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EDST261

Unit Of Work

Unit Overview


Topic: Whats the matter?

Stage: 3

Grace Leva 19/10/2015 3:22 PM


Comment [1]: The teaching of science
and technology requires teachers to use
both verbal and non verbal communication
in order to effectively demonstrate scientific






Year: 6
understandings. In addition to this, within
each class there will be varied intelligences
Aim/Purpose: Children will build an understanding of solids, liquids and gases as they explore and whilst some students understand with
what makes them similar and diverse. Additionally the misconceptions which children bring to the use of verbal communication, others
needs to see it happen in order to
the classroom will also be addressed and further explained.
understand it effectively.

How will this unit be undertaken:


This unit will be undertaken as an integrated approach. The children will be able to maintain a continual progression of understandings as this focus is carried across English
(through writing the script necessary within lesson 9 or a report on their findings) and Mathematics (as children undertake experiments where measurements need to be
taken and further interpreted.) Through adopting this approach the children are able to see the value of the topic area in a more detailed and continual manner. Additionally,
this unit will ensure that the ideas brought forward by students are explored in-depth, ensuring they are provided with opportunities to challenge their preconceived notions
in regards to the misconceptions as identified within Allen (2010) associated with matter.
NSW Outcomes
Content
Scientific misconceptions
SKILLS - Working scientifically Working

identified (ALLEN, M. 2010)
technologically

Identifies the
Solids, liquids and gases have different observable
o Material is something used
Investigates by posing
Plans and implements
observable properties properties and behave in different ways (ACSSUO77) for
b uilding,
c lothing
o r
questions,
i ncluding
t estable
a
design process,
of solids, liquids and
- Observe and compare the differences in the
stationary (Allen, 2010). (9.1 - questions, making predictions selecting a range of
gases, and that
properties and behaviour of solids and liquids, e.g.-
MSC 1) and
g athering

data to draw
tools, equipment,
changes made to
shape and ability to flow.
evidence based conclusions
materials and
materials are
- Demonstrate that air has mass and takes up space,
and develop explanations.
techniques to produce
reversible or
e.g. in an inflated basketball, bubbles, balloons and
ST3-4WS Objective- develop
solutions that address
irreversible. ST3-
beaten egg white (Science Syllabus, 2014)
knowledge, understanding of the design criteria and
12MW
(C1A). an
s kills
in applying the
identified constraints.
processes of working
ST3-5WT Objective-
scientifically (Science Syllabus, develop knowledge,
2014)
understanding of and

skills in applying the


processes of working
technologically
(Science Syllabus,
2014)

Changes to materials can be reversible, such as


A football is not a solid (Allen,

melting, freezing, evaporating; or irreversible such as 2010) (11.1- MSC 2)
burning and rusting (ACSSU095)
- observe and describe some readily observable
reversible changes that materials can undergo. For
example- By melting and then solidifying chocolate,
dissolving and retrieving sugar or salt from water. -
make and test predictions about the effect of
temperature on the state of some substances,for
example- adding and removing heat from water.
- observe some irreversible changes that common
materials undergo to identify that the changes may
result in new materials or products, for example-
rusting iron, burning paper, cooking a cake and
making toffee.
- classify some observable changes that materials
undergo as reversible or irreversible (Syllabus Science,
2014).

(C1B).
Describe how the
The properties of materials that determine their use
When an object burns, parts of it
properties of materials for specific purposes. disappear
a nd
n o
l onger
e xist

determine their use
-identify the properties of materials used in a familiar (Allen, 2010) (9.2- MSC3)
for specific purposes. product and relate them to its use
ST3-13MW
- explore how materials are used in innovative ways
for specific purposes, for example- the use of soft-fall

materials in playgrounds and geotextiles to retain


water in landscaping.
- describe how scientific and technological knowledge
about the properties if materials can be used to
inform decisions.
-research the reasons for and the benefits of using
solid, liquid and gaseous fuels for heating (Science
syllabus, 2014).
(C2)
Liquids that evaporate or boil

disappear forever (Allen, 2010)

(11.5- MSC4)

When burning paper shrinks to

leave ash, part of it has
evaporated (Allen, 2010). (9.4-
MSC5)

Flat tyres contain no air (Allen,

2010) (10.3- MSC 6)

