Introduction (20 minutes)- The teacher will ask the students to role play what the particles in a solid and liquid look like. The teacher will scaffold their learning by bringing in one solid and one liquid item e.g. sand and water.
This video illustrates what the particles in liquids/solids look like. This will allow the children to compare their predictions from their role-play and construct new knowledge via watching the video.
The children will then re-enact what the particles in a solid/liquid would look like.
Conclusion (15 minutes)- To extend on children’s knowledge, the children will further represent, through role-play, what they think would happen to the particles if this solid and liquid is mixed?
The teacher will further enhance their learning through imaginative play. The teacher could say: “Imagine that this group is the particles in a little grain of sand, now imagine that this group is the water. Imagine that water liquid is mixing with our grain of sand.’ Refer to Appendix 5.
We guided them in what it actually looks like through role play.
The teacher will assign a student to record on an Ipad all of the student’s reenactment of the particles in solids and liquids. The teacher can then use this video as a form of assessment to determine the student’s understandings. Interactive whiteboard activity
Students will represent the particles of solids, liquids and/ or mixtures by using interactive activities on the smart board, the Ipad or using concrete materials such as counters and string.
Gifted and talented extension
This activity is tiered because students of lower abilities may only be able to identify the particles of a solid or liquid, whilst gifted and talented students thinking can be extended by also representing the particles of suspension mixtures and solution mixtures.
Container of sand
Container of water
Appendix 5.
Ipad
-Coloured counters
-String
-Smartboard IWB Activity
-Ipads
ST1-12MW
ST1-4WS
DRAS1.1
MA1-1WM MA1-10MG EN1-10C
EN1-11D
EN1-1A
EYLF 1,2,3,4,5
ST1-5WT
Lesson 7
Elaborate
Explore
Introduction (10 minutes)- Begin the lesson by encouraging the children to predict if something could ever be both a liquid and a solid.
Children will then represent their predictions creatively by drawing what they think about this statement, and what this item may look like.
Body (40 minutes)- The teacher will then read the picture book ‘Bartholomew and the Oobleck’ – Dr Seuss to introduce a substance- Oobleck which is both a liquid and a solid. The teacher will then draw children’s attention to this substance throughout the book and ask open - ended questions to guide their learning, such questions can be:
How did the author describe Oobleck in the book? Do you think it is a solid or a liquid? Why?
How do you think the assistant made the Oobleck?
What do you think it will feel like?
What does it look like?
Students then explore and play with cornstarch, water and green food dye. The teacher will guide their learning by asking;
What kind of consistency do you think it is?
What do you think will happen if you add more Cornstarch?
What do you think will happen if you add more water?
What does it feel like?
Do you think this substance is a liquid or a solid? Why?
Conclusion_(10_minutes)'>Conclusion (10 minutes)- The teacher will need to confirm that it is both a liquid and a solid.
The teacher will then ask the students to demonstrate to the class how their Oobleck is a solid and how it is also a liquid.
If students were unable to create the correct consistency, the teacher can ask the students why theirs might’ve turned out like that and how they can alter their mixture to create a better consistency.
Introduction (10 minutes) - The children will be engaged by making solids that change state without combining.
“What do you think will happen when milk is added to pasta”?
“What do you think will happen if warm water is added to pasta”?
“What do you think will happen if milk is added to cheerios”?
Body(40 minutes) - The children will then undertake their own exploration and discovery in groups to construct their own learning.
In their investigations children will explore the affect that liquid has on solids such as; pasta, cheerios, noodles etc. The children have the choice to record their knowledge through any preferred media. For instance, they have the freedom to choose to take photos, draw diagrams, written analysis, role play, discussions, or using a range of apps (Show Me Interactive App) to represent their understanding about, i.e. what is the difference in the solid state of pasta before and after adding a liquid.
The teacher can further guide them and scaffold their learning during their explorations by asking;
“How did the water change the pasta?”
“What happened when milk was added to the pasta”?
“What happened when milk was added to the cheerios”?
Conclusion(10 minutes) - The children will then share their experience with the class by presenting their personalised discoveries.
Pasta
Cheerios
Noodles
Water
Milk
Ipads
Paper
Pencils
Crayons
MA1-1WM
MA1-10MG
ST1-4WS
ST1-12MW
EN1-12E EN1-1A
EYLF 1,2,3,4,5
ST1-5WT
Lesson 9
Introduction (10 minutes)- To begin the lesson, the teacher will upload the IWB with the TWLH chart. The students will then complete the LH part and have a discussion and match the previous ideas with their current knowledge.
