Pre-service teacher portfolio
|SCIENCE Lesson Plans Overview |
|General Capabilities |
|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. |
|Cross Curriculum Priorities |
|Aboriginal and Torres Strait Islander histories and cultures. |Asia and Australia’s engagement with Asia |Sustainability |
|The Aboriginal and Torres Strait Islander priority provides |This will ensure that students learn about and recognise the diversity within|This develops the knowledge, skills, values and world views necessary for people to act in ways |
|opportunities for all learners to deepen their knowledge of |and between the countries of the Asia region. They will develop knowledge and|that contribute to more sustainable patterns of living. It enables individuals and communities |
|Australia by engaging with the world’s oldest continuous |understanding of Asian societies, cultures, beliefs and environments, and the|to reflect on ways of interpreting and engaging with the world. Sustainability education is |
|living cultures. This knowledge and understanding will enrich |connections between the peoples of Asia, Australia, and the rest of the |futures-oriented, focusing on protecting environments and creating a more ecologically and |
|their ability to participate positively in the ongoing |world. Asia literacy provides students with the skills to communicate and |socially just world through informed action. Actions that support more sustainable patterns of |
|development of Australia. |engage with the peoples of Asia so they can effectively live, work and learn |living require consideration of environmental, social, cultural and economic systems and their |
| |in the region. |interdependence. |
| |
|Science Understanding |
|Biological Sciences: |Chemical Sciences: |Physical Sciences: |Earth Sciences: |
|Year 3 Living things can be grouped on the basis of observable|Year 3 A change of state between solid and liquid can be |Year 3 Heat can be produced in many ways and can move from |Year 3 Earth’s rotation on its axis causes regular |
|features and can be distinguished from non-living things |caused by adding or removing heat (ACSSU046) |one object to another (ACSSU049) |changes, including night and day (ACSSU048) |
|(ACSSU044) |Year 4 Natural and processed materials have a range of |Year 4 Forces can be exerted by one object on another |Year 4 Earth’s surface changes over time as a result |
|Year 4 Living things have life cycles (ACSSU072) Living |physical properties; These properties can influence their |through direct contact or from a distance (ACSSU076) |of natural processes and human activity (ACSSU075) |
|things, including plants and animals, depend on each other and|use (ACSSU074) |Year 5 Light from a source forms shadows and can be |Year 5 The Earth is part of a system of planets |
|the environment to survive (ACSSU072) |Year5 Solids, liquids and gases have different observable |absorbed, reflected and refracted (ACSSU080) |orbiting around a star (the sun) (ACSSU078) |
|Year 5 Living things have structural features and adaptations |properties and behave in different ways (ACSSU077) |Year 6 Electrical circuits provide a means of transferring |Year 6 Sudden geological changes or extreme weather |
|that help them to survive in their environment (ACSSU043) |Year 6 Changes to materials can be reversible, such as |and transforming electricity (ACSSU097) |conditions can affect Earth’s surface (ACSSU096) |
|Year 6 The growth and survival of living things are affected |melting, freezing, evaporating; or irreversible, such as |Energy from a variety of sources can be used to generate | |
|by the physical conditions of their environment (ACSSU094) |burning and rusting (ACSSU095) |electricity (ACSSU219) | |
|Science as a human endeavour |Science Inquiry skills (these are to be mastered over 2 years) |
|Nature and |Use & influence |Questioning and predicting: |
|development of |Year 3,4 Science knowledge helps people to understand the effect of their actions (ACSHE062) |With guidance, pose questions to clarify practical problems |
|science: |Yr 5,6 Scientific understandings, discoveries & inventions are used to solve problems that directly affect peoples’ lives (ACSHE083) |or inform a scientific investigation,& predict findings |
|Year 3,4 Science |Scientific knowledge is used to inform personal & community decisions (ACSHE217) |(ACSIS231) |
|involves making | | |
|predictions & | | |
|describing patterns | | |
|and relationships | | |
|(ACSHE050) | | |
|Year 5,6 Science | | |
|involves testing | | |
|predictions by | | |
|gathering data and | | |
|using evidence to | | |
|develop explanations| | |
|of events and | | |
|phenomena. Important| | |
|contributions to the| | |
|advancement of | | |
|science have been | | |
|made by people from | | |
|a range of cultures | | |
|(ACSHE081) | | |
|Strand |Sub strand |Code |Year Content Descriptors |Lessons |
|SU |Physical Sciences |ACSSU097 |Electrical circuits provide a means of transferring and transforming electricity |2,3,4 |
|SHE |Nature and development of Science |ACSHE081 |Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena |4 |
| |Use and Influence |ACSHE083 |Scientific understandings, discoveries & inventions are used to solve problems that directly affect peoples’ lives |1,2,5 |
