20389_Science_with_STEM_Year_5_Chemical_Sciences_Its_a_matter_of_state

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Science: A STEM approach (Year 5) 

Published by R.I.C. Publications ® 2017 

Copyright © R.I.C. Publications ® 2017 

RIC–20389 

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under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

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Curriculum and may include the work of other authors. 

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material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

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In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

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PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricpublications.com.au

Foreword 

Science: A STEM approach (Foundation to Year 6) is a series of books written with the intent to support 

Australian Curriculum Science while offering a way to introduce a STEM project based on the science 

concepts taught. 

All Science Understanding and Science Inquiry Skills for each unit are included, and any connecting 

Technologies or Mathematics curriculum concepts are also incorporated. 

The STEM project allows students to apply the science knowledge and understanding, and includes 

any curriculum links to Technologies and Mathematics curriculum. 

If you would like us to feature your completed STEM projects on our website, please 

email a photograph, video or audio of the project to 

. 

If you would like to view completed STEM projects and get some inspiration, please 

go to . 

Introduction.............................................................. iv 

Unit description ...................................................iv–vi 

Biological sciences: 

Surviving in tough times................................ 1–38 

Overview...........................................................2–3 

Lesson 1............................................................4–7 

Lesson 2..........................................................8–13 

Lesson 3....................................................... 14–17 

Lesson 4....................................................... 18–21 

Lesson 5....................................................... 22–25 

Lesson 6....................................................... 26–28 

Assessment................................................. 29–30 

STEM project............................................... 31–38 

Chemical sciences: 

It’s a matter of state......................................39–74 

Overview...................................................... 40–41 

Lesson 1....................................................... 42–45 

Lesson 2....................................................... 46–47 

Lesson 3....................................................... 48–51 

Lesson 4....................................................... 52–55 

Lesson 5....................................................... 56–59 

Lesson 6....................................................... 60–63 

Assessment................................................. 64–66 

STEM project............................................... 67–74 

Contents 

Earth and space sciences: 

We are all spinning in circles.....................75–112 

Overview...................................................... 76–77 

Lesson 1....................................................... 78–81 

Lesson 2....................................................... 82–87 

Lesson 3....................................................... 88–90 

Lesson 4....................................................... 91–93 

Lesson 5....................................................... 94–97 

Lesson 6..................................................... 98–101 

Assessment.............................................102–104 

STEM project...........................................105–112 



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Physical sciences: 

Enlighten me!........................................... 113–146 

Overview..................................................114–115 

Lesson 1...................................................116–117 

Lesson 2...................................................118–121 

Lesson 3...................................................122–123 

Lesson 4...................................................124–127 

Lesson 5...................................................128–131 

Lesson 6...................................................132–135 

Assessment.............................................136–138 

STEM project...........................................139–146 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

5 

Science: 

A STEM APPROACH 

iii

Introduction 

What is STEM? 

In a nutshell, STEM is the integration of science, 

technologies, engineering and mathematics 

concepts using project-based and cooperative 

learning. Educators have been integrating learning 

areas since the beginning of time, so although the 

idea behind STEM is not new, this series hopes 

to make it easier for you to execute learning 

integration in the classroom. 

The Australian Government, and governments around the world, have placed a high priority on 

STEM skills. The future workforce will require current students to be creative and critical thinkers who 

can collaborate and design solutions to problems. The skills utilised in STEM have never been more 

valued. 

STEM education aims to prepare students for the roles of the future with skills such as innovation, 

creativity, reasoning, problem-solving, and technical science skills such as questioning, observing, 

systematic experimentation, and analysis and interpretation of data. 

Format of this book 

This series focuses on delivering a comprehensive and contemporary science program, culminating in 

a STEM project which applies the scientific knowledge acquired during the science lessons. The series 

incorporates the use of online resources, digital devices and iPad® applications where appropriate, in 

order to enhance the use of technology in the classroom. 

The units 

The science units are organised by sub-strand—Biological sciences, Chemical sciences, Earth and 

space sciences and Physical sciences. At the start of each sub-strand unit, keywords, a unit overview 

and curriculum scope and sequence are provided, as shown below. 

Each unit contains a term’s worth of work with 5–7 lessons, a summative assessment of the science 

knowledge with teacher notes, and a STEM project. 

Unit overview 

Biological sciences 

SURVIVING IN TOUGH TIMES 



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Keywords 

adaptation 

behaviour 

burrow/burrowing 

camouflage 

characteristic 

deserts 

ecosystem 

environment 

environmental 

conditions 

follicles 

foraging 

function 

habitat 

hibernate 

mangrove forests 

nocturnal 

nutrients 

organisms 

pollination 

predator 

protection 

reproduction 

root systems 

stability 

structural features 

support 

survive 

threatened 

tropical rainforests 

venomous 

sclerophyll forests 

(optional) 

R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-98-8 YEAR Science: 

5 A STEM APPROACH 1 

Title page Unit overview Curriculum scope and 

sequence 

iv 



YEAR 

5 

R.I.C. Publications® – www.ricpublications.com.au

Unit description 

Lessons 

The lessons are based on science knowledge and skills. The lessons contain a page of teachers 

notes, outlining the inquiry questions, science strands and any links to technologies and mathematics 

concepts, followed by a suggested lesson plan. Any resource sheets required for the lesson follow on. 

Assessment 

Teacher notes Lesson plan Resource sheets 

A teacher page is provided outlining the assessment indicators and answers for the following 

assessment page(s). The assessment page(s) covers the science knowledge explored in the previous 

lessons. 



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Teacher notes 

Assessment page(s) 

R.I.C. Publications® – www.ricpublications.com.au 

YEAR 

5 



v

Unit description 

STEM project 

The STEM project provides students with the opportunity to apply what they have learned in the 

previous science lessons while incorporating technologies, engineering and mathematics concepts 

where possible. The project entails group collaboration and an extended learning period of 

3–4 weeks. This gives students a real-life experience of working with ‘colleagues’ to share ideas 

and test designed solutions. Each STEM project contains an overview listing STEM concepts and 

alternative project ideas, curriculum links, teacher notes and a group assessment rubric, and a project 

brief and checklist for students. Any resource sheets required are also provided, as well as a selfassessment 

sheet. 

STEM project overview and 

STEM curriculum links 

Teacher notes 

Project brief 



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Project steps 

Resource sheets 

Self-assessment and 

Group assessment rubric 

vi 



YEAR 

5 


Chemical sciences 

matter 

mass 

volume 

substance 

states of matter 

solid 

IT’S A MATTER OF STATE 

gas 

properties 

particles 

molecules 

compress 

expand 

Keywords 

flow 

pour 

physical changes 

temperature 

pressure 

mixtures 

viscosity 

(optional) 



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non-Newtonian 

fluids 

(optional) 

colloids 

(optional) 

liquid 

density 

dispersed 

R.I.C. Publications® – www.ricpublications.com.au YEAR Science: 

5 A STEM APPROACH 39

Unit overview 



Solids, liquids and gases have different observable properties and behave in different ways 

(ACSSU077) 

Lesson 1 

What are the common 

properties of each state of 

matter—solid, liquid and gas? 

