Pck lesson plan (5)
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This lesson plan outlines an erosion experiment to be conducted by Year 4 students. The students will create three soil landscapes with different materials (dirt, dirt and bark, dirt and plants) and test how each reduces erosion when water is poured on them. By conducting this experiment, students will understand the cause and effect relationship of water erosion and identify features that make their investigation a fair test. They will draw conclusions by discussing their results and comparing with classmates to build a common understanding. The lesson aims to teach students how water impacts the environment and how to investigate ways to reduce that impact through experimentation and thinking like scientists.
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Pck science lesson plan 2
Students will build on their understanding of erosion by classifying soil samples, conducting an absorbency experiment in groups, and reflecting on how water impacts different materials. The lesson aims to engage students through an agree/disagree activity, hands-on experimentation, and assessment of their evolving ideas about erosion. Differentiation is provided through grouping strategies and assigning roles to support students at various ability levels.
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This lesson plan introduces students to biomes by having them use Google Earth to identify and record information about rainforests. Students will work independently to fill in a table about rainforests, while gifted students can also complete the deserts section. After peer assessing their work, students will work in pairs to define what a biome is based on their Google Earth activity. A plenary session will have students put their biome definition to the test through questioning. Accommodations are made for gifted students expected to complete additional sections, and a student with handwriting difficulties who will type their work.
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This lesson plan outlines a biology class for 12th grade students on the principles of heredity and Mendel's laws of inheritance. The plan allocates 2 class periods of 45 minutes each. Students will be divided into groups to study examples of deviations from Mendel's laws, including incomplete dominance, codominance, epistasis, and more. They will receive a worksheet to solve problems related to these principles. Each group will then prepare a report on their findings to present and discuss with the class. At the end of the lesson, students will reflect on and evaluate their problem-solving process.
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Pck science lesson plan 2
Students will build on their understanding of erosion by classifying soil samples, conducting an absorbency experiment in groups, and reflecting on how water impacts different materials. The lesson aims to engage students through an agree/disagree activity, hands-on experimentation, and assessment of their evolving ideas about erosion. Differentiation is provided through grouping strategies and assigning roles to support students at various ability levels.
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This lesson plan introduces students to biomes by having them use Google Earth to identify and record information about rainforests. Students will work independently to fill in a table about rainforests, while gifted students can also complete the deserts section. After peer assessing their work, students will work in pairs to define what a biome is based on their Google Earth activity. A plenary session will have students put their biome definition to the test through questioning. Accommodations are made for gifted students expected to complete additional sections, and a student with handwriting difficulties who will type their work.
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The study investigated how participants of the Rivers to Reefs teacher workshop integrated environmental topics into their classrooms. The researchers interviewed 8 past participants. They found that teachers integrated minimal environmental topics or lessons due to feeling obligated to strictly follow science standards and emphasis on standardized tests. Teachers also had difficulty connecting the coastal workshop experience to their local classrooms. Perceived barriers included lack of time, restrictions on field trips, and teaching outside the traditional classroom. The results suggest workshops need to provide clearer connections between content and classroom instruction to maximize environmental education integration.
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This lesson plan outlines a biology class for 12th grade students on the principles of heredity and Mendel's laws of inheritance. The plan allocates 2 class periods of 45 minutes each. Students will be divided into groups to study examples of deviations from Mendel's laws, including incomplete dominance, codominance, epistasis, and more. They will receive a worksheet to solve problems related to these principles. Each group will then prepare a report on their findings to present and discuss with the class. At the end of the lesson, students will reflect on and evaluate their problem-solving process.
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This lesson plan focuses on erosion and having students assess their prior knowledge to create models of erosion and solutions to prevent it. Students will take the lead in conducting their own investigation using provided materials like bottles, soil, and iPads. They will document their experiment findings and develop possible ways to minimize erosion based on their models. The lesson aims to have students think critically about how to effectively solve or reduce erosion through their research process. Their understanding will be assessed based on the investigation plans and models they create, as well as recordings of their models and discussions of their findings.
Edited Evidence of student work progression - J
1) The student was able to actively participate in lessons about erosion and its effects on the Earth's surface. This included conducting investigations on how water impacts sand and soil.
2) The student demonstrated understanding of key science concepts by explaining how different landscapes affected erosion. She recognized that plants minimized erosion the most by absorbing water before minerals could be taken away.
