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Catherine Corcoran S00130627 Unit Plan Final EDFD 260

Standards 2.1, 2.2, 2.3, 2.5, 2.6 Implementation of lesson plan with the engagement of content specific teaching and effective sequences of learning area and year level curriculum


Evidence of Standards 1.1, 1.2, 1.3, 1.4, 1.5 engagement and catering for differentiation and inclusive practice.


Students

Total Class 13 students (8 girls & 5 boys) Identified special needs

Hearing Impairment (HI) 1 student (mild-‐sensory-‐neural hearing loss – wears hearing aid) Autistic Spectrum Disorder (ASD) 1 student (high functioning Asperger’s syndrome)

Dyslexia 2 students (Based on current PEP Class)

Subject: Science Unit Title: Mixing and Separating

Year: 7 Term: 3, 2014

Unit Outline In this unit, students will investigate different mixtures and solutions and explore the separation techniques that can be applied to these substances. Students will have the opportunity to hypothesis, investigate, plan and conduct an experiment and develop an information report to demonstrate their knowledge and understanding of water purification techniques. Students will consider this in relation to the sustainability of water in our world. Students will use a range of resources to gather information, build knowledge, present findings and communicate within the classroom. Curriculum Science Strand: Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113) Earth and space sciences Water is an important resource that cycles through the environment (ACSSU222) Strand: Science Inquiry Skills Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124) Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125) Planning and conducting In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126) Processing and analysing data and information Construct and use a range of representation, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129) Processing and analysing data and information Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to


identify relationships and draw conclusions (ACSIS130) Evaluating Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131) Communicating Communicate ideas, finding and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133) English Strand: Literacy Interacting with others Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804) Interpreting, analysing, evaluating Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723) Creating texts Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) (ACARA, 2014) Achievement Standards By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of the Earth, sun and moon affect phenomena on Earth. They analyse how the sustainable use of resources depends on the way they are formed and cycle through Earth systems. They predict the effect of environmental changes on feeding relationships and classify and organise diverse organisms based on observable differences. Students describe situations where scientific knowledge from different science disciplines has been used to solve a real-‐world problem. They explain how the solution was viewed by, and impacted on, different groups in society.

Students identify questions that can be investigated scientifically. They plan fair experimental methods, identifying variables to be changed and measured. They select equipment that improves fairness and accuracy and describe how they considered safety. Students draw on evidence to support their conclusions. They summarise data from different sources, describe trends and refer to the quality of their data when suggesting improvements to their methods. They communicate their ideas, methods and findings using scientific language and appropriate representations. (ACARA, 2014) General Capabilities Information and Communication Technology (ICT) ICT transforms the ways that students think and learn and give them greater control over how, where and when they learn. (ACARA, 2014) Within this unit students use information and communication technologies to build understandings, research concepts, present understandings and communicate their ideas, understandings and findings to the class. This unit provides opportunities for students to develop their ICT skills in the following ways:

• Using online polls to share their opinions and understandings • Use of computers and iPads for research purposes and report writing • Use ICT to complete and participate in online resources


Literacy Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. (ACARA, 2014) This unit provides opportunities for students to develop their Literacy skills in the following ways:

• Interpret and analyse a variety of graphical and textual material • Engage in discussions • Record thinking, ideas and questions • Presenting learnt information • Creating an experiment to conduct • Specific writing styles: Investigative and Report writing

Cross-‐Curriculum Priority Sustainability: Sustainability education focuses on protecting environments and creating a more ecologically and socially just world through informed action. Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. (ACARA, 2014) This unit provides opportunities for students to develop an understanding of sustainability through:

• Investigations and experiments of a variety of separation techniques, including purifying water • How separation techniques are used throughout the water purification process • Research regarding the purification of water process and its impact on our environment. • Hands-‐on learning to use household items to filter water in the home to start the purifying process

Learning Intentions At the end of this unit students will demonstrate their ability to:

1. Recognise and identify the differences between pure substances and mixtures 2. Investigate and explore the application of physical separation techniques 3. Investigate and explore the advancement in science and technology in the water treatment process 4. Develop, plan and implement an investigation and communicate findings in a report 5. Present the outcomes of research using effective forms of representation of data or ideas and scientific

language 6. Develop effective strategies and techniques for gathering data

Students Prior Knowledge • Changes to materials can be reversible • Describing what happens when materials are mixed • Investigating the solubility of common material in water

Content • Lesson 1

What is a mixture? • Lesson 2

Exploring Separation Techniques • Lesson 3

Purifying Water Process • Lesson 4

Water Purification Experiment • Lesson 5

Investigation Report Differentiation for Diverse Learners

• Using “smaller, graduated steps so that meaning is negotiated and clarified” (Harrison, 2011, p. 64) will

Evidence of Standards 1.1, 1.2, 1.3, 1.4, 1.5 engagement and catering for differentiation and inclusive practice.


be implemented to ensure new information and all students understand learning instructions. • Flexible learning environments – Students work in varied learning environments, use multiple learning

resources and conduct understandings of the topics using a variety of means. Lock, Budgen, Lunay and Oakley, 2012, insist teachers have a flexible working environment to support students learning.