|SIS |Questioning and Predicting |ACSIS231 |With guidance, pose questions to clarify practical problems or inform a scientific investigation,& predict findings |3,4 |
| |Planning and conducting |ACSIS087 |Decide variable to be changed and measured in fair tests & accurately observe, measure and record data, using digital |4 |
| | | |technologies | |
| |Communicating |ACSIS093 |Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts |5 |
| |Evaluating |ACSIS090 |Construct and use a range of representations, including tables & graphs, to represent & describe observations, patterns or |4 |
| | | |relationships in data using digital technologies | |
| |
| | |Learning Experiences |
| | |Major Content Focus: |
|Lesson 1 |Engage: Mentally engages students, captures interest, |Students explore how a torch works by drawing a cutaway diagram. Students also consider how a battery works in relation to a torch. Students begin to |
| |Able to express what they know |consider how energy is transferred from a battery to a light globe in a torch. |
|Lesson 2 |Explore: Hands on activity, explore the concept or |Students explore simple circuits and create their own simple circuit using a battery, cords, switch and small light globe. Students will first be asked to |
| |skill. Make sense of the concept or skill (this may |explore and trial different ways they think the circuit could be created. As a class we will then investigate different ways a circuit can effectively be |
| |take more than 1 lesson and be combined with explore) |created. |
|Lesson 3 |Explain: Explanations are made on the concept or skill. |Using the diagrams from the previous lesson students are taught how to draw circuits using symbols. Students create circuits using symbols, gathering a deeper |
| |Explanation follows experience. |understanding of how circuits work and what is needed for a successful circuit. |
|Lesson 4 |Elaborate: Provides opportunities to apply the concept |Students plan and conduct an investigation on conductors and insulators. Students predict, plan a fair investigation, investigate and explain types of |
| |or skill. Develops a deeper understanding of the concept|materials that are conductors or insulators. |
| |or skill (this may include an investigation) | |
|Lesson 5 |Evaluate: Continue the development of the understanding |Students create an information poster on electric circuits. |
| |of the skill and evaluate their learning. | |
|KLA |Science |
|Intended Learning (Outcomes/Objectives |
|By the end of the lesson students will be able to: |
|Explain their existing ideas of how a battery operated device works, focusing on a torch |
|Represent their understanding of how a torch works with a cutaway diagram |
|Using their existing knowledge describe how a battery works |
|Students’ Prior Knowledge |
|Students will have knowledge of the team roles and the team roles badges as they would have been used several times before this lesson. The team roles chart |
|will have been displayed on the classroom wall from the beginning of the year so students should have a sound understanding of what each role contributes and |
|does in a group. |
|Although electrical circuits have not yet been introduced in the classroom prior to this it can be assumed that students have some knowledge about batteries and |
|electricity. It can be assumed that: |
|Students know what a battery is and have some ideas of why batteries are needed |
|Students are able to list devices that use batteries |
|A torch cannot turn on without a battery |
|Materials (physical items you will use in the lesson) |
|Battery operated devices: torches, doorbell, talking Buzz light-year toy, wireless radio, alarm clock, remote control car, camera, calculator, dancing Santa, |
|megaphone. |
|A3 printed group worksheet: Battery operated devices (Appendix, figure 1). |
|Role badges and team roles chart displayed on wall. |
|Large timer |
|Science journals |
|I-pads logged on to Kahoot and Padlet |
|Sticky notes: Blue and Yellow |
|Pre-prepared Science board with title: Electrical circuits |
|Lesson Steps |
|Intro |
|At the front of the classroom have a table set up with all battery operated devices displayed. Do not mention the table at this point. Explain to students that |
|they will be working in three member groups with each member having a team role (manager, speaker, director). The groups and the role each student will play will|
|be displayed on the interactive whiteboard. |
|Draw student’s attention to the table at the front of the classroom. By this time students should have already had a good look at the table and become interested|
|in what they will be doing with all the items. |
|Explain that each group will be completing an A3 table on three of the devices (hand out Battery operated devices worksheet-Appendix, figure 1) and that one item|
|must be the torch. Have the managers collect one item from the table at a time. |
|Explain to students that they will have ten minutes to complete the table so must allow enough time to complete each part of the table. Remind students that they|
|do not have to write extensive answers one point for each box of the table is sufficient. Have the timer displayed at the front of the classroom so students |
