UNIT PLANUnit Title:Our Material World

Stage:1, Year 1

Term:3

Duration:10x 90min lessons

Strand:Natural and Made Environment

Sub-strand:Material World

Rationale:This unit ‘Our Material World’ from the strand Natural and Made Environment and the sub-strand Material World provides opportunities for students to develop an understanding of the importance of science concepts and processes, the practices used to develop scientific knowledge and its contribution to culture, society and in everyday lives. It will support students as they discover and build on the concept of identifying natural and man-made materials and understanding their purposes. Students will have opportunities to participate in lessons, allowing students to engage, explain, construct, experiment, design and explore through a Kath Murdoch’s inquiry model (Murdoch and Hornsby, 1997) and Lev Vygotsky’s socio-cultural constructivist approach (White, Hayes and Livesey, 2009).

The lessons that will be implemented in Term 3, 2014 are in accordance with the K-10 NSW Science Syllabus for the Australian Curriculum. The lessons take the form of the 5E model (Primary Connections, 2014). The lessons are created in a constructivist approach to learning that allows the students to move through each lesson building and constructing on previous knowledge and skills. All lessons incorporate the 8 Aboriginal ways of teaching and learning through visual aids, hands-on experiences and integration of Aboriginal English, in particular the Dharug language group that is the language of the local Aboriginal clan of Sydney. The classroom is set up to facilitate Marilyn Fleers Pedagogy of play, so that students are provided with practical applications of science in a way that is engaging, accessible and hands on with the focus on play. In order for these lessons to meet the needs of the students, each lesson has been altered to cater for students of ranging abilities and sight impairment.

Inter-curricula links:Science Mathematics English Creative Arts HSIEOutcomes/ Indicator:ST1-12MWidentifies ways that everyday materials can be physically changed and combined for a particular purposeST1-13MW relates the properties of common materials to their use for particular purposes

Outcomes/ Indicator:MA1-12MG: measures, records, compares and estimates the masses of objects using uniform informal units

Skills:Working Mathematically:MA1-1WM: describes

Outcomes/ Indicator: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 situationsEN1-12E: identifies and

Outcomes/ Indicator:DRAS1.1: Takes on roles in drama to explore familiar and imagined situationsDRAS1.2: Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive

Outcomes/ Indicator:ACSIS037: develop a narrative about the past ACHHS034: Explore a range of sources about the past

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Skills:Working Technologically:ST1-5WT: uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wantsWorking Scientifically:ST1-4WS: investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know

Values and Attitudes:ST1-1VA: Shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities

mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbolsMA1-2WM: uses objects, diagrams and technology to explore mathematical problemsMA1-1WM: describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbolsMA1-2WM: uses objects, diagrams and technology to explore mathematical problems

discusses aspects of their own and others’ learningEN1-10C: thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing textsEN1-11D: responds to and composes a range of texts about familiar aspects of the world and their own experiences

skills of movement and voiceDRAS1.3: Interacts collaboratively to communicate the action of the drama with others

Intra-curricula links:Built Environment:ST1-14BE: Describes a range of places and spaces in the local environment and how their purposes influence their design(Lesson 3)

Products:ST1-16P: Describes a range of manufactured products in the local environment and how their different purposes influence their design(Lessons 5, 7, 8 and 9)

Living Things:ST1-11LW Describes ways that different places in the environment provide for the needs of living things(Lesson 3)

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StudentsNumber: 24Differentiation Needs:

o Special Needs: One child who is Visually ImpairedStudent A has been diagnosed with a vision impairment due to their lack of sight in their left eye. To cater for this student the teacher will ensure that they are seated always up the front near the speaker and when using the whiteboard ensure blinds are closed to avoid glare. Any worksheets are to be enlarged to A3. The teacher must ensure when moving from inside and outside the classroom that student A has a buddy for safety reasons and that all instructions and gestures are verbalised.

o Working towards: Students working towards the outcomes have the following guidance throughout the lessons. In most activities they are grouped together so that students can work at their own pace and learn from one another. These students will be closely monitored via the teacher and/or teacher aid. These students will receive more verbal prompts and questions throughout lessons as needed.

