Unit plan and Lesson plan
The unit plan will be made for the Year 3 students of the subject Chemical Sciences and the focus of the year 3 students will be on the Melting Moments. In this, the students will be able to learn regarding the change in the phase of solid and liquid by adding and removal of the heat (Royal Society of Chemistry, 2022).
The different learning outcomes of the subject Melting Moments will be that it provides the hand-on-opportunities to the students. It helps in exploring how the solid or liquid phase is influenced by the temperature, it provides an experience to the student as if different items can change their everyday life. The student will also inquire concerning the heating, cooling, and freezing of the materials. In addition to this, the student will also learn the difference between solid and liquid (Australian Academy of Science, 2022a).
|C ontent Descriptor(s):|
|LESSONS||SCIENCE OUTCOMES||LESSON SUMMARY||ASSESSMENT OPPORTUNITIES|
|Students will be able to represent their current understanding as they:||Students:|
|ENGAGE||Lesson 1 – Sunken Shapes||Via learning this lesson, the students will be able to capture their interest and they will address the point that what they think of the change of state of matter as if what they understand regarding the change of the state between liquid and the gas. In addition to this, the student will be able to address the change of shape by adding and removal of the heat. (Australian Academy of Science, 2022d)||Introduction of the melted objects in front of the students and questions will be asked as if what it is and how it looks like. Introduction of the unmelted objects and comparing between the melted and the unmelted objects. Introducing different science journals in chemical sciences Taking a card and writing the melt and the frozen word and asking the correct definitions regarding the same. Introducing word wall in front of the students and its purpose and features will be discussed. This picture regarding the melting and freezing of objects will be entailed and questions will be asked from students. Introducing the information note for families, introducing the run, run and runny.||In this lesson, the diagnostic assessment will be done. This will help in knowing what the student know and understand regarding how the material changes its state when they are in their heating phase or cooling phase.|
(Australian Academy of Science, 2022b)
|EXPLORE||Lesson 2 – Heat it up||After learning this lesson, students get on hands-on experience and they will get shared experience on the heating of different materials. (Australian Academy of Science, 2022d)||The material or the object that will be provided to the student include the water based-liquid such as milk, water, viscous liquid such as honey or oil or any alcohol-based liquid. Reviewing of the previous lesson regarding science journals Introducing the collected materials to students and explaining what happens if this material is put in a hot place. Asking the student to predict as if what happens if the object is heated Introducing plastic bags, hats and filling them with one material. Ask them to use the term solid or liquid to describe the material.||In this lesson, the formative assessment will be done and under this, the student will be monitored regarding their development of understanding and feedback will be given so that their learning can be enhanced. The understanding of student will be assessed regarding how the material change their state when heated. Science inquiry skills will be checked. (Australian Academy of Science, 2022b)|
|Firstly, the previous lesson will be reviewed. The importance of learning in collaborative teams will be made understood. The concept will be explained regarding the phenomenon that happens in the bag when it is put under the refrigerator. A storyboard will be created and the student will be asked regarding before warming and after warming.||This formative assessment will be done so that the learning of the students can be monitored as if how a material change when it becomes cool. (Australian Academy of Science, 2022b)|
|Lesson 3 – Cool Customers||This lesson will help the students in getting a shared experience regarding the cooling of the different materials. (Australian Academy of Science, 2022d)|
|Lesson 4 – Freeze it||This lesson will provide the students with hands-on experience and provide a shared experience of freezing different kinds of materials. (Australian Academy of Science, 2022d)||The student will be allowed to observe what happens to their bags in the freezer. Alcohol-based liquids will be introduced in the freezer and asked to be compared with the liquid in their sample. The student will understand as if which materials become solid, which stayed as a liquid.||In this, formative assessment will be done to know what students learnt regarding the change in the material when frozen. (Australian Academy of Science, 2022b)|
|EXPLAIN||Lesson 5 – Sometimes solid||After learning this lesson, the student will learn to represent and explain the way different materials change from solid to liquid at different temperatures. The students will also get some scientific views (Australian Academy of Science, 2022d)||In this, the role play will be created and a poster will be prepared regarding solid or liquid. In this, the digital format will be created by the student. Freezer, refrigerator, room temperature, and warm place will be added and the material will be marked.||Formative assessment will be done to assess the change of state between the solid and liquid when heat is removed or added. (Australian Academy of Science, 2022b)|
|ELABORATE||Lesson 6 – Break it up||In this lesson, the student will learn regarding planning and investigate the way how the shape of the chocolate changes when it melts (Australian Academy of Science, 2022e)||The student will work in a team and investigate the change in the shape of the chocolate when it melts. The identification of the different variables after the change will be done. Recording and discussion of observation will be done as per the melting investigation planner. This change will be observed for the size of pieces of chocolate, measuring the time of melting as well as checking the type of bag in which it is melted.||This is an elaborative phase so for this the summative assessment will be conducted. (Australian Academy of Science, 2022b)|
|EVALUATE||Lesson 7 – Ready to set||In this lesson, the student will be able to present their understanding between the solid and liquid and their change of state. This will get the reason that this is happening due to the change of the heat such as by adding and removing the heat. The student will be able to reflect on the learning during the unit. (Australian Academy of Science, 2022e)||In this lesson, the storyboard will be created so that how the objects presented in lesson 1 changes their shape. Claims will be made on the change of material with the increase and decrease in temperature. A discussion in the class will be done regarding the learning. A resource Too Hot will be given to the student and the questions that will be asked include can a bar of chocolate become a liquid and how will they look and how to make liquid-solid and change what occurs if we put it in refrigerator or freezer.||In this, the summative assessment will be done to check the understanding of students regarding the change of state between the solid and liquid and how it will be measured by adding and removing heat. (Australian Academy of Science, 2022b)|
Lesson plan and rational
Elaborate Lesson Plan
|AT A GLANCE|
Lesson 6 will be described under the elaborate section. The name of this lesson was broken up. In a glance section, regarding this lesson, the student will be supported regarding the planning and investigating as if how the shape affects the melting rate of the chocolate. In this, the students will be able to work in a team so that they investigate the shape that affects the melting rate of the chocolate. The students will be able to identify the variables to change and keep in the investigation section. The recording and discussion of the observations will be done. The investigation results in this will be presented in the column graph and the claims will be made based on the evidence regarding the results.
