Student: Maderson Whittaker Student Number: 0061046776

5Es Constructivist Lesson Sequence: ENERGY Supporting website: http://madersonwhittaker.weebly.com

Student name: Maderson Whittaker Australian Curriculum: Science Science Understanding Physical sciences Content description: Heat can be produced in many ways and can move from one object to another (ACSHE050) (ACSSU049) Elaborations: describing how heat can be produced such as through friction or motion, electricity or chemically (burning) identifying changes that occur in everyday situations due to heating and cooling exploring how heat can be transferred through conduction recognizing that we can feel heat and measure its effects using a thermometer ACARA, 2014 Common misconceptions and alternative conceptions that students have about energy Energy is only associated with motion Gravitational potential energy is the only type of potential energy Energy gets used up or runs out Heat only comes from electricity or fire Heat is not an energy source Some substances cannot heat up The temperature of an object depends on its size Objects that keep things warm are Students will be able to: Identify and clarify information and ideas Reflect on processes Imagine possibilities and connect ideas Consider alternatives Critical and creative thinking: Complete risk assessment form (under the Resources tab: http://madersonwhittaker.wee bly.com) Adult supervision All heated materials stay below 50c Explain and discuss instructions and safety precautions with students Discussing safety precautions prior to exploring school
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Student number: 0061046776 Topic: Energy (3 weeks duration) Science as a Human Endeavour Content description: Science involves making predictions and describing patterns and relationships

Course: EDX2260 Assignment 1 Year Level: 3 Science Inquiry Skills Content description: Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055)

Elaborations: considering how posing questions helps us plan for the future

Elaborations: recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimeters (cm) using a variety of tools to make observations, such as digital cameras, thermometers, rulers and scales discussing safety rules for equipment and procedures

General Capabilities

Safety precautions

Literacy: Students will be able to: Understand learning area vocabulary

EXPLORE sources of heat

Student: Maderson Whittaker Student Number: 0061046776

Use knowledge of text structures Use knowledge of text cohesion (walking on the concrete, limiting noise around other classrooms etc.) ICT capability: Students will be able to: Manage digital data Select and use hardware and software When engaging in hands on experiments, all materials are used safely (scissors etc.)

ACARA, 2014 ENGAGE Science learning experiences Lesson 1 What is heat energy? This lesson will capture students interest and expose their prior knowledge about the science concept: energy. Students will be given the opportunity to work collaboratively and share their ideas and knowledge about heat energy. Resources Youtube clip What is Energy https://www.youtube.com/watch? v=o_5oYuDY2qM Gathering prior knowledge Goldilocks and the three bears book Throughout this lesson students will: Observe youtube clip What is Energy to introduce heat as a source of energy (as a class) Engage in a discussion about energy and heat o Read goldilocks and the three bears book Reflect on story book- discussing the following: o o Why do you think the smallest bowl of porridge was the hottest? How could we make all of the bowls of porridge the same temperature? Usborne Childrens Books. (2014) The Ohio State University: College of Education and human ecology. (2008) Large piece of cardboard Sticky notes Pens/pencils Science journal Computer & internet access Interactive whiteboard

Brainstorm ideas about the book and about heat Create word wall (What do you know about heat? What is heat? Where is heat? Are there any heat sources in the classroom?) put key words and ideas on word wall Work together collaboratively

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Student: Maderson Whittaker Student Number: 0061046776

Science learning experiences Lesson 2: Where can heat be found? This lesson will provide students with hands-on, shared experiences on identifying heat sources in the school and at home. Resources Computer Interactive whiteboard http://madersonwhittaker. weebly.com Throughout this lesson students will: Observe power point on heat (power point slides under Heat tab: http://madersonwhittaker.weebly.com) Reflect on power point and as a class, explore and identify heat sources within the school (Observation sheets under the Resources tab: http://madersonwhittaker.weebly.com. Students all have a hard copy) Need to ensure students: o o o Stay as a group Walk along the concrete Are not too noisy around other classrooms Science journal Pencils/pens Sticky notes Homework sheet

Reflect on discovered heat sources from around the school Add new information to the word wall Discuss homework sheet (home work sheet can be found under the Resources tab: http://madersonwhittaker.weebly.com. Students all have a hard copy) Homework sheet requires students to identify heat sources in their own home