• Small group work, Whole class learning and Individual tasks to ensure all needs are catered for. • Pre-‐selected work groups to avoid confusion and unmanageable work groups. • Role Cards (Appendix A) – Assigning role cards ensures all group members are working productively and

cooperatively with each other. Provides a reminder to each student on their requirements to the group and the “social skills required with that role” (McGrath and Noble, 2011)

• Verbal and visual constructed lesson requirements to support students with ASD with their organisation skills and to draw their focus on remembering what the task is and the next task to be completed (Moreno & O’Neal, 2014).

• Minimizing classroom noise and conscious seating arrangements aids in Indigenous and non-‐English speaking students’ classroom involvement (Harrison, 2011).

• Time warnings are used to notify students of where their learning and activities should be up to, to promote on task behaviour.

• Verbal interactive activities, instructions and questions to support students with dyslexia. • FM microphone to be worn during all lessons to connect to student identifying as HI to support learning.

Assessment Assessment for learning (Formative): Feedback on experiment Report Sheet (Lesson 2) Online class poll responses (Lesson 1 and 3) Sherbet/Lava Lamp Experiment – Monitor students understanding of conducting an experiment and their understanding of how to record findings and comment on results (Lesson 1) Group Brainstorms (Lesson 1-‐3) Feedback on Experiment design (Lesson 3) Conducting an experiment (Lesson 4) Assessment of learning (Summative): Investigation Report: Water Purification (Lesson 5) Assessment as learning: Online class activities (Lesson 1 and 3) Lesson introduction: QWL questions (Lesson 1 – 3) Creation of an experiment (Lesson 3) Group Brainstorms (Lesson 1-‐3) Think-‐Pair-‐Share (Lesson 3) Unit Conclusion At the conclusion of this unit, students will have demonstrated their ability to associate different mixtures and appropriate separation techniques. Students will have related their learnt understandings to the sustainable use of water and the processes involved in purifying water. Students will have developed and demonstrated their ability to participate and contribute to class discussions and activities to extend their thinking and learning. Demonstration of their knowledge will be evident in their ability to hypothesis, investigate, plan and conduct a meaningful experiment and to draw conclusions in report form.

Standard 5.1 Identify a range of strategies and approaches to assess students learning


LEARNING AREA: Science

LESSON #: 1

LESSON TOPIC: What is a mixture?

YEAR LEVEL: 7

LENGTH: 60 minutes

DATE:

Lesson Overview This lesson aims to introduce students to the concept of a mixture and its components. This lesson is building towards getting students to start thinking about the separation techniques that we use in our everyday lives and in our world with a variety of different mixtures. Curriculum Science Strand: Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)

Strand: Science Inquiry Skills Communicating Communicate ideas, finding and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

Processing and analysing data and information Construct and use a range of representation, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129)

English Strand: Literacy Interacting with others Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804) (ACARA, 2014) Learning Objectives At the end of this lesson students will have the opportunity to demonstrate their ability to:

1. Recognise and identify common mixtures 2. Discuss and understand the differences between pure substances and mixtures 3. Recognise, interpret and discuss the change that occurs when ratio’s of a mixture change

Students Prior Knowledge: • Describing what happens when materials are mixed • Duties and responsibilities of each job card role • Appropriate and responsible use of ICT resources

Resources: • Science job cards • Poster paper sheets • Markers • 13x iPads • Sherbet Experiment Kit • Lava Lamp Experiment Kit • Classroom Blog

Classroom Arrangement: • Desks are in regular classroom set up (Groups) • Book iPads for students use during this block from resource centre • Students to work in preselected science groupings (2 groups of 4, 1 group of 5)

Standards 2.1, 2.2, 2.3, 2.5, 2.6 Implementation of lesson plan with the engagement of content specific teaching and effective sequences of learning area and year level curriculum

Catherine Corcoran S00130627 Unit Plan Final EDFD 260 Lesson Procedure

Time Introduction & Motivation Teaching Notes/Approaches/ Resources 2

min

15 mins (2 mins)

Motivation 1. Get students attention using the attention grabber

“5..4..3..2..1..” 2. Inform students that we will be exploring a new unit

topic ‘Mixing and Separating’ and will be exploring different mixtures and their components and some separation techniques.

3. Explain to students that in todays lesson we will be exploring mixtures.

Introduction 4. Direct students to get into their science groups, moving

to the table of the last person that was “Manager” for their group.

5. Manager to assign new job cards to everyone, giving everyone a new position (Manager, Speaker, Coach, Recorder)

6. Instruct Managers to collect the poster paper and marker pen from the front of the class.

7. Ask Students to make 2 columns on the paper, heading one column “Pure Substances” and the other “Mixtures”

8. Ask students to, as a group, discuss and record their ideas of examples that would fit in each column.

9. Direct attention of the students to the whiteboard – As a whole class students share their examples of pure substances and mixtures.

10. Query any incorrect examples made by the groups 11. Present student with definitions and examples 12. Instruct Managers to get an iPad for their group 13. Explain to students that with their group, they are to

complete the interactive activity found under lesson 1 on the school blog.

14. Question students on their now extended understanding of the topic.

15. Add any new examples to the group discussion poster → “What do you now know about mixtures and pure

substances?” → “Can we add any new examples to our columns?”

