Professional Documents
Culture Documents
Unit
Of
Work
Unit
Overview
Topic:
Whats
the
matter?
Stage: 3
Explore
Pens,
pencils,
butchers
paper,
containers,
cameras.
Assessment
Resources
Activities
Focus
Question
/statement
C1A
MSC1
Ss
w
ill
MSC
2
become
curious
about
states
of
matter
as
they
build
knowledge
of
the
characteristi
cs
of
solids,
liquids
and
gases
Lesson
outcome
Content
(new
science
syllabus)
Engage
Focused
Misconception
IDM-
Insructional
Design
Model
Lesson
Unit
of
Work
Topic/Theme:
Whats
the
matter?
NSW
Outcomes:
ST3-12MW,
ST3-13MW
Experiment
1-
The
diagrams
which
various
sized
students
draw
and
label
plastic
bags.
will
s
how
their
level
of
Experiment
2-
a
understanding
about
air
cup,
water,
taking
up
space
through
straws.
their
l
anguage
practical
understandin
gs
by
participating
in
hands
on,
shared
experiences.
Explore
C1A
MSC6
Students
will
Does
air
have
further
mass?
investigate
the
properties
of
air
with
a
focus
on
mass.
Explore
C1B
MSC
3
Students
w
ill
observe
through
hands
on
shared
experiences
in
order
to
gain
insight
about
the
irreversible
changes
that
common
Does
an
irreversible
change
result
in
new
materials
or
products?
Experiment
3-
Bowl
of
water,
glass,
tissue.
Each
experiment
will
have
a
task
card
with
the
method
written
on
it.
Experiment
1-
The
POE
will
demonstrate
balancing
the
student's
level
of
scales,
2
understanding
and
their
balloons-
The
investigation
method
of
the
experiment
will
be
written
on
a
laminated
task
card.
Experiment
1-
The
recount
which
paper,
candle,
students
complete
fire
blanket
individually
will
in
turn
(depending
on
form
a
formative
legal
assessment.
The
teacher
restrictions)
would
be
looking
for
a
otherwise
coherent
understanding
students
will
be
and
reflection
of
the
shown
a
irreversible
changes
in
demonstration
matter.
of
this
experiment
Explore
C1B
Explore
C1B
materials
undergo
to
identify
that
the
changes
may
result
in
new
materials
or
products.
MSC4
S
tudents
w
ill
Can
you
Students
will
observe
a
demonstration
describe
change
the
conducted
by
the
teacher
in
order
to
predict,
observable
state
of
a
observe,
explain
and
develop
further
reversible
material
and
understandings
about
the
changes
that
take
changes
that
then
change
it
place.
This
is
inclusive
of
boiling
a
kettle
and
materials
can
back?
For
the
process
of
condensation
and
will
undergo
example-
Salt
participate
in
removing
salt
from
water.
This
and
water
lesson
would
be
completed
over
week
to
allow
sufficient
time
for
observations
to
occur.
MSC3
Students
How
will
MSC4
investigate
temperature
MSC5
qualities
that
effect
the
change
the
state
of
state
of
substances?
substances
Why
do
the
insides
of
your
kitchen
windows
become
wet
when
someone
is
through
a
video
clip
-
http://youtu.be
/akk4MiTAOi4
http://youtu.be
/akk4MiTAOi4
Experiment
1-
The
prediction,
observation
kettle,
water
and
explanation
will
Experiment
2-
provide
a
formative
salt,
water
assessment.
The
method
to
be
undertaken
will
be
made
available
on
a
laminated
task
card.
Water,
access
to
Teacher
can
write
down
a
freezer,
hot
the
developing
language
plates,
ice
trays
students
are
using
to
describe
what
is
taking
place,
looking
for
words
such
as
condensation,
solid,
liquid,
gas,
evaporation,
melting
Explain
C2
Elaborat
e
C2
Evaluate C2
cooking?
Students
How
can
you
Students
contribute
their
understandings
describe
how
share
with
the
through
explaining
and
contributing
to
an
scientific
and
world
what
online
class
blog
exploring
the
scientific
technological
you
have
procedures
of
how
certain
materials
inform
knowledge
learned
so
far?
our
decision
in
their
use
(this
would
be
about
the
undertaken
throughout
several
lessons
in
a
properties
of
week)
materials
can
be
used
to
inform
decisions.
MSC1
Research
t
he
How
can
you
Students
will
conduct
some
research
in
pairs
MSC2
reasons
f
or
determine
and
use
this
research
and
the
information
MSC3
how
whether
the
gained
from
the
previous
lessons
to
create
MSC4
materials
a
re
changes
are
their
own
game
where
they
will
need
to
MSC5
used
i
n
reversible
or
determine
if
the
changes
are
reversible
or
MSC6
innovative
irreversible?
irreversible.
T
hey
will
then
swap
with
another
ways
for
pair
and
play
the
game.
specific
purposes.
MSC1
Students
w
ill
How
can
you
Students
will
take
on
the
role
of
reporters
as
MSC2
share
t
he
share
with
the
they
film
an
episode
of
BTN.
Together
as
a
MSC3
understandin
world
as
class
they
will
create
a
script,
research
and
MSC4
gs
g
ained
Scientists
your
become
scientists
as
they
share
their
newly
MSC5
with
o
thers
new
gained
understandings
with
the
news
crew,
MSC6
as
they
understanding answering
questions
sent
in
by
the
viewers.
identify
the
s?
properties
of
materials
MSC1
Permission
forms
from
parents
to
participate
in
class
blog.
(created
on
-
blog.com
what's
your
story
or
school
blog
page
depending
on
privacy)
iPads,
recording
paper,
pencils,
books
Observe
students
contribution
and
research
demonstrated
in
their
posts
and
discussion
Video
camera,
iPads,
research
previously
conducted,
science
lab
coats,
previous
BTN
episodes.
used
in
a
familiar
product,
and
relate
them
to
its
use.
References
Allen,
M.
(2010).
Misconceptions
in
Primary
Science.
Maidenhead:
McGraw-Hill.
Australian
Academy
of
Science
(2009).
Change
detectives:
Primary
Connections.
Australian
Academy
of
Science:
Canberra.
Ourclassblog.com
created
with
students
through
blog.com,
2014
Board
Of
Studies
New
South
Wales.
Science
Curriculum.
Retrieved
from
http://syllabus.bos.nsw.edu.au/science/science-k10/
on
16/5/14.
Fleer,
M.,
Jane,
B.
and
Hardy,
T.
(2007).
Science
for
children:
developing
a
personal
approach
to
teaching
(3rd
ed.).
Frenchs
Forest,
NSW:
Pearson.
Skamp,
K.
(2008).
Teaching
primary
science
constructively
(3rd
ed.).
Sydney:
Thompson.
You
tube
clip-
Irreversible
changes
paper.
Retrieved
on
15/5/14
http://youtu.be/akk4MiTAOi4