(Australian Academy of Science, 2022c)
|LESSON FOCUS Students organise and perform open research in the Elaborate phase to apply and extend their new conceptual understanding in a new setting. It is intended to stretch and test students’ scientific knowledge and enquiry skills. (Australian Academy of Science, 2022c)|
|ASSESSMENT FOCUS The Elaborate phase places a strong emphasis on summative evaluation of Science Inquiry Skills. On the Primary Connections website, you may find rubrics to assist you to determine whether pupils have mastered the science inquiry abilities defined in the Australian Curriculum: Standard of achievement in the third year. (Australian Academy of Science, 2022c)|
|KEY LESSON OUTCOMES The learning outcomes will be that the students will be able to- Interrogation and investigation of the factors that leads to impact the melting rate of the chocolates They will be able to predict what will be the outcome of the investigation they are doing They will be able to find their ways so that they can plan and conduct the investigation appropriately. Determination of the factor that shapes affect the melting rate of the chocolates The students will be able to make claims regarding the evidence that different shapes can affect the rate of melting of chocolates The student will also be able to reflect on whether the investigation was fair.|
In addition to this, the student will get knowledge of Purpose and feature of the graph and presenting the graphical findings and identification of patterns and trends Discussing and comparing the results via the predictors to get a common understanding
(Australian Academy of Science, 2022b)
|EQUIPMENT Types of equipment will be provided to the class as well as also for each team For the class the equipment’s that will be given include The class science journal, chart for team skills as well as team roles, word wall will be given. In addition to this, the timing device will be given, a melting investigation planner will be given and on optional basis heat sources and a digital camera will be given. Now for the team, the equipment that will be given include For the Director manager and speaker- role wristbands and badges will be given, a science journal, 2 chocolate patches of fog, 2 plastic resaleable bags for writing and a marking pen will be given. In addition to this, 3 copies of the meeting investigation planner and timing device such as clock or timer will be given.|
(Australian Academy of Science, 2022c)
The different preparation for this include Learn to write the questions for the investigation How a fair test will be conducted How a graph will be constructed and drawn Melting investigation planner preparation Choices to put the sample such as direct sunlight, heater and oven in low heat Checking the melting time of the chocolate How to display the melting multimodal sheet in digital format
(Australian Academy of Science, 2022c)
|LESSON STEPS STEP 1- The previous lesson will be reviewed with the help of a science journal and word wall. A few of the questions will be asked such as if all material melts at the same temperature, what happens to the shape after melting. STEP 2- Introduction of an object made from the chocolate material and asking the student the time duration for melting of object STEP 3- Explaining the collaborative learning team regarding the time of melting STEP 4- Asking students regarding the time that it takes for melting and recording their suggestions in science journal STEP 5- Explain the investigation process for the change in the size of chocolate after melting STEP 6- Providing the enlarged copy of the melting investigation planner and assisting them to complete the investigation question. STEP 7- Discussing and Recording the Melting Investigation Planner by focussing on change, measuring/ observing and keeping the same. STEP 8- Discussing one change at one time and asking why putting it in next level, why to use two different types of chocolates STEP 9- Reading the equipment list present on an enlarged copy of the melting investigation planner STEP 10- Discussing the recording results STEP 11- Asking the managers to collect the equipment of the team STEP 12- Giving time to conduct investigations and allowing the student to take a digital photograph for observation STEP 13- Displaying the results and completion of graphs STEP 14- Asking the fast questions as what melted easily, from where heat was coming and so on. STEP 15- Discussing the results and updating the wall with images and words (Australian Academy of Science, 2022b)|
|LESSON RATIONALE The rationale of providing this lesson was that it gives children the chance to investigate how temperature affects solids and liquids, observe how items from their daily life can change, enquire about heating, cooling, or freezing selected materials, and discuss and explain the difference between solids and liquids. After learning this, students put their new knowledge to use by studying how the shape and size of chocolate impact the melting time. By producing representations such as line drawings, storyboards, role-plays, data tables, procedural text, graphs, and word walls, the students gained a knowledge of how adding or removing heat can create a change of state between solid and liquid.|
(Australian Academy of Science, 2022a)
Australian Academy of Science. (2022a). Curriculum units.
Australian Academy of Science. (2022b). Melting Moments- Year 3- Chemical sciences. https://www.primaryconnections.org.au/sites/default/files/unit-file-downloads/Melting-moments.pdf
Australian Academy of Science. (2022c). Melting Moments. https://www.primaryconnections.org.au/resources-and-pedagogies/curriculum-units/melting-moments
Australian Academy of Science. (2022d). Melting moments Assessment Resource. https://www.primaryconnections.org.au/resources-and-pedagogies/assessment-resources/melting-moments-assessment-resource
Australian Academy of Science. (2022e). Alignment with the Australian Curriculum: Science. https://www.primaryconnections.org.au/sites/default/files/australian-curriculum-alignment/Yr3-MM-Curriculum-align.pdf
Royal Society of Chemistry. (2022). Chemical Science. https://www.rsc.org/journals-books-databases/about-journals/chemical-science/
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