Presentation is not very clear and informative.

Use of pictures to display learning.

Uses many pictures to display learning.

Uses some pictures to display learning.

Uses no pictures to display learning.

Presented using a clear voice, good scientific language and body language.

Students presented using a very clear voice with expression, good scientific language and body language.

Students presented using a clear voice, some scientific language and good body language.

Students presented without using a clear voice, no scientific language and body language was poor.

Appendix 3 Work Sample – Observation Chart

Appendix 4 Mixture ObservationsMaterial 1 Material 2 Prediction of

MixtureMixture

What does it look like?

What does it feel like?

What does it smell like?

What is the Material? What is the Material?

Appendix 5

This role play may alter according to students’ ways of representing ideas

Risk Assessment

Lesson Hazard Level of Risk(1= lowest & 5=highest)

Likelihood

(1= lowest & 5=highest)

Risk Elimination

Lesson 1

-Spilling Mixtures-Spilling water-Eating Mixture-Dropping materials/ spilling them-Dropping the Ipad-Overfilling plastic cups

2 4 -Place mats on the tables to minimize liquid spills from spreading.-Ensure children are given clear rules and expectations such as;-Respect all materials-Do not be wasteful-Use the material appropriately-Be responsible when using materials-In case of any spills alert the teacher

Lesson 2

-Getting materials in their eyes e.g. pepper-Spilling materials-Throwing materials around-Eating materials

2 4 -Instruct children to wash their hands after dealing with materials- and alert the teacher if any irritation occurs.-Revisit the rules and expectations (mentioned in lesson 1).

Lesson 3

-Spilling liquids-Throwing materials-Not rinsing out plastic cups-Throwing mixtures in the sink and clogging up the pipes (incorrect disposal/ waste of materials)-Damaging kitchen items-Storing mixture in an unclear/ unsafe area-Incorrect handling of unknown materials e.g. sap-Leaving materials on the ground e.g. bucket-may cause accidents-Sharp rocks/ pebbles/ shells-Throwing beach ball around may hit people/ materials-causing accidents/ injuries

3 4 -Place mats on the tables to minimize liquid spills from spreading.- Revisit the rules and expectations (mentioned in lesson 1).-Ensure that the storage area is free of clutter, and away from busy areas.-Ensure that children are responsible for their own materials, and are responsible for looking after and cleaning them.-The educator is to check the materials prior to the lesson to ensure materials are safe and not sharp- the teacher is to also instruct children to be careful with the materials.-Revisit the rules and expectations (mentioned in lesson 1).

Lesson 4

-Children overfilling materials in their cups making it hard to mix and causing spills-Spilling materials may lead to an injury in the classroom (e.g. slipping).-Spilling mixture, making surfaces difficult to work in, slippery and sticky.

2 3 -Revisit the rules and expectations (mentioned in lesson 1).- Children must act sensibly with all materials.- Children need to ensure that they are safe learners.-Children must ensure that they tidy their learning environment.

Lesson 5

-Spilling liquids-Accidents when placing mixtures on the

2 3 -Revisit the rules and expectations (mentioned in lesson 1).

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