Teaching pack: Chemical Equations and Conservation of Mass (Year 9) -- a full term of lessons

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Teaching pack · Year 9 Chemical sciencesseegongsik /au

Chemical Equations and Conservation of Mass: 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.

AC9S9U07

model the rearrangement of atoms in chemical reactions using a range of representations, including word and simple balanced chemical equations, and use these to demonstrate the law of conservation of mass

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: “Atoms rearrange, they are never lost”, “Build a word equation”, “Balance the equation”, “Tally the atoms on each side”, “Conservation of mass”. Lesson plans name which picture to show.

seegongsik.com/au/y9/chemical/AC9S9U07

Aligned to the Australian Curriculum V9 (AC9S9U07). 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	Atoms rearrange, they are never lost	Explore the idea with talk, board and hands-on work	Atoms rearrange, they are never lost
2	Build a word equation	Explore the idea with talk, board and hands-on work	Build a word equation
3	Balance the equation	Explore the idea with talk, board and hands-on work	Balance the equation
4	Tally the atoms on each side	Explore the idea with talk, board and hands-on work	Tally the atoms on each side
5	Conservation of mass	Explore the idea with talk, board and hands-on work	Conservation of mass
6	Deeper look: Atoms rearrange, they are never lost	Explore the idea with talk, board and hands-on work	Atoms rearrange, they are never lost
7	Deeper look: Build a word equation	Explore the idea with talk, board and hands-on work	Build a word equation
8	Deeper look: Balance the equation	Explore the idea with talk, board and hands-on work	Balance the equation
9	Deeper look: Tally the atoms on each side	Explore the idea with talk, board and hands-on work	Tally the atoms on each side
10	Show what we know	Explore the idea with talk, board and hands-on work	Chemical Equations and Conservation of Mass

Curriculum links (Australian Curriculum V9)

The term teaches AC9S9U07. 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 chemical equations and conservation of mass. 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/AC9S9U07/pack

Lesson 1 · Teacher planLesson 1 of 10

Atoms rearrange, they are never lost

Children explore “Atoms rearrange, they are never lost” 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 atoms rearrange, they are never lost 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 “Atoms rearrange, they are never lost” 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 “Atoms rearrange, they are never lost”. 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 “Atoms rearrange, they are never lost” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 atoms rearrange, they are never lost.
Drawings or numbers match the board story.

Lesson 1 · Worksheet

Atoms rearrange, they are never lost

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

Build a word equation

Children explore “Build a word equation” 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 build a word equation 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 “Build a word equation” 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 “Build a word equation”. 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 “Build a word equation” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 build a word equation.
Drawings or numbers match the board story.

Lesson 2 · Worksheet

Build a word equation

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

Balance the equation

Children explore “Balance the equation” 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 balance the equation 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 “Balance the equation” 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 “Balance the equation”. 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 “Balance the equation” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 balance the equation.
Drawings or numbers match the board story.

Lesson 3 · Worksheet

Balance the equation

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

Tally the atoms on each side

Children explore “Tally the atoms on each side” 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 tally the atoms on each side 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 “Tally the atoms on each side” 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 “Tally the atoms on each side”. 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 “Tally the atoms on each side” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 tally the atoms on each side.
Drawings or numbers match the board story.

Lesson 4 · Worksheet

Tally the atoms on each side

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

Conservation of mass

Children explore “Conservation of mass” 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 conservation of mass 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 “Conservation of mass” 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 “Conservation of mass”. 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 “Conservation of mass” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 conservation of mass.
Drawings or numbers match the board story.

Lesson 5 · Worksheet

Conservation of mass

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: Atoms rearrange, they are never lost

Children explore “Deeper look: Atoms rearrange, they are never lost” 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 atoms rearrange, they are never lost 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: Atoms rearrange, they are never lost” 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: Atoms rearrange, they are never lost”. 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: Atoms rearrange, they are never lost” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 atoms rearrange, they are never lost.
Drawings or numbers match the board story.

Lesson 6 · Worksheet

Deeper look: Atoms rearrange, they are never lost

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: Build a word equation

Children explore “Deeper look: Build a word equation” 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 build a word equation 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: Build a word equation” 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: Build a word equation”. 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: Build a word equation” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 build a word equation.
Drawings or numbers match the board story.

Lesson 7 · Worksheet

Deeper look: Build a word equation

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: Balance the equation

Children explore “Deeper look: Balance the equation” 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 balance the equation 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: Balance the equation” 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: Balance the equation”. 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: Balance the equation” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 balance the equation.
Drawings or numbers match the board story.

Lesson 8 · Worksheet

Deeper look: Balance the equation

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: Tally the atoms on each side

Children explore “Deeper look: Tally the atoms on each side” 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 tally the atoms on each side 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: Tally the atoms on each side” 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: Tally the atoms on each side”. 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: Tally the atoms on each side” on screen for the main block. Match talk prompts to live button labels on the unit page.

seegongsik.com/au/y9/chemical/AC9S9U07

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 tally the atoms on each side.
Drawings or numbers match the board story.

Lesson 9 · Worksheet

Deeper look: Tally the atoms on each side

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/AC9S9U07

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.