Teaching pack: The Atom and Radioactive Decay (Year 9) -- a full term of lessons

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Teaching pack · Year 9 Chemical sciencesseegongsik /au

The Atom and Radioactive Decay: a full term of science

Ten ready-to-teach lessons for Year 9 Chemical sciences. Print this pack and the term is prepared: every lesson has a plan, talk prompts, a student worksheet, cards or tickets, and answers.

AC9S9U06

explain how the model of the atom changed following the discovery of electrons, protons and neutrons and describe how natural radioactive decay results in stable atoms

Start here: five minutes to Monday

Skim the term at a glance on the next page.
Print the lesson you need (plan, worksheet, cards).
Gather everyday items under You need on the plan.
Open the free interactive unit on your board.
Teach from the plan: timings, prompts and answers are on one page.

No science background needed

Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan. Safety: no open flames or boiling water unless an adult controls a warm-water step named on the plan.

On the board

This pack is the printable half of a free interactive unit. On-screen pictures include: “How the model of the atom changed”, “The gold-foil idea”, “Inside an atom”, “One natural decay event”, “Half-life: halving toward stable”. Lesson plans name which picture to show.

seegongsik.com/au/y9/chemical/AC9S9U06

Aligned to the Australian Curriculum V9 (AC9S9U06). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.

Term at a glance10 lessons

The term at a glance

One lesson a week for a term. Run in order where you can.

#	Lesson	Children learn and do	On screen
1	How the model of the atom changed	Explore the idea with talk, board and hands-on work	How the model of the atom changed
2	The gold-foil idea	Explore the idea with talk, board and hands-on work	The gold-foil idea
3	Inside an atom	Explore the idea with talk, board and hands-on work	Inside an atom
4	One natural decay event	Explore the idea with talk, board and hands-on work	One natural decay event
5	Half-life: halving toward stable	Explore the idea with talk, board and hands-on work	Half-life: halving toward stable
6	Deeper look: How the model of the atom changed	Explore the idea with talk, board and hands-on work	How the model of the atom changed
7	Deeper look: The gold-foil idea	Explore the idea with talk, board and hands-on work	The gold-foil idea
8	Deeper look: Inside an atom	Explore the idea with talk, board and hands-on work	Inside an atom
9	Deeper look: One natural decay event	Explore the idea with talk, board and hands-on work	One natural decay event
10	Show what we know	Explore the idea with talk, board and hands-on work	The Atom and Radioactive Decay

Curriculum links (Australian Curriculum V9)

The term teaches AC9S9U06. Lessons also work these Inquiry and Human Endeavour descriptors:

AC9S9I01develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models

AC9S9I02plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place

AC9S9I03select and use equipment to generate and record data with precision to obtain useful sample sizes and replicable data, using digital tools as appropriate

AC9S9I04select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information

AC9S9I05analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies

AC9S9I06assess the validity and reproducibility of methods and evaluate the validity of conclusions and claims, including by identifying assumptions, conflicting evidence and areas of uncertainty

AC9S9I07construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information

AC9S9I08write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate

AC9S9H01explain how scientific knowledge is validated and refined, including the role of publication and peer review

AC9S9H02investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering

AC9S9H03analyse the key factors that contribute to science knowledge and practices being adopted more broadly by society

AC9S9H04examine how the values and needs of society influence the focus of scientific research

Assessment

Every plan ends with answers and look-fors.
The assessment kit near the front has a rubric and class checklist.
Lesson 10 is the summative check and model task.

Get ready · Materials for the termOne shopping trip

Materials for the whole term

One gathering session covers all ten lessons. Prefer classroom and home items. No science cupboard required. Adult handles any warm water.

Lesson	You need
1	everyday classroom items named on the Day 1 plan; interactive unit open
2	everyday classroom items named on the Day 2 plan; interactive unit open
3	everyday classroom items named on the Day 3 plan; interactive unit open
4	everyday classroom items named on the Day 4 plan; interactive unit open
5	everyday classroom items named on the Day 5 plan; interactive unit open
6	everyday classroom items named on the Day 6 plan; interactive unit open
7	everyday classroom items named on the Day 7 plan; interactive unit open
8	everyday classroom items named on the Day 8 plan; interactive unit open
9	everyday classroom items named on the Day 9 plan; interactive unit open
10	everyday classroom items named on the Day 10 plan; interactive unit open

Safety in one look

No open flames, hotplates or boiling water for children.
Adult pours warm water when a plan needs heat.
Wipe spills; keep floors clear.
Food allergy checks before any tasting stations.

Get ready · Assessment kitRubric + checklist

Assessment without extra work

Lesson plans carry look-fors. Lesson 10 is summative. Use this sheet for ongoing notes.

The three levels

Idea	Working towards	At standard	Beyond
Big idea	names an example with help	explains the unit idea in Year 9 words	applies the idea to a new example
Evidence	guess only	links a claim to something observed or measured	compares two pieces of evidence
Science words	everyday words only	uses unit words correctly	explains a word to a partner
Inquiry habit	follows steps with support	plans or records with the scaffolds	improves a plan after a first try

Class observation checklist

Name	Idea	Evidence	Words

A tick a lesson is plenty.

Word wall (cut out)

Word wall cards

Cut out and build the wall as words arrive across the term.

observe

notice with our senses

record

write or draw what we found

predict

a good guess with a reason

fair test

change one thing, keep the rest the same

evidence

what we measured or saw

pattern

something that happens again

property

a feature we can observe

force

a push or a pull

material

what something is made of

habitat

where a living thing lives

cycle

a pattern that goes round again

conclude

say what the evidence shows

A note home

Dear families

This term in science, Year 9 explores the atom and radioactive decay. We use observation, simple tests and clear science words. Ask: What did you notice today? What evidence did you use?

