Lesson Plan sequence and supporting materials Science: Beneath Our Feet Leanne Wheaton (GDTL) Charles Darwin

University June 2012

Including: Learning Management Plan Lesson plans and reflections Link to development and reflection

Learning Management Plan for: Room 5 year 4 students Learning Management Plan Focus: Science Beneath our Feet
(1) What does my Learner Already Know? The students in the class study science on a weekly basis (90 min) with teaching shared between a specialist science teacher and the classroom teacher, each teaching their own program. They alternate between weeks and teach the allocated time as a block. I know from my observation of the specialist science classes that the students are encouraged to use scientific terminology and to think as a scientist would. From my observations of past work done in their classroom science journals, I know that the students have been encouraged to record observations using a number of modes including in written form, diagrams and by arranging and ordering sequences given to them in work sheets. The students have already carried out a time course style experiment monitoring the growth of a bean and recorded their observations They are beginning to understand how to make more detailed observations and discuss their findings with others and then record them. They are almost all keen to contribute to class discussion and exploration of ideas. (2) Where does my learner(s) need / want to be? My learner will be able to:
(Procedural Knowledge): Collect and properly label soil and rock samples from home (field work) Use a measuring cup or flask to accurately measure the volume of soil or water required for the soil mixture experiment. Carry out observations of soil and rocks and note a variety of features using different senses and criteria. Record meaningful information and observations in their journals using both written descriptions and diagrams (Declarative Knowledge) Understand the key features of a simple map Understand the concept of collecting for scientific purposes (fieldwork). Understand that there are many types of soil. That soil is a complex mixture of many components Soil has many properties and uses and contributes significantly to our environment. Understand that with time, a soil mixture will settle and form sediment of different layers.

(5) What will constitute the learning journey? Please see the attached lesson plans for details
LEP Sequence No. LEP/ Lesson sequence/ Outcome focus (LMQ2) Learning Experiences What is to be taught? What are the Sequential Strategies Main DoL focus Time Frame (LMQ4)

Preparation: Explain field work and expectations

collection of field samples (from home). Linked to real life Museum collection

Prepare soil mixtures

Understand features of a map and begin to understand the complexity of soil samples

(3) How does my learner best learn? The students learn best through collaborative discussion together with guided exploration and engagement to observe, discuss, describe and record. Working in pairs, they will assist one another to discover and learn by scaffolding one another. I will consolidate their learning by setting up the situations and settings for the learning and then summarizing and addressing questions following the explore and engage stage. (4) What resources do I have at my disposal? I will use the interactive whiteboard, work sheets (for recording) science journals, materials from the science room including trays, tweezers, jars and magnifying glasses. I will prepare an old map and collect various rock and soil samples to augment those collected by the students.

4 (lessons 5,6&7 over two days)

record information and observations in written form and diagram. Understand that with time, a soil mixture will settle and form sediment of different layers

Students to undertake measurement of soil and water to make a mixture and recording of data about all the samples Discuss features of a simple map and concepts of scientific field work and collecting Students will examine soil and rocks in pairs and discuss the features of both and then record their observations in their journals. discuss and record initial observations on a labelled photo of their soil sample mix at time (start). Compare observe, discuss and record the changes following settling time of about 1week and record on a labelled diagram. Share observations with whole of class during discussion.

engage students and build on prior knowledge Ensure the classroom is a safe environment in which to share ideas and knowledge Hands on, tactile activity using measuring instruments collaboration exploration reflection use knowledge meaningfully Understanding and integrating knowledge collaboration exploration reflection use knowledge meaningfully Understanding and integrating knowledge

15 min

40 min

90 min

130 min

(6) Who will do what? I will prepare a note to go home explaining what needs to be collected. I will assemble all materials required and samples required including map, rocks, soil, trays, tweezers, work sheets. Students to bring samples as outlined

(7) How will I check to see my learner has achieved the defined learning outcomes? I will mark and monitor the observations and responses recorded in the students journals and tailor discussions accordingly to address gaps in learning or focus to areas of interest. Feedback will be given to each student about their observations. Additionally, I will give a more formal assessment task towards the end of my sequence of lessons which will be a form of summative assessment to gauge the extent of learning that has taken place.