**Plug in FM microphone Observe students as they brainstorm with their groups – pose questions to extend thinking and learning. → “What do you think makes something

a mixture? → “What do you think makes something

a pure substance? → “Is something still a pure substance if

you add something to it? Record student’s answers on a poster to retain for the other lessons. Definitions: Pure Substance: Made up of only one matter (eg: Distilled water, salt) Mixture: A combination of two or more different substances, components remain unchanged when mixed (eg: two or more pure substances mixed) (ASTA, 2014) Mixtures can be solids, liquids or gases or a combination of each (brighton.kprdsb.ca) Classroom Blog: Science: Term 3: Unit 3 Separating and Mixing Interactive Activity: http://www.scootle.edu.au/ec/viewing/L5822/index.html (Appendix B)

Time Main Content Teaching Notes/Approaches/ Resources 5

mins

35

16. Introduce students to two new vocabulary words that we will be investigating.

17. Ask students what their understandings of these terms are.

18. Discuss as a group examples that would represent each type of substance.

19. Inform students that we will now be conducting two investigations in our small groups. A homogeneous

New vocabulary: Homogeneous: Look at something and it all looks the same → Salt in water → Water → Milk Heterogeneous: Look at it and can see the different parts (ASTA, 2014)


mins (17 mins each –

1 min change over)

experiment: Sherbet and a Heterogeneous experiment: Lava lamps. Groups will be doing both experiments so it is important that students demonstrate good time management skills.

Homogeneous experiment – Sherbet (Inside) Testing the effect of changing the components of a mixture. Heterogeneous experiment – lava lamp (Outside) Testing the effect of mixing two substances that do not demonstrate a chemical reaction when mixed. 20. Two groups will do Sherbet first, the other the lava

lamp. Rotate. Managers: Get materials from the side of the classroom Recorders: write down groups findings Speaker: Read instructions Coach: Ensure everyone stays on task and is talking about the experiment. 21. Encourage students to communicate with their group

members during the experiments 22. Supervise students ensuring that their behaviour is

appropriate 23. Encourage students to be discussing their findings with

the group 24. 2 minute warning 25. Ring attention bell to draw attention back to the front. 26. Whole group discussion to review findings and new

understandings. → “What was something interesting about the

experiments?” → “Did anyone get an unexpected result from their

findings?” 27. Managers to pack away materials and place them on the

side of the classroom

→ Choc chip biscuit → Muesli → Oil and water Homogeneous → “What can you notice about the

mixture? → “Does the mixture change in form?” → “What happens when you adapt the

recipe?” Heterogeneous → “What can you see happen to the

mixture?” → “Why do you think they won’t mix?” 10-‐minute mark – give a 2 minute warning 12-‐minute mark – Ring the attention bell to notify students its time to swap experiments. Students will rotate groups in a clockwise position around the room

Support and/or Extension Activities Extension Activities: Reversible and irreversible changes (http://bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes.shtml) Are all ingredients necessary?

Time Conclusion Teaching Notes/Approaches/ Resources 3 mins

28. Review students’ understanding of mixtures: ‘Homogeneous’ and ‘Heterogeneous’.

29. Review class made columns of pure substances and mixtures

30. Notify students we will be extending our understanding of this topic next week when we will be exploring different separating techniques: Filtration, evaporation, distillation...and we will get to experiment with a range of these.

31. Advise students you would like them to over the week, explore some separation techniques used around the home and use the class poll (on the blog) that we will use in next weeks class.

→ “What can you now tell me about what a mixture is?”

→ “Do we all agree with the list we have constructed as a class?”

→ “Is there anything we can add now that we know more?”

If students are confused offer examples: ! Sieving flour during cooking ! Draining pasta after cooking

(Edmodo, 2014).


Assessment of Learning 1. Small group brainstorm -‐ mixtures and pure substances – finding out what they already know (Diagnostic) 2. Observing the students as they work in their small groups, asking questions throughout the brainstorm stage

and investigation to determine students’ understandings (Formative). 3. As students are brainstorming and participating in the experiments, teacher observations will determine

what students are engaging with the task and what progress is being made (Formative). 4. By asking prompting questions throughout and summarising questions during the conclusion of the activity,

the teacher can establish a sense of what the students are learning and retaining (Formative) 5. Online class poll responses (homework), guide learning requirements for next lesson (Formative).

Lesson modification to accommodate individual students: • Support activity for fast finishers is a hands on online learning task to explore reversible and irreversible

changes made to mixtures • Re-‐explanation of task and instructions throughout the research and investigation stage • Experiments in two different locations to lower noise level and distractions

Extended activities for fast finishers: Reversible and irreversible changes (http://bbc.co.uk/schools/scienceclips/ages/10_11/rev_irrev_changes.shtml) Students explore reversible and irreversible changes made to when different substances are mixed together.

Are all ingredients necessary? Ask students to investigate and predict what would happen if one of the materials was removed from the sherbet mixture? Would this change its state? – Can be used as a fast finisher for a group Evaluation – Learning objectives:

1. Students were able to recognise and identify common mixtures/solutions 2. Students were able to discuss and understand differences and give examples 3. Students were able to recognise, interpret and discuss the changes and effects that occurred throughout

the experiments Evaluation – Self as a teacher:

• Were all the students involved with the lesson? • What would you change? • What would you make better? • What worked well? • What did the students enjoy?

Other: Safety Considerations

• Allergies of the class have been considered – no one is allergic to any of the products being used throughout this investigation.

• Safety has been discussed with students – they are aware they are not to digest any products that they are unsure of the contents of.