3) The student designed an investigation strategy to minimize erosion and showed developing skills in identifying variables and forming investigable questions based on prior lessons.
Science lesson plan 1
This 1 hour lesson introduces students to the concept of erosion through a warm up activity drawing what is beneath their feet, completing a KWL chart on erosion, and performing a hands-on soil erosion experiment using straws to blow soil. The lesson aims to build students' understanding of erosion and its impacts by connecting it to the indigenous garden at their school. Formative assessments include the warm up artwork and reflections to gauge students' progression in learning about erosion.
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Pck lesson plan (4)
This lesson plan outlines an experiment to teach 4th grade students about how water erosion impacts the environment over time. Students will work in groups to test how water at different angles affects model sandcastles, recording their observations. They will then analyze the results, discuss how landscapes may change over time due to erosion, and complete a quiz to reflect on their learning.
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Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
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Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage students to take an active role in building understanding from their prior knowledge and experiences through techniques like group work and reflection. Teachers act as guides to challenge students to expand their knowledge. The 5E model provides a framework for constructivist lesson planning, including engaging students, allowing exploration, explaining concepts, extending understanding, and evaluating learning.
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EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral C
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
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Pck lesson plan (6)
This lesson plan focuses on erosion and having students assess their prior knowledge to create models of erosion and solutions to prevent it. Students will take the lead in conducting their own investigation using provided materials like bottles, soil, and iPads. They will document their experiment findings and develop possible ways to minimize erosion based on their models. The lesson aims to have students think critically about how to effectively solve or reduce erosion through their research process. Their understanding will be assessed based on the investigation plans and models they create, as well as recordings of their models and discussions of their findings.
Edited Evidence of student work progression - J
1) The student was able to actively participate in lessons about erosion and its effects on the Earth's surface. This included conducting investigations on how water impacts sand and soil.
2) The student demonstrated understanding of key science concepts by explaining how different landscapes affected erosion. She recognized that plants minimized erosion the most by absorbing water before minerals could be taken away.
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Science lesson plan 1
This 1 hour lesson introduces students to the concept of erosion through a warm up activity drawing what is beneath their feet, completing a KWL chart on erosion, and performing a hands-on soil erosion experiment using straws to blow soil. The lesson aims to build students' understanding of erosion and its impacts by connecting it to the indigenous garden at their school. Formative assessments include the warm up artwork and reflections to gauge students' progression in learning about erosion.
FINAL PROJECT (Group A)
The document outlines a project-based learning experience for students aged 14-16 studying English as a foreign language. The project aims to get students to reflect on environmental issues facing the planet and identify actions they could take to protect it. Students will first analyze the issue individually then collaborate in groups to create a presentation and video outlining 10 actions to heal the Earth. The project incorporates language learning, 21st century skills, and aims to make students more aware of environmental protection.
Pck lesson plan (4)
This lesson plan outlines an experiment to teach 4th grade students about how water erosion impacts the environment over time. Students will work in groups to test how water at different angles affects model sandcastles, recording their observations. They will then analyze the results, discuss how landscapes may change over time due to erosion, and complete a quiz to reflect on their learning.
Lit Tech Sextet-Constructivism
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, social interaction and reflection on experiences. This allows students to build new understandings based on what they already know. Teachers act as guides to challenge students and create meaningful lessons.
Lit Tech Sextet-Constructivism
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage students to take an active role in building understanding from their prior knowledge and experiences through techniques like group work and reflection. Teachers act as guides to challenge students to expand their knowledge. The 5E model provides a framework for constructivist lesson planning, including engaging students, allowing exploration, explaining concepts, extending understanding, and evaluating learning.
Lit Tech Sextet-Constructivism
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivist teaching approaches encourage active learning through exploration, hands-on activities, and social interaction. Teachers act as guides for students to build on prior knowledge and challenge understandings. Lessons are designed for students to make connections and reflect on learning experiences.
Grade3_Term2_Week6.document lesson plans
1) The document outlines lesson plans for a unit on habitats for a third grade social studies class.
2) The lessons involve identifying environmental factors that support life in habitats, discussing human impacts on habitats like deforestation and pollution, and explaining how adaptations help organisms survive in their environments.
3) Activities include videos, discussions, worksheets, projects and presentations to engage students and assess their understanding of key concepts.
