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EDST201/261 Assessment Task 2Unit Summary

Group members: Lacey Pietsch, Hayley Marie and Maddison Morrish

Unit Name:

AusVELS Level: Level 2

Standards addressed and a brief sentence describing how they are targeted.“They describe changes to materials and living things, outline the different uses of materials and resources and describe examples of how people use them in their daily lives.” (Ausvels)- The children will address the chosen section of the standard through hands on experiences that allow them to explore, investigate and explain their own growing knowledge. Science Knowledge and Understanding:Earth and Space:Earth’s resources, including water, are used in a variety of ways

Science Inquiry:Questioning and Predicting:- Respond to and pose questions, and make predictions about familiar objects and events.Planning and Conducting:- Participate in different types of guided investigations to explore and answer questions.Predicting and Analyzing Data and Information:- Through discussion, compare observations with predictions.Evaluating:- Compare observations with those of others.Communicating:- Represent and communicate observations and ideas in a variety of ways.

Science Human Endeavour:Nature and Development of Science:- Science involves asking questions about, and describing changes in, objects and events.Use and Influence of Science:- People use science in their daily lives, including when caring for their environment and living things.

Integrated Areas of the Curriculum: - maths- art-drama-english-Student-centred uses of ICT:- The students will use the ipads as a filming tool.

Unit Description: (One paragraph outlining the key knowledge and skills developed in the unit and the types of learning experiences in which children will be involved).

The children will explore the topic of water as a valuable resource on Earth. The mini-unit will cover the importance of water, our personal use of it, the water cycle and creatures that may live within in.

The topics will allow the children to engage in activities in an independent, small group and whole class nature. The activities created aim to provide the students a supported environment, in which they are free the topics presented. These activities were designed in a hands on nature and capture the interests of the young children they are aimed at.

EDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of ScienceNames:

Lacey Pietsch, Hayley Marie & Maddie Morrish.

Unit Topic: Water Level: 1 & 2Lesson Number (in Unit):

1

Lesson Length (minutes):

60 – 90 minutes

5Es focus of this lesson:

EngageExploreExplain

How does the lesson meet the 5Es focus?

Engage - The lesson content focuses on assessing student’s prior knowledge on water conservation within their personal lives.Explore - Students participate in hands on stations that will explore water conservation and ways of measuring water in an outdoor environment.Explain – Students will develop their scientific understands when watching behind the news video on water saving. – Introduces scientific terminology.

Lesson Outcomes: Students will be able to identify various water conservation initiatives within their home environment.Students will be able to describe water conservation techniques within the school community.Students will be able to develop an appreciation for conserving water resources.Students will be able to recognise the purpose for rain gauges and understand how we measure precipitation.

Lesson Introduction (whole group focus):

Timing Key Questions Materials/Resources

. Introduce the topic.

. Children are given 1 minute to discuss what they know about water.. Teacher Introduces a word wall on the board with the heading “water”. Students are given a posted note, they need to write a word related to what they know about water. Listed from A – Z students will place their word on the wall. Teacher and students will share their knowledge on word wall, leaving letters blank for students to return to at the end on the lesson.

15minutes

What do you know about water?How do we use water in our lives?What will happen if we did not have water? – if needed further prompting, think of plants and animals.How important do you think water is in our lives?

. White board & markers. Posted notes. Pencils. Word wall (Water wall).

Small Group Activities: Timing

Key Questions Materials/Resources

. Students will be separated into three stations. Each will represent hands on activities on saving water either in the

45 minutes

Home Station - Why is it important to save water?Where are some places where

. Water

. 8 Measuring

home or school and ways to measure water saving.. Inside the home (Kitchen, bathroom, Laundry). Student directed lesson - Using recycled water, students will be given approximately 500mls of water in one measuring cup. Whilst going through cards of household appliances – tap, washing machine, shower etc Students will come up with ways to reduce the water usage in the home and estimate how much water they would save in a day if they used these water saving techniques. Students will pour the water they have saved into another measuring cup (Instead of pouring down the sink). The remaining water in the initial measuring up will be how much water their group had used that day. Students will compare their measurements with other groups and discuss saving water initiatives. If more time is available teacher can go through how much water is saved with certain initiatives found on the ipad. – If time is strict the teacher will go through in the lesson conclusion.