Lesson 3: Investigating the effects of heat This lesson, students will be given the opportunity to investigate and develop a deeper understanding of heat and the effects heat has on objects. Youtube clip Effect Heatinghttp://www.youtube.com/watch Throughout this lesson students will: Reflect on previous lessons to activate prior knowledge Watch youtube clips on how heat effects objects Use computers/internet to research heat, energy and movement Need to ensure that students: o o Are monitored on computers Stay on task ?v=35n5yLi21Bs Computer & internet access Interactive whiteboard Science journal Pencils/pens Sticky notes

Reflect: Think Pair Share Add new information to word wall

Lesson 4: Exploring the way heat effects objects This lesson will provide students with hands-on, shared experiences on how heat can affect the movement of objects. pencil 5-ounce (150-ml) paper cup Throughout this lesson students will: Reflect on previous lessons to activate prior knowledge Brainstorm about heat- as a class Before making observations, complete the first part of the experiment handout sheet
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scissors ruler string rubber band about 3

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EDX2260 Assignment 1

Student: Maderson Whittaker Student Number: 0061046776

(handouts can be found under the Resources tab: http://madersonwhittaker.weebly.com. Students all have a hard copy) Divide into groups (groups of 5) Engage in hands on experiment- learning the effect that heat has on the movement of objects Experiment procedure: Punch two opposite holes under the rim of the paper cup. Cut a 20-cm piece of string. Tie the ends of the string through each hole in the cup to form a handle. Cut the rubber band to make a 15-cm strip. Tie one end of the rubber band to the handle of the cup. Cut a 45-cm piece of string, and attach it to the free end of the rubber band. Fill the cup about half full with salt and sit it on the floor under the edge of the table o Holding the free end of the string on the edge of the table, slowly pull the string toward the centre of the table. When the cup is just resting on the floor, tape the string to the top of the table. o Hold the blow-dryer on high heat, about 2 inches (5 cm) from the rubber band and move it up and down the band. o Observe the position of the cup as the rubber band is heated for about 10 seconds. o Remove the heat, and observe the cup for about 20 seconds http://www.education.com/science-fair/article/physical-science_stretchy/ While conducting experiment, record observations and check temperatures (record observations on experiment handout sheet) Analyse recorded data (as a class) Add new ideas to word wall o o o o o o o inches (7.5 cm) long salt masking tape blow-dryer (to be used only by an adult) Science journal Experiment observation handout

EVIDENCE FOR THE EXPLORE PHASE

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Student: Maderson Whittaker Student Number: 0061046776

EXPLAIN Science learning experiences Lesson 5: Investigating Heat Transfer This lesson will allow students to investigate and explore heat transfer. They will discover what happens when hot and cold things meet. Throughout this lesson students will: Reflect on previous lessons to activate prior knowledge Engage in hands on experiment- observing what happens to an ice cube when held in their hand o While outside all students have an ice cube each which they will hold tightly in their hand and observe what happens to the ice cube. Reflect: Think Pair Share o o What happened to the ice cube? Why did this happen? Resources Ice cubes Science journal Pencils/pens Sticky notes

Add new ideas to word wall

ELABORATE Science learning experiences Lesson 6: Exploring temperature changes This lesson will provide students with hands-on, shared experiences on how colours affect temperatures. They will be given the opportunity to explore and reflect in groups. Resources Science journal Pencils/pens Bowls/Containers (5 per group) Throughout this lesson students will: Reflect on previous lessons to activate prior knowledge Before making observations, complete the first part of the experiment handout sheet (handouts under the Resources tab: http://madersonwhittaker.weebly.com. Students all have a hard copy) Divide into groups (groups of 5) Identify factors that affect heat transfer- discussion between the group Engage in hands on experiment- observing how colours can affect temperatures Experiment procedure: o o o o Cut 5 different pieces of coloured paper and sticky tape them around 5 bowls/containers Fill each bowl with 100ml cold water and record temperature Place bowls/containers outside in the sun Put each coloured lid on and observe the temperature every 5minutes for half an hour Record observations on experiment handout sheet (handouts can be found under the Resources tab: http://madersonwhittaker.weebly.com. All students have a hard copy) Reflect: Think Pair Share Add new ideas to word wall
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Thermometers Coloured paper (5 different colours: one for each bowl)