Explore

What makes a Each individual student will reflect and note


solid, liquid or their prior knowledge about the states of
gas different? matter.
On large butchers paper Ss will create
a map of knowledge to show what they know
and will come to know. This will be placed this
on wall to add words, ideas and knowledge
learned throughout the unit. Ss will be able to
demonstrate their understandings and
misconceptions. In small groups Ss will
undertake a scavenger hunt of which they will
locate materials representing states of matter-
liquid, solid and gas. (For example- a ball-
solid, water- liquid, air -gas).
C1A MSC
6 Students
will Does air have Students will undertake a range of
discover that volume? Does experiments to explore the notion of air. This
air takes up
air occupy
will take place as they move in small groups to
space,
space?
each activity and experiment, write
through
observations and draw conclusions. The
building
experiments will include capturing air in

Pens, pencils,
butchers paper,
containers,
cameras.

Assessment

Resources

Activities

Focus Question
/statement

C1A MSC1
Ss
w
ill

MSC 2 become
curious
about states
of matter as
they build
knowledge
of the
characteristi
cs of solids,
liquids and
gases

Lesson
outcome

Content (new
science
syllabus)

Engage

Focused
Misconception

IDM-
Insructional
Design Model

Lesson

Unit of Work

Topic/Theme: Whats the matter?
NSW Outcomes: ST3-12MW, ST3-13MW

Grace Leva 19/10/2015 3:28 PM


Comment [2]: Throughout this lesson the
teacher will use a significant amount of
verbal communication however at various
points there is the opportunity to support
what is being said with visual cues and
therefore communicate non-verbally. One
such example includes when Ss are
preparing to undertake the scavenger hunt-
listing off examples is great however
showing these engages Ss in the task. This is
an example of communicating verbally and
non verbally in the instructions given
throughout a lesson.

Ss will be assessed based


on the language they use Grace Leva 19/10/2015 3:34 PM
and their documented Comment [3]: This lesson also provides
images. The knowledge ample opportunities for the teacher to use
shared at the beginning of effective communication to support student
the lesson will provide the engagement. In addition to the
aforementioned opportunities for
teacher with an
communication, experiments such as that
understanding of student's used in this lesson provide a platform for
getting off track and distracting one
current knowledge through
another. Prior to the commencement of this
a diagnostic assessment. experiment and after the teacher has given

Experiment 1-
The diagrams which
various sized
students draw and label
plastic bags. will
s how
their level of
Experiment 2- a understanding about air
cup, water,
taking up space through
straws. their
l anguage

instructions for the task itself, there is a


need to stop and verbally communicate the
expectations to ensure all Ss are able to
engage in and enjoy the learning which will
occur through the experiment. During the
lesson should there be any issues, the
teacher may use their teachers look
amongst other strategies to non verbally
communicate an inappropriate behaviour
which would prevent other students from
being engaged in the task. These are also
applicable in the lessons which follow.

practical
understandin
gs by
participating
in hands on,
shared
experiences.

Explore

C1A MSC6
Students
will Does air have
further
mass?
investigate
the
properties of
air with a
focus on
mass.

Explore

C1B

MSC 3 Students
w
ill

observe
through
hands on
shared
experiences
in order to
gain insight
about the
irreversible
changes that
common

Does an
irreversible
change result
in new
materials or
products?

plastic bags and balloons, comparing with one


balloon, which has not been blown up. Use
cups and straws creating bubbles in water,
students have opportunity to observe bubbles
forming when air is blown through the straw.
A tissue in a glass, pushing it down into water
and blowing bubbles using detergent.
Students then document their observations
(Skamp, 2008).
Students will engage in a range of exploratory
activities as they experiment. They will
predict, observe and use diagrams to explain
their findings. These will include using scales
to weigh two different sized balloons.
Question students on what might be
happening.