o Working at: Students working at the outcomes are provided with less guidance and encouraged to work autonomously. In most activities these students are grouped together to encourage full participation and learn from on another.

o Working beyond/ Gifted and talented: Students working beyond the outcomes are provided with little to no guidance from the teacher. However the teacher will encourage these students to broaden their knowledge and skills and by giving them less instruction throughout the lessons they will begin to build higher order thinking skills. In most activities these students are grouped together so that they can push one another, learn from one another and develop problem-solving skills.

o Indigenous Australian Students: Implementing the 8 Ways Aboriginal Pedagogy FrameworkCommunity links: Relationships with the community are an extremely important part of learning. In this unit of work, the students get to experience a lesson from a local Elder. In this lesson, the Elder will encourage the students to experiment with different materials to make paint. Students are also continually exposed to Aboriginal language though the word wall we have displayed in our classroom.Deconstruct/Reconstruct: Throughout this unit of work, the students are encouraged to work individually, in pairs and in groups. This allows students to draw upon their peers for answers and questions.Non-linear: This unit of work provides the students with a range of choices. In lesson 3, students get a sensory experience while experimenting with ingredients to make goo. The students are also able to choose their groups ‘mobs’ in lesson 7 & 8 and are free to design their poster in lesson 9.Land links: In lesson 4 and 5, the students get to experience links between land and natural materials. It is important for Aboriginal people to feel connected to their land when they are learning. When they feel connected to the land, their learning and engagement is extended.Non-verbal: Aboriginal people’s learning is increased through hands on activities. Every lesson in this unit of work displays hands on experiences for the students to learn the concept of material world.

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Symbols and images: Aboriginal thinking is often done in images or shapes rather than words. At the end of each lesson, the students are encouraged to write or draw something that they have learnt in their science journals. By providing a choice of either drawing or writing for the students, this caters for students with an Aboriginal background.Learning maps/ story sharing: Throughout this unit of work, teachers are aware that all students do not follow the same learning style, and will each reach the end of the unit by traveling on different paths. By providing activities for all students as well as Aboriginal students, with a range of choice when completing lessons, develops a greater understanding of the concept ‘material world’.

Prior Knowledge:o Students are aware of school and classroom guidelines.o It is assumed that outcomes from the sub-strand Made Environment were met in Early Stage 1.o It is assumed that outcomes from their topics in Mathematics in Early Stage 1 were met.o It is assumed that outcomes from their topics in English in Early Stage 1 were met.o It is assumed by Term 3 majority of students can write simple sentences.o Students understand the leadership roles in grouping.o Students are aware of how to express their thoughts and ideas in their science journals.o Students have been exposed to Aboriginal English words in Term and 2.o Students understand how to complete the Exit slip.o It is assumed that students can follow simple instructions.o Students have been exposed to the protocol of conduct an experiment in previous lessons.o Students are aware of what is involved in making a poster/ advertisement.o Students have completed experiments prior to this unit.

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Resources

Assessments

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o Whiteboard and whiteboard markerso IWB, cameras, class set of iPads and apps (Named: Material world)o Paper, pens, pencils, crayons and textaso Paints, paint shirts, painting equipment and newspaper.o Flower: preferably one that has a scent, i.e roseo A variety of different foods for sensory experience: marshmallows,

pop rocks, oranges, chips, carrotso Worksheet (Appendix 2)o Ingredients for Slime (¼ cup water, ¼ cup white craft glue, ¼ cup

liquid starch, food colouring, mixing bowl, mixing spoon)o Word wall words (English and Aboriginal English with matching

picture)o Natural Materials: sticks, rocks, leaves, sand, tree branches, etc.o Man-made Materials: milk bottles, cardboard boxes, plastic

containers, etc.o Scissors, sticky-tape and glue,o Leadership Badges (Leader, Observer, Speaker and Manager)o Book: How the Birds Got Their Colours by Pamela Lofto Bowls and plates: spoons, forks, mortar and pestle, etc.o Elder

Appendixes:o Flash cards (Appendix 1)o Senses Worksheet (Appendix 2)o TWLH Chart (Appendix 3)o Elder Appreciation Checklist (Appendix 4)o Product and Advertisement Rubric (Appendix 5)o Exit Form Assessment (Appendix 6)

RISK ASSESSMENTHigh Risk Low Risk

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Lesson Potential Hazard Risk Rating Preventative Measures1 Allergies to food 5 The teacher makes sure that all students have

returned their medical note sent at the beginning of the term to determine which students have allergies and what the allergies are and adapts the lesson accordingly.