Lesson 2 

Can liquids stack on top of 

each other like solids? 

Lesson 3 

Can solids flow from one 

container to another like 

liquids? 

Lesson 4 

Does a gas have mass like 

liquids and solids? 

Lesson 5 

How does matter change 

states? 

Students revise the three most common states of 

matter—solid, liquid and gas. Students then predict and 

explore the properties of each by using an iPad ® to scan 

QR codes. Students write a definition for each state, with 

reference to its properties. 

Students compare the properties of a liquid to the 

properties of a solid to predict if liquids can stack on top 

of each other. Students experiment with this concept by 

creating a five-layer liquid stack, explaining why these 

liquids stack in simple terms. 

Students compare the properties of a solid to a liquid 

or a gas to predict if solids can flow from one container 

to another. Students experiment with this concept 

by changing a biscuit into a substance that can pour, 

explaining why the biscuit crumbs appear to be 

‘flowing’. 

Students explore the properties of gases to predict if 

a gas has mass and takes up space. Students conduct 

a balloon balancing experiment to prove that gas 

is matter because it has mass and volume. Students 

compare their experiment results to information in 

a video to draw conclusions about the properties of 

gases. 

Students revise their understanding of how temperature 

can be used to change states of matter by melting an ice 

cube using their body. Students conduct an experiment 

using oobleck to determine if temperature is the only 

method for changing states of matter. Students examine 

the effect of applying pressure to a liquid to create a 

substance that behaves like a solid. 

Lesson 6 

Students revise the observable properties and 

Can all matter be classified as 

behaviours of solids, liquids and gases. They then apply 

either a solid, a liquid or a gas? 

this knowledge to learning stations to determine if hair 

mousse/shaving foam, jelly, playdough, mayonnaise and 

hair gel are solids, liquids or gases. 



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Pages 

42–45 

46–47 

48–51 

52–55 

56–59 

60–63 

Summative assessment 

Students explain the properties and behaviours of 

solids, liquids and gases and give examples of each 

state. Students then apply their knowledge of states of 

matter and changing states to two practical contexts. 

64–66 


Model vehicle with an 

alternative ‘fuel’ source 

Students plan and create a vehicle powered by a ‘fuel’ 

that is made by combining a household solid and a 

liquid to produce a gas. 

67–74 

40 Science: 


YEAR 

5 




Unit overview 

Curriculum scope and sequence 

SCIENCE UNDERSTANDING 

Solids, liquids and gases have different observable properties 

and behave in different ways (ACSSU077) 

SCIENCE AS A HUMAN ENDEAVOUR 

Science involves testing predictions by gathering data and using 

evidence to develop explanations of events and phenomena and 

reflects historical and cultural contributions (ACSHE081) 

Scientific knowledge is used to solve problems and inform 

personal and community decisions (ACSHE083) 

SCIENCE INQUIRY SKILLS 

Questioning and predicting 

With guidance, pose clarifying questions and make predictions 

about scientific investigations (ACSIS231) 

Planning and conducting 

Identify, plan and apply the elements of scientific investigations 

to answer questions and solve problems using equipment and 

materials safely and identifying potential risks (ACSIS086) 

Decide variables to be changed and measured in fair tests, and 

observe measure and record data with accuracy using digital 

technologies as appropriate (ACSIS087) 

Processing and analysing data and information 

Construct and use a range of representations, including tables 

and graphs, to represent and describe observations, patterns or 

relationships in data using digital technologies as appropriate 

(ACSIS090) 

Compare data with predictions and use as evidence in 

developing explanations (ACSIS218) 

Evaluating 

Reflect on and suggest improvements to scientific investigations 

(ACSIS091) 

Communicating 

Communicate ideas, explanations and processes using scientific 

representations in a variety of ways, including multi-modal texts 

(ACSIS093) 

Lesson 

1 2 3 4 5 6 Assessment STEM project 

3 3 3 3 3 3 3 3 

3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 3 3 3 3 

3 3 3 

3 3 3 3 3 3 3 3 



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3 3 3 3 3 3 

3 3 3 3 

3 3 3 3 3 3 3 3 



Lesson 1 



Teacher notes 

Science inquiry focus: 

What are the common properties of each state of matter—solid, 

liquid and gas? 

Science Inquiry Skills: 

• Questioning and predicting QP 

• Planning and conducting PC 

• Processing and analysing data and information PA 

• Communicating C 

Technology/Engineering/Mathematics links: 

• using a QR scanner on an iPad ® to link to reliable research 

websites 

• participating in an online interactive activity 

Background information 

• Everything on Earth is made of matter. Matter is anything 

that has mass and volume. Mass is how much matter an 

object has and volume is the amount of space an object 

takes up. 

• Scientists have identified five states of matter, although 

only three are commonly heard of—solid, liquid and gas. 

• Solids have a fixed shape and volume. They can be any 

size or shape and do not have to be hard or completely 

solid; e.g. a teddy bear or a beach ball. Solids can be 

cut into finer pieces but each piece is still a solid in itself. 

Solids cannot be compressed and cannot flow from one 

container to another. 

• Liquids have a fixed volume but do not have a fixed 

shape. They take the shape of the container in which they 

are placed. Liquids can be thick like honey or thin like 

water. Liquids cannot be compressed but can flow from 

one container to another. 

• Gases do not have a fixed shape or volume. They expand 

to fill the container in which they are placed. Most gases 

are colourless and odourless which often makes them 

seem invisible. Like solids and liquids, gases also have 

mass; even though an object filled with gas, such as a 

balloon, seems light. 

Assessment focus: 

• Use page 45 to assess student 

understanding of the different 

properties of solids, liquids and 

gases. 

Resources 

• Online image—ice cube, 

glass of water and kettle 

at 

• A copy of page 44 and 45 

for each group 

• An iPad ® with a QR scanner 

for each group 

• Online interactive activity— 

States of matter at 

• Websites linked to QR 

codes on page 44: 

 

 

 



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YEAR 

5 




Lesson 1 

Lesson plan 

Introduction: 

1. View the image of an ice cube, a glass of water and a kettle producing steam at . Alternatively, draw an image of water in each state—solid, liquid and gas. Students 

identify what they may be learning about and what each image is showing. QP 

Development: 

2. Divide the class into groups of three and give each group a copy of page 44. In their groups, 

students look at the objects in each section to predict the properties of solids, liquids and gases. 

They then record the properties of each state of matter in the relevant sections on the Y-chart on 

page 45. QP 

3. Give each group an iPad ® to scan the QR codes on page 44. Students compare the information 

from each website to their predictions and place a tick next to each property they predicted 

correctly. Using a different-coloured pencil, students add any other properties listed on the website 

to their predictions on page 45. PC PA 

4. As a group, students write a definition for each state of matter based on its properties. 

PC PA C 

Differentiation 

• Less capable students can contribute orally to the group while listing the properties and writing 

a definition for each state of matter. Alternatively, students can be grouped together and work 

with a teacher to determine a definition. 