|are aware of the time they have left. |
|Main body |
|Explain to students that they are going to be drawing a cutaway diagram of the torch they have just explored. Explain to students that a cutaway diagram is a |
|drawing that shows the inside and outside parts of an object. That if we cut the torch in half with a knife, they are drawing what they would see on the inside |
|of the torch. If students have trouble understanding cutaway diagrams use an apple as an example. Eg. Cut and apple in half what does the inside of the apple |
|look like? |
|While students are drawing ask open ended questions including: |
|What makes the light globe turn on? |
|How do you turn it on? |
|Would there be any empty space? |
|Where would its energy come from? |
|Encourage students to draw anything that comes to mind. That it does not have to be perfect as they will be exploring this concept further in the following |
|lessons. |
|Have students glue these diagrams into their science journals. Ensure diagrams are given a title and are labelled to the Childs best ability. |
|As a class discuss student’s ideas on how a battery works. Student’s responses can be written on the whiteboard. |
|Have each group manager collect three I-pads from the I pad corner. As a class each student will log on to Padlet and post a response as to how they think a |
|battery works. |
|While students have the I-pads out students will log onto a pre-loaded Kahoot quiz. Students will individually answer a Kahoot Quiz with the following questions:|
|Where does a torch get its energy to turn on? (From the switch, from the battery, from the light globe, from the wires). |
|Which item does NOT require a battery? (Torch, calculator, phone, television) |
|Does the size of a battery effect how long it lasts? (Yes, No, not sure, sometimes). |
|What item will NOT power a light globe? (battery, potato, Play dough, Plank of wood). |
|Conclusion |
|At the front of the classroom is a science question board in which students are able to write any questions they have or any science related knowledge they may |
|have. |
|At the top of the board will be the title ‘Electrical circuits’. Each student will be given a blue sticky note. On this sticky note students are to write one |
|question they have about batteries and place it on the science board. Explain to students that this question will be answered over the next lessons. |
|Provide students with a yellow sticky note. Yellow sticky notes are for any information or knowledge the student has on batteries or electrical circuits. These |
|are to be placed on the science board. |
|Key Questions to Ask |
|Why completing the table: |
|Why would that item need a battery? |
|What does the battery do? |
| |
|Why students are drawing there cutaway diagrams: |
|What makes the light globe turn on? |
|Would there be any empty space? |
|How do you turn it on? |
|Where would its energy come from? |
| |
|During discussion on how battery works: |
|If a light gets its energy from a battery, where does the battery get its energy from? |
|Can some batteries be re-used again? |
|Batteries on a laptop are different to batteries used in a TV remote. Why do think they are different? |
|What do you think is in the inside of a battery? |
|Assessment |
|Diagnostic: |
|Student’s cutaway diagrams will be collected for observation. These diagrams will be used to gain an understanding of student’s knowledge about battery operated |
|devices. The diagrams will indicate whether or not students understand the use of batteries and how they operate to light a torch (Objective 2). |
| |
|The Padlet responses will be the most accurate in acquiring student’s knowledge on how a battery works due to them being anonymous. Students will not feel any |
|pressure in describing their knowledge as their responses are anonymous. The student’s descriptions will be used to determine further lessons based on what |
|students do or do not know about how batteries work (Objective 1 and 3). |
| |
|The Kahoot responses will also be used to determine students existing knowledge. The four questions asked will determine students understanding about power |
|sources and batteries. These four questions can be used along with the other diagnostic assessments to determine future lessons. |
| |
Lesson Plan 2
|Title: Lets create a circuit |E: Explore |
|Intended Learning (Outcomes/Objectives |
|By the end of the lesson students will be able to: |
|Construct and test simple circuits |
|Predict and record observations using both words and diagrams. |
|Students’ Prior Knowledge (summary in 3 dot points) |
|During the previous lesson students should have considered and thought about how a torch works. It is assumed students will have an understanding that energy|
|travels from a battery to the light |
|Materials (physical items you will use in the lesson) |
|Team roles chart and team role badges |
|Batteries (size C or D), light bulbs (1.5 V), switches, circuit wires (Have spares of each item). |
|A3 worksheet for each child to complete (Appendix, figure 1). |
|Ice-cream containers |
|Science journals |
|Lessons Steps |
|Into |