2 Consumption of ingredients

Misuse of Equipment

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The teacher reminds students that although the ingredients are not toxic students must refrain from eating them, as they may feel ill.

The teacher reminds students of the expected

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behaviour and appropriate use of equipment.3 Sun Burn

Misuse of materials

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Before proceeding outside the teacher insists students are only to participate if they have their hat on and are provided with sunscreen to use.

Students are reminded of the school rules and expected behaviour for the lesson.

4 Misuse of equipment.

Allergies to foods being used- eggs Spillage of paint, materials and/or waterConsumption of ingredients

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The teacher must remind the students to be careful with the equipment and with each other and must remind the students of the appropriate behaviour.

Teacher must make sure to collect all medical notes from the students to address the allergies of the students effectively.

Teacher must make sure to express the importance of wiping anything that falls onto the floor as it must be cleaned immediately.

The teacher reminds students that although the ingredients are not toxic students must refrain from eating them, as they may feel ill

5 Misuse of scissors, pestle & mortar. 1 The teacher must remind the students to be careful with the equipment and with each other and must remind the students of the appropriate behaviour.

6 Inappropriate cite-viewing online 1 Remind the students of the appropriate etiquette.

7 Scissors 1 Teacher shows students the correct scissor grip. Teacher continually reintegrates that students should not run around the classroom with

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scissors.Teacher shows the students the correct way to hold scissors when walking around the classroom.

8 Scissors 1 Teacher shows students the correct scissor grip. Teacher continually reintegrates that students should not run around the classroom with scissors.Teacher shows the students the correct way to hold scissors when walking around the classroom.

9 Misuse of equipment 1 Teacher continually reintegrates that students should not run around the classroom with scissors.

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UNIT SEQUENCE

Pre test: Website for students to sort materials into

Students are asked to complete an interactive activity individually on the iPads that allows them to identify what products are made of and later to identify if they are man made or natural materials. As a class encourage students to think of variety of different ‘man-made’ and ‘natural’ materials.

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials_fs.shtml

The teacher will use these results to determine the prior knowledge of each student in the class and will adapt future lessons accordingly.Differentiation:Allow visually impaired student to use the IWB to ensure the images are much larger.

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5E’s

Lesson 1: Circle time- Sensory Experience Resources Outcomes Sign off

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o Teacher shows students a flower and asks, “How do you know this is a flower”? As students share their answers the teacher will draw out the use of their senses and how we use our senses to determine what things are and what they are used for.

o Teacher will then use flash cards (Appendix 1) to help remind students of their senses and introduce to them Australian English and Aboriginal, Dharug language.

o Teacher asks students for examples of the things they see, hear, touch, smell and taste. Examples are displayed on the board around the flash cards.

o Teacher will explain to students that they will now partake in a sensory test where they will sit in a circle with their eyes closed whilst the teacher walks around placing an item of food in their hand for them to touch, smell, listen to and taste.

o The students are asked to fill in the worksheet (Appendix 2) with adjectives or drawings to depict and describe what they felt, smelt, heard and tasted.

o Once all items of food have been consumed and students have completed their worksheet the teacher will let the students look at the food items and write or draw what they see which is later stuck into their journal.

o The teacher will then ask: Would you know that this (holds up the marshmallow) is a marshmallow if you couldn’t see, hear, touch, taste or smell it? And why? How do we know we are sitting on the grass/carpet?

o The teacher makes a point of mentioning that; “we know what things are because we use our senses to help tell us what they are and what they are used for”. Students are provided with approximately five minutes to write or draw in their individual science journals.

o Flower (preferably one that has a scent, i.e rose)

o Flash cards (Appendix 1) depicting the 5 senses in Australian English and ‘Dharug’ language

o Whiteboardo Whiteboard markerso Marshmallowso Pop rockso Orangeso Chipso Senses Worksheet

(Appendix 2)o TWLH Chart

(Appendix 3)

ST1-5WTST1-12MWST1-13MW

Differentiation: Students are encouraged to enter data into their journals in either the form of writing or drawing.Assessment: Diagnostic Assessment: TWLH Chart: Cover Think, want to know.

