SCIENCE FORWARD PLANNING DOCUMENT

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

Term 2, Week 1 The engage lesson generates interest in the science Chemical science – Materials and Mixtures
content, and supports students to develop a sense of
curiosity. Students have the opportunity to ask questions,
and the educator can assess students existing
understandings and conceptions (Primary Connections,
2020).
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
(Year 1 & 2 QUESTIONS
only)
Science Science as a Human Science Inquiry OUTCOMES
Understanding Endeavour Skills
ACSSU031 - ACSHE034 - ACSIS042 - Outcome 4: Introduction (10 Mins): Brainstorm Questions:
Different Science involves Represent children are For the introduction to the lesson, the students will sit on the mat and the • What do you know about
materials observing, asking and confident and educator will introduce the science focus of the lesson sequence – mixing?
can be questions about, communicate involved examining materials and mixtures in our world. As an introduction and • Who has a job that
combined for and describing observations learners diagnostic assessment, the educator will call on the students to involves mixing? What do
a particular changes in, and ideas in complete a whole-class KWL chart. The educator will pose relevant they mix?
purpose objects and events a variety of questions to the students and record answers on the chart in the ‘what • What materials can you
ways we know’ and ‘what we want to know’ sections of the chart. mix?
LESSON OBJECTIVES The educator will explain that the students will be engaging with the • What can you use these
topic/content in this Engage lesson by creating a particular mixture and mixtures for?
As a result of this lesson, students will be able to: exploring its properties and uses. • What are the properties of
1. Describe the properties of the states of matter (liquid and liquids and solids?
solid), in response to questioning – E.g; Body (20 Mins):
- Liquids take the form of the container they are in 1. The educator will divide the students into groups of roughly 4-5,
- Solids have their own (maintained) shape and will explain the process that they will be following as they
2. Record observations of the properties of the substance mix. The students will be provided with a procedure to follow to
created when water and cornflour are mixed. create oobleck. The students will be provided with the
necessary materials at each mixing station (bowls, measuring
ASSESSMENT (DIAGNOSTIC) cups, cornflour, water).

1
Assessment for the engage lesson is diagnostic, as it occurs at the 2. The students will go in their groups to their desks/mixing Oobleck recipe (1.5 cups of
beginning of a unit of work. For this lesson, the educator will collect stations to create their oobleck. cornflour for every cup of
information on student’s existing understandings through the use of 3. The students will have a worksheet for each group to complete water)
a whole-class KWL chart, and through answers recorded on the as they mix and explore the properties of the oobleck (see Worksheets to record
worksheets used by the students as they created their oobleck. appendix 1). information
The educator will collate the information collected as anecdotal 4. The educator will move around the room and engage with the
notes written on the students’ responses and recorded with the KWL students at each group, supporting them to create their oobleck
Questions:
chart. and posing relevant questions.
• What do you think you are
The KWL chart will provide the educator with some direction, as they 5. When the students have created their oobleck, they will have
making?
can determine students’ prior understandings and the direction that the opportunity to play with it and explore its properties. The
• What do you think would
they wish to go in their learning. students will record their observations about the oobleck on their
happen if you added more
The assessment tools will give the educator a general idea of their groups’ worksheet.
water or cornflour
students’ knowledge and understandings as they enter the unit of
• Is it a liquid or a solid?
work. This will also allow the educator to identify any alternative Conclusion (10 Mins):
• Does it bounce?
conceptions that the students may have, and address these in their For the conclusion of the lesson, the students will be called back to the
• Can you bounce a ball on
teaching. mat to discuss their observations.
it? Or does the ball sink?
The educator will ask the students whether they thought the oobleck
was a liquid or a solid, and will tally their responses on the board (a
column for liquid and a column for solid). The students will be asked to
justify their responses based on what they know about the properties of
liquids and solids. The educator will support them in this – ‘A liquid
flows, and it takes the form of the container that it is in. Did the oobleck
do this? A solid is hard and doesn’t change shape so easily, it has its
own shape. Could the oobleck keep its own shape?’
The educator will explain that the oobleck is a substance that behaves
differently when force is exerted on it, as the students would have
observed in their interactions with it.
The educator will link forward to the next lesson, explaining that the
students will be continuing to engage with materials and mixtures in their
environment.

LEARNER DIVERSITY
Enabling:
The educator can support students who are struggling by spending time
talking to them and their group as they mix. This will allow the students
to ask any questions they might have, and will allow the educator to
provide the students with explanations relevant to their learning. The
students will be working in groups, and will therefore be able to support
one another as they work; allocating roles and working collaboratively.

Extending:

2
 The educator can extend students’ understandings by asking them
questions about the reversibility of the mixture – ‘Can it be separated
back into cornflour and water? How could you do that?’
This will allow the educator to gauge the students’ understandings of
reversible and irreversible changes. The educator can also extend
students as they ask them questions about the properties of the oobleck
– ‘What happens when you punch it? What happens when you punch it
but don’t move your hand away?’

References:

Australian Children’s Education and Care Quality Authority. (2009). Belonging, being, and Becoming: The early years learning framework for
australia. [Link]
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Primary Connections. (2020). The 5E model: A framework for guided-inquiry. [Link]

pedagogies/pedagogies/5e-model-framework-guided-inquiry

School Curriculum and Standards Authority. (2014). Science v8.1. [Link]

v8

Tara Kuczykowski. (2020). How to make oobleck with just 2 ingredients! (easy oobleck recipe). [Link]