. Outside the home (Garden) – Students will discuss ways to save water outside with a specific focus on the garden. Teacher will prompt questions to allow students to inquire the topic. Students will be given a variety of materials and will be asked to create a material that will help save water. Teacher will supply examples to help students who need assistance.When finished students will discuss what they have designed and describe how their design works and how it conserves water outside.

15 minutes each station.

you can save water?How can we save water in the home?How much water would you save if you say shortened your shower? Why have you estimated that much?Have you saved more or less water than another group? Why do you think the results are different?What can you do differently to change your results?

Outside Station – What do we use water for in outdoor environments? Think about at your house.How water do you think we would use?How can we save water in the backyard?What can we create to save water?What have you seen in your home?How much water you do you think we could save? Why?Who knows what this material is?What can we do instead of hosing the garden?How can we recycle water to use on the garden?How have you made your design?Why have you made it that way?How does it save water? – How is it different to using

cups/ jugs – depending on how many children (2 cups in each group).. Cards with household water cards – tap, washing machine, dish washer. Etc.

.Plastic containers. Lids. Instruction sheet (If needed).. Plastic tubes. yoghurt containers. Glad wrap etc.. Scissors

Watering can

Grey water hose etc.

. In the school – rain gauge (Outside activity). Teacher takes students outside and prompts questions on water in the school environment. The teacher will go into ways to save water in schools and how we can measure the water we save. After allowing children to inquire about the environment the teacher will introduce the rain gauge and prompt various questions to allow students to initiate thoughts and ideas. With prompting students will design a rain water gauge as a group and using the various materials provided. The rain water gauge will be situated outside and measured at the beginning of following lessons.

In the school – Where can we find water outside?What do we use this water for?How can we save water in the school environment?What materials can we use to save water outside?How can we design something to measure water saving?Does anyone know what this is for? (Rain Gauge)Does anyone know the name for this material?What can you see on this material?How does it work? How does it measure water?What can we do with the water we save?How often should we check the rain gauge?

Rain gaugeWhich is created with a .plastic bottle. Ruler. Permanent marker. Scissors

Lesson Conclusion (whole group focus):

Timing

Key Questions Materials/Resources

. Students will be brought back to the floor to watch a clip from behind the news – related to water conservation.. Teacher recaps specific terminology from the clip e.g. 3% of water is fit to drink from the earth’s surface.. Teacher gives students 1 minute to discuss what they have learnt from the lesson. – Teacher adds new concepts to the initial brainstorming session.

10 minutes.

. What have you learnt from the video?. Are there any words you didn’t understand in the video?. What have you learnt about saving water from todays lesson?. What new words can we add to our word wall.. What can you do to save water at home or in the school?. How do you feel about saving water? Are your feelings different from the beginning of the lesson? What has made you change your mind?

Behind The News Clip – Weird water. Retrieved from http://www.abc.net.au/btn/story/s3529637.htm.

Safety & Management Considerations:Water safety (Spills) – Ensure students are wearing the correct shoes.

How will you observe achievement of outcomes (Assessment Strategies)

Evidence/Work Samples to collect

Diagnostic assessment – Teacher will walk around and observe what students know from

- Observations from discussions.- Students responses annotated to the mind

their discussions. Teacher will take note of students responses from the brainstorming session.Formative – Teachers will move around each station with a group of students, giving feedback and assistance when necessary. Teacher will have a check list with the achievable outcomes listed which will demonstrate whether each student has mastered that concept.Summative – After the behind the news clip which summarises the lesson, the teacher will ask students to discuss what they had learnt and then add the new concepts to the word wall.

map.

- One on one discussions, observations, checklist.

- Annotated word wall. Teacher will take a photo to use when documenting on the lesson.