Constructivism presentation
Constructivism is a theory of learning that suggests humans construct knowledge and meaning from their experiences. Key theorists like Piaget and Dewey influenced the development of constructivism and progressive education. Constructivism posits that learning is an active process where learners build on prior knowledge through experiences. For teachers, this implies facilitating learning through meaningful lessons and encouraging collaboration. The 5Es model - engage, explore, explain, elaborate, evaluate - provides a framework for lesson planning based on constructivist principles.
Eduu 551 larsen tech unit template
The document outlines a 5-week unit plan for a 3rd grade class focusing on creatures that inhabit the California wetlands. Students will research different wetlands creatures, create presentations, and participate in a field trip. The plan identifies standards, objectives, activities, accommodations, and resources to support learning about wetlands ecology.
Clouds
This lesson plan outlines a kindergarten science lesson on clouds that engages students through outdoor observation, an indoor experiment to demonstrate cloud formation, and graphic organizers for students to record their predictions and observations. The lesson explains that clouds form through evaporation and condensation of water in the sky. Students will learn the different types of clouds and how their appearance relates to upcoming weather changes.
Mixtures
This document outlines a science lesson plan for a 5th grade class on mixtures. The lesson involves dividing students into groups to research and conduct experiments on homogeneous and heterogeneous mixtures.
The lesson begins with a brainstorming activity to review what students already know about matter and mixtures. Students are then divided into groups and instructed to research one of three experiments on mixtures from provided web pages. Each group conducts their experiment, analyzes the results, and completes a report to present their findings to the class.
The teacher reflects that the lesson went well with enough time and that students made a good effort to communicate in English, though some relaxation was needed at the start. Overall, introducing experiments was a positive learning experience.
earth and life.docx
This document contains four weekly lesson plans for an Earth and Life science class in the 11th grade. The first week focuses on theories of the origin of the universe, including activities to introduce concepts and a diagnostic test. The third week covers the unique properties of Earth and how it supports life, including characterizing the planets and explaining Earth's subsystems. Minerals and rocks are the topics for the second half of the third week, with activities on identifying physical properties and classifying minerals and rock types. The fourth week continues examining minerals and rocks, focusing on relationships between rock types, origins, and formation processes.
Plan unidad photosynthesis noveno
The Photosynthesis is energetic processes where light photons from the sun generate in photosynthetic organisms and the student will understand and comprehend the importance of both the light and dark reactions of photosynthetic organisms for the energetic balance in all ecosystems.
Asgment hbsc1103
The document discusses various hands-on activities teachers can use to engage students in learning science. It describes activities that encourage curiosity, allow skills development through manipulation, foster cooperation, help develop scientific concepts, and relate lessons to everyday life. Examples include observing the effect of smoking on cotton in a bottle, classifying devices that overcome human limitations, recreating the solar system with students representing planets, investigating how plant shoots respond to light, and determining which materials conduct heat well. The conclusion emphasizes that learning science is most meaningful when done through hands-on activities led by a facilitative teacher to enhance understanding and long-term memory.
Climate change
The document discusses strategies for teaching sustainability and climate change concepts to early childhood students. It outlines a 5Es lesson plan focused on the greenhouse effect, engaging students with videos, having them do a hands-on experiment to explore temperature changes inside jars with different conditions, explaining concepts like climate change and its future impacts, elaborating on how these issues apply personally and generating ideas to help the environment, and evaluating student understanding of key takeaways about the importance of addressing climate change. Resources like books and websites are also provided to support teaching sustainability and climate change topics to early learners.
Global What?
This slideshow outlines a 2-week class project called "Global What?" where students will study global warming and its effects. They will construct a poster presentation displaying what global warming is and how it affects both individuals and Earth. The project aims to help students understand global climate concepts like how global warming affects humans, the ozone layer, and more. It will involve time outdoors observing temperature/weather patterns. The roles of teachers, parents, and students are defined to ensure the project's success.
The movements of the earth
This document describes a lesson plan created by Merche Berbel for teaching 3rd grade primary students about the movements of the Earth, Sun, and Moon. The lesson involves students working in groups to conduct an experiment using a torch and ball to illustrate the Earth's rotation and revolution. Students take notes and create a presentation to share their findings with the class. The teacher reflects that the students struggled with group work, time management, and feeling stressed by the evaluation criteria, and that it would be better to spend more time practicing group work skills and having activities planned in advance.