Cold water (100ml per bowl) Experiment observation handout http://madersonwhittaker. weebly.com

EDX2260 Assignment 1

Student: Maderson Whittaker Student Number: 0061046776

EVIDENCE FOR THE ELABORATE PHASE

EVALUATE Science learning experiences Lesson 7 This lesson will provide students with the opportunity to review and reflect on their learning over the unit. They will be given the opportunity to engage in hands on shared experiences where they can use their new knowledge to create something. Resources Science journals Pencils/pens Various materials Aluminium foil, fabrics, bubble wrap, coloured Throughout this lesson students will: Reflect on previous lessons to activate prior knowledge Discuss word wall o What have they learned? paper, cotton wool Glue Sticky tape Rubber bands Water bottles (1 per student) Scissors http://madersonwhittaker.wee bly.com

Read and complete experiment task sheet before beginning commencing experiment (task sheet under Resources tab: http://madersonwhittaker.weebly.com. Students all have a hard copy)

Engage in hands on experience- create their own water bottle coolers, using various materials and colours (using the new knowledge about the way materials and colours affect temperatures) o o Provide all materials for students to access and allow them adequate time to create their own water bottle cooler Ensure students are safe with all materials (scissors etc.)

Think Pair Share

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REFERENCES

Student: Maderson Whittaker Student Number: 0061046776

Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian Curriculum Science. Retrieved on 17th March 2014 from: http://www.australiancurriculum.edu.au/Science/Curriculum/F10 New York Science Teacher. (2005-2014). Common science misconceptions. Retrieved March 20, 2014 from: http://newyorkscienceteacher.com/sci/pages/miscon/subject-index.php Mulanto, A. (2010). Effect heating [youtube video]. Retrieved March 24, 2014 from:http://www.youtube.com/watch?v=35n5yLi21Bs Science4Us. (2012). Heat energy song [youtube video]. Retrieved March 25, 2014 from: https://www.youtube.com/watch?v=khZrs-UBq28 Skamp, K. (2012) Teaching primary science constructively (4th Edition). Melbourne, VIC: Cengage Learning Australia Sparks, A. (2009). What is energy? [youtube video]. Retrieved March 30, 2014 from: https://www.youtube.com/watch?v=o_5oYuDY2qM Spence, K. (2014). Module 5 Energy. Retrieved march 28, 2014 from: http://usqstudydesk.usq.edu.au/m2/pluginfile.php/315318/mod_resource/content/2/Module%205ED X2260_2014.pdf Spence, K. (2014). Teaching science for understanding [PowerPoint slides]. Retrieved April 04, 2014, from http://usqstudydesk.usq.edu.au/m2/course/view.php?id=4158 The Modern School. (2014). Word wall. Retrieved 24th March 2014 from: http://www.themodern.in/wpcontent/uploads/2013/01/pyp-lib-word-wall.jpg The Ohio State University: College of Education and human ecology. (2008). Beyond penguins and polar bears. Retrieved March 24 2014, from: http://beyondpenguins.ehe.osu.edu/issue/keepingwarm/common-misconceptions-about-heat-and-insulation The University of Waikato: Science Learning Hub. (2007-2014). Heat energy. Retrieved March 27, 2014 from: http://www.sciencelearn.org.nz/Contexts/Fire/Science-Ideas-and-Concepts/Heat-energy Usborne Childrens Books. (2014). Goldilocks and the Three Bears. Retrieved March 24, 2014 from: http://www.usborne.com/catalogue/book/1~PB~PBF~3063/goldilocks-and-the-three-bears.aspx

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Student: Maderson Whittaker Student Number: 0061046776

VanCleave, J. (2006-2014). How Does Heat Affect the Movement of Molecules in a Rubber Band? .Retrieved March 15, 2014 from: http://www.education.com/science-fair/article/physical-science_stretchy/ Whittaker, M. (2014) Science. Retrieved March 10, 2014 from: http://madersonwhittaker.weebly.com

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