|Review student’s ideas of how a battery operated device works by referring to the Padlet responses and the cutaway diagrams in student’s science journals. |
|Explain to students that they will be working in teams of three. Have the teams displayed on the interactive whiteboard. Next to each child’s name will be |
|there role. Have groups sit together at desks and place team role badges on. |
|Explain to students that they will be exploring how they can light a light bulb up using a battery and two circuit wires. |
|As a class discuss the equipment needed for each group and how they will gather these materials (Manager collects all equipment in an ice-cream container). |
|Each group will need: |
|1 light bulb |
|1 battery |
|1 switch |
|2 circuit wires |
|1 Ice-cream container |
|Have managers collect all equipment. Have team directors collect 3 worksheets from the the front of classroom. |
| |
|Main Body |
|Have groups discuss possible ways the light bulb could be turned on (note that students will not be testing their predictions at this stage). Have the |
|speakers of the group contribute to class discussion by providing some of their predictions to the class. Lead class discussion into wires and batteries and |
|how these turn a light globe on. |
|After group discussions students will be asked to complete the ‘Predict’ section of their worksheet by writing and drawing their predictions. |
|They will also be asked to complete the second box of the table by writing or drawing why they think there prediction will work. |
|Have groups test their predictions by creating there circuits using the equipment |
|Remind students that why they are testing and experimenting with their predictions they must complete the last two sections of their worksheets (Observations|
|and explaining the differences or similarities between their observations and predictions). |
|While students investigate and test circuits ask open questions including: |
|Does it matter which way the battery is facing? |
|Perhaps you could try with two batteries, or two light bulbs? |
|What happens if you put the wires on the other parts of the light? Or the battery? |
|For students who finish early they are to try creating a circuit with one wire. They can also test a circuit with two light globes or two batteries. |
|Ensure group discussion is occurring throughout the process of creating and testing circuits. While students are creating there circuits the teacher will be|
|observing and helping students who appear to be struggling. Teacher assistance will be required thought this process. |
|On the back of students worksheets have students draw a circuit that they found to be the most successful. |
|Conclusion |
|Using the worksheets groups are to decide on one successful circuit they have created and one unsuccessful circuit. |
|Have each group’s speaker come to the whiteboard and draw one successful circuit and one unsuccessful circuit. |
|The speaker will tell the class why each circuit was successful or unsuccessful. Class discussion will be lead by the teacher into reasons why some circuits |
|did not turn the light globe on. Reasons can include: |
|The power source was not large enough. e.g. If they had two light globes but only one battery |
|There was not enough wires used |
|Flat battery |
|Wires not connected to the correct parts of the battery or light globe |
|Photographs of student’s diagrams on the whiteboard will be taken and placed on the science board. |
|Class discussion will lead into how the diagrams students have drawn could be improved. Lead discussion into how some diagrams could be misunderstood due to |
|different types of drawings and images. (Linking to next lesson which introduces circuit symbols). |
|Key Questions to Ask |
|While students writing and drawing their predictions: |
|Do you think we would need to use all of the equipment? |
|Would the light be connected with one wire or two? |
|Would it matter where the equipment is placed? |
| |
|While students are testing there circuit predictions: |
|Does it matter which way the battery is facing? |
|What happens when you put the wires on another part of the light? Or the battery? |
|Do you think more batteries would affect the light? |
|What do you think would happen if we had to lights in there? |
| |
|Class discussion about why some circuits are successful and others were not: |
|Why do you think that circuit did not turn the light globe on? |
|Do you think the amount of wires you used would affect a circuit? |
|How did you know it was unsuccessful? |
|Was there ways of testing if was successful or not? |
|Assessment |
|Formative: |
|While students are predicting and testing there circuits the teacher makes observations about student’s ability to predict and record observations (outcome |
|2). Students understanding of circuits will also be monitored with any misunderstandings being dealt with immediately. Student understanding of circuits |
|and how each part of the circuit plays a vital role in transferring energy will also be monitored. The teacher will monitor how students create there |
|circuits, in that they understand a battery, light globe, switch and wires are all needed to create a circuit (outcome 1. |
| |