Lacey Pietsch, Hayley Marie and Maddie Morrish

Unit Topic: Water Level: 1 and 2Lesson Number (in Unit):

Lesson # 2


1 hour


Engage, explore, explain


Engage:The children recap of the previous lesson and checking the water gauge that was initiated in the previous lesson to elicit the student’s prior knowledge.The Drop in a Bucket activity engages the students into the topic of water and the water cycle in a creative and interactive way.Explore:The rotations of activities provide hands on small group experiences to explore various aspects of the water cycle.Explain:The children develop science explanations in their own terms for the experiences completed.The teacher provides support to develop the children’s personal understanding of the topic and introduce scientific vocabulary specific to the topic.Evaluate:The children use their knowledge learnt from their group activities to reflect and compare the Magic School Bus video on the water cycle to their own learning experiences.

Lesson Outcomes: The students will understand the importance of water as a valuable resource.The students will make connections between life experiences and the features within the water cycle.The students will describe what is occurring during observable changes. The students will provide real life connections to observable changes.



- Brief recap of the previous lesson, prompt the children to explain what was completed and learnt.- The children’s responses are recorded on the white board.- Check and record the class water gauge level outside.

- Teacher completes the “Drop in the Bucket” explanation: demonstrating importance on the very low water level on earth.

20 minutes

- What can we remember from last weeks lesson?

- How was the rain water gauge different to the previous weeks results.

- Which of the 2 containers of water is bigger?- What does this tell us

- Whiteboard- White board markers- Pre-set up water gauge- One larger beaker- One smaller beaker- One eye dropper

1. Begin by asking the students what they use water for in their daily lives.

2. Ask the students where we find water on earth.

3. Show the students 1 litre of water in a beaker. Tell them to imagine that this litre represents all of the water on the earth.

4. Ask the students to guess how much of that one litre of water represents the amount of salt water in the oceans.

5. Pour 970 mL of water into a beaker (represents 97%). Explain that this represents the amount of salt water on the earth.

6. Next pour 20 mL (represents 2%) into a second beaker. Explain that this represents the amount of water that is frozen in polar ice caps and glaciers around the world.

7. Pour 10 mL (represents 1%) into the third beaker; explain that this represents the total freshwater on the earth, but most of it we can’t drink either.

8. Finally, with the eyedropper, from the freshwater beaker (10 mL representing 0.01%), put one drop of water into the palm of one student’s hand explaining that this represents all of the available fresh water we have to share on this planet.

about how much water we have to share?- Why can’t we drink salt water?- Does anyone know what ice caps are?- Why can’t we get water from the ice caps?- Why can’t we access some of the water underground?

Small Group Activities: Timing Key Questions Materials/Resources- The children are broken up into 6 groups and complete numerous rotation activities focusing on the water cycle.Activity 1: Cotton Ball Raincloud.Step 1 – A student is asked to boil the kettleStep 2 - The teacher asks a student if they would like to read out the instructions to their group. The students ask questions to clarify the experiments instruction if needed.Step 3 - Students predict what they believe will happen during the experiment.Step 4 - Teacher pours partially boiled water into the beaker provided.

30-40 minutes(depending on children levels of interest and engagement.

- What do the cotton balls look like?- What does the water dripping look like?- When do we see this?- The beaker of water might look like what outside?- What does the cotton ball show you?

- Kettle- Large glass beaker x 4- Cotton balls x 50- Tongs x 4

Step 5 - The students take in turn to hold a cotton ball between tongs, over the steaming beaker of water.Step 6 - The students discuss what they think is happening to the cotton ball and comment on noticeable changes.Step 7 - When the cotton ball is feeling heavier, the children squeeze it gently with the tongs. The children comment on and discuss what is occurring.Step 8- The teacher prompts the children to make connects with what they have completed and what they have seen within their lives (rain clouds, raining etc)

Activity 2: The Water Cycle.Step 1 - The teacher asks a student if they would like to read out the instructions to their group. The students ask questions to clarify the experiments instruction if needed.Step 2 – The students use the colour textas provided to draw what they think the water cycle would look like. (Can use examples as prompts)Step 3 - Fill the bottom of the bag with warm water to the length of their thumbs and put a line where the water level is.Step 4 - With the assistance of the teacher, student are to add 2 drops of their favourite food colouring.Step 5 - The students safely close the bag.Step 6 – The children stick their water cycle bag to the window in a sunny place.Step 7 - The children make comments on what they can observe within the bag and suggest why they believe this is happening.

