Unit Planner for Learning in Science

Learner Context

Topic Focus: Chemical Science

Level of schooling: Year 1/2
School and class context:
The class comprises of both year 1 and 2 pupils but consists of predominately year 2 students. There
are 25 students, 16 are female and 9 are male. The class is situated in a unit with another
Reception/1 class and another year 1/2 class. My class works closely alongside the other ½ class
often sharing ideas and plans. The lessons are usually designed and aimed predominately at a Year
2 level but are designed to cater for both years.

What is the learning focus?

Concept(s): Thinking and Working Scientifically:
Materials can be mixed together
for different purposes for different Identifying patterns, relationships and justify conclusions
reasons
When certain ingredients are Recording, reporting and communicating findings
mixed together, they can cause
a reaction
Materials make up everyday Make meaningful connections with prior knowledge and experiences
items and objects in our
environment
Certain mixtures can also be Generating investigable questions
separated
Dispositions:
Students become
- confident and involved learners of chemical science,
- develop a curiosity into the effects of combining different ingredients
- respond to challenges by using thinking scientifically and obtain the ability to implement developed
scientific thinking into everyday life.

How will the students engage with this learning? (Provide here an outline of a learning experience with using the
given structure)

Prior Knowledge/Engagement Learning Experiences (s):

Experience One
This lesson is designed to identify prior knowledge, refer to previous understanding of ‘solids, liquids
and gases’ and introduce the topic ‘mixtures and materials’ while initiating engagement.
Throughout the past week the students have been reading ‘George’s Marvellous Medicine’ as a
supporting resource and can be related to the concept of mixtures throughout the unit.

- Introduce the topic of ‘Mixtures and Materials’ with students by referring to their prior
knowledge of how materials can physically change in a variety of ways (this should be a
relatively new concept for Year 1’s but Year 2’s should demonstrate a strong
understanding).
- Place a cube of ice on a large plate or in a glass and leave it in students view. Allow a little
time so that the cube starts to melt, if sunny take the ice cube outside to fasten results.
- Ask students prompting questions such as:

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

What was it before? Can you describe it?
Why did it change?
Did it change slowly or quickly?
Could you make it go back to how it was before? Why or why not?
15-20 minutes

- Ask students to consider what a mixture is and if they can think of mixture they have used or
seen around the house?
- Make a mixture map (refer to Appendix 1)
- Discuss what the mixture is made out of and how it may be used? (eg. cup of tea contains
milk, tea and sugar and may be used by a parent to drink)
- Discuss texture and how these materials/ingredients may look and feel to touch and record
words on the board or sheet of paper so that these words can be revisited and referred to
in further experiences.
- Ask students when they are at home or out and about, to look out for different mixtures and
their uses.
15-20 minutes

The resource Primary Connections- Spot the Difference was used as teaching resource as a
guided script through this experience, by using questions to explain the effects of the melting ice
cube at a designed Year 1 level.

Explore & Explain Learning Experiences:

Experience Two
The object of this experience is for students to comprehend different mixtures and the effects that
combining them may have. Students learn to classify materials as solids, liquids or gases according
to their observable properties and identify reversible or non-reversible changes in substances. They
use appropriate scientific vocabulary to describe and explain their observations.

- Discuss with students how cooking and following recipes is a form of chemical science.
- Separate the class into two groups and have two experiment stations set up; this ensures
that everyone has a close view of what is happening.
- Introduce the two ingredients, water and corn flour. Propose to the children what they think
would happen when these two ingredients are mixed together, ask what the mixture would
look, feel or smell like.
- Place cornflour in the bowl (1.5 cups) and then stir in the water (1 cup). Allow the groups to
stir the mixture and assist when necessary.
- After 5 minutes, the mixture should turn into slime. Allow time for students to observe and
feel the mixture.
- Ask a few students to explain what they saw and how it felt and was what they initially
thought would occur correct or different?
15-20 minutes