|Student’s worksheets can also be collected to monitor students understanding of observations and predictions, as well as their abilities to record |
|information using both images and text (outcome 2). |
Lesson Plan 3
|Title: Circuit symbols |E: Explain |
|Intended Learning (Outcomes/Objectives |
|By the end of the lesson students will be able to: |
|Create diagrams of circuits using symbols |
|Describe the components of a circuit |
|Define circuit |
|Students’ Prior Knowledge (summary in 3 dot points) |
|During the previous lesson students predicted and observed circuits and what was needed to complete a circuit. It is expected students understand the |
|components needed to turn a light globe on in a simple circuit. |
|It is expected that students have an understanding of what a circuit is, however it is not expected they are able to define a circuit. |
|During the previous lesson students drew diagrams of circuits. It is expected students have an understanding of how to draw diagrams of their observations. |
|Materials (physical items you will use in the lesson) |
|Circuit symbol cut-out pieces (Appendix, figure 4) |
|Circuit symbol instruction worksheet (Appendix, figure 5). |
|Plain white t-shirts with printed picture of a circuit symbol: light, battery, open switch, closed switch, wires. Have string tied to these posters so they |
|can be worn by students. |
|Large timer |
|I-pads |
|Apple TV |
|Lessons Steps |
|Into |
|Have students sitting at desks. Displayed on the interactive whiteboard is the photographs taken during the previous lesson of the students successful and |
|unsuccessful diagrams of circuits. |
|Looking at the diagrams ask students to describe to a partner what a circuit is. Give students two minutes to discuss (have the timer counting). After two |
|minutes ask students what a circuit is, writing student’s responses on the whiteboard. Have students write two or three sentences in there Science journals |
|describing what a circuit is. |
|Discuss with students any problems with the diagrams. Discuss the following points with the class: |
|Misunderstandings of what a picture represents- everyone’s picture of a battery, light globe and switch all look different |
|Some diagrams have been drawn very rough so some components of the circuit are not very clear |
|The need to label each component |
|Ask for students opinions on how we could make diagrams more reliable and with less chance of misunderstandings. |
|Suggest the idea of symbols. |
|Main Body |
|Lay each circuit symbol t-shirt on the floor at the front of the class. Explain to students that we are going to become a circuit. Have five students come |
|to front of the classroom (Choose five students who are the good behaviour board for that day). |
|Have the five students place one symbol t-shirt on.(Refer to figure 3, appendix). Ensure the open switch is left on the floor. |
|Have the five students face the class with their symbols on. Each desk group will discuss what they think each symbol means. |
|After group discussion the teacher will ask each group to name each symbol. Depending on students predictions the teacher will begin instruction. |
|Using the five students at the front of the classroom the teacher will explain each symbol and what each symbol represents. |
|As a class, using the five students, a circuit will be created using the large symbols. (The five students who are wearing a symbol create a circuit using |
|the symbols they are wearing). |
|Once the circuit has been created with the five students invite one more student up to the front to place the open switch symbol t-shirt on. Place the new |
|student in the place of the student who is wearing the closed switch t-shirt. Ask students what they think this new symbol means |
|Students should become aware that there is a symbol for both an open switch and a closed switch. Discuss what would happen if a circuit has an open switch |
|(the light will not turn on) compared to a circuit with a closed switch (the light will turn on). |
|Have the six students take the shirts of and return to their desks. |
|Have students find a partner. Explain to students that the partner they choose must be within the space of four desks. |
|Provide partner groups with small cut out pieces of circuit symbols. (Appendix, figure 4). |
|Provide one set of instructions to each partner group (figure 5, Appendix).Provide one I-pad for every partner group. |
|In partners students complete each instruction and take a photo of each step using the I-pads. These images will be used in a future lesson. |
|Conclusion |
|As a class students will discuss their answers to the questions. Using Apple TV the students will be able to show there symbol circuit answers to the class |
|by having the pictures they have taken displayed on the interactive whiteboard. |
|Students will discuss what symbols they have used and how there circuit answers the question or instruction being asked. |
|The symbol-circuit t-shirts will be displayed on the science board for future reference. |
|Key Questions to Ask |
|While students are discussing and recording what a circuit is: |
|What does a circuit do? |
|What is required in order for a circuit to successfully work? |
|How could you describe a circuit in a few sentences? |