Body (35 minutes) - The students will then undergo ‘What we learnt’ projects. They will be asked to demonstrate their new understanding in a form of their chosen manner.
The students and teacher will collaboratively construct a rubric on the IWB. This will help the students understand the collaborative aim of the project and have an end goal that they are working towards. Refer to Appendix 2 for a rubric example.
Conclusion (15 minutes) - The students will then get into groups of four. For the rest of the lesson, they will be collaborating with their group to make their presentation of their new understanding. They can choose any way they feel they would like to present, some ways may be through:
Role play
ICT presentation
Drawings/graphics etc.
The students need to constantly refer to the rubric to ensure they are meeting the aim.
The teacher will provide materials and ICT for the students to use. They are aware of the different apps they can use from previous activities.
IWB – TWLH chart.
Appendix 2 on IWB
Cardboard paper
6 Ipads (one per group)
Pencils
Textas
Glue
crayons
EN1-1A
EN1-12E EN1-10C
ST1-4WS
ST1-12MW
DRAS1.1
VAS1.2
MA1-1WM
MA1-10MG
EYLF 1,2,3,4,5
ST1-5WT
Lesson 10
Introduction (15 minutes)
In the previous lesson, children were given the choice of selecting a method of displaying their learning. Students will present their ‘what they learnt’ projects to the class.
Body (35 minutes)
All students will undergo a self and peer assessment (the teacher uses the rubric to also assess the student’s learning). They will use the rubric created collaboratively in the previous lesson. Students will assess:
Their peers, after each group has presented.
Their own group. After their own presentation.
The teacher will look at the marked rubrics and take this into consideration when assessing each group. The students will then take the rubrics marked for their group. This provides them with personal/constructive feedback.
Next the children are to engage in a discussion, extending on a range of sentence starters and asking questions children may have about each student’s presentation. The sentence starters will be provided to assist the students in expressing themselves; further highlight their progress, how their views have changed/ what they now know etc. the questions/ sentences may include;
Questions
-what did you think in the beginning?
-how have your views changed? Why?
Sentence Starters
-I agree with… because…
-I disagree with… because…
-Why do you think….
-I thought…now i…
-My views have changed because…
Such questions allow children to develop mental strategies including their higher order thinking skills, reasoning and reflecting.
Conclusion (10 minutes)
A Question Box will be available for students to anonymously write down questions for the teacher/class to explore (any questions/ ideas they may have regarding the content /concept learnt which they wish to further explore.
The teacher will reads these questions and allow the class to answer these questions, if they are unsure of the answers the teacher is to discuss it or ask open-ended questions to explore the children’s thinking.
Special needs:
-All children are given control of selecting their preferred method of presentation e.g. drawing/ writing etc.
-The teacher is to assist the students by closely guiding children throughout the lesson and ensuring they are receiving
-Question box
-Pencils
-Post it notes
ST1-4WS
EN1-10C
EN1-11D
EN1-12E
EN1-1A
VAS1.2
EYLF 1,2,3,4,5
ST1-5WT
Resources
Text
‘Bartholomew and the Oobleck’ – Dr Seuss
Human
Indigenous Guest Speaker (Painter or Elder)
Place
The Classroom
The School Playground can be used if there is no wet area in the classroom
Audio/visual/ IWB/ Online
BBC – Solid, Liquid and Gas http://www.youtube.com/watch?v=UnBoQe2rsgo
IWB Activity (Word Wall)
IWB Activity (Particles in Solids and Liquids Representation)
They see think, act, make and share without words. Applying intra personal and kinaesthetic skills to thinking and learning. Students prefer kinaesthetic, hands-on, non-verbal learning.
Students will engage in hands on learning when mixing the materials together, in non-verbal learning when dressing up as a character and through visuals when completing their Observation Charts.
Using images, symbols and metaphors to understand concepts and content. The observation table uses symbols to visually represent instructions e.g. eye, nose and hand.
Learning is connected to real life purposes, contexts and communities. Students identify the purpose of the mixtures they created.
Students learn by working from wholes to part. The students explore whole, complete mixes and later identify the individual parts of the mixture.
Lesson 2
Students will engage in hands on learning when mixing the materials together, through visuals when completing their Observation Charts.