Catherine Corcoran S00130627 Unit Plan Final EDFD 260 Reflection on Lesson #1 Implemented on 9th October 2014 This lesson was the first science lesson I would be teaching during my first week of prac. I was nervous to begin, but I had planned and organised my resources in advance so I believe this took away a lot of the nerves that I could of felt. The students were really excited about conducting these experiments within this lesson and I had to engage in positive behaviour management to keep them on track. I drew their attention to the front of the room when I needed to engage with them and felt they responded very positively to me. The principal was supervising the class during this time and he was able to offer me some strategies and techniques for questioning and engaging students further. His feedback at the end of my lesson was positive and gave me confidence in my abilities.



LESSON #: 2

LESSON TOPIC: Exploring Separation Techniques

YEAR LEVEL: 7

LENGTH: 60 minutes

DATE:

Lesson Overview This lesson aims to extend on lesson 1 (date) and further students understanding of mixtures by participating in discussions, research tasks and experiments exploring different separation techniques. This lesson is building towards students developing their understanding of the separation techniques used to purify water that they will be able to incorporate in their summative assessment piece for the unit. Curriculum Science Strand: Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)

Strand: Science as a Human Endeavour Use and influence of science Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)

Strand: Science Inquiry Skills Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)

Planning and conducting In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task (ACSIS126)

Processing and analysing data and information Summarise data, from students’ own investigation and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130)

Evaluating Reflect on the method used to investigate a questions or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131)

Communication Communicate ideas, findings and solutions to problems using scientific language and representations (ACSIS133)

English Strand: Literacy Interacting with others Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804) Learning Objectives: At the end of this lesson students will have the opportunity to demonstrate their ability to: 1. Investigate and demonstrate a range of physical separation techniques 2. Discuss, comprehend and suggest improvements for various separation techniques 3. Use scientific language to present findings Students Prior Knowledge:

• Describing what happens when materials are mixed

Catherine Corcoran S00130627 Unit Plan Final EDFD 260 • Identifying basic separating techniques used around the home • Classroom science groups (2 groups of 4, 1 group of 5) • Duties and responsibilities of each job card role • Collaboratively working with peers to achieve a task • Appropriate and responsible use of ICT resources

Resources: • Interactive whiteboard/marker • Teacher laptop • Science job cards • Shell and sand poster • Experiment Report Template (Appendix C) • Filtration experiment sheet • Filtration experiment materials

→ Beaker → Dirty water → Coffee Filter papers

• Classroom Blog Classroom Arrangement:

• Desks are in regular classroom set up (Groups) • Place job cards on the table • Students to work in preselected groupings (2 groups of 4, 1 group of 5) Lesson Procedure


mins

3 mins


“5..4..3..2..1..” 2. Explain to students that today we will be looking at

separation techniques. “Today we are going to be looking at three different separation techniques; Distillation, Filtration, Evaporation”

3. Outline to students some of the new vocabulary that they will be hearing in todays lesson "

4. Students to move to their allocated group and distribute task cards

Introduction 5. Discuss with students about what they remember

from our last lesson → “What did we explore?” → “What did we find?” → “What do we want to know now?”

6. Review definition of a mixture

**Plug in FM microphone New vocabulary: Distillation: → The evaporation and subsequent collection of a

liquid by condensation as a means of purification → Extraction of the volatile components of a

mixture by the condensation and collection of the vapours that are produced as the mixture is heated

Filtration: → The act of changing a fluid by passing it through

a filter → The process whereby fluids pass through a filter

or a filtering medium Evaporation: → To convert or change into a vapour → To draw moisture from as by heating, leaving on

the dry solid portion Decantation: → Removing a layer of liquid → Allowing a mixture of solid and liquid to settle

and separate by gravity Time Main Content Teaching Notes/Approaches/ Resources 8

mins

7. Log onto class blog and review as a whole group the students comments on the poll from last week regarding separation techniques used in the home

8. Show students an image of sand and shells and ask how they would separate the shells from the sand (ASTA, 2014)

Image on Class Blog Students to identify this as “hand picking” Definitions: Sieving: used for separating coarse from fine parts of loose matter, for straining


10 mins

25 min

9. Ask students when hand picking could be used as a separation technique

10. Brainstorm other ways in which mixtures can be separated and record these on the whiteboard.

11. Define simple separation techniques: Winnowing, Sieving, Hand picking

12. Discuss ways that separation techniques are used in everyday life

13. Describe Filtration as a separation technique. 14. Watch the short YouTube clip on Water Filtration. 15. Discuss the effectiveness of Filtration as a separation

technique. 16. Discuss everyday applications of filtration. 17. Ask students to start thinking of different ways the

filtration experiment could be altered to increase its effectiveness. → “Could we use different materials?” → “Would the type of substance make a difference?” → “Could you change the materials and still keep the

experiment fair?” 18. Describe Distillation as a separation technique. 19. Watch clip on Distillation 20. Discuss everyday application of distillation. 21. Compare Distillation to Filtration 22. Describe Evaporation as a separation technique. 23. Discuss everyday application of evaporation. 24. Compare this technique to distillation and filtration

Investigation 25. Notify students that they will now in their science

groups conduct a filtration experiment. Managers: Get materials from the side of the classroom Recorders: Record information Speaker: Asks questions and read instructions Coach: Ensure everyone stays on task and is talking about the topic 26. As students start their task, walk around the room to

ensure students are on task and assist with any questions that arise. Pose the following questions to prompt and scaffold students learning: → “What physical changes have you noticed?” → “What are you noticing happen to the water as it

flows through the filter?” → Do you think this coffee filter is the only material

that could be used?” → → Is it a slow or quick process?” → Do you think this would depend on the filter

material?” → “Do you think the water is safe to drink now?”