- Propose to students what they think might have when vinegar and sodium bicarbonate are
mixed together? Discuss their predictions.
- As a whole class, pour ½ a cup of vinegar into the empty soft-drink bottle using a funnel
- Pour 1½ tablespoons of sodium bicarbonate into the uninflated balloon
- Carefully stretch the mouth of the balloon over the mouth of the bottle making sure the
sodium bicarbonate stays in the balloon
- -Lift and shake the balloon so that all the sodium bicarbonate pours into the bottle and let
go of the balloon, the balloon will quickly inflate with carbon dioxide gas produced by the
reaction.
- Ask children to explain what they saw and why they think it may have happened.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

15-20 minutes

The resources ‘Kitchen Chemistry’ and ‘Fizzly, Bubbly Science’ were used throughout this
experience to guide how the experiments were carried out productively and produced success
results.

Experience Three
This lesson is a continuation of exploring chemical reactions and the effects particular ingredients
have on each other. Children will be allowed the chance to play around and mix different liquids
together, predict and record their results. This work will be used as a part of formative assessment.

- Refer back to previous lesson and discuss the student’s understandings.

- Break class up into table groups and allow each group three different liquids all with one
constant variable. (eg. milk, cooking oil, spaghetti sauce, water, tea, coffee, liquid soap,
shampoo, body lotion, hair gel, juice, honey, vinegar, soya sauce, lemon juice, etc.)
- The group is given 3 clear plastic cups half filled with their designated liquid.
- Students must make and record predictions prior to beginning the experiment.
- A different liquid is mixed in each cup; students must add the liquid, stir together and look
for results.
- Students then record observations and answer questions such as, what happens to the
liquids? Did the two liquids become one new liquid, or do they remain separate liquids and
form layers? Do they change colour, texture, smell, foam up, etc.? (refer to Appendix 2 for
potential question format)
- Each group will have a turn to share their results with the class.
30-40 minutes

The resource ‘Let’s Talk Science’ was used as a teaching resources throughout this experience.

Experience Four
This lesson is to reflect and discuss prior experiences and what the students have learnt so far. This
assists in collaborating, recording and communicating ideas.

- As a class, reflect on prior experiences and experiments. Ask students to explain and
propose any further questions they may have.
- Refer to the collection of describing words, examples of mixtures and why we may use
them.
- Together create a T chart, with student made headings so that they can distinguish the
difference uses of mixtures.
- Also discuss materials, and how everyday items are ultimately a mixture of materials.
- Ask children to brainstorm examples and use the collection of describing words to describe
them.
20-30 minutes

The resource ‘Primary Connections- All mixed up’ was used as a teaching resource in this lesson to
promote conversation and present relevant questions.

Investigations / Elaboration Learning Experiences:

Based on Student Questions
What are examples of everyday objects that are made out of materials?

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Can mixtures be separated?

Experience Five
This experience is based on the second generated question about mixtures being separated.
Students will observe the separating techniques and learn whether or not certain mixtures can be
separated.

- Reflect with students how they have conducted experiments that incorporate making
mixtures and discuss if it may be possible to separate mixtures and how.
- Ask children how drinking water is made? How do we make dirty water clean?
- Ask children if they have seen their parents separating any mixtures in the kitchen.
- Once discussed, introduce and show a colander, sieve and strainer and talk about their
uses in the kitchen.
- Take class to the sandpit. Prior to experience, mix marbles, rocks and bits of dirt and leaves
into the sand.
- Allow children time to experience separating the sand, marbles, rocks and earth minerals
and observe their learning and ask questions about what utensil obtains the best results.
30-40 minutes

After views & reflection/ Evaluation learning Experience

Experience Six
This lesson is based around a summative assessment where students are required to complete
work independently so that their individual understanding can be assessed and evaluated.

