5e model sequence of lessons science

8/10/2019 5E Model Sequence of Lessons Science

1/15

Lesson number: One Lesson title: What about heat?

ENGAGE To capture students interest and fnd out what they think they know about the key concepts. To elicit students questions about the key concepts.

Inspiration taken from the Primary Connections unit planner

SelectedLearningOutcomes

(AC)

Learning Exeriences !esources "eaching Strategies and Grou Structure(#hole class$ small grous or indi%idual)

Assessment &iagnosticFind out what students already think they know andunderstand. This allows you to take account o studentsexisting ideas when planning uture learning experiences.

Science

ACSSU049

ACSIS053

ACSHE050

English

ACE!"#$#

ACE!"$9%

ACEA"4$#

Students will:

"& 'iscuss the (uestions an)implications of *he earnin+ Chef,sletter to the class

%& Sho- -hat they think they kno-a.out heat .y respon)in+ toima+es/ statements an) o.ectsthat relate to heat&

%& earn ne- heat1relate)2oca.ulary to a)) to a 2oca.ulary-all

3& Participate in class )iscussion

a.out heat/ pro2i)in+ i)eas/strate+ies an) i)entifyin+ho--here heat eists

4& rainstorm -hat they kno- a.out)i6erent o.ects an) ho- they arerelate) to heat

5& Contri.ute to completin+ a class7no-8ant to 7no- chart a.outheat&

#& Intro)uce in)i2i)ual scienceournals& 'iscuss features/ purposean) ho- stu)ents shoul) recor)o.ser2ations an) results in&

See Appendix or resources

Ima+es an) o.ects relate) to heat e&+&+lo2es/ acket/ kettle/ hair)ryer place) onchart paper appen)i "&":

*he earnin+ Chef,s letter to the classappen)i "&%:

Heat1relate) statements alon+ a continuumappen)i "&3:

,*he ;itten, story .ook rett/ "98hy )o you think a heater is hot? Ho- )oes aumper keep you -arm? 8hen )o -e nee) heat?8hy )o -e nee) heat?

&i.erentiation

/ost it notes'i6erent coloure) notes to assess)i6erent +roups, prior kno-le)+e an)i)eas

Class ,no#+Want to -no# chartUse as )ia+nostic assessment to assessany prior kno-le)+e/ misconceptions an)to inform future teachin+ points appen)i"&5:


2/15

Pro2i)e picture cues for stu)ents*eacher to summarise an) scri.e stu)entresponses for class chart for selecte) stu)ents*eacher to assist stu)ents -ith .rainstorm an)rea)in+ of thermometers etc&

Lesson number: "#o Lesson title: Where does heat come 0rom?

E1/LO!E To provide handson experiences o the pheno!enon or concept. To provide shared experiences o thepheno!enon or concept.



3/15

SelectedLearning

Outcomes(AC)


Assessment 2ormati%e"ook or evidence o students use o appropriate ways torepresent what they know and understand and givethe! eedback about how they can i!prove theirrepresentation.

Science

ACSHE050

ACSSU049

English

ACE!"#$#

ACEA"4$#

3aths

AC;SP0#9

Students will:

"& Eplore heat in familiar contets-ith han)s1on eperiences ofi)entifyin+ heat sources in the

classroom an) classify them

%& ecor) o.ser2ations in a ta.lean) start keepin+recor)s-orksheets in scienceournal

3& I)entify ho- heat can .epro)uce) in many -ays an) thetemperature scale that )i6erento.ects can ha2e e&+& -arm/ hot/2ery hot

4& Use oral an) -ritten lan+ua+e torecor) an) )iscuss theiro.ser2ations of heat sources

5& 'iscussion to compare an)contrast i)eas a.out heat sources

See appen)i for resources

8hat,s Hot -orksheet for each stu)entappen)i %&": Australian Aca)emy ofScience/ %0"4:

Collection of o.ects or pictures of them1Computer1;o.ile phone18arm cup of -ater1Heater1Hot -ater .ottle1Computer1Hair)ryer1Dlass on -in)o-1i+ht .ul.1Person1Sunli+ht1ri)+e

Class *1chart -ith column hea)in+s ,heatpro)ucers, an) ,heate) .y somethin+ else,

Coloure) Post1it notes

iPa) or cameras to take pictures of o.ects ifa2aila.le

4denti5cation o0 heat sources (grou #or-)Stu)ents -ork in teams to n) )i6erent o.ectsan) pictures of o.ects in the room that +i2e o6heat& *ake pictures of these to present later& *hey

i)entify an) )eci)e -hether the o.ects are-arm/ hot/ etc&

3odelling o0 grou in%estigation (#holeclass);o)el completion of stu)ent -orksheet& *eacherli+hts a can)le an) asks stu)ents to -rite thiso.ect in the correct column of their -orksheet&Class )iscussion on its temperature -armhot?:an) -hether it is a heat pro)ucer or not& Ho- )othey kno-?

