The unit ‘In the Mix!’ will enhance student understanding of the properties of materials and the physical changes that occur when materials are combined. They will learn about the concept of matter and the various types of mixtures and their purposes. They will also learn to classify, investigate, predict observe, document their findings, explore through hands on experiences, discover, experiment, communicate and analyse (Board of Studies NSW). Throughout the unit students will be given the opportunity to use a range of ICT in order to support their understanding of the scientific concepts. They will use Ipads, the Interactive White Board, cameras and computers to develop ICT skills and enhance their learning.
This unit supports the pedagogy of play whilst addressing the outcomes highlighted by the NSW Science and Technology Syllabus and The Early Year Learning Framework. The pedagogy of play fosters students’ natural curiosities and promotes constructivist learning (Fleer, Jane & Hardy, 2007). Students learn without even realising it, as they are having fun with each activity. Using this unit the teacher will guide and scaffold the students’ learning experiences in order to allow students to construct their own knowledge and learn through practical student centered experiences.
The unit also supports the 5E Model and ensures that students participate in engaging, exploring, explaining, elaborating and evaluating (Australian Academy of Science, 2012). Akar (2005) highlights that the 5E model effectively allows students to participate in meaningful and authentic activities that develop higher order thinking skills in an engaging way. This model allows students to ‘enjoy science, understand content and apply scientific processes and concepts to authentic situations’ (Akar, 2005, p.27).
5E’s Model
ENGAGE - Engage students and elicit prior knowledge
EXPLORE - Provide hands-on experience of the phenomenon
EXPLAIN - Develop scientific explanations for observations and represent developing conceptual understanding
ELABORATE -Extend understanding to a new context or make connections to additional concepts through a student planned investigation
EVALUATE Students re-represent their understanding and reflect on their learning journey, and teachers collect evidence about the achievement of outcomes
(Australian Academy of Science, 2012, p. v)
Essential understandings Students will learn about:
identifies ways that everyday materials can be physically changed and combined for a particular purpose Indicators
Everyday materials can be physically changed in a variety of ways.
Students:
explore how some everyday materials can be physically changed by actions.
Different materials can be combined, including by mixing, for a particular purpose.
Students:
predict the changes materials will undergo when they are combined.
compare their observations with their predictions when materials are combined and mixed
explore examples of how people at home and work change and combine different materials for a particular purpose.
ST1-4WS
Investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know. Indicators
Students conduct investigations by:
working cooperatively and individually when participating in different types of guided
investigations to explore and answer questions
Students process and analyse data and information by:
using a range of methods to sort information, including drawings and provided tables.
describing changes in objects and events observed in investigations
comparing observations with those of others to identify similarities and differences in the findings of their investigations
making predictions about familiar objects and events and the outcomes of investigations
Students plan investigations by:
suggesting some types of activities that need to be undertaken during the processes of.
Working Scientifically by:
suggesting observations that could be made to collect data and/or information about their questions and predictions.
Students conduct investigations by:
working cooperatively and individually when participating in different types of guided investigations to explore and answer questions
Students process and analyse data and information by:
using a range of methods to sort information, including drawings and provided tables.
describing changes in objects and events observed in investigations
comparing observations with those of others to identify similarities and differences in the findings of their investigations
Students communicate by:
representing and communicating observations and ideas using oral and written language, drawing and role-play
displaying data and information in a variety of ways, including drawings, simple texts, provided tables and graphs, using digital technologies as appropriate
sharing what they did and what they could do differently throughout the investigating process
ST1-5WT
Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants. Indicators
Exploring different materials by observing and manipulating them and using trial-and-error
Researching and exploring different sources of information, including the internet
Using techniques for documenting and communicating design ideas, including simple plans, drawings and models, using familiar materials.
Using the results of investigations to refine design ideas
Using a range of everyday tools, equipment, materials and techniques
Children develop knowledgeable and confident self identities.
Children learn to interact in relation to others with care, empathy and respect.
Outcome 2: Children are connected with and contribute to their world.
Indicators:
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
Children respond to diversity with respect.
Children become aware of fairness.
Children become socially responsible and show respect for the environment.
Outcome 3:Children have a strong sense of wellbeing.
Indicators:
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing.
Outcome 4: Children are confident and involved learners.
Indicators:
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesizing, researching and investigating.
Children transfer and adapt what they have learned from one context to another.
Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Outcome 5: Children are effective communicators
Indicators:
Children interact verbally and non-verbally with others for a range of purposes.
Children engage with a range of texts and gain meaning from these texts.
Children express ideas and make meaning using a range of media.
Children use information and communication technologies to access information, investigate ideas and represent their thinking.
KLA: English EN1-10C
Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing text. Indicators
Respond to a wide range of texts through discussing, writing and representing.
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication.
Predict and discuss ideas drawn from picture books and digital stories.
Use creative and imaginative features in role-play and drama.
EN1-11D
Responds to and composes a range of texts about familiar aspects of the world and their own experiences Indicators
Compose simple print, visual and digital texts that depict aspects of their own experience
Discuss characters and events in a range of literary texts and share personal responses to
these texts, making connections with students' own experiences
EN1-12E
Identifies and discusses aspects of their own and others’ learning Indicators
Discuss some of the ways that story can be reflected in a variety of media.
Jointly develop criteria for assessing their own and others' presentations or compositions with teacher guidance.
Identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities.
EN1-1A
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations. Indicators
Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information
Understand that social interactions influence the way people engage with ideas and respond to others.
Interact effectively in groups or pairs, adopting a range of roles
Use interaction skills, including active listening behaviors and communicate
KLA _Mathematics MA1-1WM
Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols Indicators
Uses mathematical language to describe units of measurement e.g. Cup, one table spoon, pinch of sugar, handful of.
MA1-10MG
Measures, records, compares and estimates areas using uniform informal units Indicators
Measures using mathematical language to describe units of measurement e.g. Cup, one table spoon, pinch of sugar, handful of.