- Review the unit and previous lessons by asking the students questions about the
experiences they have completed.
- Discuss mixtures and propose the students questions, like Does this fit our description of a
mixture? Why do you think this? What does it look or feel like?
- Explain that each student will choose a mixture to describe for the class book.
- They must select their own mixture or recipe, describe, draw and label the mixture.
- They must determine whether their mixture is made from solids, liquids and gases and who
or how their mixture may be used.
- Observe and model how to record their thinking.
- As an extension, ask students to create a small procedural text on how their mixture is
made.
- The children are allowed the entire lesson to complete and then once finished are allowed
to play using iPads or play the banker game quietly in the break out room.
30-40 minutes

Once completed, each worksheet is marked and given a grade. Combined with previous notes,
discussions and observations made throughout the unit, a final comment is recorded for future
reference. The teaching resource ‘Primary Connections- All mixed up’ was used and The Australian
Curriculum is used to establish expectations and outline standards.

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? How will you What forms of
& Who leads the record your feedback will you
assessment? assessments? provide?
Concept(s):

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Answers will be The outcome
- Materials can be - In concluding lesson, Summative- marked and and marks are
mixed together for students will at the conclusion stored in student visual feedback
different purposes for individually choose folio or workbook
of the unit as well as a
different reasons their own mixture to and also recorded
teacher
analyse and discuss as for teacher use.
an assessment piece comment
- When certain Collect notes on
ingredients are mixed Formative- each students
together, they can throughout the unit progress from the Oral feedback
cause a reaction - Students observe and beginning of the and assistance
are able to make unit and when required.
predictions based on throughout to
their current observe
understandings development

- Observation of how
students approach Photographs, Oral and
and use their Formative and notes on work annotations on
Thinking and Working knowledge on
Scientifically:
Summative and concluding work samples
materials, states of
comment
matter and mixtures to
assist in making
educated predictions,
communicating their
ideas and reasoning
and posing questions.

- Observing levels of
classroom
participation, shown
understanding and
work progress
throughout the unit

Links with the ACARA Framework

Strand: Science Understanding Sub- Strand: Chemical Sciences
Descriptor: Achievement Standards: Elaborations: General Capability:

Year 1: 
Students describe Literacy
Objects are made of - exploring the local
objects and events that environment to observe a
materials that have Throughout the unit,
they encounter in their variety of materials, and
observable properties students will be exposed
everyday lives, and the describing ways in which
(ACSSU003) to narrative text when
effects of interacting with materials are used
materials and objects. being read too, students
They describe changes in will need to record data
their local environment and findings, write down
- investigating the effects
and how different places predictions and
of mixing materials
meet the needs of living observations and also
together
things. produce diagrams,
 pictures and produce
Year 2:  - suggesting why different recounts and procedural
Students describe parts of everyday objects texts.
changes to objects, such as toys and clothes
materials and living are made from different
things. They identify that materials
certain materials and
resources have different
uses and describe
examples of where

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 science is used in
people’s daily lives.

Strand: Science as a Human Endeavour Sub- Strand: Nature and Development of

Science
Descriptor: Achievement Standards: Elaborations General Capability

Year 1:
Students respond to Numeracy
questions, make
predictions, and This science unit
participate in guided provides opportunities
Science involves - describing everyday for learners to use the
investigations of
observing, asking events and experiences target language to
everyday phenomena.
questions about, and and changes in our develop skills in
They follow instructions to
describing changes in, environment using numeracy, to
record and sort their
objects and events knowledge of science understand, analyse,
observations and share
(ACSHE034) categorise, critically
them with others.
respond to and use
Year 2: mathematics in
Students pose and different contexts. This
respond to questions includes processes
about their experiences such as using and
and predict outcomes of understanding
investigations. They use patterns, order and
informal measurements relationships to
to make and compare reinforce concepts.
observations. They record
and represent
observations and
communicate ideas in a
variety of ways.