Try this at home

Talk about a pattern you both notice outdoors or in the kitchen.
Ask for one science word from the week and use it in a sentence.
Draw a simple diagram of something they investigated.

Warm regards,

The Year 9 team

seegongsik.com/au/y9/chemical/AC9S9U06/pack

Lesson 1 · Teacher planLesson 1 of 10

How the model of the atom changed

Children explore “How the model of the atom changed” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind how the model of the atom changed in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “How the model of the atom changed” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “How the model of the atom changed”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “How the model of the atom changed” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about how the model of the atom changed.
Drawings or numbers match the board story.

Lesson 1 · Worksheet

How the model of the atom changed

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 1 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 2 · Teacher planLesson 2 of 10

The gold-foil idea

Children explore “The gold-foil idea” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind the gold-foil idea in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “The gold-foil idea” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “The gold-foil idea”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “The gold-foil idea” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the gold-foil idea.
Drawings or numbers match the board story.

Lesson 2 · Worksheet

The gold-foil idea

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 2 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 3 · Teacher planLesson 3 of 10

Inside an atom

Children explore “Inside an atom” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind inside an atom in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Inside an atom” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Inside an atom”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Inside an atom” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about inside an atom.
Drawings or numbers match the board story.

Lesson 3 · Worksheet

Inside an atom

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 3 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 4 · Teacher planLesson 4 of 10

One natural decay event

Children explore “One natural decay event” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind one natural decay event in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “One natural decay event” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “One natural decay event”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “One natural decay event” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about one natural decay event.
Drawings or numbers match the board story.

Lesson 4 · Worksheet

One natural decay event

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 4 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 5 · Teacher planLesson 5 of 10

Half-life: halving toward stable

Children explore “Half-life: halving toward stable” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind half-life: halving toward stable in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Half-life: halving toward stable” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Half-life: halving toward stable”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Half-life: halving toward stable” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about half-life: halving toward stable.
Drawings or numbers match the board story.

Lesson 5 · Worksheet

Half-life: halving toward stable

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 5 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 6 · Teacher planLesson 6 of 10

Deeper look: How the model of the atom changed

Children explore “Deeper look: How the model of the atom changed” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind how the model of the atom changed in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: How the model of the atom changed” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: How the model of the atom changed”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: How the model of the atom changed” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about how the model of the atom changed.
Drawings or numbers match the board story.

Lesson 6 · Worksheet

Deeper look: How the model of the atom changed

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 6 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 7 · Teacher planLesson 7 of 10

Deeper look: The gold-foil idea

Children explore “Deeper look: The gold-foil idea” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind the gold-foil idea in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: The gold-foil idea” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: The gold-foil idea”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: The gold-foil idea” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about the gold-foil idea.
Drawings or numbers match the board story.

Lesson 7 · Worksheet

Deeper look: The gold-foil idea

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 7 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 8 · Teacher planLesson 8 of 10

Deeper look: Inside an atom

Children explore “Deeper look: Inside an atom” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind inside an atom in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: Inside an atom” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: Inside an atom”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: Inside an atom” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about inside an atom.
Drawings or numbers match the board story.

Lesson 8 · Worksheet

Deeper look: Inside an atom

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 8 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 9 · Teacher planLesson 9 of 10

Deeper look: One natural decay event

Children explore “Deeper look: One natural decay event” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind one natural decay event in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Deeper look: One natural decay event” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Deeper look: One natural decay event”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Deeper look: One natural decay event” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about one natural decay event.
Drawings or numbers match the board story.

Lesson 9 · Worksheet

Deeper look: One natural decay event

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 9 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.

Lesson 10 · Teacher planLesson 10 of 10

Show what we know

Children explore “Show what we know” with talk, the board picture, and a short paper task. About 60 minutes, or two 30-minute sessions.

We are learning to

explain the idea behind show what we know in Year 9 words,
use the board picture to check our thinking,
record an example with evidence.

Success criteria

I can show one clear example of today’s idea.
I can say the idea in a short science sentence.

You need

interactive unit open on “Show what we know” when available,
worksheet (next sheet), one per child,
optional cut-out cards or exit tickets (third sheet).

Lesson flow (about 60 minutes)

10 min	Hook Quick oral examples linked to the unit story. Ask: “What do you already know that might help today?”
15 min	On the board Open “Show what we know”. Step the controls while children predict. Ask: “What changed? What stayed the same?”
20 min	Worksheet Children complete the sheet. Circulate for the muddles listed below.
15 min	Share and exit Two children share. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?”

Split point: after On the board. Session B is worksheet and share.

On the board

Leave “Show what we know” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U06

Watch for

Skipping the board and only copying answers -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Make it easier, make it bigger

Easier: complete the first two worksheet items together.
Bigger: invent one new example for a partner to solve.

Answers and look-fors

Meeting the idea sounds like a clear sentence about show what we know.
Drawings or numbers match the board story.

Lesson 10 · Worksheet

Show what we know

NameClassDate

Use the board picture. Show your thinking with words or drawings.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Lesson 10 · Exit tickets (cut out)

Exit tickets

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Name _______________

Today I learned...

One piece of evidence was...

Look-for: a science idea plus something observed or measured.