5E’s

Lesson 2: Slime Experiment Resources Outcomes Sign off

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o The students are asked what they learned from last lesson and is presented in a mind map on the board

o The teacher will then explain how: “everything around us is made up of materials”.

o The teacher will show the students some pre prepared slime and have them pass it around the room.

o Students are encouraged to use their senses to try and figure out what it is, what it is made of and what it might be used for?

o Students are then shown the ingredients used to create the slime. The teacher mentions that: “All materials can be found in the supermarket”.

o Students are asked to join their ‘mob’ (groups of four) and play with the materials and have to try and recreate the slime themselves.

o Students will then leave their slimes where they are and walk around the room and observe each other’s attempts.

o Students are then given the experiment and are encouraged to try and create the slime at home.The teacher will ask: “What materials did we use to make the slime”“Have you seen, heard, smelt, touched or tasted any of the ingredients before and if so where and what were they used for”?“Have the ingredients changed at all throughout the experiment if so which ones and why”?

o Students are provided with approximately five minutes to write or draw in their individual science journals. E.g. What students did in the lesson, what they learnt and what they enjoyed.

o Teacher will continuously updates online class journal (Teacher will make a Weebly using www.weebly.com).

Ingredients:o ¼ cup watero ¼ cup white craft

glueo ¼ cup liquid starcho Gloves (to avoid

staining of hands)o Paint shirtso Food colouringo Mixing bowlo Mixing spoono Word wall words

will be placed in the room and used throughout each lesson for students to draw back on.

o TWLH Chart (Appendix 3)

ST1-4WSST1-5WTST1-12MWST1-13MW

EN1-1AEN1-12E

MA1-12MGMA1-1WMMA1-1WM

Differentiation: Student ‘mobs’ are ability based, so that during reflecting and presenting the students can learn from one another. Students are encouraged to enter data into their journals in either the form of writing or drawing.Assessment: Diagnostic Assessment: TWLH Chart: Cover Think, want to know.

5E’s

Lesson 3: Role Play Experience ‘Night in the Bush’ Resources Outcomes Sign off

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o Students are asked to share when they go home, eat and sleep what materials do they use. These are displayed on the board.

o Students are then asked to image if they had to spend a night outside what materials could they use. These are displayed on the other side of the board.

o The teacher will then make links about the differences between natural materials and man made materials based on what the students shared.

o Students are then asked to imagine that tonight they must sleep outside. The teacher will then take students outside and in their ‘mobs’ (groups of four) they must use role-play to act out using materials around them how they would survive the outdoors for one night.

o Each group is assigned an iPad and is only allowed to use it as a means for recording their discussions, explanations and role-play.

o As students are planning and gathering the teacher will prompt students with the following questions: “ How will you stay warm tonight?” “What will you sleep in?” “What happens if it rains, what will you do about that?” “What will you eat for dinner?”

o Students are provided with approximately five minutes to write or draw in their individual science journals. E.g. What students did in the lesson, what they learnt and what they enjoyed.

o Stickso Rockso Leaveso Tree brancheso TWLH Chart

(Appendix 3)o Example of

Word Wall

ST1-5WTST112MWST1-13MW

DRAS1.1DRAS1.2DRAS1.3

MA1-2WM

Differentiation: Student groups or ‘mobs’ are ability based, so that during reflecting and presenting the students can learn from one another.Students of less ability receive more verbal prompting than those of higher ability. Students are encouraged to enter data into their journals in either the form of writing or drawing.Assessment: The form of assessment that will take place is a TWLH Chart: (What we think we know, What we want to learn, What we learned and How we know). Only the first 2 sections (T & W) of this chart will be filled out in the class as a whole.The first two sections will give the teacher an insight to what the students know or think about the topic and also give information on what the students are interested in and would like to address within the topic.