(8) How will I inform the learner and others of the learners progress? Each instance of recording of observations will be viewed and marked with written feedback given where possible. Oral feedback and encouragement (where appropriate) will be given during the whole of class discussion times A mark will be given and communicated to the student resulting from a summative assessment task.

Lesson Sequence Plan Unit/Topic: Science: Beneath Our Feet Key Learning Area: Earth and Space Sciences Outcomes:
OVERALL LESSON SEQUENCE OUTCOMES: (Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Science Understanding: Earth and space sciences: Earths surface changes over time as a result of natural processes and human activity (ACSSU075) Science as a Human Endeavour: Nature and development of science Science involves making predictions and describing patterns and relationships (ACSHE061) Use and influence of science Science knowledge helps people to understand the effect of their actions (ACSHE062) Science Inquiry Skills: Questioning and predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064) Planning and conducting . Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065) . Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) Processing and analysing data and information . Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068) . Compare results with predictions, suggesting possible reasons for findings (ACSIS216) Evaluating . Reflect on the investigation; including whether a test was fair or not (ACSIS069) Communicating . Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071) Cross curriculum links English and Mathematics Language Language for interaction . Understand that social interactions influence the way people engage with ideas and . respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488) . Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Text structure and organisation Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Mathematics Measurement and Geometry Using units of measurement Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)

Start Date: 23.5.2012 Year Level: 4

continued Data representation and interpretation . Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) . Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096) Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097) There are also opportunities to focus on cross curriculum priorities of . Aboriginal and Torres Strait Islander histories and cultures and sustainability

LESSON STRUCTURE: LESSON 1 (PREPARATION) (23.5.12)

Time 15 min Introduction (Set): Students are introduced to the concept of fieldwork collecting for scientific purposes. It is not just grabbing a handful of soil and putting it in a bag. Link what they will do with real scientific work done by researchers at the SA Museum for example and discuss how to sample the soil, where to get it from and what information needs to be recorded during fieldwork. To sample: choose a location that does not have imported or garden bed (eg potting) soil if possible. scrape away any mulch, eg bark chips, pebbles or compost collect a soil sample and divide it between the two bags. Record information: collectors name sample location date of collection Students are also asked to collect two rock samples and label them with appropriate collection information. NB: Students will be given an explanatory notice to take home. Teaching Approaches eg DOL strategies, grouping strategies: Engage students elicit responses using students prior knowledge. Collection to be done individually.

RESOURCES
(Include equipment required for class and/or for teacher preparation) Ziploc bags - 2 per student for soli collection Note with explanation to go home with students for parents to read (Primary connections).

SAFETY CONSIDERATIONS/MATERIALS
Take care when collecting soil. Wash hands thoroughly afterwards. ASSESSMENT Check whether students completed the task of collecting their soil and rock samples. REFLECTION Need to clearly explain the amount of soil to be collected. Many of the students brought their samples in.

