Consider ethical responsibilities Matter has mass, Questions to support inquiry with Core Focus: CHEMISTRY when deciding how to conduct an students: Phases of matter takes up space, experiment the effect of temperature (solids, liquids, How can you explore the phases and can change Safely use appropriate tools to and gases change with heating (eg., of matter? phase make observations and boiling point, melting point [melting How does matter change phases? measurements, using formal chocolate]) and cooling (eg., freezing How does heating and cooling measurements point [making ice cream]), and these affect phase changes? and digital technology as physical changes are reversible) on appropriate particle movement Make observations about living and non-living things in the local Evidence of Experience (Show) environment Collect simple data Processing and analyzing data and information Experience and interpret the local environment Identify First Peoples perspectives and knowledge as sources of information BIG IDEA What do we want students to DO? Content (& Elaborations) (Understand…) (Activities, lessons…) (Know) Energy can be Questions to support inquiry with Core Focus: PHYSICS transferred students: Energy:
Consider ethical responsibilities when deciding how to conduct an experiment Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate Make observations about living and non-living things in the local environment Collect simple data Processing and analyzing data and information Experience and interpret the local environment Identify First Peoples perspectives and knowledge as sources of information Matter has mass, takes up space, and can change phase Questions to support inquiry with students: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? Core Focus: CHEMISTRY Phases of matter the effect of temperature (solids, liquids, and gases change with heating (eg., boiling point, melting point [melting chocolate]) and cooling (eg., freezing point [making ice cream]), and these physical changes are reversible) on particle movement Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Energy can be transferred Questions to support inquiry with students: Core Focus: PHYSICS Energy:
Science-4-Planning-KDU.docx