5E’s

Lesson 4: Experiment- Mixing Paint Resources Outcomes Sign off

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o To begin the lesson the teacher will introduce and read the book “How the Birds Got Their Colours” by Pamela Loft to the students. This book helps emphasise the fact that the Aboriginal people would use painting for storytelling. This then would link and work as a springboard into the next activity.

o The teacher will then introduce and discuss the sequence of the lesson and also the natural materials that will be used with the class. The students are to explore all the different materials looking at their different purposes and the new purposes they have created for them e.g. mixing different materials to try to make paint and different coloured paints and to then add and create new colours to create an image which tells a story.

o Together the teacher and students will discuss and predict the changes materials will undergo when they are combined, e.g. sugar in water or different colours of paint; and when they are mixed, e.g. sand and water or cake ingredients.

o The students will then be split into ‘mobs’ or groups of four (4) and will have the opportunity to manipulate the natural materials, mixing and grinding them together to create paints and different colours to paint with.

o As they are manipulating the materials, the students will be encouraged to notice the changes and question the procedures and also the results of their paints being created. The students will then paint an image with the paints they had created.

o At the end of the lesson the students will compare their observations with their predictions of the materials that were combined and mixed and will also take notice of the changes that had occurred with the natural materials that were physically changed and combined for a particular purpose (painting).

o Students are provided with approximately five minutes to write or draw in their individual science journals.

o Book: Lofts, P. (1983). How the birds got their colours (1st ed.). Sydney: Ashton Scholastic

o Plain paper- all different sizes

o Paint shirtso Newspapero Brusheso Spongeso Different natural

e.g. eggs, sand, flour, flowers, rocks, dirt etc.

o Bowls and plates, e.g. spoons, forks, mortar and pestle etc.

ST1-12MW

EN1-10C

Differentiation: For this lesson, the vision-impaired student will be seated at the front of the classroom. This student will also be given a copy of the book to follow through. Students working towards the outcome are grouped together and work closely with the teacher/ teacher aid/s.Assessment for Lesson 4: Teacher will observe students experimenting with natural materials aiming to create a new product.

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5E’s

Lesson 5: Elder Incursion Resources Outcomes Sign off

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o This lesson is linked with the previous lesson. o It is a recap of the previous lesson as well as an opportunity for the students to

explore further. o An elder will be coming to the school from the Metropolitan local aboriginal

land councilo The Elder will discuss with the students the different natural materials they

used and their many purposes, specifically looking at natural materials used for painting and storytelling such as the use of ochres, charcoal, fine white and coloured clay and mixtures of blood, feathers, fat and other organic material.

o The Elder will also discuss the different ways in which they would manipulate the natural materials to create what they needed and how they would then use the paint to create an image or a story, e.g. grinding the rock with saliva, finger and hand painting etc.

o The students will be able to see and explore the different materials brought in by the Elder and they will also be given the opportunity to manipulate these natural objects to turn them into paints and painting materials.

o The teacher should make note of the traditional Aboriginal Dharug language as it will be something that can be integrated into future lessons, also the use of verbs, e.g. grind, crumble, mix etc. Possible lead to procedures and procedure writing.

o Students are provided with approximately five minutes to write or draw in their individual science journals.

o Eldero Elder’s brought

in materialso Papero Paint shirtso Pestle and

mortar.o Elder

Appreciation Checklist (Appendix 4)

ST1-12MWST1-16P

ACHHS037 ACHHS034

Differentiation: Visually impaired child will be seated at the front to enable full participation.Assessment: Formative Assessment: Elder appreciation checklist.