| |
|During the t-shirt symbol discussion: |
|If you were to draw a symbol for each piece of equipment is a circuit what would it look like? |
|If you look at the symbols being worn some of them do look similar to the component. Which ones do you think look similar? |
|What symbols have your group come up with? What do you think this symbol is for? |
| |
|While students are showing the class there photographs: |
|What makes a successful circuit successful? |
|How do you tell if the light will turn on? |
|Do you think using symbols is a more reliable way of drawing these diagrams? |
|What happens to the circuit when the switch is open? |
|Assessment |
|Formative: |
|The photographs the students take of their symbol circuits will represent the student’s ability to create a circuit using symbols (outcome 1). It will also |
|represent the student understanding of each component in a circuit. By creating unsuccessful and successful circuits the students are able to represent their|
|understanding of the role each component in circuit plays (outcome 2). |
| |
|The sentences written at the beginning of the lesson in the student’s science journals can be collected to assess students’ ability to describe and define a |
|circuit (outcome 3). |
Lesson Plan 4
|Title: Conductors and Insulators: Lets investigate |E: Elaborate |
|Intended Learning (Outcomes/Objectives |
|By the end of the lesson students will be able to: |
|Conduct fair tests to investigate if materials are conductors or insulators |
|Identify materials that are conductors and insulators |
|Formulate and investigation question and predict materials that are conductors or insulator |
|Students’ Prior Knowledge (summary in 3 dot points) |
|It is assumed that from the previous lesson students are able to construct a circuit using a battery, light globe, switch and circuit wires. |
|It is expected students understand the items required to create a circuit and the role each item plays in a circuit. |
|Materials (physical items you will use in the lesson) |
|Team role badges |
|Team role chart displayed on classroom wall |
|A4 printed investigation question (Appendix, figure 6) placed in yellow envelope |
|A3 printed worksheet ‘Problem solvers: Investigation planner’ (Appendix, figure 7) |
|Table of possible insulators and conductors: pencil sharpened at both ends, cardboard, plastic fork, balloon, elastic bands, paper, plastic straw, |
|toothpicks, paperclips, metal fork, gardening wire, play dough. |
|Batteries, light bulbs, circuit wires, ice-cream containers |
|Science journals |
|Lessons Steps |
|Into |
|Have students sitting at their desks. Review the photographs taken during the previous lesson of symbol circuits. Briefly discuss the symbols used and the |
|components of a successful circuit. |
|Explain to students that during this lesson teams will be working together to plan and conduct an investigation. |
|Allocate teams and provide teams with team role badges. Teams will be displayed on the interactive whiteboard. Students will choose their own role. Have |
|students place team role badges on. |
|Invite managers to front of classroom to collect investigation envelopes. |
|Discuss with students that when they open the question they will need to discuss as a group what they think the question is asking and what they think they |
|might have to do to answer the question. |
|Ask students to open the envelopes. Explain to students that the photograph is the question. Ask students: |
|What is the photograph trying to show? |
|If you were the scientist what do you think you would be trying to investigate? |
|How would you investigate the problem? |
|As a class discuss different groups opinions on: |
|What they think the scientists are trying to investigate and why |
|What they think will happen and why |
|How they came to these conclusions |
|Main Body |
|Provide students with Problem solvers: Investigation planner’ worksheet (Appendix, figure 7). |
|Explain to students that they are going to carry out the investigation themselves. As a class students will decide on an investigation question that best |
|suits the photograph. Have students write the investigation question on their worksheets. Possible questions could include: |
|What materials conduct electricity? |
|What materials do not conduct electricity, therefore not allowing the light to turn on? |
|What type of materials conduct electricity in a circuit? |
|Once a question has been decided on and students have written the question on their worksheets discuss as a class the investigation process and each part of |
|the worksheet. |
|In the student groups, students are to discuss their prediction and how they will carry out their investigation. Completing the sections: Investigation |
|question, prediction, variables they will change, measure and keep the same, how they will set up the investigation and what equipment they will use. |
|Have students discuss as a class the materials displayed on the table at the front of the classroom. Explain to students that the items could be conductors |
|(will turn the light on) or insulators (will not turn the light on) and that it is up to the students to investigate. |
