Task+Card+4


 * How Does a Solid Become a Liquid? - Year 3 **

Classroom Use
 * Revise liquids and solids in classroom
 * Teacher to introduce concept of melting and freezing
 * Teacher to go through the online simulation first for students to observe (possibly on interactive whiteboard)
 * Teacher to first instruct students on how to put the item into the container and how to heat and cool the item, using the simulation instructions
 * Divide the students into small groups to use the simulation online
 * Homework quiz to test students knowledge available

Resources
 * Computers (enough for students to use in small groups)

Prior Knowledge Extension Students learning will be supported by their peers,instructions on the task card and the demonstration provided by the teacher.
 * elements of a liquid and solid
 * process of melting and freezing explored
 * record results on a graph to display around the classroom

Declarative Knowledge (Students Know...) Procedural Knowledge (Students Can...)
 * what a solid is and what a liquid is
 * the concept of melting and freezing
 * identify a solid or a liquid
 * determine what is causing the change of state

Australian Curriculum: Science Content Descriptors Literacy Critical and creative thinking Numeracy Sustainability || * investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate The Australian Science Curriculum aims to ensure that students developa solid foundation of knowledge of the chemical sciences and develop an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods including questioning and collecting and analysing data.
 * Year 3 – Science Understandings ||
 * Chemical Sciences || Elaborations ||
 * A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
 * exploring how changes from solid to liquid and liquid to solid can help us recycle materials
 * predicting the effect of heat on different materials ||
 * Year 3 – Science Inquiry ||
 * Questioning and Predicting || Elaborations ||
 * With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053) || * working in groups to discuss things that might happen during an investigation ||

General Capabilities Literacy > of the world, as well as terms that encapsulate an entire process in a single word, such as ‘photosynthesis’. Students learnto understand that much scientific information is presented in the form of diagrams, flow charts, tables and graphs.
 * Scientific vocabulary is often technical and includes specific terms for concepts and features

Numeracy > mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills > purposefully.
 * Numeracy involves students in recognising and understanding the role of

Information and Communication Technology (ICT) > predictions that cannot be investigated through practical experiments in the classroom and may enhance students’ > understanding and engagement with science.
 * Digital aids such as animations and simulations provide opportunities to view phenomena and test

Personal and social capability
 * Students develop personal and social capability as they engage in science inquiry, learn how scientific knowledge informs and is applied in their daily lives, and explore how scientific debate provides a means of contributing to their communities.