The observation table uses symbols to visually represent instructions. The conclusion activity allows students to represent their understandings and ideas visually through a creative arts product.
Lesson 3
Students will engage in hands on learning when mixing the materials together, through visuals when completing their Observation Charts. The Introduction activity also allows students to physically manipulate solids and liquids.
Learning is connected to real life purposes, contexts and communities. During the guest speaker presentation students are able to connect their learning to real life purposes, contexts and communities.
The observation table uses symbols to visually represent instructions. The conclusion activity allows students to represent their understanding of solutions and suspensions visually using circles to symbolise particles.
Lesson 4
The students engage in hands on learning as they mix the materials and race their mixtures.
Lesson 5
Students will engage in hands on learning when mixing the materials together, through visuals when completing their Observation Charts.
Learning is connected to real life purposes as students identify the purpose of the mixtures they created in the conclusion activity.
The observation table uses symbols to visually represent instructions.
Lesson 6
Students will learn through movement as they role play the particles in solids, liquids and mixtures.
Lesson 7
Students approach learning through narrative. The students learn about Oobleck through Dr Seuss’ Picture book.
Students will engage in hands on learning when mixing the materials together
Lesson 8
Learning through nonlinear ways. Students identify the end product at the beginning of the lesson and organise their learning process in their preferred manner (lateral or nonlinear)
Lesson 9 & 10
Students are able to choose their preferred way of presenting their ‘what we learnt’ projects. Students will be able to use kinaesthetic, hands on or visual ways of presenting.
REFERENCE LIST 8 Ways Aboriginal Ways of Learning. (2014). Retrieved from: https://8ways.wikispaces.com/
Akar, E., (2005). Effectiveness of 5E learning cycle model on students’ understanding of acid-base concepts. Retrieved on 1st of July, 2014 from: https://etd.lib.metu.edu.tr/upload/12605747/index
Australian Academy of Science, (2012). All Mixed Up: Year 2, Chemical Sciences. Act: Canberra. Primary Connections.
Australian Academy of Science, (2012). Teaching Primary Science: Trial-teacher feedback on the implementation of Primary Connections and the 5E model. Australia: Primary
Australian Government Department of Education, Employment and Workplace Relations (2009). Belonging, being and becoming – The early years learning framework for Australia. Canberra, Australia: Author.
Board of Studies, New South Wales, (2012) NSW Syllabus for the Australian Curriculum: History K-10 Syllabus. Retrieved on the 1st of July, 2014 from: http://syllabus.bos.nsw.edu.au/hsie/history-k10/
Board of Studies, New South Wales, (2012). NSW Syllabus for the Australian Curriculum: Mathematics k-10 Syllabus. Retrieved on the 1st of July, 2014 from: http://syllabus.bos.nsw.edu.au/mathematics/mathematics-k10/
Board of Studies, New South Wales. (2012). NSW Syllabuses for the Australian Curriculum: English K-10 Syllabus. Retrieved on the 1st of July, 2014 from: http://syllabus.bos.nsw.edu.au/english/english-k10/
Board of Studies, New South Wales. (n.d). NSW Syllabuses for the Australian Curriculum: Science K-10 (Incorporating Science and Technology K-6) Syllabus. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/
Collier, I. (2009). C005 Particles- Solids liquid gas. [YouTube video]
Fleer, M., Jane, B., & Hardy, T. (2007). Science for Children: Developing a personal approach to teaching (3rd ed). French Forest, NSW: Pearson.
McConney, A., Oliver, A., Woods-McConney & Schibeci., R. (2010) International Journal of Science Education: Science Literacy for Indigenous Students, 14(33), 21.
NSW Board of Studies (2006a). Creative arts K-6 syllabus. http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES
Primary Resources, (2014). Mixing and dissolving materials. Retrieved on 1st of July, 2014 from: http://www.primaryresources.co.uk/science/pdfs/rsc_tc_nc2.pdf Suess,D,. (1949). Bartholomew and the Oobleck. Turtleback Books.
Using images, symbols and metaphors to understand concepts and content. The observation table uses symbols to visually represent instructions e.g. eye, nose and hand.
Learning is connected to real life purposes, contexts and communities. Students identify the purpose of the mixtures they created.
Students learn by working from wholes to part. The students explore whole, complete mixes and later identify the individual parts of the mixture.