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral C
EDUC 635
Lesson Title:
Author:
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Topic
Grade/Level
Standards
Objectives
Summary
IMPLEMENTATION
Phase 1: Engage the Learner
Phase 2: Explore the Concept
Phase 3: Explain the Concept & Define the Terms
Phase 4: Elaborate on the Concept
Phase 5: Formative Assessment
Time Allotment
1
Reflections
MATERIALS AND RESOURCES
Differentiated Instruction
.
Instructional Materials & Handouts
Resources
SUMMATIVE ASSESSMENT
Assessment/Rubrics
Page 1 of 1
The Cajun Gingerbread Boy
Author: SHERRY KIGHT
Based on lesson by: SHERRY KIGHT
Date created: 11/05/2011 8:16 PM EST ; Date modified: 11/06/2011 10:28 AM EST
GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Subject(s)
Reading, Science, Social Studies
Topic or Unit of Study
Bayou Life
Grade/Level
Grade 2
Standards
NC- North Carolina Standard Course of Study
Subject: Social Studies
Grade/Topic: Grade 2 REGIONAL STUDIES: LOCAL, STATE, UNITED STATES, AND WORLD
The second grade study emphasizes community life in a variety of contexts with a major focus on geography. Students examine how communities may be linked to form larger political units, and how there are cultural, geographic, and economic ties. Through their study of various patterns of community living, the students begin to understand that people’s activities are influenced not only by their geographic location, but also by how they use the earth’s materials, the physical environment, and human traditions. By looking at communities from a geographic perspective, students become aware of some of the cultural, political, geographic, and economic factors that help bind communities together through both time and space.
Competency Goal 5: The learner will understand the relationship between people and geography in various communities.
Objective 5.01: Define geography and use geographic terms to describe landforms, bodies of water, weather, and climate.
Subject: Science (updated)
Grade: Grade 2
Subject Area: Life Science
Competency Goal: 1: Will conduct investigations and build an understanding of animal life cycles
Objective: 1.01 Describe the life cycle of animals including: Birth, Developing into an adult, Reproducing, Aging and death
Objective
Students will compare and contrast versions of the story of The Gingerbread Man.
Students will state the meaning of and be able to apply the terms of geography, bayou, city, river, weather, and climate.
Students will review the steps in the life cycle of frogs and discuss how the characteristics of the bayou support the frog’s development.
Summary
The lesson is based on the book The Cajun Gingerbread Boy. By reading the book, the teacher will be able to introduce the concept of a bayou and its inhabitants to students. The teacher will use teacher talk to emphasize the difference between the original version of The Gingerbread Man and The Cajun Gingerbread Boy. The students ...
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EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral C
EDUC 635Lesson Title AuthorGENERAL COMMENT AREAGeneral C
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This design brief outlines a project to create a solution for safely reaching items stored on the top shelf of a client's pantry cupboard. The client and others in the home currently need to stand on chairs to access baking goods on the highest shelf, which is unsafe. The design must be functional for different people to use, easily accessible, and not impact the overall function or take up much space in the cupboard. It should match or be hidden from the rest of the pantry and be safely packed away when not in use. The solution will be made using recycled materials like wood and tools already in the home.
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This document provides information about supporting STEM (science, technology, engineering, and mathematics) learning at home. It recommends activities like gardening, building forts with blocks, reading STEM books, and playing with materials in nature. These activities help children learn fundamental concepts about the natural and human-made world. The document also provides examples of open-ended questions parents can ask children and lists various STEM-related books, materials, apps, games, and construction/experimentation resources parents can use at home with their children to support STEM learning and skills like problem-solving.
Building a foundation: Unplugged coding activity
This activity introduces preschool students to the concepts of persistence and algorithms through an unplugged coding activity where they build a structure. Students will plan a sequence to build a foundation and draw or write down the steps. They will work in small groups with limited supplies to construct a foundation that can hold a textbook for over 10 seconds, experiencing challenges that require persistence. The activity teaches students to decompose large tasks into smaller steps and arrange the steps in logical order, helping them understand sequencing and the process of achieving an outcome through trial and error.
Simple machines teaching idea
1) The lesson teaches students about simple machines by having them design and build machines into their treehouse designs using levers, pulleys, inclined planes, wedges, wheels and axles, and screws.
2) Students will explore the practical uses of simple machines and generate ideas about concepts like force and motion.
3) The teaching activity has students start with a treehouse blueprint, learn about simple machines from an app, then use loose parts to design and build simple machines into their treehouse designs to accomplish tasks like getting into the treehouse or transporting food.