• More capable students can be encouraged to write a clear and concise definition of each state 

of matter. 

5. Students compare their definitions with another group and clarify any differences, adjusting them 

as required. PA 

Reflection: 

6. As a class, revise matter and the states of matter using the interactive activity at . Read the text aloud to students and clarify any information that 

students are still unsure of. Students then compare the information about the properties of each 

state of matter to their definitions to check that theirs are correct. Students take turns to sort the 

objects into the correct state of matter for each object shown. They use their knowledge of the 

properties of each state of matter to explain their answer choice. PA C 



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100 

0 

REFI L 

50 

F 

U 

L 

L 

OXYGEN 

OXYGEN 

100 

200 

150 

Lesson 1 



Researching states of matter 

bread 

dice 

Orange 

juice 

chocolate 

juice 

oil 

soap 

Solids 

wood 

Liquids 

Gases 

basketball 

pencil 

Scan this QR code to see the 

basic properties of all solids. 

honey 

water 

milk 


basic properties of all liquids. 

rock 



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water vapour 

carbon 

dioxide 

oxygen 

CH 4 

air 

helium 

methane 


basic properties of all gases. 



YEAR 

5 




Lesson 1 

States of matter and their properties 

1. Using pencil, write the properties you think each state of matter has. 

solids 

liquids 

gases 

2. Tick the properties you predicted correctly. Use a different-coloured pencil to add any 

other properties that you learnt from the lesson into the correct section. 

3. Write a definition of each state of matter based on its properties. 

solid 



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liquid 

gas 



Lesson 2 



Teacher notes 


Can liquids stack on top of each other like solids? 




• Processing and analysing data and 

information PA 

• Evaluating E 


Science as a Human Endeavour: 

• Students predict and identify the properties and 

behaviours of common kitchen liquids. 


• Liquids have a fixed volume but do not have 

a fixed shape. They take the shape of the 

container in which they are placed. Liquids can 

be thick like honey or thin like water. Liquids 

cannot be compressed but can flow from one 

container to another. 

• Some common misconceptions about liquids 

are that a thick liquid has a higher density than 

water, and the thicker the liquid, the heavier 

and more dense it is. 

• The density of a liquid refers to the space 

between particles and is calculated using its 

mass to volume ratio. The viscosity of a liquid 

is the thickness or thinness of the liquid. There 

is no relationship between the density and 

viscosity of a liquid; e.g. in the five-layered 

liquid stack, the water appears to be ‘heavier’ 

than the vegetable oil even though the 

vegetable oil is a thicker substance and has a 

lower density. 


• taking photographs of experiment using a 

digital camera 

• uploading, re-sizing/cropping and printing 

digital photographs 

• using mathematics terminology to explain 

science understanding, including density, 

mass and volume 


• Use the Placemat activity to review the 

individual and group explanations of why 

the liquids in the experiment stacked on 

top of each other, to monitor students’ 

science knowledge. 

Resources 

• Completed copies of page 45 from 

Lesson 1 

• A cup of cordial concentrate 

• A cup of water 

• Science journal for each student 

• For each group: 50 mL of honey, 

50 mL of corn syrup, 50 mL of dish 

soap, 50 mL of water, 50 mL of 

vegetable oil, a plastic cup, a turkey 

baster 

• A digital camera for each pair if 

available (if not, one camera can be 

shared) 

• Online image—7-layer liquid stack at 

 

• One piece of A3 paper for each group 

• Website—7-layer liquid stack at 

 



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YEAR 

5 




Lesson 2 

Lesson plan 

Introduction: 

1. Using a Venn diagram, compare the properties of solids and liquids. Students may be encouraged 

to review page 45 from Lesson 1 to remember the properties of solids and liquids. PA C 

2. Demonstrate mixing two liquids by placing a cordial concentrate into a glass and adding water. 

Students describe what happened to the liquids. Brainstorm other liquids that mix together such as 

bath bubbles and water or tomato sauce and barbecue sauce. 

Development: 

3. Pose the question, Do you think honey, corn syrup, dish soap, water and vegetable oil will mix 

together or appear to be stacked on top of each other? Students record their predictions in their 

science journal. If they predict the liquids will mix together, ask them to explain what the mixture 

will look like. If they predict the liquids will appear to be stacked on top of each other, ask them to 

explain in which order. QP 

4. Divide the class into groups of five. Give groups 50 mL each of honey, corn syrup, dish soap, 

water and vegetable oil, a plastic cup and a turkey baster. Allocate each student a number and 

corresponding ingredient (1 – honey, 2 – corn syrup, 3 – dish soap, 4 – water, 5 – vegetable oil). In 

order from 1–5, students add the ingredients slowly and carefully to the plastic cup, without letting 

the ingredients touch the sides of the cup. Note: After the honey is added, all other ingredients 

should be added with the turkey baster so that the surface area of each liquid is not broken by 

each new ingredient. Students should take a digital photograph of the cup after each ingredient 

is added and record their observations in their science journal, allowing space to insert printed 

photographs later in the lesson. PC PA 

5. Once all five ingredients have been added, students upload the photographs to a computer, resize 

each image, print and glue them into their journal. 

6. View how the liquid ‘stack’ should look at . In their science journals, 

students compare their results to their predictions. Note: If their liquid ‘stack’ did not look like the 

image, students should compare the image to their prediction and also reflect on and suggest 

improvements for their experiment. PA E 

7. Using the Placemat cooperative learning strategy, each group member records their explanation of 

why the liquids in the experiment appear to be stacked on top of each other. As a group, students 

synthesise each individual’s explanation into a group explanation. C 


• Less capable students can orally construct their explanation and have someone scribe for them. 

• Encourage more capable students to synthesise each individual’s explanation into a clear and 

concise group explanation. 

Reflection: 



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8. Each group shares their explanation with the class. Once all groups have shared, correct any 

misconceptions that arise. The explanation at may help to explain the 

science behind it. Explain that while some liquids with different densities will appear to be stacked 

in a container, when they are not contained, liquids will spread out. In contrast, all solids will stack, 

regardless of their container, because they have a fixed shape. C 



Lesson 3 



Teacher notes 


Can solids flow from one container to another like liquids? 





• Evaluating E 



• Students predict and observe the properties and 

behaviours of common kitchen solids. 

• Students discuss how knowledge of the properties and 

behaviours of solids in different forms is beneficial to 

household cooking. 


• manipulating materials with appropriate tools, 

equipment and techniques when preparing food 

• working safely, responsibly and cooperatively to ensure 

safe work areas 

• using an online dictionary to define words 


• Solids have a fixed shape and volume. They can 

be any size or shape and do not have to be hard 

or completely solid, such as a teddy bear or a 

beach ball. Solids can be cut into finer pieces but 

each piece is still a solid in itself. Solids cannot be 

compressed and cannot flow from one container to 

another. 