'emonstrate an o.ect that feels heate) .ut isnot a heat pro)ucer e&+& a hot -ater .ottle that isheate) from pourin+ hot -ater into it&

Class discussion and comletion o0 "6chart(#hole class)Droups to classify o.ects foun) into ,heatpro)ucers, an) other-ise/ -ritin+ these ontopost1it notes& Stick these onto the class *1chart&Droups can also present pictures taken& *eacherencoura+es )iscussion an) )ialo+ue .y askin+(uestions>

8ho a+rees -ith -hat this team as foun)?8hy-hy not?

Can you think of any other sources ofheat?

&i.erentiationor selecte) stu)ents/ compose a -orksheet thatalrea)y has the o.ect column lle) out&Eplicit )emonstration for stu)ents -ith someo.ects/ +ui)in+ them to touch o.ects an) askthem to )escri.e -hat it looks likefeels like&

7What7s hot7#or-sheetUse) as formati2e assessment .y seein+-hether stu)ents correctly or+anise

information into a ta.le -ith correctcolumns/ hea)in+ an) information&

Correct i)entication of o.ects into theirrespecti2e cate+ories of heat pro)ucersor other-ise

Class "6chartAssess stu)ents, un)erstan)in+ of heatconcepts an) a.ility to classify o.ectsinto heat pro)ucers or other-ise

/ost it notesUsin+ )i6erent coloure) notes for)i6erent +roups to assess )i6erentstu)ents, un)erstan)in+&

Lesson number: "hree Lesson title: !ace to disaear

E1/LO!E To provide handson experiences o the pheno!enon or concept. To provide shared experiences o thepheno!enon or concept.



4/15


(AC)


Assessment 2ormati%e"ook or evidence o students use o appropriate waysto represent what they know and understand and givethe! eedback about how they can i!prove theirrepresentation.

Science

ACSSU049

ACSIS%"5

ACSIS05$

English

ACE!"#$#

ACEA"4$#

3aths

AC;;D0#"

Students will:

"& Eplore the e6ect of heat in an)o.ser2e chan+es

%& I)entify )i6erent sources of heatthat may ha2e the .i++estfasteste6ect to in)uce a temperaturechan+e

3& Participate in +roup an) class)iscussion to pre)ict an) analyseo.ser2ations an) results fromin2esti+ation

4& ecor) o.ser2ations an) resultsin science ournals/ as -ell asi)entify -ays to impro2e an) reFecton in2esti+ation if con)ucte) a+ain

,*emperature> Heatin+ up an) coolin+ )o-n,.ook Stille/ %004:

A relati2ely lar+e .lock of ice in a Gip lock

.a+ for each +roup of stu)ents

'i6erent heat1pro)ucin+ o.ects for stu)entsto use in their in2esti+ation e&+& hair)ryer/can)le/ porta.le heater

*imer

!eading+8rainstorming+9uestioning (#holeclass)Chil)ren to )o think1pair1share on temperature 1+i2e )enitions an) eamples/ )istin+uishin+ the

)i6erence .et-een heat an) temperature&Hi+hli+htin+ )i6erent heat sources in ouren2ironment/ )istin+uishin+ .et-een heatpro)ucers an) o.ects that recei2e heat fromanother sourceocus eample> A .lanket is not hot so ho- )oesit keep you -arm?

Grou discussion and acti%it (lanningand acti%it to be done in grous)Stu)ents i)entify )i6erent metho)s to melt their+roup,s ice cu.es as (uickly as possi.le& *heyselect one metho) to in2esti+ate& Ask stu)entsto pre)ict -hich one they think -ill .e moste6ecti2e& Put on a timer an) stu)ents recor) thetime taken to melt their entire .lock of ice&'i6erent metho) eamples>

Puttin+ the ice in the sun

Hol)in+ it net to a heater

Puttin+ it on a hot-arm surface in)oors

Puttin+ it in -arm -ater

Hol)in+ it o2er a can)le

lo-in+ it -ith a hair)ryer

Usin+ .o)y heat

Class discussion (#hole class)Ask (uestions on results after stu)entin2esti+ation&

8hat -as the .estfastest heat source tomelt ice?

'i) it nee) to touch the heat source tomelt? 8hy?

8hat -ill you chan+e for net time?