The teaching strategies I have selected for this set of lesson plans involve whole class instruction, teacher lead questioning and discussion as well as pair work. Students will participate in tasks with a focus on exploration and engagement, making use of Blooms taxonomies to extend and develop thinking and knowledge. I have used the theories of Lev Vygotsky to plan learner centred lessons whereby students in their Zone of Proximal Development (ZPD) are assisted (scaffolded) to enhance and build on their existing knowledge and capabilities; 'the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers' (Lev Vygotsky) When a child follows an informed peer or adult's example, they gradually develop the ability to do certain tasks without help. The tasks in these lesson plans enable students to learn through exploration of materials such as rocks and soils. Through discussion in the class and with their partners, they will experiment with ideas and concepts in a safe and supportive environment and should feel comfortable with contributing and sharing their knowledge. The provision of materials and samples to interact with will be important for engaging students in different knowledge areas and enable them to express understanding through visual, physical and tactile means as well as expressing themselves, through writing and reflecting in their journals and orally through discussions with their partners and the whole class. Additionally, the use of an engaging back story involving and old map and samples, with links to my role at the SA Museum, provides a point of interest and opportunity to capture the students imagination allowing them to speculate on a potentially authentic situation. In this age group (year 4), their natural curiosity and eagerness to contribute should provide some valuable learning opportunities. LINK TO COGNITIVE DEVELOPMENT REFLECTION ON DEVELOPMENT This reflection was done after the completion of the lesson sequence up to the end of lesson five. These lessons have been quite successful to date. The students have been engaged and made some very interesting and thoughtful contributions to our learning. The atmosphere during the lessons has been one of investigation, enquiry and interest and highly consistent with students operating in their ZPD and learning through scaffolding and exploration. To date, none of the lessons have included any explicit imparting of information (apart from some procedural instructions) on my behalf rather, the students have been discovering and sharing the knowledge together. At their age (nine to ten year old), most of the students were able to suspend disbelief and go along with the back-story I conceived for the old map I created and the soil and rock samples they examined. They used their imaginations to contribute to the story and I think this enhanced their interest for working with the samples, treating them with respect and also for trying to think a little like scientists. In the concrete operation stage postulated by Piaget (711 year old), many students could follow the logic and plausibility of my (very specific) explanation. A few students disbelieved the story from the beginning and it was interesting talking with them and asking them to consider why I had used the story and what benefit it may be to their classmates. They agreed with me that it was a good tool to help make the lesson more interesting and said they would not inform their fellow students of the rouse.

Lesson Plan (part2) Unit/Topic: Science: Beneath Our Feet Key Learning Area: Earth and Space Sciences Outcomes: (See Lesson 1 for detailed outcomes) Date: 25.5.2012 Year Level: 4

LESSON STRUCTURE: Lesson 2 (Prepare soil/ water mixes)

Time Introduction (Set): 10 min This lesson is to start the first part of the experiment of mixing the soil with water and allowing it to settle and form sediment. Determine which students have sufficient soil for the experiment. Explain we will create a sample data sheet and use 15 student specimens to set up experiments we will share as a class. Teaching Approaches eg DOL strategies, grouping strategies Each student to record the information in their own data sheet in their journal

Time 30 min

Main Content: Use the interactive whiteboard to draw up a sample sheet to record data about each sample. Ask each student to rule up a data sheet in his or her science journal. Nominate students to contribute their samples (based on sufficient volume collected) about 250ml required and need some remaining to examine later. Students to take 1 jar, label with sample number (tape and paper label) and add cup soil and 300 ml water, replace lid tightly and shake gently until soil is completely suspended (supervised in the wet area). Initial observation describe draw a labelled diagram colour opacity uniformity Jars must be left in a place where they wont be disturbed Place a sign near them to identify that a soil sedimentation experiment is in process.

Teaching Approaches Hands on activity measuring volume guide students and supervise

RESOURCES
(Include equipment required for class and/or for teacher preparation) Jars I per student (all the same size) Standard measure small cups to ensure all soil volumes are approximately the same. Jug or flask to measure water for mixing with the soil samples (volume of water - 300ml) Teacher to prepare 2L soil sample collected from school grounds science journals pencils and rulers

SAFETY CONSIDERATIONS/MATERIALS
Students need to take care when handling the jars, particularly as they may get wet on the outside, taking particular care when shaking. Reinforce that the shaking must be gentle.

ASSESSMENT
Check sample sheet is correctly prepared in Science Journal.

REFLECTION Interactive whiteboard wasn't working so had to use the ordinary whiteboard. I needed more time for this activity, as we didn't do the observation or prediction. I have taken photos of each jar (water and soil mix) and the students can do their initial descriptions using those at a later date. It may have been better to have a double lesson for this but due to the time constraints of working with team teachers (only one of whom takes the science lessons), I considered it important to start this part of the experiment as early as possible because the experiment outline indicated it may take substantial time for the process to occur (up to two weeks). I would have preferred to have time to do the initial observations and predictions during this lesson.