27. Re-‐Explain tasks in a simple form, short concise

liquids, etc. Winnowing: to free grain from the lighter particles of chaff, dirt, etc., by throwing it into the air and allowing the wind or a forced current of air to blow away impurities. Hand picking: to pick by hand Filtration: (http://www.youtube.com/watch?v=Q0s71cjCNWs&feature=relmfu) Distillation: (http://www.scootle.edu.au/ec/objects/view/M012270) Evaporation: (https://www.youtube.com/watch?v=k9l0s5zVibo) Comparing Techniques: (Write questions on the board to assist students thinking) → “Which technique would take longer to

complete?” → “What are the major differences?” → “What different mixtures would you use

to separate in one but not the other?” Why?

*Repeat questions in short terms to emphasis meaning. 20-‐minute mark – 5 minute warning 25-‐minute mark – Hand out Question Cards


10 mins

statements about what students should be doing. → “You are using a technique called filtration to filter

water” **Discussions with other groups are supported to extend students learning but teacher observation is essential to ensure conversations don’t get off topic and to ensure other learners are not getting distracted Experiment Report 28. Students are to Individually/collaboratively complete

the questions cards use the Experiment Report Template to complete a short report on the experiment.

29. Encourage students to start thinking about report writing and the detail that needs to be included on the template.

30. Re-‐Explain tasks in a simple form, short concise statements about what students should be doing.

31. As students start their task, walk around the room to ensure students are on task and assist with any questions that arise. Pose the following questions to prompt and scaffold students learning: → “What information do you think is important to

include?” → “Have you labelled your diagram?”

32. Collect student’s work for review.

Support and/or Extension Activities Support Provide students with further opportunities to visualise and learn about separation techniques. (http://www.bbc.co.uk/learningzone/clips/separating-‐mixtures-‐of-‐materials/2295.html) Extension Activities: Making water drinkable – Mixtures (http://www.scootle.edu.au/ec/viewing/L3100/index.html) Compounds and Mixtures – Chemical reactions (http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/activity/)

Time Conclusion Teaching Notes/Approaches/ Resources 2

mins

33. Clean up " All materials packed up and desks cleared. 34. Review the separation techniques we have discussed

in todays lesson 35. Reflect on misunderstandings and common alternative

conceptions that may arise during this discussion. 36. Notify students we will be extending our

understanding of separation techniques by looking at the process of water purifying during our next lesson.

→ Distillation → Evaporation → Filtration → Hand picking → Sieving → Winnowing

Assessment of Learning 1. Collect and provide feedback on Experiment report template to guide students learning on report writing

(Formative). 2. Group brainstorm: QWL questions, determining what students retained from previous lesson and where to

go from here (Diagnostic/Formative). 3. Group Discussions: Engaging with students to determining what they know and how to extend their thinking

(Formative). 4. Observation on participation in experiments. Were all student involved and contributing to the group

(Formative). 5. Experiment report template: guiding students to reflect on their conducted experiment and how to interpret

the data (Diagnostic). Lesson modification to accommodate individual students:

• Support activities for fast finishers: hands on online learning task to explore making water drinkable, relating to mixtures and exploring chemical reactions.

• For students who do not yet understand how separation techniques are used.


Separating mixtures of materials: (Appendix D) Introduction to separating mixtures contains step-‐by-‐step separation techniques including, evaporation, distillation and filtration. Reinforces learnt ideas. (http://www.bbc.co.uk/learningzone/clips/separating-‐mixtures-‐of-‐materials/2295.html)

• Experiment Report Template: Tool to guide students thinking and keep their learning on task. • Job Cards: Keep students on task with their learning and assigns rolls to ensure that all students are

confident in what role they are playing in their group. Extended activities for fast finishers: Making water drinkable – Mixtures (http://www.scootle.edu.au/ec/viewing/L3100/index.html) Students explore the beginning stages of investigating making water drinkable, relating it to separation techniques. Students can start to build their understandings of water purifying, starting to think about our next lessons topic. Compounds and Mixtures – Chemical reactions (http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/activity/) Students explore the elements of compounds and mixtures. Using a hands-‐on interactive activity, they can fuse together, separating, experiments (chromatography, filtration, evaporation) using interactive tools. Evaluation – Learning objectives: 1. Students were able to identify a range of separation techniques and discuss their uses and effectiveness? 2. Students were able to demonstrate their understanding of filtration as a separation technique,

comprehending the steps required for the experiment? 3. Students were able to suggest improvements on inquiry methods? 4. Students were able to present outcomes of investigations using effective forms of representation of data

Evaluation – Self as a teacher: • Were all the students involved with the lesson? • What would you change? • What would you make better? • What worked well? • What did the students enjoy?