|Explain to students that similar to the previous lesson materials will be collected by the manger in an ice-cream container. |
|Explain to students that while students are carrying out there investigation they will need to record their results in the table on the second page of the |
|worksheet. |
|Students carry out the investigation. While students investigate and test conductors and insulators the teacher will |
|Provide help and guidance to groups or students who need it |
|Ensure students stay on task |
|Ensure students are recording their observations in the table provided |
|Ensure materials are being used safely |
|Once students have completed their investigation as a class discuss student’s findings. Discuss which items did not pass electrons and which ones did. Lead |
|conversation into being able to explain the words ‘conductors’ and insulators’. |
|Have students complete the Explaining results and evaluating the investigation section of the worksheet. Encourage students to use the words ‘conductors’ |
|and ‘insulators’ in their responses. |
|Conclusion |
|Have students glue their worksheets into their science journals. |
|Explain to students that they will be writing a reflection on the investigation in there science journals. These reflections are to include: |
|What the investigation was |
|How they carried the investigation out |
|Things they found difficult and things they found easy |
|Whether there prediction was similar to what they discovered or completely different |
|Key Questions to Ask |
|While students are discussing the photograph from the envelope: |
|What is the photograph trying to show? |
|If you were the scientist what do you think you would be trying to investigate? |
|How would you investigate the problem? |
|While groups are discussing predictions and variables to make the investigation fair: |
|What would you need to keep the same every time you test a material? |
|What would you be changing? |
|Do you think you should draw or write your predictions? Perhaps you could do both? |
|What is each person in your group going to do during the investigation? |
|What would happen if you didn’t have some variables the same? |
| |
|When leading conversation into conductors and insulators prompt discussion by asking? |
|Where there any similarities with the materials that did allow electricity to pass through? |
|Did you notice how some materials did not allow electricity to flow though. What could be a name we give those items? |
|Why do you think some materials allow electricity to flow though while others do not? |
| |
|While completing reflections: |
|What did you do at the very beginning of the investigation? |
|Did your group work effectively together to carry out the investigation? |
|Would you change anything if you were to do this investigation again? |
|What were your results or conclusions? |
|Assessment |
|Formative: |
|Using students completed worksheets the teacher can assess whether or not students can identify a conductor and an insulator (Outcome 2). During the |
|investigation the teacher will observe the students ability to conduct a fair investigation, this will also be represented in the students worksheet of how|
|they were to conduct a fair test (Outcome 1). |
| |
|Also located on the worksheet will be evidence of the student’s ability an understanding of being able to predict what will happen (outcome 3). During the |
|class and group discussion the teacher will make observations about student’s investigation questions and the reasons behind the questions students create |
|(Outcome 3). |
Lesson Plan 5
|Title : Lets sum it all up |E: Evaluate |
|Intended Learning (Outcomes/Objectives |
|By the end of the lesson students will be able to: |
|Describe and explain the components of a circuit |
|Explain how energy is transferred within an electric circuit |
|Draw diagrams of circuits using symbols |
|Identify circuits in use in everyday life e.g. in a torch. |
|Identify conductors and insulators |
|Students’ Prior Knowledge (summary in 3 dot points) |
| |
|From the previous four lessons students should be able to identify and describe the components of a circuit |
|It is expected students will be able to draw a diagram of a circuit using symbols |
|It is expected students have some knowledge on information posters as they have been used in previous lessons throughout the year. |
|Materials (physical items you will use in the lesson) |
|Science board displayed with images, questions, work completed during the previous lessons |
|Science journals |
|I-pads |
|Lessons Steps |
|Into |
|As a class review the science board. Discuss |
|The questions created by students during the first lesson |
|The photographs of students diagrams created during lesson two |
|The photographs of the symbol circuits |
|The symbol circuit t-shirts |
|The investigation; ensure you discuss conductors and insulators |
|Explain to students that they will be creating an information poster about circuits. |
|Discuss with students what is required for an information poster including: |
|Headings |
|Text |
|Pictures/ diagrams |
|Large text |
|Etc. |
|Emphasise to students that this poster will be completed over several lessons. Students will discuss the process of planning, drafting, redrafting, editing |
