Chemical Sciences – Physical vs.

Chemical Sciences
Lesson 1

Name: Thomas Charlton School: - Hawthorndene Primary Year Level: 6/7

School

Activity: Chemical Sciences – Lesson no. 1 of 5 Duration: 70 minutes

Chemical vs. Physical Changes

Teacher: Thomas Charlton

Material/equipment required:

 Electronic whiteboard (EWB).

 Science workbooks.
 Pens/pencils.
 Erasers.
 Rulers.
 Glue.
 Hypothesis questionnaire sheets.

ACARA Links:

Strand:

Year 6:
 Science Understanding
Year 7:
 Science Understanding
 Science Inquiry Skills

Sub-strand:

Year 6:
 Chemical Sciences
Year 7:
 Chemical Sciences
 Planning and Conducting
 Evaluating

Content Descriptor:

Year 6:
 (ACSSU095)
Year 7:
 (ACSSU113)
 (ACSIS126)
 (ACSIS131)

General Capabilities:

Critical and Creative Thinking – Reflecting on prior learning and generating hypotheses in relation to
chemical/physical changes.

Literacy – Students create a mind map and write down their predictions on the hypothesis questionnaire
sheet.

Other Learning Areas:

English – (ACELY1710).

GENERAL OUTCOMES OF LESSON (both student and teacher oriented)

The students will:

- Create a mind map reflecting on solubility/solvents with the person next to them.
- Engage in a whole class discussion on physical/chemical changes through conversation, questioning
and writing down key points raised.
- Complete the hypothesis questionnaire activity with the person next to them.

The teacher will:

- Management – Use cues such as, “eyes this way” to gain student attention.
- Presence – The teacher will move around the learning area and ensure students are working
appropriately and respectfully.
- Pedagogy – The teacher will offer immediate/constructive feedback during the lesson both
individually and as a whole group.
ACTIVITY NAME and RULES TEACHING POINTS/ CUES CLASS ORGANISATION AS A DIAGRAM
 Pedagogy:
Introduction: 5 minutes
 Ensure all students are facing the
front of the classroom and are EWB
Development:
showing respect towards the
1. Teacher introduces the lesson
teacher (e.g. not chatting to the
by bring up PowerPoint on Students
person next to them).
EWB and explains the learning
 Speak clearly and concisely.
objectives to the class.
2. Teacher introduces the
Questioning:
“Chemical Sciences Journal”, Teacher
 “Any questions regarding the
the main assessment piece for
“Chemical Sciences Journal”?
the unit.
3. Inform students that all the
work during lesson 1 will be
completed in their science
workbooks. The journal is for
later consideration.

Pedagogy:
Mind map activity: 10 minutes
 Encourage students to work
collaboratively and come up with as
Development:
many ideas as possible.
1. Teacher instructs students to
 Move around the learning area and
reflect on solubility/solvents
monitor student engagement and
with the person next to them.
behaviour.
2. Teacher displays slide
 Provide immediate/constructive
containing questions that will
feedback.
facilitate student discussion
and reflection. Collaborative
Questioning:
 learning  “What makes a substance soluble?
3. After a brief discussion Why is this important?”
students are instructed to  “What is a solvent?”
complete a mind map that  “What is a solution? How is a
reflects their discussion (each solution created?”
student must complete a mind
map).
4. Teacher will display a mind
map structure (slide 5) to
scaffold student learning.
5. Once completed, students are
instructed to glue their mind
maps into their science
workbooks.
 Pedagogy:
Physical vs. Chemical Changes: 25
 Pause the cake baking YouTube clip Physical/chemical changes overview –
minutes [Link]
at regular intervals for students to
Development: write down their observations.
Cake Baking video – [Link]
1. Teacher introduces physical  Move around the learning area and
changes on slide 6 by stating a monitor student engagement and
few fundamental facts. Explicit behaviour.
teaching  Provide immediate/constructive
2. Teacher introduces chemical
feedback.
changes on slide 7 by stating a
few fundamental facts. Explicit  Ask open-ended questions to gain
teaching deeper understanding of student
3. Teacher shows YouTube clip, learning.
which provides an overview of
physical/chemical changes. Questioning:
4. Teacher shows cake baking  “Did your observations from the
YouTube clip (slide 8) and asks
cake baking video match mine?”
students to take notice of and
list at least three  “What are some other
physical/chemical changes, or physical/chemical changes?”
solvents/solutes they observe.  “Do you see a relationship between
5. Teacher instructs students to solutes/solvents and
write their observations in physical/chemical changes?”
their science workbooks as dot
points. Active involvement
6. Teacher shows own
observations from video (slide
9) and asks students if they
had any that were the same.
Modelling
 Pedagogy:
Hypothesis questionnaire: 25
 Move around the learning area and
minutes
monitor student engagement and
Development: behaviour.
1. Teacher introduces hypothesis  Provide immediate/constructive
questionnaire (slide 10) and feedback.
hands out sheets to every  Ask open-ended questions to gain
students. deeper understanding of student
2. Students work through learning.
hypothesis questionnaire,
listening to their partner’s Questioning:
verbal response first before  “Can you come up with your own
completing their own written question regarding
response on the sheet. chemical/physical changes?”
Collaborative learning Active
involvement
3. Teacher collects hypothesis
questionnaires at the
completion of the activity (for
later assessment of prior
knowledge).

Progressions:
1. Students who finish early can
come up with their own
question to ask their partner
(teacher ensures the question
is appropriate).
 Pedagogy:
Closure/Reflection: 5 minutes
 Move around the learning area and
facilitate the reflection process.
Development:
1. Teacher brings up slide 11 and
Questioning:
asks students to complete a
- “What did you learn today?”
quick reflection (short
- “What did you find challenging?”
sentence) in their science
- “What more do you want to learn
workbooks.
about?”
2. Teacher briefly introduces
what will happen during lesson
2 and concludes the lesson.
3. Students pack up their
learning areas in readiness for
the following lesson.

Homework:
 Students finish off any work
they did not complete during
lesson 1.