Lesson Plan Part 3: Leanne Wheaton Unit/Topic: Science: Beneath Our Feet Key Learning Area: Earth and Space Sciences Outcomes: (See Lesson 1 for detailed outcomes) LESSON STRUCTURE: LESSONS 3&4
Time 10 min Introduction (Set): Explain that we will be examining the soil sedimentation experiment later in the lesson. Ask students to explain the purpose of their science journals. ie -record observations/ evidence, diagrams, measurements, photographs etc. We can refer back to it later. Introduce map and samples Teaching Approaches eg DOL strategies, grouping strategies Students at desks in learning teams - engagement and teacher lead questioning - require hands up for an answer but be aware of students who don't contribute and try to involve them - Be very strict on one voice at a time. Teaching Approaches Engagement only no formal definitions provided or correcting students. Find out what prior knowledge they have. Try to involve all students not just those with hands up Work in pairs teacher to pose some questions to the class and then move about the room and assist any pairs having difficulty during the discussion. Individuals to record in their own journals. Whole of class sitting at desks. Engage and question. Record answers on chart on IWB.

Start Date: 28.5.2012 Year Level: 4

Time 30 min

Main Content: Discuss the map ask students to observe the features, what is included? -title, key, symbols, scale Why do we use maps? - show directions and pathways and also location of where things are. What features are short lived and which ones may last a long time and why? One member of each pair to collect a tray with soil sample and some rocks to examine. Set up on table outside classroom wet area. Ask questions Features? How deep beneath your feet? Ask the students to discuss the answers and describe the samples. Students to record their thoughts in their journals. Introduce the TWLH chart (on interactive whiteboard) What we think we know, What we want to learn, What we learned, and How we know. (use words and pictures) Show our thoughts on a topic before, during and after an investigation. What do we know about ..? Where do they come from?

15 min

15 min

How do they change? Why do or don't they change? and how long does it take? Introduce second column What do we want to learn? Students to suggest what they would like to learn about rocks and soils. Record their questions on the chart. Discuss words that students know about rocks, environment/ landscape and soil and record the words on orange card for the science word wall. Discuss features of the words or how they might be grouped if time.

10 min

Time 10 min

Conclusion: Students to write a brief entry in their journals reflect on the lesson. (5 min) Tell students they will be observing their soil sedimentation jars and other samples in the next lesson (tomorrow) Soil samples returned to outside table. Wash hands if necessary.

Teaching Approaches Students to hand up their journals at conclusion of lesson

RESOURCES
(Include equipment required for class and/or for teacher preparation) Teacher to prepare old map with various features. Teacher to collect soil sample enough to give each pair a sample to observe (need enough for 15) Teacher to collect rocks to give each pair. Teacher to prepare TWLH chart to display on interactive whiteboard. Trays for soil and rock samples popsticks

SAFETY CONSIDERATIONS/MATERIALS
Students to take care not to handle the soil (or use gloves if they do) - just observe

ASSESSMENT
Collect journals and mark the observations formative assessment. Note student interaction during questioning and discussion time and record observations REFLECTION This lesson plan went well and I was pleased with the flow and the engagement and interest of the students. The concept of the old map worked well and I linked it to having found it and the samples in an old storeroom in the SA Museum. I was pleased with the different knowledge the students we able to bring to this lesson. They had some good ideas and questions. On assessment of their science journals, they mostly gave interesting and thoughtful descriptions and observations. The atmosphere in the lesson was calm and engaged. The pace and timing was on target with my plan and I achieved everything I wanted to do.

Beneath our feet TWLH chart

Topic
What we think we know What we want to know What we have learned How we know (what are our claims?) (evidence)

Rocks

Soil

Lesson Plan Part 4 Unit/Topic: Science: Beneath Our Feet Key Learning Area: Earth and Space Sciences Outcomes: (See Lesson 1 for detailed outcomes) LESSON STRUCTURE: LESSON 5
Time 5 min Introduction (Set): Revise TWKL chart ask students to read out the contributions made in the first two columns Ask for two more ideas to add to each section of the What we want to learn section Word wall contributions Teaching Approaches whole class work and ask for students contributions focus and listening students offer responses put up hands. Single voice Students to contribute word suggestions from their homework (which was to find 5 words relating to rocks and soil). Positives and encouragement Teaching Approaches Explicit instruction, whole of class. Ask for suggestions of what should be included in the journal entry. Students to put up hands to contribute. Teacher to walk around class and provide specific help and questioning of individuals where necessary.