• Some common misconceptions about solids are 

that they must have no air inside them to be a solid 

object, and that they can flow. 

• Unlike liquids and gases, solids cannot flow. This 

is because the particles in a solid are in a fixed 

position. When a physical change such as cutting is 

applied to a solid, the bonds between particles are 

broken. This allows each piece of the solid to pour 

from one container to another. However, the pieces 

do not flow in a steady and continuous stream. For 

more information on states of matter flowing, go to 

. 


• View pages 50 and 51 to monitor 

student science inquiry skills, 

including predicting, planning 

and conducting, processing and 

analysing data and evaluating. 

• View the Communicating science 

ideas section on page 51 to assess 

student knowledge of the properties 

of solids and how some solids 

can appear to exhibit different 

properties. 

Resources 

• Completed copies of page 45 

from Lesson 1 


• Internet access—online 

dictionary 

• Copy of pages 50 and 51 for 

each student 

• A bottle of water and a whole 

biscuit 

• Three whole, plain biscuits in a 

ziplock bag for each student 

• A plastic knife for each student 

• Two different-sized cups/ 

containers for each student 



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YEAR 

5 




Lesson 3 

Teacher notes 

Introduction: 

1. As a class, examine a bottle of water and a whole biscuit and identify the state of matter of each, 

comparing their properties. 

Development: 

2. Using page 50, students predict if solids can flow from one container to another and take the shape 

of the container in which they are placed. QP 

3. Students find the meaning of the words pour and flow using an online dictionary and record each 

meaning in their science journal. PC PA 

4. Using page 50, students plan an experiment to investigate the question, Can a solid flow from one 

container to another and take the shape of the container in which it’s placed? Provide each student 

three plain biscuits in a small ziplock bag, two containers of varying shape and size and a plastic 

knife. Students decide three physical changes (including cutting to various sizes, crumbling or reshaping) 

they will apply to the biscuits and record them on page 50. Without using anything other 

than the two containers, the biscuits in a bag, the knife and their body, students make one physical 

change at a time to conduct their experiment, recording their results in the table. Note: Students 

apply one physical change to each biscuit. If the change is cutting, students cut one of the biscuits 

into various sizes to test, before using the second biscuit for a new change. Using page 51, students 

communicate their conclusion based on the results and their scientific understanding, and suggest 

improvements to their experiment. PC PA E 


• Less capable students can work in pairs to answer the Communicating science ideas questions 

on page 51. 

• More capable students can compare the mass of one cup of granulated sugar and one cup of 

sugar cubes. They should explain why granulated sugar gives a more accurate measurement. 

Note: this can also be done using whole and crushed biscuits. 

Reflection: 

5. In pairs, students use the think-pair-share cooperative learning strategy to share their answers to 

the first question on page 51. Once both partners have answered, students discuss the similarities 

and differences between each answer and clarify any information they think is incorrect. Randomly 

select one or two pairs to share their answer for that question with the class. Repeat this activity for 

the other questions. C 

6. Discuss how knowledge of solids that behave like liquids is beneficial to household cooking, 

including accurately measuring ingredients (e.g. one cup of flour), ingredients and adding 

seasoning or spices to recipes. C 



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Lesson 3 



Pouring solids – 1 

Question: 

Can solids flow from one container to another and take the shape of the container in which 

they are placed? 

Prediction: 

Experiment: 

Collect three plain biscuits in a ziplock bag, two containers of varying shape and size and a 

plastic knife. Use these materials to answer the investigation question. 

Physical changes: 

Choose three physical changes that can be made to the biscuit. Remember: a physical 

change is a change in the state, size or shape of the object. 

Results: 

Test 

number 

1 

2 

3 

4 

5 

6 

Physical change 

What physical change 

did you apply? 

What effect will this physical change have on the biscuit 

Did the solid flow from 

one container to another? 

Did the solid take the shape 

of the container in which it 

was placed? 



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YEAR 

5 




Lesson 3 

Pouring solids – 2 

Conclusion based on the results of the experiment: 

Possible improvements to the experiment: 

Communicating science ideas: 

1. Why are flour, salt and sugar classed as solids if they can be poured and can take the 

shape of the container in which they are placed? 

2. Which other solids can behave like liquids? 



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3. When a powdered solid and a liquid are poured onto a flat surface, the pieces of 

the solid stack on top of each other, while the liquid spreads out across the surface. 

Explain why this happens. 



Lesson 4 



Teacher notes 


Does a gas have mass like liquids and solids? 





• Evaluating 

E 

• Communicating 


C 

• Students predict and observe the properties and behaviours 

of common gases, such as air, and how this knowledge allows 

us to understand that gases exist all around us. 


• designing and creating balance scales using a skewer, string 

and tape, testing the designed solution for even weight 

distribution 

• weighing two objects using self-constructing balance scales 

• using a digital video camera to plan, record and edit a video 

of the experiment 


• Gases do not have a fixed shape or volume. They expand 

to fill the container in which they are placed. Most gases 

are colourless and odourless which often makes them 

seem invisible. Like solids and liquids, gases also have 

mass; even though an object filled with gas, such as a 

balloon, seems light. 

• Some common misconceptions about gases are that they 

are not matter because they are invisible and that gases 

do not have mass. 

• While most gases are odourless and colourless, there are 

some gases, such as chlorine and nitrogen dioxide that 

are coloured. To view examples of coloured gases, go to 

. 

• Because objects filled with gas appear to be light in 

comparison to solid objects, many misconceptions arise 

about whether gases have mass. For more information, go 

to . 


• Use pages 54 and 55 and the 

video created to assess students’ 

science inquiry skills. 

• Use students’ responses to the 

question in the Reflection to 

assess their understanding of 

the properties of a gas. 

Resources 

• A copy of page 54 for each 

student 

• For each pair: a copy of 

page 55, two latex balloons, 

one skewer, string and 

tape, digital video camera, 

if available (if not, one 

camera can be shared) 

• Online video—What’s 

matter? at 



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YEAR 

5 




Lesson 4 

Lesson plan 

Introduction: 

1. Using a think-pair-share students answer the questions: What is a gas? What are the properties of 

gases? Do gases have mass? 

Development: 

2. Give each student a copy of the concept cartoon on page 54. Students read Kevin’s statement and 

the other students’ responses to identify which opinion they agree with and record their reasoning. 

Students then rephrase Kevin’s statement into a question that can be investigated and suggest a 

possible experiment that could be conducted to prove which student is correct. QP 


• Less capable students can work in pairs to answer the questions or they can discuss each answer 

in a small group. 

• More capable students can write a paragraph on the back of the page, explaining why they 

disagree with the other opinions. 

