Learning Sequence: Model of Inquiry: 5 Es

Lesson Three Differentiation for Learners Assessment of, for and as

Inquiry Phase: Explore

Learning experiences and teaching strategies:

Time: 50 Learning sequence: Was adapted by (Lesson Plans Science,

2016).

Engage Engage phase: lesson introduction Assessment for Learning

phase:
introduc Review: Review the previous lesson in which the students
tion watched a demonstration of the activity that they would be
investigating. Make references to the student KWL chart building
5 upon the knowledge and awareness the students hold on the topic,
minutes as this will help students develop their hypothesis which they will
review test during the lesson.

Enhance Introduction
phase KWL chart
Have students break up in groups of three. Whole class discussion to explore
Progress through the health and safety procedures: no ideas and concepts building upon Provides Access to students prior
dangerous chemicals were used in this experiment. other students knowledge about the knowledge of the topic through
Students decide on the team roles they will do as part of the topic (Ferlazzo, & Hull-Sypnieski, students prior understanding of
group. I.e. Manager, Director the Speaker. 2012). the concepts of the earth and its
Instruct the students on how they will rotate through the 3 geological process. (ACSSU096)
erosion boxes working in groups to conduct research about
the different types of erosions.
They will have 15 minutes at each station
Three boxes or each type of model are set up around the
room before the students enter the classroom.
This is designed for all students to get the opportunity to
explore the materials as well as manage behaviour.
15 Box One: Glacial movement Word charts which contain the Review of students answers to the
minutes meaning of scientific terminology discussion question through both
per Students progress to box one. The initial box involved using a (Ferlazzo, & Hull-Sypnieski, 2012). formals
station. mixture of corn-starch and water which can be used to feedbacks in the students work
demonstrate how glaciers move.
Visual representation of the activities books(ACSSU096)(ACARA,
and how to progress (Ferlazzo, & 2014)
- Students initially touch the corn starch and move it through
their hands so they can gather an understanding of how the Hull-Sypnieski, 2012).
Informal feedback through discuss.
substance moves.
- Students make an initial prediction and record this prediction Online graphic organisers for This occurs through both written
students (Ferlazzo, & Hull- and multimedia representation
in their work book
Sypnieski, 2012). (ACSSU096) (ACARA, 2014).

1. Tilt the box. Use a bowl scraper to push the corn-starch Bilingual dictionaries access for Construct a table of the
mixture from one end of the box to the other. students to understand terms and information collected (ACSIS107)
2. Ask the students to record what they observed through a concepts (Ferlazzo, & Hull- (ACARA, 2014).
written description or a simple drawing of the image. Sypnieski, 2012).
3. Lay the box flat. Students use ICT to record
4. Have students place the coloured stones in different position Instruction cards with written observation based on the models
of the box. procedures for students to follow (ACSIS107) (ACARA, 2014)
5. Students mark where the draw a circle for each location of (Ferlazzo, & Hull-Sypnieski, 2012).
the rocks.
6. Raise one end of the box and prop it up with a book. Video and audio recording of the
7. One member of the group observes what happens to the activities and modeling to review at
movement of the substance. later dates (Ferlazzo, & Hull-
8. Students record what they observe. Sketching where the Sypnieski, 2012).
rocks have moved to from the original position.
9. Using a clear plastic 100 x 100 square students use this to
measure how far the rocks move from one end to the other.
10. Students record the data in a table which will then be used to
construct graphic data during the explain and elaborate phase Sentence framework sheets
of the inquiry learning. (Ferlazzo, & Hull-Sypnieski, 2012).

Discussion question
Support for activity refer to activity one
Did the simulation follow your prediction?
Did anything unexpected happen?
 Did all the rocks move at the same rate?
How far did the stones move use a ruler to measure how
far?
What does this tell us about glacier movement?

Extension questions:

If you were to do this again what would you change?

Is it possible to calculate how fast the rocks were
moving?
Did the rocks move faste?
Box Two: Wind movement Review of students answers to the
discussion question through both
Students at this station will: formals
- Test the movement of wind of erosion by blowing through feedbacks in the students work
books(ACSSU096)(ACARA,
the straw and observing the experiment.
2014)
- Students make initial prediction about what they think will
happen.
Informal feedback through discuss.
This occurs through both written
Instructions for students
and multimedia representation
1. Put on googles student blows sand for five minutes while
(ACSSU096) (ACARA, 2014).
another keeps track.
2. Other student records what happened using iPad.
Construct a table of the
3. Students take the bendy drinking straw and blow through
information collected (ACSIS107)
the straw into the box from an angle to simulate the
(ACARA, 2014).
blowing across the sand.
4. Students stop after 5 minutes and records the responses.
Students use ICT to record
5. Students dispose of the straw after the activity is
observation based on the models
completed.
(ACSIS107) (ACARA, 2014)

- Students write down observations.

- Students compare what happened with the sand.

Discussion question for students

What you think you will observe?

What you think will happen?
Was it what you expected?
Did anything unexpected happed?
Did anything unexpected happen?
Did all the stones move at the same rate?
What does this show us about the movement of the sand?

Extension question:
 If you were to do this again what would you change?
Is it possible to calculate how fast the rocks were
moving?
Did the rocks move faster?
Why did you think that this happened?
Box three: Water box Review of students answers to the
discussion question through both
- Test the movement of wind of erosion by blowing through formals
the straw and observing the experiment. feedbacks in the students work
- Students make initial prediction about what they think will books(ACSSU096)(ACARA,
happen. 2014)
Instructions
Informal feedback through discuss.
1. Students tilt the box and move the majority of the sand to
This occurs through both written
one end of the box.
and multimedia representation
2. Students raise this side of the box with a book to support
(ACSSU096) (ACARA, 2014).
it.
3. One student in the group keeps track of time.
Construct a table of the
4. While another team member of the group simulate waves
information collected (ACSIS107)
by tipping the board through regular waves.
(ACARA, 2014).
5. Continue this for a period of five minutes while filming
the activity.
Students use ICT to record
6. Students then write down in a table what they observed
observation based on the models
from the activity.
(ACSIS107) (ACARA, 2014)

Discussion questions:

What you think you will observe?

What you think will happen?
Was it what you expected?
Did anything unexpected happed?
Did anything unexpected happen?
Did all the stones move at the same rate?
What does this show us about the movement of the sand?
Extension questions:

If you were to do this again what would you change?

Is it possible to calculate how fast the rocks were
moving?
Did the rocks move faster?
Why did you think that this happened?
Conclusi Lesson conclusion: Whole group discussion of the
on activity. Students add to their own
Think, Pair, share among other groups: discus what they individual words and terms are
thought about the experiment. added to word wall and the KWL
What they learnt. chart (Ferlazzo, & Hull-Sypnieski,
5
Students add the new information that they have collected 2012).
minutes
during the lesson.

Students can support this discussion

Using the Poppet App and information gained during the with video and written observation
lesson. Construct a flow chart about what you know about (Ferlazzo, & Hull-Sypnieski, 2012).
erosion.
Image sort: provide students with a range of images that
show erosion and weathering. Have the students sort the
photos under the different headings?
Students construct their own posters about erosion based
upon what they have observed.
Extensio
n
activity