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5E’s

Lesson 6: Alternate Lesson to Elder Visit Resources Outcomes Sign off

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o Students will be put into their ‘mob’ groups and receive an iPad each.o Teacher will explain that the students will use the app “Material world”

located on the iPad as a basis for research about aboriginal and Torres straight islander usage of natural resources to create materials such as paint.

o The students will work through the app watching clips and viewing photographs whilst posting their likes, dislikes and any questions on the self-reflection tab.

o Students will use their reflections and newfound information to create a procedure on how to make paint using natural materials.

o Students will then be asked to use their procedure at home and keep a log of their efforts for homework.

o Students are provided with approximately five minutes to write or draw in their individual science journals.

o Ipado Appo Procedure

outline

ST1-12MW ST1-13MW

ACHHS034ACHHS050

EN12AEN1-11D

Differentiation: The mob groups for this lesson are split based on ability. Students working towards are given the procedure outline and work closely with the teacher. For the students who are working beyond, the teacher will question the students to promote further thinking, e.g. "What other things could be made with these natural materials?", "What other natural materials could you use?" etc.Assessment: Teacher will assess student’s reflection posts.

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5E’s

Lesson 7: Designing and making their own creation Resources Outcomes Sign off

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o Students and teacher have previously brought in a variety of natural and man-made materials such as a milk cartons, cereal boxes, leaves and rocks, etc.

o Teacher begins lesson by spreading a variety of these materials and items on the classroom floor at the front of the room.

o As a class, students and teacher continue to identify the purpose of these materials as well as characteristics that they have.E.g. Item: A water bottle Purpose/ Characteristics: Holds liquid inside, reflects liquid, can float, etc.Key words are on located on the word wall.

o Teacher will allow students to choose their own group or ‘mob’ of four and allocate leadership role badges between them. (Leader, Observer (photographer), Speaker and Manager- students know roles well).

o In a group of four, students can choose to modify a man-made item or form a new creation using natural and/or man-made items to sell. Use the example: A large milk carton can be cut to create a garden scooper/shovel.

o Provide students with paper, pencils and time to discuss ideas as a group before choosing items or material.

o Teacher should encourage students to use the word wall provided in class.o Teacher asks questions to encourage scientific thinking and to imitate the

template of an experiment such as:o What are you thinking of making? (Similar to a hypothesis), What did you

make? What did you use? How did you use it? Did it work? Why or why not? (Similar to an aim)

o Teacher should encourage students take photos using the iPad through the process of producing their creation.

o Students are provided with approximately five minutes to write or draw in their individual science journals.

o A variety of natural and man-made materials such as a milk cartons, cereal boxes, leaves and rocks, etc.

o Scissors (risk assessment)

o Glueo Sticky tapeo iPads for

observation and online class science journal

o Leadership Badges

ST1-12MWST1-1VA

MA1-1WMMA1-2WM

Differentiation: This lesson is differentiated through providing choice. It is a creative opportunity and caters to all learners.Assessment for Lesson 7: Final Summative Assessment will take place after lesson 8.

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5E’s

Lesson 8: Continue to make their own creation Resources Outcomes Sign off

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o Students are reminded of last lesson through images uploaded from iPad of their previous progression.

o Students continue with their group or ‘mob’ of four and allocate leadership role badges between them. (Leader, Observer, Speaker and Manager- students know roles well).

o Students choose to modify a man-made item or form a new creation using natural and/or man-made items to sell.

o Teacher asks questions to encourage scientific thinking and to imitate the template of an experiment.Why is your group choosing those materials to make your creation?This encourages students to justify their reasons.

o Students will use some mathematical language and explore mathematical problems such as spatial awareness, weight and length.

o Teacher should encourage students take photos using the iPad through the process of producing their creation.

o Teacher encourages student to use mathematical e.g. larger than, smaller than, wider,

o Students are provided with approximately five minutes to write or draw in their individual science journals.

o A variety of natural and man-made materials such as a milk cartons, cereal boxes, leaves and rocks, etc.

o Scissors (risk assessment)

o Glueo Sticky tapeo iPads for

observation and online class science journal

o Badges for leadership roles

ST1-12MWST1-1VA

MA1-1WMMA1-2WM

Differentiation: This lesson is differentiated through providing choice. It is a creative opportunities and caters to all learners.Assessment: Final Summative Assessment will take place after lesson 8.