Other: Safety Considerations → Identify safety issues relevant to practical activities and conduct risk assessments on separating mixtures → Discuss with students the safety restrictions of the experiment: → Don’t ingest any of the water being tested → Once filtered the water may be ‘clean’ but still unsafe to drink



LESSON #: 3

LESSON TOPIC: Water Purifying Processes

YEAR LEVEL: 7

LENGTH: 60 minutes

DATE:

Lesson Overview This lesson draws student’s attention to our focus of water and the water purifying process. During this lesson students will investigate how and why water is purified during the treatment process. This lesson will see students starting to build their Scientific investigation report with their group. This lesson draws on information learnt from Lesson 1 and 2 and asks students to apply their previously learnt knowledge to the tasks. Curriculum Science Strand: Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)

Earth and space sciences Water is an important resource that cycles through the environment (ACSSU222)

Strand: Science Inquiry Skills Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)


English Strand: Literacy Interacting with others Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)

Creating texts Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Learning Objectives At the end of this lesson students will have the opportunity to demonstrate their ability to:

1. Consider the water cycle in terms of changes in state of water 2. Investigate factors and separation techniques that influence the water cycle 3. Recognise the differences between controlled, dependent and independent variables 4. Collaboratively work to design an investigation

Students Prior Knowledge: • Creating and conducting a science investigation • Requirements for carrying out fair tests and the need to control variables • Layout of an investigation planner • Appropriate and scientific ways to collect data


Resources: • 13 x iPads • Feedback Report from Lesson 2 • Classroom Blog – Poll • Teacher laptop • Interactive whiteboard • Scaffolded investigation planner • Whiteboard • Whiteboard marker • Task cards

Classroom Arrangement: • Book iPads for students use during this block from resource centre • Desks are in regular classroom set up (Groups) • Place job cards on the table • Students to work in preselected groupings (2 groups of 4, 1 group of 5) Lesson Procedure


min

2

mins


“5..4..3..2..1..” 2. Explain to students that today we will be looking at the

Water Purifying Process. 3. Each students to get an iPad from the cupboard Introduction 4. Discuss with students about what they remember from

our last lesson → “What did we explore?” → “What did we find?” → “What do we want to know now?”

5. Review separation techniques from last lesson

**Plug in FM microphone **Distribute back report from Lesson 2 to guide student’s learning/understanding in report writing. • iPads

→ Distillation → Evaporation → Filtration → Hand picking → Sieving → Winnowing

Time Main Content Teaching Notes/Approaches/ Resources 10 mins (2

mins) (2

mins)

(2 mins)

6. Introduce the water treatment process. 7. Ask students (with iPads) to research how and why

water is purified in a water treatment process 8. Ask students to turn to a neighbour and briefly discuss

the information that they found 9. Pose questions to support discussions

“Are some of the processes something we have previously looked at?” (Filtration) “Did something interesting stand out to you?” “Did you know one of the processes?”

10. In their pair, ask students to record three interesting facts that they found out on our Edmodo poll

11. Discuss with the whole class some of the interesting facts that the students posted.

12. Ask students why water treatment is important in relation to drinking

13. Prompt thinking by posing questions if needed

→ Process that water goes through to make it usable and drinkable for us

THINK PAIR SHARE **Inform students of how long they have for each task. → Edmodo Poll – On classroom Blog

(Edmodo, 2014) Allow time for discussion with whole class of the different facts that were posted. Explore any key points identified. Interactive Activity: Making water drinkable: (http://www.scootle.edu.au/ec/view ing/L3103/index.html) (Appendix E)


(4 mins)

5

mins

40 mins

“How would we get clean drinking water without this process?” “Is it safe to drink from the ocean or rivers?”

14. Reflect on any learnt information and connect it to the separation techniques that we have been looking at.

15. Explain to students that with their pair or individually, they are to engage in the interactive activity found under lesson 3 on the school blog.

16. After students have worked through the activity 17. Bring their attention to the last slide

“You have been shipwrecked on a desert island” 18. Explain to students that their next task is going to be

creating, conducting and reporting on an experiment in filtering water to begin the purifying process.

19. In their science groups they are going to be creating an experiment in the effective use of household items (that have luckily come ashore with them) to filter water to prepare it the purifying process of making it drinkable.

20. Distribute investigation Planner 21. Students to organise themselves into their science

groups. 22. Read through each instruction to clarify students

understanding of the tasks. 23. Read through each section of the investigation planner

and clarify students understanding. 24. Students to use iPads to research household items that

may be appropriate to use. 25. If students are struggling to comprehend the task – go

through the planner as a whole group and compete the necessary fields.

30-‐minute mark -‐ 10 minute warning -‐ Group members allocated items -‐ Complete required info 40-‐minute mark – Organise students to finish off their investigation planner

• Scaffolded Investigation Planner (Appendix F)

Write on whiteboard 1. Brainstorm 3 household items to be

used as a filter 2. Complete the Aim; Hypothesis;

variables; Materials; Diagram section of the planner as a group

3. Organise who is going to bring what materials for our next lesson when we will conduct our investigation → Water for testing → Filter materials

4. How are you going to collect the data? → Scales

Monitor and Observe Participation and interactions

Support and/or Extension Activities Support Water Cycle Clip: https://www.youtube.com/watch?v =U80LVjVX75k Build students understanding of the water cycle through this clip – introduces water cycle using a kid friendly approach and easy to understand • Sit with struggling groups and discuss

the task in smaller steps • List some ideas for household items

→ Cloths → Tea towels → Paper towel → Sponge

Extension Students to start brainstorming household items they could use to filter water.