Students will observe a demonstration


conducted by the teacher. This will include
burning paper. Students will then write a
recount of the experiment they saw. They will
be able to then research further irreversible
processes. Students could then think of
questions they wanted to ask about
irreversible changes (Fleer, 2007)

Experiment 3-
Bowl of water,
glass, tissue.
Each
experiment will
have a task card
with the
method written
on it.
Experiment 1-
The POE will demonstrate
balancing
the student's level of
scales, 2
understanding and their
balloons- The
investigation
method of the
experiment will
be written on a
laminated task
card.
Experiment 1-
The recount which
paper, candle,
students complete
fire blanket
individually will in turn
(depending on
form a formative
legal
assessment. The teacher
restrictions)
would be looking for a
otherwise
coherent understanding
students will be and reflection of the
shown a
irreversible changes in
demonstration matter.
of this
experiment

Explore

C1B

Explore

C1B

materials
undergo to
identify that
the changes
may result in
new
materials or
products.
MSC4 S tudents
w
ill
Can you
Students will observe a demonstration
describe
change the
conducted by the teacher in order to predict,
observable
state of a
observe, explain and develop further
reversible
material and
understandings about the changes that take
changes that then change it place. This is inclusive of boiling a kettle and
materials can back? For
the process of condensation and will
undergo
example- Salt participate in removing salt from water. This
and water
lesson would be completed over week to
allow sufficient time for observations to occur.
MSC3 Students

How will
MSC4 investigate
temperature

MSC5 qualities that effect the
change the
state of
state of
substances?
substances
Why do the
insides of your
kitchen
windows
become wet
when
someone is

Students will make predictions about the


effect of temperature on the state of some
substances. Students could use water, to
discover themselves what happens when left
out in the sun, or on top of a hot plate, in
freezer. Have students discuss in small groups
and share as whole class

through a video
clip -
http://youtu.be
/akk4MiTAOi4
http://youtu.be
/akk4MiTAOi4

Experiment 1-
The prediction, observation
kettle, water and
explanation will
Experiment 2-
provide a formative
salt, water assessment.
The method to
be undertaken
will be made
available on a
laminated task
card.
Water, access to Teacher can write down
a freezer, hot
the developing language
plates, ice trays students are using to
describe what is taking
place, looking for words
such as condensation,
solid, liquid, gas,
evaporation, melting

Explain

C2

Elaborat
e

C2

Evaluate C2

cooking?
Students
How can you
Students contribute their understandings
describe how share with the through explaining and contributing to an
scientific and world what
online class blog exploring the scientific
technological you have
procedures of how certain materials inform
knowledge
learned so far? our decision in their use (this would be
about the
undertaken throughout several lessons in a
properties of
week)
materials can
be used to
inform
decisions.
MSC1 Research
t he How can you
Students will conduct some research in pairs
MSC2 reasons
f or

determine
and use this research and the information
MSC3 how
whether the
gained from the previous lessons to create
MSC4 materials
a re
changes

are
their own game where they will need to
MSC5 used
i n

reversible or
determine if the changes are reversible or
MSC6 innovative
irreversible? irreversible.
T hey
will then swap with another
ways for
pair and play the game.
specific
purposes.
MSC1 Students
w
ill
How can you
Students will take on the role of reporters as
MSC2 share
t he

share with the they film an episode of BTN. Together as a
MSC3 understandin
world as
class they will create a script, research and
MSC4 gs
g ained
Scientists your become scientists as they share their newly
MSC5 with
o thers
new
gained understandings with the news crew,
MSC6 as they
understanding answering questions sent in by the viewers.
identify the
s?
properties of
materials
MSC1

Permission
forms from
parents to
participate in
class blog.
(created on -
blog.com what's
your story or
school blog
page depending
on privacy)
iPads, recording
paper, pencils,
books

Observe students
contribution and research
demonstrated in their
posts and discussion

Video camera,
iPads, research
previously
conducted,
science lab
coats, previous
BTN episodes.

Students ability to share


with each other the
information and use the
appropriate scientific
language.

Students relevant research


which adequately explores
the ways in which
materials are used. The
appropriate use of the
term "material" will also be
reviewed.

used in a
familiar
product, and
relate them
to its use.

References

Allen, M. (2010). Misconceptions in Primary Science. Maidenhead: McGraw-Hill.


Australian Academy of Science (2009). Change detectives: Primary Connections. Australian Academy of Science: Canberra.


Ourclassblog.com created with students through blog.com, 2014


Board Of Studies New South Wales. Science Curriculum. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/ on 16/5/14.


Fleer, M., Jane, B. and Hardy, T. (2007). Science for children: developing a personal approach to teaching (3rd ed.). Frenchs Forest, NSW: Pearson.


Skamp, K. (2008). Teaching primary science constructively (3rd ed.). Sydney: Thompson.


You tube clip- Irreversible changes paper. Retrieved on 15/5/14 http://youtu.be/akk4MiTAOi4

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