3. In pairs, students plan an experiment to test the weight of an inflated and deflated latex balloon 

to prove or disprove the notion that air has mass. Using page 55, students predict if an inflated 

balloon will be heavier or lighter than a deflated balloon. They then design a set of balance scales 

using a skewer, some string and tape, and draw a labelled diagram. Students also decide and 

record the variables that will be kept the same, such as the lengths of string attached to each 

balloon and the size and shape of the balloons, and the variable that will be changed, such as the 

amount of air placed inside one balloon. QP PC 

4. In pairs, students create their balance scales and ensure they are balanced by attaching a deflated 

balloon to each end of the skewer with string. They set up a digital video camera on a tripod to 

record their predictions and their experiment. Note: Both students should be clear about how to 

conduct the experiment carefully to minimise interruption to the video. PC PA 

5. When each pair has conducted and filmed their experiment, watch the video What’s matter? at 

to reflect on the properties of liquids, solids and gases and to see the 

balloon experiment in action. Students should compare the results of their experiment with their 

predictions and reflect on and suggest improvements to their experiment. PA E 

Reflection: 

6. Using a think-pair-share, students answer How do we know gases are a state of matter? Students 

should justify their answer with examples. C 



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Lesson 4 



Concept cartoon 

I can’t kick that flat 

ball very far. I wonder 

if it’s heavier than 

the inflated one. 

Kevin 

1. Which student do you agree with? 

The flat soccer ball 

is heavier because 

it’s mostly leather 

and has very little 

air in it. 

2. Why do you agree with that student? 

The inflated one is 

heavier because 

it has both leather 

and a lot of air. 

3. Rephrase Kevin’s comment into a question that could be investigated. 

Both soccer balls 

weigh the same 

because air doesn’t 

weigh anything. 

Max Sarah Louise 



Display Copy 

4. What experiment could you conduct to prove which student is correct? 



YEAR 

5 




Lesson 4 

Experiment: 

Does gas have mass? 

Design a set of balance scales to test if gases have mass. 

Question: 

Is an inflated balloon heavier or lighter than a deflated balloon? 

Prediction: 

Balance scales design (labelled diagram): 

Variables for a fair test: 

What will you keep the same? 

Procedure for experiment: 

What will you change? 



Display Copy 

1. Attach one piece of string to each end of a skewer with a deflated balloon attached to 

the other end of each string. Attach another piece of string to the centre of the skewer. 

2. Attach the centre string to the edge of the table so the balance scales hang without 

touching anything. 

3. Check that your scales are balanced. The skewer should be horizontal. If not, adjust 

the position of the centre string along the skewer until they balance. 

4. Inflate one balloon very carefully without changing the scales. 

5. Observe which side is heavier and which side is lighter. 



Lesson 5 



Teacher notes 


How does matter change states? 





• Communicating 


C 


behaviours of substances under different temperatures 

and pressures. 

• Students discuss how pressure and temperature affect 

states of matter and how this is used in the creation of 

everyday objects and the management of household 

items. 


• Matter can move from one state to another when 

enough heat or pressure is applied. 

• When heat is applied to a solid, it melts to become 

a liquid. When heat is applied to a liquid, it 

evaporates to become a gas. When heat is removed 

from a gas, it condenses to become a liquid. When 

heat is removed from a liquid, it freezes or cools to 

become a solid. 

• Applying pressure to a substance changes the 

temperature at which the substance will change 

state; e.g. water usually boils at 100 ºC, however, at 

high altitudes such as the top of a mountain, where 

there is less pressure, the temperature at which 

water boils will be lower. 

• While students are not expected to know the 

science behind non-Newtonian fluids, it is important 

they know that some substances, such as oobleck, 

change their behaviour depending on the amount 

of pressure applied. 

Technology/Engineering/Mathematics 

links: 

• participating in an online interactive 

activity 

• examining how people in design 

and technology occupations use 

knowledge of changing states to 

create designed solutions 

• accurately measuring ingredients, 

in grams and millilitres, to create 

oobleck 

• following a procedure and using 

materials safely to create oobleck 


• Use students’ answers to the quiz in 

the Introduction section to assess their 

understanding of how temperature 

changes the state of matter. 

• Use page 59 to assess students’ 

observation skills of the properties of 

oobleck. 

Resources 

• An ice cube for each student 

• Interactive website—Changing 

state at 

• Online video—Mythbusters – 

Walking on ‘water’ at 


• For each pair: one copy of 

page 58; 320 g of cornflour; 200 

mL of water, measuring scales 

and jugs; food colouring; plastic 

bowl and spoon 

• Copy of page 59 for each student 



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YEAR 

5 




Lesson 5 

Lesson plan 

Introduction 

1. Each student attempts to change an ice cube from a solid to a liquid as quickly as possible. 

Note: This activity is best conducted outside. With a partner, students share the method they used. 

Each pair then discusses what process would need to be applied to change the liquid to a gas and 

to change the liquid back to a solid. QP PC PA 

2. As a class, complete the interactive activity at to revise how 

temperature changes states of matter. Click on the quiz and read through each quiz question. 

Students answer each question using a show-of-hands vote. Discuss the correct answer with the 

class after each question. QP PC PA 

Development: 

3. View the online video Mythbusters – Walking on ‘water’ at . Note: Watch 

from the beginning and pause the video at 1 minute and 20 seconds, so that students don’t hear 

the explanation of what is happening. Students predict if Adam will be able to walk on the ‘water’ 

substance they have created and record their prediction in their science journal. QP 

4. In pairs, students replicate the MythBusters ® experiment to investigate how applying pressure to 

a substance can alter its behaviour. Each pair should have a bowl, a wooden spoon and access to 

cornflour, water and food colouring. Note: This activity is best conducted in a wet area or outside. 

Students create a bowl of oobleck using the recipe from page 58. They conduct the five tests listed 

on page 59 and then select two of their own tests to perform, to determine the properties and 

behaviours of this substance. Students record detailed observations of each test on page 59. 

PC PA 


• Less capable students can record their observations using a voice recorder or a digital camera 

or iPad ® . 

• More capable students can find out why some substances appear to behave in different ways by 

researching and finding examples of non-Newtonian fluids (liquids whose behaviour changes 

depending on the applied pressure). 

5. Students compare their observations to their predictions to determine if they think Adam will be 

able to walk on ‘water’. PA 

6. Watch the remainder of the online video Mythbusters – Walking on ‘water’ to see if Adam was able 

to walk on the water-like substance and hear an explanation of how this substance changes under 

different amounts of pressure. 

Reflection: 



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7. Using a think-pair-share, students discuss how matter changes states through a change in 

temperature or pressure. Additionally, they should discuss why it’s important to know about how 

matter changes states in our everyday lives, including for cooking purposes, recycling or creating 

products. Students provide examples to justify their reasoning. C 



Lesson 5 



Oobleck recipe 

Ingredients: 

320 g cornflour 

200 mL water 

Food colouring 

Method: 

1. Add the cornflour to the bowl. 

2. Add a few drops of food colouring to the 

water. 