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5E’s

Lesson 9: Advertisement Task on New Product/ ‘Creation’ Resources Outcomes Sign off

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o Students are encouraged to develop and design a poster to sell their product/ creation they created last lesson.

o Teacher shows the students an example of a poster. NOTE: teacher is not to leave the poster out on display for students to copy.

o Teacher organizing students into six groups or ‘mob’ for four; this is done by mixed ability NOTE: same groups as previous lesson, however students may like to take on different roles.

o Different materials and equipment are given to the students to design their poster.

o The different materials and equipment offer a choice for the students. This means students can focus on their interests e.g. drawing or writing for this task. NOTE: students can use the photos taken from last lesson of their new product for their poster

o Students are asked questions about their product such as:What is the product/ why is it useful?What does it feel like?Is it strong?Could your product last a long time?

o Students are encouraged and asked to think of why their product should be sold in store.

o Students should be encouraged by teacher and peers to participate throughout this task by asking ‘why’ questions. E.g. why did you decide to use glue instead of tape. Why did you decide to put a natural material and man-made material together?

o Conclude the lesson with a discussion on how the new product has a different purpose to its original form.

o Students are provided with approximately five minutes to write or draw in their individual science journals.

o A3 papero Textaso Pencilso Crayonso Photos from

previous lessono Ribbono Glueo Scissorso Sticky tapeo Example of

poster (teachers)o Camerao Badges for

leadership roleso Exit form

assessmento Papero Product and

Advertisement Rubric (Appendix 5)

ST1-12MWST1-1VA

EN1-10CEN1-11D

Differentiation: Students are differentiated through choice as it provides creative opportunity. Make sure visually impaired child receives verbal encouragement, and is placed in the classroom where there is no glare.

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Assessment: Summative Assessment: Product and Advertisement Rubric

5E’s

Lesson 10: Reflective Lesson on Unit of Work Resources Outcomes Sign off

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o Students and teacher watch peers videos from the unit of work to reflect on the topic ‘material world’.

o As a whole class review the online science class journal (Weebly) that the teacher has been constantly updating throughout this unit.

o Look at TWLH chart that the students filled out in the first lesson and throughout. Reflect on what students have learnt and discuss thoughts about the topic.

o Ask students what this knowledge means to them (establish real-life connections).

o Students will be asked to complete an exit form.

o Videos taken through out the unit

o TWLH chart from first lesson

o Exit Form Assessment Paper

o Exit Form Assessment (Appendix 6)

ST1-12MWST1-13MW

Differentiation: Ensure visually impaired student receives verbal encouragement and is placed in the classroom where there is no glare as well as enlarger the Exit Form Assessment Paper to A3.Assessment: Exit Form Assessment & questioning my teacher and/or peers.

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ED3009 Science 3: WINTER TERM Item 2Olivia Appleton 20123192, Emma Bugge 20120519, Cindy McAndrew 20111656 and Stephanie Herbet 20100100

APPENDIXESResource: Flash cards (Appendix 1)

Resource: Senses Worksheet (Appendix 2)

Diagnostic TWLH Chart (Appendix 3)

ED3009 Science 3: WINTER TERM Item 2Olivia Appleton 20123192, Emma Bugge 20120519, Cindy McAndrew 20111656 and Stephanie Herbet 20100100

Elder Appreciation Checklist (Appendix 4)

ED3009 Science 3: WINTER TERM Item 2Olivia Appleton 20123192, Emma Bugge 20120519, Cindy McAndrew 20111656 and Stephanie Herbet 20100100

Summative:Product and Advertisement Rubric (Appendix 5)

Exit Form Assessment (Appendix 6)

ED3009 Science 3: WINTER TERM Item 2Olivia Appleton 20123192, Emma Bugge 20120519, Cindy McAndrew 20111656 and Stephanie Herbet 20100100

REFERENCESAboriginal Art Online. (2008) “Aboriginal painting methods- Traditional Aboriginal Painting Methods”. Retrieved: July 8th, 2014 from:

http://www.aboriginalartonline.com/methods/methods.php

Atherton, J. S. (2013) “Learning and Teaching; Constructivism in learning”. Retrieved July 8th, 2014 from: http://www.learningandteaching.info/learning/constructivism.htm

Board of Studies, New South Wales. (n.d). NSW Syllabuses for the Australian Curriculum: English K-10 Syllabus. Retrieved from: http://syllabus.bos.nsw.edu.au/english/

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