Simple machines app review
Simple Machines is an app that allows kids to interact with 6 simple machines: levers, pulleys, inclined planes, wedges, wheel and axles, and screws. For each machine, users can alter variables and see how the machine reacts. The app covers concepts of force, motion, inputs/outputs, and mechanical advantage through interactive activities involving each machine. It has potential to stimulate design ideas if parents engage children in questions about observations and what they are learning.
Book teaching idea
This document outlines a teaching activity where students will design their ultimate treehouse. The students will read a book about treehouses to spark ideas and discuss materials. They will brainstorm designs through drawings and blueprints, exploring the process of designing and constructing a project. By immersing themselves in treehouse design using STEM practices like problem solving and engineering, the students will gain an understanding of design processes and using ideas in the real world.
Book review
Everything you need for a Treehouse is a picture book that highlights the wonder and magic of treehouses and the imaginative adventures children can have in them. It details different treehouse designs, going through the planning process with blueprints, how many people will use it, and how to access the treehouse. The book brings readers back to their childhood desire for a treehouse through poetic text and whimsical illustrations. It is ideal for sharing with preschoolers to spark creative thinking and future builders.
Explanation of artefacts according to stem practices
The document discusses four artifacts that are part of a teaching sequence to help preschool students learn STEM concepts through building a treehouse project. Each artifact focuses on persistence, generating ideas, and building/designing skills. They allow students to develop theories, learn terminology, and see how innovation works in the real world. The artifacts include a book, parent brochure, coding activity, and app that all feature construction experiences and enable young children to explore STEM concepts through play.
GRP
Tamara Hope has applied for a graduate teaching position. She has over 3 years of experience working in a preschool and before/after school care setting. She is qualified to teach early childhood through to secondary subjects including languages, mathematics, science, and the arts. Tamara discusses examples from her teaching placements where she designed lessons differentiated for diverse learners and modified tasks to engage students with specific needs. She focuses on understanding how students learn, using data to inform planning, and creating a safe learning environment. Tamara aims to continue developing her skills through collaboration with colleagues.
Smart goals
This teacher conducted a self-assessment and identified strengths and areas for development in their science teaching. Their strengths included effective communication, safety practices, assessing learning, and engaging in professional development. Areas for development were incorporating ICT, supporting students with disabilities, and including the cross-curriculum priority of Asia engagement. The teacher outlined three goals to address these areas: 1) Incorporate Asia engagement authentically in lessons, 2) Improve use of ICT strategies regularly in lessons, and 3) Connect with the community and learn strategies to support students with physical disabilities in active science lessons.
Introductory statement
Tamara Hope will be doing her professional teaching placement at Jerrabomberra Primary School from May 7th to June 29th, where she will gradually take on more teaching responsibilities under the guidance of Mrs. Blazevska. Tamara is currently completing her Bachelor's degree in Early Childhood and Primary Education at the University of Canberra, and works as a preschool teacher assistant and in before/after school care. She is excited to work with the students in Mrs. Blazevska's classroom and looks forward to getting to know the parents and students.