Date: 29.5.2012 Year Level: 4

5 min

Time 30 min

Main Content: Students to record initial soil mixture experiment observations using a photograph taken just after mixing. -need to cut it out and stick it in their journals and add title, labels, descriptions, observations. Explain they will be looking at their settled soil mixture samples in the next lessons (tomorrow). Geology word search for any early finishers.

Time 5min

Conclusion: Students to finish the journal entry and hand up their journals at conclusion of lesson.

Teaching Approaches

RESOURCES
(Include equipment required for class and/or for teacher preparation) teacher to prepare two colour photos (duplicates) of each sample taken just after mixing on the 25/5/12 TWKL chart partially filled in on interactive whiteboard. science journals scissors, glue sticks, pencils

SAFETY CONSIDERATIONS/MATERIALS
Care to be taken with scissors.

ASSESSMENT
monitor students during task and journal entries to be marked formative assessment. Constructive and positive feedback should be written near the entries to help students build on their work and understanding throughout this unit.

REFLECTION Time for this lesson was significantly shortened due to students late return from NIT lesson and I also had to undertake whole class behaviour management because of the manner in which they returned. Once the lesson was underway, I think I managed to gain their attention and we were able to complete the plan except for the fact I made them make up some lost time after the bell rang for home time. I asked each student to let me know when they had completed all the elements of the journal entry and only after I checked it did I permit them to pack up and hen be dismissed. I felt this was reasonable and hopefully reinforced the consequences. When I marked the journals, I found that most students had been able to complete most of the elements of the task and some of them had written some interesting and thoughtful observations. I would have like to have handled Eth better as when I noticed he was having difficulty, I asked his partner Ra to assist him and unfortunately he became distracted and did not adequately assist. This lead to Eth becoming upset and teary. I think he may have been frustrated and did not understand the requirements of the task. It was difficult to keep tabs on this aspect of the class due to the fact that the end of the lesson was very busy with checking journals and dismissing other students. I need to pay closer attention to Eth and his progress with the tasks in future in order to better support him.

Lesson Plan Part 4 Unit/Topic: Science: Beneath Our Feet Key Learning Area: Earth and Space Sciences Outcomes: (See Lesson 1 for detailed outcomes) LESSON STRUCTURE: 6&7
Time 5min Introduction (Set): Explain we will review yesterdays lesson and that we will be observing the soil experiments and looking at the rocks they have collected. Teaching Approaches eg DOL strategies, grouping strategies Students sitting at desks Raised hands and one voice at a time.

Start Date: 30.5.2012 Year Level: 4

Time

Main Content:

10min Review the TWLH chart and ask for more contributions of words for the word wall. They should keep some of those questions in mind during the activities. Students to examine 2 soil samples (their assigned 25 sample number and also their own from home min teacher to prepare samples, labelled in trays before lesson) Examine soil in the tray- appearance, colour, components size, shape (organic and other particles), consistency using tweezers and magnifying glasses. Students to record observations on the recording sheet Question students about their observations. What did you find in the soil? How would you describe? Where did the particles come from? 25 min Question students about their observations of the photos of the beginning of the soil mix experiment. Next, explain how they should record their observations of their soil mixture experiment jar ask students how to do a labelled diagram what needs to be included. They need to carefully collect their jar and carry it without disturbing the layers to their desk. They will do a labelled drawing of their sample in their journal title, name, date, indicate different features and measure the layers using a ruler, how many layers etc. If time, they should discuss, compare and contrast their samples, diagrams and observations with their neighbouring pair - discuss differences and similarities Ask questions

Teaching Approaches Whole class engagement and questioning One voice at a time Blooms taxonomies- ranging tasks. First- very explicit instructions! handling soil (safely), expectations, soil must not be spilled on carpet etc. Collect soil samples, gloves and magnifying glass and tweezers in pairs teacher to circulate and scaffold students understanding and investigations. Explain why they have the photo importance of initial observation. Model how to observe, discuss and record using the mystery soil sample as an example. Students to work in pairs. Trust the students to use care when handling their jar. Model student contributions on the whiteboard.