Activity 3: Make it Rain. Step 1 - A student is asked to boil the kettle.Step 2 - The teacher asks a student if they would like to read out the instructions to their group. The students ask questions to clarify the experiments instruction if needed.Step 3 – The students predict what

- What did you notice was happening inside the glass beaker?- Where have we seen this happen before?- Why do we think this was happening?- Does how hot/cold

- Snap lock pages x 50- Colour textas- Masking/sticky tape- Warm water- Food colouring

- Kettle- Large glass beaker- Ice- Small glass dish

they believe will happen during the experiment.Step 4 – The teacher will fill a large beaker ¼ full of boiling water. Step 5 – Students will fill a glass dish with ice cubes and place it on top of the large beaker.Step 6 – Students will observe and discuss with others in the group what you believe is happening and why.Step 6 - After 3 minutes, take the glass dish off and observe and discuss what happens again.Step 7- The teacher prompts the children to make connects with what they have completed and what they have seen within their lives (fog on the window, rain drops)

something is make a difference?



- One member of each group reports to the class what the group found and how it explores the water cycle. - Teacher reinforces the student’s explanations with correct use of content terminology.- Students outline any new terminology addressed in the lesson and explain what they mean before adding it to the word wall.- Magic school bus clip to consolidate what was learnt.

10 minutes

- Was there anything the same that we learnt today that Ms Frizzle and the class also did?- Was there anything different that we learnt today that Ms Frizzle and the class also did?- How and/or why?

- Interactive whiteboard

Safety & Management Considerations:- Teacher supervision on the warm/hot water at all times.- Teacher supervision on children when outside in the yard checking rain water gauge.



- Demonstration on acquired prior knowledge from the previous lesson.- The teacher makes observations through listening to the children’s discussions and explanations during the completion of activities. - The teacher makes observations on how each member contributes to their group.- The teacher makes observations on each of the group’s completion of the interview template.- The teacher makes observations on each of the

- Teach annotates the student’s explanations of what is occurring.- The student’s water cycle bags in conjunction with annotated explanations.- Annotated word wall. Teacher will take a photo to use when documenting on the lesson.

group’s final interview.


Lacey Pietsch, Maddie Morrish and Hayley Marie

Unit Topic: Water Level: Years 1 & 2Lesson Number (in Unit): Lesson #3Lesson Length (minutes): 60- 90 minutes5Es focus of this lesson: Engage, Explain and ExploreHow does the lesson meet the 5Es focus?

This lesson re-visits and discusses prior knowledge of the students whilst further developing their knowledge and terminology through hands on and engaging experiences.ENGAGE: This is completed via referencing back to the Water Wall where we have brainstormed and added new concepts.EXPLAIN: This becomes a visual resource for the students that will be engaging and explanatory. We are able to add ‘explain’ as we engage the children in bug re-enactments as well.EXPLORE: Hands on activities included in the lesson, i.e. the bugs, allow the students to make their own discoveries, questions and knowledge.The participation in the ‘Rain Gauge’ activity as a class is also a hands on engaging experience for the students.Bug re-enactment activity can also allow children to explore deeper into the activity as well as exercising their bodies. (Cross Curriculum).

Lesson Outcomes: Students will be able to find a variety of bugs in a sample of water Students will be able to appropriately use magnifying glasses to

examine bugs Students will be able to note and dramatise the actions of different

bugs Students will be able to determine how the amount of bugs determines

health of water.



Brief/re-cap the children on our water wall- what did we learn last week?

Our rain gauge-Re-cap to children about our rain gauge. Discuss with children what they think will be the result this week- higher or lower then last week.

Explain that we will check the gauge in groups when we start our task.