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27. Notify students that there will be free time at the end of today to finish off any uncompleted sections for the investigation planner. 28. Remind students that we will be conducting this investigation in our next class (Date) and to ensure they bring all their equipment needed. 29. Collect investigation planners for checking and return to students before the next class

→ Remind students that the library has a

science resource section that they can utilise for there investigation

Assessment of Learning 1. As students are participating in the Think-‐pair-‐share strategy, students can learn from each other

Catherine Corcoran S00130627 Unit Plan Final EDFD 260 encouraging them to ask questions about their learning (Diagnostic).

2. Online classroom poll on understandings. Finding out what students already know and what they want to learn. Reflect on poll responses as they occur (Formative).

3. Group brainstorms and questions. Engage where students are at with the thinking and understandings and build on their knowledge and ideas (Formative).

4. Observe and monitor students as they create their investigations. Offering immediate feedback and suggestions to support their understanding and development (Formative).

Lesson modification to accommodate individual students: • Think Pair Share Strategy: Learn and discuss with peers their understandings and new learnt information. • Sharing Ideas in a forum to encourage students that would not normally participate in discussions • Support activities for fast finishers: start investigating requirements for filtration experiment • For students who do not yet understand the water cycle process

Water Cycle Clip: (https://www.youtube.com/watch?v=U80LVjVX75k)

Extended activities for fast finishers: Students can begin to research and investigate household items that will be appropriate to use as a filter device. Evaluation – Learning objectives:

1. Students were able to consider the water cycle in terms of changes in state of water 2. Students were able to investigate factors that influence the water cycle 3. Students were able to recognise separation techniques involved in the water purification process 4. Students were able to recognise the differences between controlled, dependent and independent

variables 5. Students were able to collaboratively work to design an investigation

Evaluation – Self as a teacher: • Were all the students involved with the lesson? • What would you change? • What would you make better? • What worked well? • What did the students enjoy?

Other:



LESSON #: 4

LESSON TOPIC: Water Purification Experiment

YEAR LEVEL: 7

LENGTH: 60 minutes

DATE:

Lesson Overview During this lesson, students will conduct their water filtering experiments. The duration of the lesson will involve students testing, recording and discussing their findings with their group. Students will begin to think critically about how they will present their findings. Curriculum Science Strand: Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)


Strand: Science as a Human Endeavour Use and influence of science Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)

Strand: Science Inquiry Skills Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)


Processing and analysing data and information Construct and use a range of representations, including graphs, keys and models to represent and analyse patters or relationships, including using digital technologies as appropriate (ACSIS129)

English Strand: Literacy Interacting with others Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)


1. Use specialised equipment to increase the accuracy of measurement within an investigation 2. Collaboratively work to approach an investigation 3. Applying specific skills and rules relating to the safe use of scientific equipment

Students Prior Knowledge: • Classroom science groups (2 groups of 4, 1 group of 5) • Appropriate and responsible use of ICT resources

Catherine Corcoran S00130627 Unit Plan Final EDFD 260 • Conducting a science experiment independently

Resources:

• Task cards • Material required for experiments • 13x iPads • Scaffolded report template

Classroom Arrangement: • Book iPads from resource centre for the class to use throughout this session • Flexible classroom environment: students can appropriate select an area to work in • Desks are in regular classroom set up (Groups) Lesson Procedure


min

1

min


“5..4..3..2..1..” 2. Students to move into Science Groups – distribute

task cards Managers: Collect required materials Recorders: Record information Speaker: Asks questions and read instructions Coach: Ensure everyone stays on task and is talking about the topic/ take photos of the process Introduction 3. Outline that today’s lesson is when students will be

working on there experiment investigations. 4. Notify students that they can conduct their

experiment in an area that suits them as a group 5. Outline requirements that are expected of them

during this experiment phase → Working collaboratively as a group → Appropriate and responsible behaviour during

the experiment → Safety requirements

**Plug in FM microphone **Notify students that as this is a group experiment, they can all participate in the aspects of the task and the cards are just a guide to keep them on track with their experiment. → Flexible learning environment

• Outside in classroom courtyard • In the classroom • In the undercover area

(All areas supervised by teacher)

Time Main Content Teaching Notes/Approaches/ Resources 55 mins

6. Students to start conducting experiments 7. Encourage students to follow the instructions that

they have previously constructed → Encourage students to be recording any changes

they have made to their experiment on their investigation planner.

8. Ensure that students are recording their results in their science table for their report

9. Encourage students to follow their task cards to stay on track with their investigation

10. Encourage the coaches to be taking photos of the investigation process to record on our classroom blog.

40-‐minute mark

• Observe students during experimental phase

! Motivate students to participate equally and share the responsibility

! Wander around classroom environments and assist with any questions that may arise

! Groups that are not working responsibly can be moved to a location that will better support there learning and participation.


-‐ Give warning -‐ 15 minute -‐ Ensure students have conducted there three experiments and are starting to collate the data -‐ Groups to start completing there required table information 50-‐minute mark -‐ Give a 5 minute warning -‐ Students to start cleaning up their areas -‐ Start to ensure that all members of the group have the results recorded in their table.

Support and/or Extension Activities Extension Groups who conclude their investigation early can start drafting their report.


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11. Students to work with their group to ensure that all members have the results data recorded using their table.

12. Distribute Scaffolded report template for students to get familiar with before our writing stage

• Monitor all groups and ensure that each member has the data recorded for the results.