Strand: Science Inquiry Skills Sub- Strand: Questioning and Predicting

Descriptor: Achievement Standards: Elaborations General Capability

Critical and Creative

Year 1:
Pose and respond to - thinking about ‘What will Thinking
Students respond to
questions, and make happen if...?’ type
questions, make
predictions questions about everyday Critical and creative
predictions, and
about familiar objects objects and events thinking are
participate in guided
and events (ACSIS037) embedded in the skills
investigations of
of posing questions,
everyday phenomena
making predictions,
speculating, solving
Year 2:
problems through
Students pose and
investigation, making
respond to questions
evidence-based
about their experiences
decisions, and
and predict outcomes of
analysing and
investigations.
evaluating evidence

Links with the EYLF (Early Years Program Only)

Outcomes:

Learning Outcome 4: Children are Confident and Involved Learners

4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment,

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

enthusiasm, persistence, imagination and reflexivity.

4.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising,
researching and investigating.

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

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

Learning Outcome 5: Children are Effective Communicators

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

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

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of
student understanding?)

Science Quest, (2017), ‘Separating Mixtures’

<http://www.wiley.com/legacy/Australia/PageProofs/SQ7_AC_VIC/c05SeparatingMixtures_WEB.pdf
>

Highscope, (2013), ‘Open-Ended Materials Belong Outside Too!’

< http://www.imagineeducation.com.au/files/CHCECE018022/9.pdf>

ABC Science Online, (2004), ‘Fizzly Bubbly Science’

<http://www.abc.net.au/science/surfingscientist/pdf/lesson_plan04.pdf>

State Government of Victoria, Australia- Education and Training, (2017), ‘Kitchen Chemistry’
<http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/samples/
Pages/kitchenchem.aspx>

Primary Connections, (2012 ), ‘All Mixed Up’

< https://www.scootle.edu.au/ec/viewing/S5667/pdf/All_mixed_up_online.pdf>

Primary Connections, (2012), ‘Spot the Difference’

< https://www.scootle.edu.au/ec/viewing/S5689/pdf/Spot_the_difference_online.pdf>

Let’s Talk Science, (2017), ‘What happens when we mix liquids?’

< http://www.letstalkscience.ca/programs-resources/activities/item/what-happens-when-we-mix-
liquids.html>

The Australian Curriculum (ACARA) (2017), Science.

Videos
Education Services Australia, (2013), ‘Teacher’s TV: Investigating Materials’
< http://www.scootle.edu.au/ec/viewing/S6387/index.html>

Books
Dahl, R. (2016), ‘George’s Marvellous Medicine’.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Student Resources (resources that engage students with the learning)

ice cube, water, cornflour, cups, spoons, bottles, vinegar, sodium bicarbonate, balloons, rubber
bands, milk, cooking oil, spaghetti sauce, water, tea, coffee, liquid soap, shampoo, body lotion, hair
gel, juice, honey, vinegar, soya sauce, lemon juice, sand, marbles, rocks, dirt, colander, sieve and
strainer.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix 1

We use them We find them

Mixtures

We make them They can be

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Appendix 2

Liquid Testing

Liquid in the cups: _____________________________

Draw and label in cups

Liquid being added to Cup 1: _________________________

What do you predict will happen?________________________________________

What happened to the liquids? __________________________________________
Did the two liquids become one new liquid, or do they remain separate liquids and form layers?
_________________________________________________
Do they change colour, texture, smell?______________________________________

Liquid being added to Cup 1: _________________________

What do you predict will happen?________________________________________

What happened to the liquids? __________________________________________
Did the two liquids become one new liquid, or do they remain separate liquids and form layers?
_____________________________________________________
Do they change colour, texture, smell?__________________________________

Liquid being added to Cup 1: _________________________

What do you predict will happen?________________________________________

What happened to the liquids? __________________________________________
Did the two liquids become one new liquid, or do they remain separate liquids and form layers?
_____________________________________________________
Do they change colour, texture, smell?__________________________________

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.