10-15 minutes

Why is water important?Can we drink all water?Why do we need to save water?How might we conserve this water?Where else is water needed besides for drinking?What might our gauge read this week?More water or less then last week?Why might this be so?

The rain gaugeWater Wall

Small Group Activities: Timing Key Questions Materials/Resources

Students will branch of into 50-60 minute

What types of bugs are you finding? (Small, large, slow

Containers with sources water (bugs

previously designated groups. In groups children will venture

off to measure their gauge- before then returning to begin/continue the task. The next group with the venture.

They will then participate as groups, completing the “bug find” task.

Each station will involve a sample of water from a local waterway and magnifying glasses.

If children are up for a challenge

Students will use the tools to find and categorise particular bugs they find. Taking note of how they move around.

s fast)Do you need a magnifying glass to see all the bugs? (Vertebrates/invertebrates)What categories are you making? (4 legs, no legs, fast etc.)Why do we have to be careful with these bugs?How many bugs have you found? What does this indicate about our water?

included)SpoonsIce-cube traysMagnifiersWorksheets (bugs [?] and recording table)



Recap of the lesson- Let’s revisit our water wall. What have we learnt today and can we add anything interesting to our wall.

Now let’s think to our activity- Everyone think of a bug they found today, how did it move- one by one we are going to show the group how it moves! (Record the enactments on iPad/camera)

10 -15 minutes

What is something that you learnt today?What is something interesting?What is something you would like to look at more?What bugs did we find today?Where the bugs moving fast or slow?Did you know that the more bugs and living things in our water means the better it is!

Water WalliPads

Safety & Management Considerations:Group control- including behaviour and engagementWater useBugs- life maintained and contained within the activityConsider the needs of all children (accommodate for special needs and excelling learners).



Achievement will be acknowledged via: Children’s explanations and questioning to

peers and myself (educator) Re-enact according to their own bug

observations Observation of the children at the activities

and their successes using apparatus such as magnifiers and spoons etc.

Children will indicate the categories they have placed their bugs in using characteristics

Bookwork involving their observations and records.

Video recordings of their bug impersonations Noting of the rain gauge Contributions to the Water Wall. Bug and recording worksheets for activity.

Children will use their new and prior knowledge to develop the water wall with contributions.


Lacey Piestch, Maddie Morrish and Hayley Marie

Unit Topic: Water Level: Years 1 & 2Lesson Number (in Unit):

Lesson # 4


60-90 minutes


Engage, Explain and Elaborate


Engage: This lesson re-visits and discusses prior knowledge of the students. Assisted with constant visits to the Waterwall.Explain: Developing their knowledge and terminology through class discussion and questioning.Explore: Hands on and engaging experiences, that are student directed.Elaborate: With this lesson the child have an opportunity to take this new knowledge of water, sources, conservation and uses and apply it to a different context.

Lesson Outcomes: Students will be able to recall new and prior information Students will be able to take recorded statistics from the previous weeks

and apply it to a different context Students will be able to contribute to class discussions with use of

appropriate terminology and facts. Students will be able to determine the path of their extended learning.



Re-visit the Water Wall once more. This refreshes children on what we have learnt overall.

Explain to the students they are using their knowledge they have learnt over the last 5 lessons and using it to create something of their own

It may investigate something they want to know, or want to look into further

For some they may need more info- Suggest the Rain gauge information we collected.

10-15 minutes

What are some of the main things we have learnt so far?Is there anything you have found interesting?Something you didn’t know before?How could we take this information and use it somewhere else?Where else is there water? Could this relate to this task?

Water WallRain Gauge

Small Group Activities: Timing Key Questions Materials/Resources

Move children into their designated groups

Planning time- Allow time for the children to determine and re-visit their work- Prompts may be needed as to ideas for the children due to age. –Water saving checklist,

40-50 minutes

Without repeating activities how can we use our new information?How might we present our information?How might you plan

Planning templateMultiple resources to be negotiated for presentationPaperGlueiPads etc.

posters, factual poster on the eater cycle or clouds etc.