Time Conclusion: 10min Review student observations discuss similarities and differences can you think of other soils that are different from 5 min these? write a reflection in journals Today we I learned that Things Im not sure about Things Im interested to find out about are

Teaching Approaches ask for students to contribute their findings.

RESOURCES
(Include equipment required for class and/or for teacher preparation) trays popsticks magnifying glasses tweezers science journals, pencils rulers Soil observation sheets (photo copied) two recording spaces disposable gloves

SAFETY CONSIDERATIONS/MATERIALS
Disposable gloves remind students not to handle the soil or sniff it

ASSESSMENT
monitor students during task and journal entries to be marked formative assessment. Constructive and positive feedback should be written near the entries to help students build on their work and understanding throughout this unit.

ASSESSMENT

REFLECTION Students were engaged with this lesson. They enjoyed probing around in the soil with pop sticks and tweezers and most students attempted to make interesting and on target observations as outlined on the recording sheet. There were only a couple of students who were distracted and I removed them from their desks for a short time to break the disruption. This worked fairly well and the lesson flowed well and students maintained interest for the whole time. There was a large component of practical in this lesson and I was worried the lesson may end up being a bit chaotic but I was able to keep control and foster a sense of purpose and almost all students stayed well on task.

Lesson Plan: part 5 Unit/Topic: Science: Beneath Our Feet Key Learning Area: Earth and Space Sciences Outcomes: (See Lesson 1 for detailed outcomes) LESSON STRUCTURE: 2 LESSONS 8 & 9
Time 15 min

Start Date: week 7 term2 Wed 6th June Year Level: 4

Teaching Approaches Introduction (Set): Review previous lesson Whole of class, teacher lead Ask students to tell Mrs Scott what they have already discussion done. Review the labelled diagram of soil sample water mixture Discuss what they have been writing in their journals. Note that many students are curious about why the layers form observations such as you have to be patient from student book. Many students wanted to know why and how the layers formed. Words to be added to our list?

Time 30 min

Teaching Approaches Main Content: Whole of class teacher lead Discuss and collate data about the soils from all the discussion, Blooms taxonomies different samples Make a data and observation sheet each student to get Model using mystery sample a copy to go in their books. Students to present their results to the class and different students selected to record on the excel sheet. Students to read and review their observations, come to front of class and present. Shows their work is valued and contributes to whole class learning and understanding gives purpose to their individual observations and recordings.

5 min

5 min 5 min

If possible (check in advance that it works), watch Soil: The secret Ingredient (Smithsonian Museum Exhibition online) http://forces.si.edu/soils/ follow with short discussion and lead into TWLK Can we fill in more of our TWLK chart? Ask students to contribute.

Time 10 min

Conclusion: Reflect I learned that Things Im not sure about Things I want to learn more about Geology word search. (if time following observations)

Teaching Approaches

5 min

RESOURCES
(Include equipment required for class and/or for teacher preparation) Excel data sheet Active inspire flipchart Soil: The secret Ingredient (Smithsonian Museum Exhibition online) http://forces.si.edu/soils/ Mystery sample soil water mixture to model observations