3. Slowly add the coloured water to the 

bowl, pausing to mix the cornflour and 

water together, until the oobleck has a 

gooey consistency. 


Ingredients: 


200 mL water 


Method: 


2. Add a few drops of food colouring to 

the water. 






Ingredients: 


200 mL water 


Method: 



water. 





Oobleck recipe card 


Ingredients: 


200 mL water 


Method: 



water. 






Ingredients: 


200 mL water 


Method: 



water. 







Display Copy 


Ingredients: 


200 mL water 


Method: 



water. 







YEAR 

5 




Lesson 5 

Test 

Move the bowl around 

carefully. 

Try to: 

• swirl it 

• tilt it 

• spin it 

Slowly dip your finger 

into the oobleck. 

Place the tip of your 

finger into the oobleck 

and drag your finger 

to the other side of the 

bowl. 

Make a fist and carefully 

punch the oobleck. 

Scoop a handful of 

oobleck and roll it into a 

ball. Place the ball in the 

palm of your hand and 

place your hand over the 

bowl for one minute. 

Observing oobleck 

Observations—What happened? 



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Lesson 6 



Teacher notes 


Can all matter be classified as either a solid, a liquid 

or a gas? 








behaviours of common household substances which 

do not classify easily as a solid, a liquid or a gas and 

discuss the uses for these types of substances. 


• examining how people in design and technology 

occupations use knowledge of states of matter to 

create designed solutions 

• participating in an online quiz 


• Not all substances can be easily classified as a 

solid, a liquid or a gas. Colloids, for example, are a 

mixture of tiny particles of one substance, evenly 

dispersed into another substance. 

• Colloids can contain any combination of solid, 

liquid or gas particles. See for examples of colloids with different 

combinations of solids, liquids and gases. 

• While students are not expected to know the 

science behind colloids, it is important they know 

that some substances, such as those listed in 

the experiment on page 63, contain particles of 

different states. This is what makes each substance 

difficult to classify based on its observable 

properties. 

• For more information on substances that contain 

more than one state of matter, go to . 


• Use page 63 and the results from 

the online quiz to assess student 

understanding of the behaviour of 

substances that are not easily classified 

as a solid, a liquid or a gas. 

Resources 

• A copy of page 62 for teacher use 

• A copy of page 63 for each 

student 

• For each group: a bowl of hair 

mousse/shaving foam, a bowl 

of jelly, a bowl of playdough, a 

bowl of thick mayonnaise, a bowl 

of hair gel 

• Online quiz—Solids, liquids and 

gases at 



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YEAR 

5 




Lesson 6 

Lesson plan 

Introduction: 

1. Allocate a state of matter to three corners of the classroom and an ‘unsure’ area in the fourth 

corner. Using examples from page 62, call out an example of a solid, a liquid or a gas. Students 

identify the state of matter and move to the corresponding corner of the classroom, explaining 

their reasoning to a partner before the next example is called. Note: The teacher should assist any 

students that moved to the ‘unsure’ area to think of the properties of the example in order to classify 

it. Clarify any misunderstandings with reference to the properties of each state of matter. 

PC PA C 

Development: 

2. Using page 63, students individually make a prediction about whether hair mousse/shaving foam, 

jelly, playdough, thick mayonnaise and hair gel are solids, liquids, gases or none of the above. In 

groups of five, students experiment with what each substance can and cannot do and compare 

their observations with their predictions. QP PC PA 

3. In pairs, students share their predictions and observations for each substance and clarify any 

information. Students should conclude that not all substances can be easily classified based on 

their observable properties because they don’t behave as would be expected. PA 


• Less capable students can work as a group with the teacher to draw conclusions from their 

experiment. 

• More capable students can write a brief paragraph explaining their conclusion. 

Reflection: 

4. Students revise their knowledge of the properties and behaviours of solids, liquids and gases by 

completing the quiz at . Students can then print their results. C 

5. Discuss the need for some substances to behave like different states of matter for particular 

purposes. Using the objects on page 63, discuss why each object has been created using a 

combination of states of matter. For example: Students discuss why hair mousse or hair gel needs 

to behave like a liquid and a solid. C 



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100 

0 

REFI L 

50 

F 

U 

L 

L 

OXYGEN 

OXYGEN 

100 

200 

150 

Lesson 6 



ice cube 

tin cans 

milk 

Orange 

juice 

water vapour 

Examples of solids, liquids and gases 

chocolate 

juice 

rope 

paint 

water 

glass 

Shampoo 

wind 

tree 

shampoo 

craft 

glue 

craft glue 

Solids 

apple 

soccer ball 

Liquids 

dishwashing 

liquid 

Gases 

oxygen 

(oxygen tanks) 

bubbles 

party hat 

vinegar 

boat 

blood 

bleach 

petrol 

clothes 

tyres 

motor oil 



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propane 

(gas cylinders) 

nitrogen 

(chip packets) 

fire 

extinguishers 

helium 

(balloons) 

car exhaust 

carbon dioxide 

(carbonated drinks) 

butane (kitchen 

blow torch) 



YEAR 

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Lesson 6 

Solid 

• fixed shape 

• fixed volume 

• cannot flow 

• cannot be compressed 

Classifying matter 

Matter Prediction What can it do? What can’t it do? 

Hair mousse 

or 

shaving 

foam 

Jelly 

Playdough 

Thick 

mayonnaise 

Solid 

Liquid 

Gas 

None of 

the above 

Solid 

Liquid 

Gas 


the above 

Solid 

Liquid 

Gas 


the above 

Solid 

Liquid 

Gas 


the above 

Solid 

Liquid 

• no fixed shape 

• fixed volume 

• can flow 

• cannot be compressed 

Gas 

• no fixed shape 

• no fixed volume 

• can flow 

• can be compressed 



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Hair gel 

Liquid 

Gas 


the above 



Assessment 

Teacher notes 

Science knowledge 



Solids, liquids and gases have different observable properties and behave in different ways 

(ACSSU077) 

Indicators 

• Defines matter. 

• Lists the properties of each state of matter—solid, liquid and gas. 

• Explains how states of matter can behave in different ways. 

• Gives examples of matter that are solids, liquids or gases. 

• Uses knowledge of changing states of matter, to provide advice for survival on a deserted island. 

• Uses knowledge of how states of matter behave in different ways to explain why jelly changes state 

under pressure, and applies this to a practical context. 

Assessment answers 

Pages 65 and 66 

1. Matter is any substance that has volume and mass and is commonly found in three states—solid, 

liquid and gas. 