Provide them with planning table- what they wish to investigate, what they will need, how they plan to present it.

this task?Is this something you want to know more of, or something you find interesting?Perhaps now that we know all this information about water and how important it is maybe we could make something like a Water saving checklist, posters, factual poster on the eater cycle or clouds etc.



Bring students back to the floor together

Group the children together- based on what they chose to present or if time is strict chose students to share their accomplishments this lesson

Each group then choses the main points and presents to the class- as above for strict timing.

One final visit to the Water Wall for closure- Did anyone find something new or have we missed any important words for our wall?

How has our new knowledge influenced our presentation?Was this something you found interesting or wanted to find more about?Have we missed anything important for our water wall?Who did their own investigations?

Safety & Management Considerations:Group management skills.Scissor use (if applicable)Manage the students when it comes to presenting- some may feel uncomfortable and it is important we cater for all these needs.



Children will engage in rich discussion with the use of new terminology

Children will successfully plan student directed presentation.

Children will confidently report back on this knowledge

Children will successfully and passionately decided their own ideas and relations to another context.

Completed planning template Student directed investigations if/when

completed.


Lacey Pietsch, Hayley Marie and Maddie Morrish

Unit Topic: Water Level: 1 and 2Lesson Number (in Unit):

Lesson # 5


80-90 minutes


Engage, evaluate


Engage:The children recap of the previous lesson and checking the water gauge that was initiated in the previous lesson to elicit the student’s prior knowledge.Evaluate:Through the recapping what the children have learnt over the previous weeks, and presenting their understandings and reflect on their continual learning.

Lesson Outcomes: - Students demonstrate a collaborative approach to their group work.- Students can demonstrate their reflection on previous concepts learnt throughout the unit.- Students pose questions to demonstrate their knowledge of their chosen content area.



- Brief recap of the previous lesson, prompt the children to explain what was completed and learnt.- The children’s responses are recorded on the white board.

- The teacher and students check and record the class water gauge level outside.

5 minutes

- What can we remember from last weeks lesson?

- How was the rain water gauge different to the previous weeks results.

- Whiteboard- Whiteboard markers- Rainwater gauge

Small Group Activities: Timing Key Questions Materials/Resources- The children are divided into six preselected groups. (done by the teacher)- The teacher explains to the children that within their groups, they are to create an interview on one water content topic they have learnt over the past 5 weeks.- The teacher asks the students what

60 minutes

- Can you list some of the things we have covered over the past 5 weeks?- How could you use this to make an interview?- What sort of questions could you include to

- Interview templates x 6- Pencil- Ipads x 1

different features would be included in an interview and constructs a mind map on the whiteboard.- The children take one group interview template and return to their desks within their groups.- The children complete their interview plan following the prompting questions.

- Group members must actively participate in group discussion on what topic they are presenting, what questions they would like to ask and the individual roles of each group members.- The grade 2 students are encouraged to support the grade 1 students with presenting ideas and their handwriting on the template.- The teachers will roam the room providing assistance to groups when required.- The teacher assists the students to film their interviews using an ipad, when each group’s interview is finalised.

show what you have learnt?- What different roles are needed in an interview?- How will you work out which role you will play?



- The teacher gathers the children on the floor and gets the groups to present their interview on the interactive whiteboard to the class.- A final overview of the water wall is discussed and the children make any final additions to the wall.- The teacher asks the children to evaluate their science mini unit. The children actively engage in the completion of a PMI evaluation of the context covered.

15 minutes - What part of our

lessons did you like/was fun?- What part of our lessons did you not like/ was not fun?- Where do you think we could improve on our lessons.

- Interactive whiteboard- White board or butches paper- Markers

Safety & Management Considerations:Safely handling the ipads.



- Demonstration on acquired prior knowledge from the previous lesson.- Teacher makes observation through listening to the children’s discussions and explanations during the completion of the activity.- The teacher makes observations on each group’s explanation of the activity and their association to the world around them.

- The final interview videos.- The finalised water wall.- The class combined teacher performance PMI.

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