J's rubric
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Pck lesson plan (5)
- 1. LESSON PLAN 5 Date: 28/3/18 Term: 1 Week: 8 Year Level: 4 Time/length: 1hr Learning area focus: Erosion Context Thisis the fifthteachinglessoninourerosionunit.Overthe lastfourlessons,we aimedtobuilduponstudent’s understandingof causesandissuesof erosion.Theyhave explorednatural process(lesson4) andhumanactivity(lesson3) whichcan cause weatheringanderosionof the Earth’ssurface.Inthislessonstudentswill relatetotheir local area (schoolsvegetable garden) throughthe investigationof asoil erosionexperiment,make observationsandpredictconsequencesof future occurrencesand humanactivity.The studentswill thisexperimentandsuggestexplanationsfortheirobservationsandcompare theirfindingswiththeirpredictions.Studentsdiscussways to conductinvestigationsandsafelyuse equipmenttomake andrecord observations. Individual learning considerations: To supportthe learningneedsof ourgroup,there will be a varietyof materialsto engage throughvisuallyandhandsonexperiences.Studentsare alsogivenwrittenwork, which will support students who are less confident in writing skills by modelling and teacher support where necessary. Group roleswill alsobe usedtoensure thatall studentsparticipate whileconductingthe experimenttoprovide arange of learningopportunitiesforthe students.The purpose forthisgroup role playthroughoutthe experiment,istoencourage studentstostartthinkingandexploringlike ascientist. Content Descriptions: Science Understanding: Earth’s surface changesovertime asa resultof natural processesandhumanactivity(ACSSU075). Science as an HumanEndeavour: Science involvesmakingpredictionsanddescribingpatternsandrelationships(ACSHE061). Science inquirySkills: Withguidance,identifyquestionsinfamiliarcontextsthatcanbe investigatedscientificallyandpredictwhatmighthappen basedonpriorknowledge (ACSIS064). Suggestwaysto planand conductinvestigationstofind answerstoquestions(ACSIS065). General capabilities: Literacy: Studentswill use theirliteracyskillstocomplete the followingactivities:the scientificmethod,implementationof the erosionexperiment,sharingresultsandthe Kahootquiz. Numeracy:Studentswill use theirnumeracyskillstoensure the methodiscomplete,materialsare all measuredandthe processof methodisputintoplace throughthe stepby stepprocess. Critical and Creativethinking:Studentswill criticallyandcreativelythink,analyse,explore andexperimentwiththe conceptof erosion. ICT: Studentswill use the followingformsof technology:Scientificmethod(writing),iPadstotake photosthroughoutthe experimentprocess Cross curriculum: Sustainability:Thisunitprovidesstudentswithopportunitiestodevelopunderstandingof howhumanimpactandnatural processesonthe environmentaffectssoilsand landscapes. Lesson outcomes/Learning intentions: Studentswill: - understandthe cause andeffectrelationshipof water erosion - identifythe featuresthatmade theirinvestigationafairtestandwhyscientistsuse modelsin theirwork. Indicators: Studentswill: - create three differentsoil landscapes - create a theoryonhowto minimise erosion - draw a model/diagramof the experiment
- 2. - contribute todiscussionsabouthowlandformsare shapedbyerosion. - discussandcompare theirresultswiththe classto formcommonunderstandings Classroom intention: Learning about: How doeswaterimpactthe environment? Learning to: As researchers,howcanwe investigatewayswaterwill impactthe earthmaterials? - write uptheirthoughtsonthe resultsof the experiment Assessment for/as/of learning: - Investigationplannersheets. - Implementationof experimentandsharingresults. - What we Learnt.Part of KWL Chart TEACHING AND LEARNING ACTIONS Timing 2 minutes 5 minutes 20-25 minutes 10 minutes Orientation DiscussexpectationsandLessonoutcomes/intentionsof the lesson Warm Up activity- Engage Videoof howplants minimise the effectof watererosiononsoil Studentsconstructa definitionof erosion.Theywrite theseontheirwhiteboard,show,dicsssand edittheirdefinitionswitheachother. Body ScientificMethod Informstudentsthatwe will be creatinganexperimenttotestwhichnatural materialswill best reduce erosionof water.Asa whole group,the pre-service teacherswillgothrougheachstepto getthe studentshypothesising,predictingandcreatingthe methodneededforthisexperiment. Thiswill be a guidedinquiryapproach. ReducingErosion Experiment: Thisexperimentwillbe done throughawhole groupexample.Studentswill fill three bottleswith dirt,dirt andbark, and dirtand plantstotest whichwill bestreduce erosion.The studentswillthen poor waterinit and collectanyrun off andcompare its colour.To ensure maximumparticipation, all studentswill be givenarole withinthe group. Sharingresults Gather studentstogetheranddiscusstheirresults.Whathappened?Wasitexpected? Askstudentsif theythinkthattheywouldgetthe same resultsif theyhadrepeatedthe experiment.Why/whynot? Askstudentswhatwouldbe theirrecommendationsforfuture research- howcouldtheir experimentbe usedtoexploresomethingelse. Closure Resources Whiteboards x 6 A3 Investigation planner sheet A4 Investigation planner sheets Bottles cut x3 Soil Bark Plants Small shovel Cups
- 3. Bringout the KWL chart that hadstartedfrom week 1. Askstudentswhattheyusedtothink,and whattheynow think.Encourage themtofill itouton the ‘whatI learnt’part of the table. Informstudentsthatthe nextweektheywillbe beginningtheirassessmentpiecesandthat itwill be designingtheirownexperimenttoreduce erosioninacase study.If there istime at the end discussas a whole groupwhat theirideasare on minimising erosion.