Spot the Difference - Internode



Spot the Difference | |

|Primary Connections: |Stage 1 |

|Essential Learnings by the end of: |Year 3 |

Changes are happening all around us. Chocolate melts in the sun, water evaporates from puddles and cement hardens in the open air. Predicting the changes that can happen to everyday materials is important in understanding the best way to mange things such as, food handling and cooking, construction and packaging.

The Spot the difference unit provides the opportunity for students to observe change and to glimpse the diversity of materials in their world. Students explore change through the context of food including spaghetti, chocolate and popcorn.

Students learn about how heating or cooling a food can change its properties and whether that change can be reversed or not. An investigation about which type of chocolate melts the fastest will help students draw conclusions about how fast or slow changes can happen and the consequences of change

Primary Connections units are intended to be taught as whole units. The cross-referencing indicates how specific lessons relate to Ways of Working, within a whole unit.

In each cross-referencing document, there are shaded areas showing suggested teaching ideas that are not mentioned in the current Primary Connections resources. These ideas have been provided by Primary Connections personnel who are involved in the development of the cross-referencing document and the ideas are suggestions only, with teachers being encouraged to develop further ideas related to the Essential Learnings.

Ways of working

| |Lesson |Essential Learnings Statement | |

|( |Lesson 1 Change mystery |Pose questions and make predictions | |

|( |Lesson 2 Spaghetti scientists | | |

|( |Lesson 3 Hot and cold | | |

|( |Lesson 4 Silly eggs | | |

|( |Lesson 5 Melting moments | | |

|( |Lesson 1 Change mystery |Plan activities and simple investigations, and identify | |

|( |Lesson 2 Spaghetti scientists |elements of a fair test | |

|( |Lesson 3 Hot and cold | | |

|( |Lesson 5 Melting moments | | |

|( |Lesson 2 Spaghetti Scientists |Identify and collect data, information and evidence | |

|( |Lesson 3 Hot and cold | | |

|( |Lesson 5 Melting moments | | |

|( |Lesson 3 Hot and cold |Make judgments about the usefulness of the data, | |

|( |Lesson 5 Melting moments |information and evidence | |

|( |Lesson 2 Spaghetti scientists |Use identified tools, technologies and materials | |

|( |Lesson 3 Hot and cold | | |

|( |Lesson 5 Melting moments | | |

|( |Lesson 3 Hot and cold |Draw conclusions and give explanations, using data, | |

|( |Lesson 5 Melting moments |information and evidence | |

|( |Lesson 2 Spaghetti scientists |Communicate scientific ideas, data, information and | |

|( |Lesson 3 Hot and cold |evidence, using terminology, illustrations or | |

|( |Lesson 4 Silly eggs |representations | |

|( |Lesson 5 Melting moments | | |

|( |Lesson 6 Change champions | | |

|( |Lesson 2 Spaghetti scientists |Follow guidelines to apply safe practices | |

|( |Lesson 3 Hot and cold | | |

|( |Lesson 5 Melting moments | | |

|( |Lesson 2 Spaghetti scientists |Reflect on and identify other points of view relating to| |

|( |Lesson 6 Change champions |science in everyday situations | |

|( |Lesson 3 Hot and cold |Reflect on learning to identify new understandings | |

|( |Lesson 5 Melting moments | | |

|( |Lesson 6 Change champions | | |

Knowledge and Understanding-

Science as a Human Endeavour- Science is a part of everyday activities and experiences

|Lesson/teaching idea |Essentials Learning Statement | |

|How we cook and use foods |Science has applications in daily life, including at home, at school,| |

|Foods as ingredients that combine to make products |at work and in leisure time. | |

|Preservation of foods | | |

| |Science can impact on people and their environments| |

|Conserving natural resources that can be used for food production |Stewardship of the environment involves conserving natural resources| |

|e.g. fruits from native plants, availability of sites for native bee | | |

|colonies | | |

|Bush tucker foods- physical and chemical changes |Australian Indigenous knowledge of natural phenomena has developed | |

|Processing bush plants to eliminate toxicity to make the plant parts |over time as a result of people observing, investigating and testing | |

|edible |in everyday life | |

Knowledge and Understanding-

Earth and Beyond- Changes in the observable environment influence life.

| |Earth and space experience recurring patterns and natural cycles of | |

| |events, including seasons, weather and moon phases, and these can | |

| |affect living things. | |

| |Materials of the earth can be used in various ways. | |

Knowledge and Understanding-

Energy and change- Energy can be used for different purposes

| |Pushes and pulls affect the shape and motion of objects | |

| |Forms of energy, including electricity, light, heat, movement and | |

| |sound, have different applications | |

Knowledge and Understanding-

Life and Living- Needs, features and functions of living things are related and change over time

| |Animals, plants and non-living things have different | |

| |features/characteristics. | |

| |Offspring have similar characteristics to their parents. | |

| |Change occurs during the life cycle of living things | |

| |Living things depend on the environment and each other. | |

Knowledge and Understanding-

Natural and Processed Materials- Materials have different properties and undergo different changes

|Whole unit |Materials are categorised according to their observable properties | |

|Whole unit |Properties of familiar materials may be changed | |

Additional teaching ideas to further enhance understandings about changes.

Retrieving powders from solutions e.g. salt, sugar

Separating powders by using solutions e.g. salt and pepper

Making jelly, comparing jelly crystals with jelly

Making ice-blocks from cordial and water

Whipping cream

Changing cream to butter

Cooking rice

Using chocolate buttons in cooking e.g. cake mixes

Freezing chocolate e.g. chocolate buttons stirred into ice-cream

Melting and setting chocolate e.g. chocolate-coated fruit

Making chocolate crackles (rice bubbles, cocoa and copha)

Investigating whether chocolate can melt naturally e.g if left on bench

Fair testing e.g. investigating the melting times for chocolate, ice and butter- same size, same location and same starting time

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( indicates that a Way of Working is explicit in a specific lesson.

( indicates that a Way of Working may occur to a lesser extent in a specific lesson or is possible for the teacher to include in the lesson.

( indicates that a Way of Working is explicit in a specific lesson.

( indicates that a Way of Working may occur to a lesser extent in a specific lesson or is possible for the teacher to include in the lesson.

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