SAFETY CONSIDERATIONS/MATERIALS
None

ASSESSMENT
Quick quiz

REFLECTION There was too much talking in this lesson no hands on this time. This lesson would have been better as a single lesson. In the planning, I reflected on what we had done so far in previous lessons and noticed that many of the students had made some good observations and had questions about what they had done so far noted in their journals. I wanted to address this before moving on and also take the time to record, compare and contrast the data they have collected about their soil samples on a class chart. I will tried to get the students to present their findings and ask different students to take turns (supported by me) to record the information on an excel sheet (which may be a better presentation than trying to write on the interactive pdf). I monitored this process and cut it short if it doesn't work and the students loose interest. Once it's complete, I will print off the excel sheet to go in their journals. I think they will be interested by the fact that there are a variety different colour and other observations and that will become more apparent once all the data is collated in one table (both the differences and similarities). I will also, try to guide them towards an understanding of why the layering occurs and what it means as many of them posed this question in their journals. I wanted I followed Collettes advice though and abandoned what I was doing when I felt I had lost the engagement and introduced a short surprise quiz. This snapped focus back and worked quite well it was a bit of a challenge trying to think up sensible questions on the spot though. The short video worked ok but it is very difficult to sue the white board for presentation of this type of media. The window was fairly small and the resolution and brightness made it a bit challenging to for everyone to see.

Lesson Plan part 6 Unit/Topic: Science: Beneath Our Feet Key Learning Area: Earth and Space Sciences Outcomes: (See Lesson 1 for detailed outcomes) Start Date: week 7 term2 Year Level: 4

LESSON STRUCTURE: LESSON FROM PRIMARY OUTCOMES LESSON3 ROCK HARD lessons 10&11
Page 33 Time 10 min Introduction (Set): Review previous lesson any more words to add to the wall? describing the soil samples. Where do the particles come from? Teaching Approaches eg DOL strategies, grouping strategies review, include as many students as possible Blooms taxonomies

Time 30 min

Main Content: Explain the students will examine the rocks they brought from home in pairs Brainstorm the types of observations they might investigate: appearance size, shape, colour, size of grains? what does it sound like when rubbed on paper? could it scratch glass? (property of hardness) whether it floats or sinks in water? (property of density) each pair describes at least two different rocks choose different looking ones. They can do more if they wish and time permits. use magnifying glass and make a labelled diagram with a detailed description and any other observations Ask students to share their findings. Students in the audience can be introduced to the science question starters (in Appendix 5 Primary connections book) students to individually devise a 20 questions game (yes/no) answers so that they could work out which rock in the room another student was referring to. Each student should contribute 1 rock to a collection on their learning team table ( in the middle) after creating their questions. Number the students 1s and 2s alternate between 1s staying at their table and asking questions to - (playing the game with number 2s) who join their table. Then they can swap so that each student gets to ask and answer questions. ****further discussion (a new lesson or incorporate into this one?) indigenous Australians and other

Teaching Approaches whole of class brain storming Pair work

can either speculate or actually do these activities.

10 min

Whole of class teacher lead discussion trying to involve as many students as possible.

20 min

communities using rocks tools etc. based on properties of rocks knives, arrows, ochre (paint and pigment) reintroduce mystery map and ask students where the rocks came from and what features support that shape and smoothness of the rocks etc from the river.

Time 5 min

Conclusion: students to have an understanding of different features of rocks Sum up and

Teaching Approaches

RESOURCES
(Include equipment required for class and/or for teacher preparation) students rocks from fieldwork magnifying glasses (one each) to test rock properties (if you want to actually do this) pane of glass, container of water to test flotation (density)

SAFETY CONSIDERATIONS/MATERIALS

ASSESSMENT
Assessment to be carried out using a summative task designed to show whether students have gained an understanding of the sedimentation process during the soil mixture experiment. The students will have and opportunity to explain why the layers form and also be required to complete the labelling of a diagram while considering the process by which the layering occurs and in which order the sediment is laid down. The task will also assess whether the students can accurately measure and record a scale on the diagram.

Beneath Our Feet : Soil Solutions

Name_____________________________________________

1. This diagram shows the soil mixture experiment using a mystery soil sample. Select labels from the list to complete the diagram. (hint you don't need to use them all) Use a ruler to measure the scale and then record on the diagram. Labels soap layer course rock layer plastic medium particle layer floating organic matter milk fine particle layer bean shoot very fine particle layer water jar lid dirt ice 2. Explain why you think the layers form in the soil mixture experiment.