• Scaffolded report template (Appendix G)

Assessment of Learning 1. Monitor and observe participation during experiment (Formative). 2. Self-‐assessment on build investigation and its appropriateness during the task (Diagnostic) Lesson modification to accommodate individual students:

• Flexible learning environment • Re-‐explanation of task and instructions throughout the research and investigation stage • Short, concise statements of task requirements • Instructions communicated and visually recorded to support learning and participation

Extended activities for fast finishers: Report writing Groups who have concluded their investigation can start drafting their report for their folio piece. Evaluation – Learning objectives:

1. Were all the students able to use specialised equipment to increase the accuracy of measurement within an investigation

2. Were all the students able to collaboratively work to approach an investigation 3. Were all the students able to apply specific skills and rules relating to the safe use of scientific

equipment Evaluation – Self as a teacher:

• Were all the students involved with the experiment? • What would you change? • What would you make better? • What worked well? • What did the students enjoy?

Other: • Identify safety issues relevant to practical activities and conduct risk assessments on the experiment • Once filtered the water may be ‘clean’ but still unsafe to drink


Lesson Plan 5


LESSON #: 5

LESSON TOPIC: Investigation Report

YEAR LEVEL: 7

LENGTH: 65 minutes

DATE:

Lesson Overview During this lesson, students will be composing their individual investigation report. They will incorporate their learnt understandings from the previous lessons regarding investigating, recording and presenting findings. Curriculum Science Strand: Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)


Strand: Science Inquiry Skills Processing and analysing data and information Construct and use a range of representation, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS129)

Processing and analysing data and information Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS130)

Evaluating Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131)

Communicating Communicate ideas, finding and solutions to problems using scientific language and representations using digital technologies as appropriate (ACSIS133)

English Strand: Literacy Interpreting, analysing, evaluating Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)


1. Refer to relevant evidence when presenting conclusions drawn from an investigation 2. Construct an investigation report 3. Identify data which provides evidence to support or negate the hypotheses under investigation 4. Communicate ideas, methods and findings using scientific and appropriate representations 5. Describing trends shown in collected data

Students Prior Knowledge: • Structure of report writing • Investigation planner findings (Lesson 4 Date)

Catherine Corcoran S00130627 Unit Plan Final EDFD 260 • Individual work conditions – quiet, no interrupting others, ask the teacher for help • Appropriate and responsible use of ICT resources • Location and structure of factual sites and resources

Resources: • 13x Laptops • Investigation report template • Investigation planner template completed • Classroom printer • Whiteboard • Whiteboard markers

Classroom Arrangement: • Book Laptops for students use during this block from resource centre • Flexible learning environment Lesson Procedure


mins


“5..4..3..2..1..” 2. Notify students that in todays Science lesson, they will

be composing their investigation report using the findings from last week using laptops.

3. They will be typing up their report on the laptops. 4. Remind students that this is an individual report for their

folio so they need to work individually to complete the task.

Introduction 5. Direct students to collect the materials they will need to

complete the task " 6. Students move to allocated seating

**Plug in FM microphone → Answer any questions that may arise

regarding the report → Notify students that they can still ask

teacher questions for clarification but will not be able to disturb there peers

What they will need: • Laptop – typed report • Completed Investigation Planner • Collected results table • Scaffolded report template

Time Main Content Teaching Notes/Approaches/ Resources 60mins

7. Notify students that they have 1 hour to complete the task.

8. Briefly discuss the report template and clarify students understanding of the task.

9. Outline that students can position themselves around the classroom in a space that they feel suits their learning needs best

10. Scaffold students to move to an area that is quiet, comfortable and limits distractions

11. Students commence their report writing. 50-‐minute mark – Notify students there is 10 minutes left of report writing before they should start to print their work 55-‐minute mark – Notify students that they should now be saving their work and printing it to the classroom printer.

• Outline lesson objects on the board to support students needs → Follow your report template → Use the investigation planner to

support your report conclusions • Monitor student participate • Speak with students individually • Students to position themselves to

support their learning needs Support and/or Extension Activities

Support • Guide students through the report • Assist with comprehension of the

task requirements Extension Making water drinkable (online resource) (http://www.scootle.edu.au/ec/view ing/L3198/jigsaw/index.html)



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12. Ask students to hand in their completed report in the “in tray” on teacher’s desk.

13. Thank students for their hard work and participation during the lesson.

Assessment of Learning 1. Investigation Report: Water Filtration (Summative) • Rubric for marking (Appendix H)

Lesson modification to accommodate individual students: • Flexible learning environment: Students are encouraged to move and position themselves in an area

that supports their individual learning needs. • Use of ICT (with flexibility to use other resources) to conduct report writing. • Re-‐explanation of task and instructions throughout the research and investigation stage • Short, concise statements of task requirements

Extended activities for fast finishers: Making water drinkable (Online resource) (http://www.scootle.edu.au/ec/viewing/L3198/jigsaw/index.html) Students complete questions to complete a jigsaw puzzle relating to the process of making water drinkable. Evaluation – Learning objectives:

1. Students were able to refer to relevant evidence to present conclusions from the investigation 2. Students were able to construct and submit an investigation report 3. Students were able to identify data providing evidence to support or negate the hypotheses under

investigation 4. Students were able to communicate ideas, methods and findings using scientific and appropriate

representations 5. Students were able to describe trends shown in collected data

Evaluation – Self as a teacher: • Were all the students able to comprehend the task? • What would you change? • What would you make better? • What worked well? • What did the students enjoy?

Other:

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