2. Solid Liquid Gas 

• Usually rigid (but does not 

have to be hard) 

• Fixed shape (can be any 

shape) 

• Fixed volume (can be any 

size) 

• Not rigid (it flows and can 

be poured) 

• No fixed shape (takes the 

shape of the container) 

• Fixed volume (can be any 

size) 

• Not rigid (it flows and can 

be poured, though not 

easily) 

• No fixed shape (expands 

to fill the space available) 

• No fixed volume 

3. (a) solid, liquid (b) liquid, solid (c) liquid, solid 

4. Teacher check 

5. Teacher check—Answer should reflect: Collect ice from the environment and place it in the pot with 

the lid on it. Melt the ice over the fire until it becomes a liquid. Continue heating the ice, with the 

lid on, until it boils to remove any germs. Take the pot off the heat and let it cool. This will allow the 

water vapour to condense and the liquid to cool. Enjoy drinking clean water until help arrives. 

6. Teacher check—Answer should reflect: Jelly is a substance that behaves like a solid but when 

pressure is exerted on it, appears to be a liquid. As the patient is not allowed to consume liquids, 

he should not consume jelly because as he swallows and exerts force on the jelly, it will change to a 

liquid state. 



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YEAR 

5 




Assessment 

1. Define matter in your own words. 

2. What are the properties of each state of matter? 

Solid Liquid Gas 

3. Write solid, liquid or gas to complete each sentence. 

(a) A , such as powder, can behave like a 

when it is poured from one container to another. 

(b) A , such as oil, can behave like a when its 

density is less than the density of another liquid, causing it to ‘stack’. 

(c) A , such as thickened cream, can behave like a 

by holding its own shape for a short amount of time. 

4. Write or draw five substances for each state of matter. 

Solid Liquid Gas 



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Assessment 




5. An explorer and his team are stranded on a deserted polar island with only their 

backpacks (which have limited supplies). Between them, they have one large pot with 

a lid, four plates, four cups, clothes, bedding and limited food and water. The explorers 

have constructed a small hut and made a campfire to keep them warm in the cold 

conditions. Thankfully, there are animals around that have adapted to survive these 

harsh conditions, which will make a great food source. However, after being stranded for 

three days, the explorers have already consumed the last of their fresh drinking water. 

It’s winter time and all the rivers, lakes and waterways have frozen over. The explorer 

consults his handy tip book, which says, ‘At 100 ºC, any germs found in a water sample 

will be killed’. If only they had more drinking water, they would be able to survive until 

help came. 

What advice would you give to the explorers to help them survive? 

6. A patient in a hospital has difficulty swallowing liquids without choking. For this reason, 

his drinks have to be thickened. When the patient’s dinner was served, the nurse noticed 

a bowl of jelly that had been served to him for dessert. The nurse took the jelly and said, 

‘Sorry, mate, you’re not allowed to have jelly. I’ll bring you some cake instead’. 



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Use your knowledge of what happens to jelly when force is applied to explain why this 

patient would not be allowed to eat jelly, even though it appears to behave like a solid. 



YEAR 

5 





Model vehicle with an alternative ‘fuel’ source 

STEM project overview 

Students design and create a four-wheeled plastic bottle vehicle which is powered by combining 

a household solid and liquid, to produce a gas. The combination will need to propel the vehicle 

along a straight course for one metre. Before the test occurs, students present their vehicle and 

its features to the class and explain the reasoning behind their choice of ‘fuel’. 

Concepts overview: 

Science 

• Apply knowledge of household solids, liquids and gases to power a self-created model vehicle. 

• Predict which combination of a solid and a liquid will produce the most powerful reaction. 

• Plan and conduct a science experiment to test the reactions of common household solids and 

liquids, recording data using an appropriate format. 

• Evaluate experiment to ensure they made enough ‘fuel’ to reach the finish line. 

• Communicate science understanding about solids, liquids and gases correctly, clearly and 

concisely. 

Technology/Engineering 

• Apply the design process to plan, create and evaluate a four-wheeled, plastic bottle vehicle, that 

adheres to specific criteria. 

• While working collarboratively, use project management processes to ensure accountability of 

each group member when planning, organising, controlling resources, monitoring time lines and 

meeting design criteria. 

Mathematics 

• Use formal weight measurements to measure each substance and the weight of the vehicle 

accurately. 

• Use formal distance measurements to measure the distance traveled by the team’s vehicle. 

Alternative project ideas: 



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• Design and create a three-dimensional, coloured-paper model of a main meal that contains at 

least three different solids, two different liquids and one gas. Ensure the meal contains healthy 

food and a healthy beverage. The meal should be ‘served’ on a tray that has a length of 500 mm 

and a width of 300 mm, with appropriate crockery and cutlery created using coloured paper. 

• Design and create a hemispherical model igloo that has a length and width of 20 cm, at the 

furthest points. Using only various-sized ice cubes, slushy (made from blended ice cubes and a 

small amount of water) and salt, students apply their knowledge of changing states to build their 

igloo. Ice blocks can be limited to create an extra challenge. Students then write a procedure for 

making their igloo. 






Science Understanding 

STEM curriculum links 

SCIENCE CURRICULUM 

• Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) 

Science as a Human Endeavour 

• Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and 

reflects historical and cultural contributions (ACSHE081) 

• Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083) 

Science Inquiry Skills 

Questioning and predicting 

• With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231) 

Planning and conducting 

• Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and 

materials safely and identifying potential risks (ACSIS086) 

• Decide variables to be changed and measured in fair tests, and observe, measure and record data with accuracy using digital 

technologies as appropriate (ACSIS087) 

Processing and analysing data and information 

• Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or 

relationships in data using digital technologies as appropriate (ACSIS090) 

Evaluating 

• Reflect on and suggest improvements to scientific investigations (ACSIS091) 

Communicating 

• Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts 

(ACSIS093) 

TECHNOLOGIES CURRICULUM 

Design and Technologies Knowledge and Understanding 

• Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and 

evaluate the impact of their use (ACTDEK023) 

Design and Technologies Processes and Production Skills 

• Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to 

achieve intended designed solutions (ACTDEP024) 



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• Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and 

graphical representation techniques (ACTDEP025) 

• Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make 

designed solutions (ACTDEP026) 

• Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027) 

• Develop project plans that include consideration of resources when making designed solutions individually and 

collaboratively (ACTDEP028) 

Measurement and Geometry 

MATHEMATICS CURRICULUM 

• Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108) 



YEAR 

5 





STEM project: 

Teacher notes 

Students design and create a plastic bottle vehicle, which is powered by combining a household 

solid and a liquid to produce a gas. 

Estimated duration: 4–6 weeks 

1. Introduce the project 

• Display page 70 on a whiteboard or give 

each group a copy. Read through the 

problem, the task and the criteria and 

clarify any queries students have. 

• Divide the class into groups of three. Give 

each group a copy of page 71, so students 

can manage and assess their progress. 

• Discuss where to find resources, including 

art and craft supplies, kitchen substances 

and plastic cups. Discuss safe and suitable 

locations where students can test the 

effectiveness of their vehicle. Note: This 

should be on a sandy or grassed area to 

minimise mess. 

2. Investigate 

• In their groups, students allocate roles to 

each person and discuss their knowledge 

of the household substances listed on 

page 70. 

• Students research the information listed in 

the Investigate section on page 71. 