|and creating the final product. |
|Main Body |
|Explain to students that during this lesson they will be planning and beginning there draft copies of the information poster. |
|As a class brainstorm on the whiteboard information that could be included in the poster including: |
|What a circuit is |
|Diagrams’ and photographs of circuits |
|When a circuit is used, relate to a torch |
|Symbols used to draw a circuit |
|How a circuit works |
|What is needed for a circuit to work |
|What each component of a circuit does |
|Have students open there science journals begin planning. Explain to students that the planning process will include making brief summary of what they will |
|include in there posters. This will include possible diagrams and information they would like to include. |
|Explain to students that they are to choose one piece of information they have written in their plan and they are to expand on that one idea. They are to |
|write one or two paragraphs explaining the idea they have chosen. This will begin the drafting process. |
|During this lesson they are to draft two ideas they have written on their planning sheet. |
|Once students have written one or two paragraphs on their first idea, they are to draft one or two paragraphs on another idea expressed in their plan. |
|While students are drafting the teacher will |
|Observe students writing processes |
|Provide guidance and support students who require extra help |
|Ensure students are on task |
|Ensure students are able to expand on their ideas |
|Provide the I-pads to students if necessary |
| |
| |
|Conclusion |
|Have students share one of their paragraphs with a partner. Allow students to provide constructive feedback. |
|Invite students to share their paragraphs with the class and explain what images or diagrams they may include with their explanation. |
|As a class discuss how students think they will continue their information posters during the next lesson. |
|Explain to students that they are to continue drafting, redrafting and editing before they begin creating the final product. |
|Key Questions to Ask |
|While discussing science board: |
|Why did we need to use symbols when we drew the circuits? |
|What were the important features of a circuit? |
|What was the investigation question? |
|What did we solve in the investigation? |
| |
|While students are planning there posters: |
|What pictures or diagrams would you include? |
|What do you think you would start with? |
|How did we start learning about circuits? Maybe you could structure it that way? |
|What key words could you include? |
| |
|While students are drafting there paragraphs: |
|How would you start your paragraphs? |
|What have we learnt about paragraph structure that you could use here? |
|How could you expand on your main point? |
|Assessment |
|Summative: |
| |
|The final product of the information poster can be used to assess students overall understanding of electrical circuits. In the poster students should |
|explain how a circuit works (outcome 2) using both text and diagrams (outcome 3). There posters should also represent their understanding of circuits and |
|they relate to everyday life. This can be done by relating to a torch (outcome 4). Students should also describe and identify conductors and insulators by |
|relating their knowledge gained from the investigation (outcome 4). |
| |
References
. (2010). Electrical circuits. Retrieved from
Clip Art. (2015). White T-shirt clip art. Retrieved from browse/cartoons/white-t-shirt-clip-art
Clip Art. (2015). Light Bulb clip art. Retrieved from clipart-14476.html
PSD Graphics. (2011). Battery Icon (PSD). Retrieved from psd-icons/battery-icon-psd/
Australian Academy of Science. (2009). Primary Connections: Its Electrifying: Year 6, Physical Sciences. Retrieved from scootle.edu.au/ec/viewing/S7155/its-electrifying-2012/index.html
Appendix
Figure 1. Battery Operated Devices
|Device |WHAT it does |WHY we need it |HOW it works |Diagram |
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Figure 2
|Predict: HOW could you turn the light bulb on? | |
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|WHY do you think your prediction will work? | |
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|Observe: What happened? What did you see? | |
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|Explain: Was your prediction similar to what you observed? | |
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Figure 3. Students wear a t-shirt with a printed image of a circuit symbol. Below is a student who
is wearing battery symbol. (Clip Art, 2015).
Figure 4. Cut out circuit symbol pieces (, 2010).
Figure 5. Instructions for circuit symbol cut-out pieces.
Using the symbols provided:
1) Create a circuit with an open switch.
2) Create a circuit with a closed switch.
3) Create a circuit that would successfully switch a light on.
4) Create a circuit that would not turn the light on.
5) Create a circuit using two batteries and two light globes.
Figure 6. Investigation question (Clip Art, 2015). (PSD Graphics, 2011)
Figure 7: Problem solvers: Investigation planner (Australian Academy of Science, 2009).
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