Science ournals(indi%idual)Stu)ents to recor) results an) o.ser2ation intheir science ournals/ as -ell as reFection onimpro2ements for net time

&i.erentiationEplicit an) )irect instruction an) sca6ol)in+ forselecte) stu)ents& Consi)eration into formin+science learnin+ +roups&

Science ournals*o assess stu)ent kno-le)+e an)un)erstan)in+ in their pre)ictions/

metho)s/ reFection

Obser%ation and anecdotal notesecor) o.ser2ations an) notes onstu)ent thinkin+ an) eplanations asteacher +oes aroun) to assist )i6erentstu)ent +roups


5/15


6/15


7/15

To introduce current scientifc views.



(AC)


Assessment 2ormati%e"ook or evidence o students use o appropriate ways torepresent what they know and understand and give the!eedback about how they can i!prove theirrepresentations.

Science

ACSHE050

ACSSU049

ACSIS%"5

English

ACE!"#$#

ACEA"4$#

3aths

AC;SP0#9

AC;;D0#"

Students will:

"& Eplore the relationship .et-een)i6erent colours an) -hether theyenhance or re)uce the transfer ofheat

%& Con)uct an in2esti+ation toi)entify the )i6erent e6ects that)i6erent colours ha2e on theheatin+ of a su.stance

3& 'iscuss results an) pro2i)eeplanations for o.ser2e) results

4& Use +aine) kno-le)+e an)un)erstan)in+ from eperiment-ith )i6erent colours to apply it to

real life situations

5& epresent results of in2esti+ationas a +raph

See appendix or resources

,Hot an) Col)> ;y 8orl) of Science, .ookoyston/ %004:

Coloure) paper or paint for each +roup1lack/ -hite

Heat Colour In2esti+ation -orksheetappen)i 3&":

Same num.er of cans for each )i6erent colour

*hermometer for each +roup

Coloure) clothin+ 1 .lack/ -hite etc

8ater

u..er .an)s to hol) paper on ars

!eading and discussion o0 boo- (#holeclass)

Intro)uce scientic i)eas .y -ay of e2ery)aysituations an) o.ects that chil)ren are familiar-ith an) can reco+nise& Ask (uestions to thinka.out the concepts raise) in the .ook an)encoura+e them to )iscuss eamples&

Class discussion (#hole class)e2ie- pre2ious lessons -here o.ects -ereplace) in )irect sunli+ht an) stu)ents o.ser2e)the e6ect of heat ener+y on the o.ect&8hat )i) you )isco2er a.out the sun,s heatener+y an) the e6ects on the )i6erent o.ects?Ask stu)ents to pre)ict -hat the results -ill .efor the eperiment/ an) -hy/ in their ournals&

Conducting the in%estigation (grou #or-)

ollo-in+ proce)ure in -orksheet/ stu)entscon)uct eperiment to eplore the e6ect of thesun,s ener+y on )i6erent colours& Stu)entsrecor) the temperature of -ater in )i6erentcoloure) containers an) use results to eplainho- )i6erent colours impact on the -ater,stemperature&Grahing and organisation o0 results(indi%idual)Stu)ents to use recor)e) results from ta.le to+raph the results of nal recor)e)temperatures of each ar of -ater

Class analsis o0 results (grou and class)Each +roup to present their n)in+s to theclass&'iscuss any )i6erences .et-een )i6erent

+roups, results&

elate )ata an) o.ser2ation of eperiment toclothin+ colours& Sho- a ran+e of )i6erentcoloure) clothin+ an) ask stu)ents to pick-hich pieces of clothin+ are appropriate for)i6erent seasons/ in or)er to assess stu)ents,un)erstan)in+ of con)ucte) eperiment&8rite un)erstan)in+s +aine) from eperimentin ournal&&i.erentiation

Comletion o0 student #or-sheet

Assess stu)ents, a.ility to o.ser2e/measure/ recor) )ata an) representin2esti+ation results/ as -ell as a.ility toaccurately +raph results accor)in+ torecor)e) temperatures&

Class discussionStu)ents, a.ility to make claims an)eplain results .ase) on the e2i)encecollecte)/ an) monitor stu)ents, sciencein(uiry skills& Eplain the impact onchan+es in -ater temperature )ue to)i6erences in colour&

Science ournalsAssess stu)ents, )e2elopin+

un)erstan)in+s on the topic fromse(uential lessons as on+oin+ formati2eassessment


8/15


9/15


10/15

-hich o.ect is the heat source an) transfersheat to cooler o.ect for those -ho ha2e)iJculty -ith the concept&


11/15

Lesson number: Se%en Lesson title: "here7s a huge o%en in the s-

ELA8O!A"E To challenge and extend students understanding in a new context or !ake connections to additional concepts through a studentplanned investigation. To support students to plan and conduct an investigation.



(AC)


Assessment Summati%e"ook or evidence o the extent to which students haveachieved the investigating outco!es.

Science

ACSHE050

ACSSU049

ACSIS%"5

ACSIS05

5e model sequence of lessons science

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