• Students make predictions about 

which solids and liquids will create the 

most powerful reactions, then decide 

variables to be controlled and changed. 

Students use this information to create an 

experiment plan. Alternatively, students 

can use page 72. 

• Students use their experiment plan to test the 

combinations of household solids and liquids 

to find which combination produces the most 

powerful reaction. When the solid and liquid 

have been selected, students test different 

amounts of each substance. Note: It may be 

useful to set maximum limits for the amount 

of each substance that can be used. 

3. Design, plan and manage resources 

• Students design a four-wheeled plastic 

bottle vehicle, using a 600-mL bottle. 

Students should create a diagram of their 

vehicle, with each material labelled and the 

amounts of each ingredient needed for the 

‘fuel’ source. 

4. Create 

• Students create their vehicle and decorate 

it according to their plan. Students should 

ensure their vehicle adheres to the weight 

listed on page 70. 

5. Evaluate and refine 

• Students test their vehicle with their chosen 

‘fuel’ source before evaluating and making 

necessary adjustments to their design, 

recording any changes in their science 

journal. 

6. Communicate 

• Students plan and rehearse their 

presentation. Palm cards may be used as 

a prompt. Students should ensure they 

have included all the information listed on 

page 70. 

• Groups share their presentation with the 

class, before demonstrating their final 

product and measuring the distance 

travelled. 

• Individually or in groups, students 

complete the self-assessment on page 73 

to evaluate how well their team cooperated 

to produce their product. 



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Project brief 

MODEL VEHICLE WITH AN ALTERNATIVE FUEL SOURCE 

The problem 

All over the world there are concerns about fuel 

sources. There is a global push to change from 

burning fossil fuels to renewable energy to lessen 

the harm to the environment. In recent years, 

scientists have been testing the efficiency of 

burning waste material, including banana peels! 

Can you believe it? 

While most waste material is burnt to create fuel, 

other reactions can also produce momentum to 

power vehicles. 

The task 

Design and create a four-wheeled, plastic bottle vehicle which is powered 

by combining one household solid and one household liquid, to produce a 

gas. The combination will need to propel the vehicle along a straight course 

for one metre. Before the final demonstration, you will need to present your 

vehicle and its features to the class and explain the reasoning behind your 

choice of ‘fuel’. 

Things to consider 



Display Copy 

• You must use a 600-mL plastic bottle for the base of the vehicle and the 

vehicle must weigh 15 grams before the solid and liquid is added. 

• The vehicle must travel a distance of one metre. 

• The household solids and liquids available to create ‘fuel’ are: water, lemon 

juice, vinegar, diet Coca-Cola ® , chalk, bicarbonate of soda, Mentos ® and 

salt. You will need to test different combinations to see which works best. 

• The presentation will need to include design plans, predictions of which 

substances will cause the biggest reactions, results of trials and a description 

of the final product, including the reasoning behind your choice of ‘fuel’. 



YEAR 

5 





Investigate 

Sort the ingredients into solids and liquids. 

Project steps 

Predict which ingredients might react to produce a gas and which will cause the greatest 

reaction. 

Plan which ingredients you will combine and the steps involved in the experiment. 

Decide which variables will be controlled and which will be changed. 

List, then collect the materials you will need to create your experiment. 

Follow your experiment plan to test which ingredients combine to make the most 

powerful reaction. Record your results in your science journal. 

Plan and conduct an experiment with different amounts of each ingredient and record 

your results. 

Research and select a type of vehicle that will travel easily along the course. 

Research the features of the selected vehicle. 

Design, plan and manage resources 

Make a list of the features that your vehicle will have and the criteria it must adhere to, 

including having four wheels. 

Draw a labelled diagram of your model vehicle, including the materials you will use and 

the amount of each ingredient you will use. 

List, then collect the materials you will need to create your vehicle and the ‘fuel’ source. 

Create 

Use resources to create and decorate your vehicle according to your plan and 

the criteria listed. 

Weigh your vehicle to ensure it adheres to the criteria. 

Evaluate and refine 

Ensure you have enough ‘fuel’ to reach land in the finish zone and that you only used 

available ingredients. Make adjustments as needed. 

Ensure your vehicle adheres to the criteria. Make adjustments as needed. 



Display Copy 

Communicate 

Ensure your presentation includes all items listed in the criteria. 

Ensure speaking roles are shared between all group members. 






Combining solids and liquids 

Experiment: 

Combine a household solid and liquid to produce a gas to power a model vehicle. 

Question: 

Which solid and liquid when combined, produce a gas with the most powerful reaction? 

Prediction: 

Variables for a fair test: 

Ingredients to be tested What will you keep the same? What will you change? 

Test 1: 

Test 2: 

Test 3: 

Procedure for experiment: 



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YEAR 

5 





Self-assessment 

Student name: 

Date: 

STEM project: 

Model vehicle with an alternative ‘fuel’ source 

1. Colour a face to rate how cooperatively your team worked. 

All group members contributed ideas to the team. 

All group members listened carefully to the ideas 

of others. 

All group members encouraged others to 

contribute their thoughts and opinions. 

Group members all spoke respectfully to other 

group members. 

Group members compromised (when needed) to 

create the best possible product. 

2. List three ways the team helped each other to create the product. 

3. List one difficulty the group encountered when working as a team. 



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4. How could a similar issue be resolved in future projects? 

5. What was the most enjoyable part of the project? 

6. What was the least enjoyable part of the project? 




Group assessment rubric 



CRITERIA 

Group members: 

Project task: 

Design and create a plastic bottle vehicle, which is powered by combining a household 

solid and a liquid, to produce a gas. 

Science knowledge 

Applies knowledge of household solids, liquids and gases. 

Science skills 

Creates a labelled diagram of their model vehicle. 

Predicts which combination of a solid and a liquid will produce the most powerful 

reaction. 

Plans and conducts an experiment to test the reactions of common household solids and 

liquids, recording data using an appropriate format. 

Evaluates experiment to ensure they made enough ‘fuel’ to reach the finish line. 

Communicates science understanding correctly, clearly and concisely. 

Technology/Engineering skills 

Plans and designs a model vehicle that meets the given criteria. 

Investigates and uses a range of materials to represent features of the vehicle. 

Creates a model of a powered vehicle using materials and tools safely. 

Evaluates designed products to ensure they meet the criteria, and makes any 

necessary changes. 

Plans and conducts an oral presentation, explaining the designed vehicle and its fuel 

source, using appropriate vocabulary and presentation techniques. 

Mathematics skills 

Creates a model vehicle that weighs 15 grams before ‘fuel’ is added. 

Creates a model vehicle that travels a distance of one metre. 

Group skills 

All group members contributed fairly and appropriately. 

All group members collaborated and communicated effectively. 

Group members were able to resolve conflicts independently. 

1 = Below expectations 

2 = Meeting expectations 

3 = Above expectations 



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YEAR 

5

20389_Science_with_STEM_Year_5_Chemical_Sciences_Its_a_matter_of_state

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