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Unit!Planner!for!Learning!in!Mathematics!and!Science!
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Learner!context!
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Topic&Focus:!Materials&can&Change&
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Level&of&schooling:!Year&1&
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School&and&class&context:!For&my&third&year&professional&experience&placement&I&have&been&given&the&
opportunity&to&undertake&an&overseas&placement&in&the&Shanghai&Xiehe&International&School&in&Shanghai,&
China.&The&class&I&have&been&placed&within&is&a&year&one&class&with&24&students.&The&students&learn&bilingually&
in&both&Chinese&and&English.&Some&classes&such&as&mathematics&are&taught&only&in&Chinese,&whereas&other&
subjects&such&as&physical&education,&music,&art,&inquiry,&etc&are&taught&either&with&a&combination&of&Chinese&
and&English,&or&in&English&only.&The&students&within&my&class&have&a&varying°rees&of&English&language&
skills&which&will&need&to&be&accounted&for&within&my&teaching.&&
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Prior&to&undertaking&this&placement&in&Shanghai,&I&completed&seven&days&working&at&East&Torrens&Primary&
School&in&an&Intensive&English&Language&Centre.&This&experience&provided&an&insight&into&the&ways&in&which&
students&with&English&as&a&second&language&learn&and&the&ways&they&need&to&be&supported&in&this&learning.&!
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What!is!the!learning!focus?!
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Concept(s):! Thinking!and!Working!Scientifically/Mathematically:!
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Everyday!materials!can!be! Observing:!Through!the!range!of!learning!experiences,!students!
physically!changed!(ACARA! used!observation!skills!regularly.!Specifically,!student!use!these!
2017)! observation!skills!to!determine!the!properties!of!a!material,!view!the!
! changes!of!materials!using!physical!changes!such!as!bending,!
twisting,!stretching,!rolling,!heating,!cooling!and!melting.!(Skamp!&!
Preston!2015)!
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! !
Materials!are!made!up!of! Predicting:!Students!use!their!prediction!skills!within!the!
different!properties!(ACARA! investigation!portion!of!this!unit!plan!to!predict!which!chocolate!will!
2017)! melt!fastest.!This!provides!an!understanding!of!their!knowledge!of!
! the!topic!and!unveils!the!reasoning!behind!these!predictions.!(Skamp!
&!Preston!2015)!
!
! !
Materials!can!be!changed! Communicating:!A!large!portion!of!this!unit!plan!requires!students!to!
through!heating,!cooling!and! work!collaboratively,!where!they!are!encouraged!to!communicate!
melting!(ACARA!2017)! with!other!students!about!their!learning,!predictions,!observations!
! and!difficulties!in!learning.!Due!to!students!having!a!varying!degree!
of!English!language!skills,!students!will!be!encouraged!to!
communicate!with!one!another!to!best!support!each!other!in!their!
learning.!(Skamp!&!Preston!2015)!
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Dispositions:!
!
A!disposition!I!want!students!to!develop!throughout!this!unit!of!work!is!a!positive!attitude!towards!
science!learning.!A!majority!of!children!grow!up!learning!to!hate!science,!through!the!traditional!way!of!
teaching,!however,!I!believe!that!through!teaching!this!topic!through!a!constructivist!lens!using!a!
range!of!handsVon!approaches!to!learning,!students!should!build!this!positive!attitude.!Moreover,!I!
would!like!students!to!build!a!curiosity!for!science!learning,!having!a!desire!to!learn!and!develop!
knowledge!on!the!topic!of!materials.!(Da&RosPVoseles,&D&&&FowlerPHaughey,&S&2007)!
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Prior!Knowledge/Engagement!Learning!Experiences!(s):&&&&&&&&&&&&&&&&&&&&&&&&& !
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Lesson!1:!PLAY!DOUGH!MANIPULATION!
(Glenmore&Park&Learning&Alliance&n.d)!
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Lesson!Objective:!!
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!& Gain&a&knowledge&of&the&students&understanding&of&materials,&how&they&can&be&physically&changed&
and&the&associated&vocabulary&
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Materials:!!
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!& Mixing&Bowls&(1&per&group=&6&total)&
!& Plain&Flour&(2&cups&per&group&=&12&cups&total)&
!& Salt&(1&cup&per&group=&6&cups&total)&
!& Oil&(1&tbs&per&group=&6&tbs&total)&
!& Water&(1&cup&per&group&=&6&cups&total)&
!& Food&Colouring&(2&drops&per&group=&12&drops&total)&
!& Video&(Appendix&1)&
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Overview!of!Lesson:!!
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Students&will&be&informed&that&they&will&be&learning&about&everyday&materials&and&will&be&working&on&many&
fun,&handsPon&tasks&to&explore&this&topic.&Students&will&be&told&that&they&will&be&making&and&playing&with&playP
dough&through&this&lesson.&Students&will&be&shown&a&video&of&how&they&will&be&making&the&playPdough&(See&
Appendix&1).&Once&they&have&viewed&this,&students&will&be÷d&into&groups&of&four&and&be&asked&to&go&to&
their&work&stations.&On&the&desk,&the&materials&of&1&mixing&bowl,&1&mixing&spoon,&plain&flour,&salt,&oil,&water&
and&food&colouring&will&be&sitting&ready&for&students&to&begin&the&making&of&their&playPdough.&A&simple&recipe&
will&be&provided&to&students&(See&Appendix&1),&however,&they&will&be&guided&with&the&video&and&instructions&
from&the&teacher&in&addition.&Step&by&step,&the&teacher&will&guide&students&in&the&steps&they&must&take&to&
create&the&playPdough,&starting&and&stoping&the&video&at&each&step&on&the&interactive&whiteboard.&The&
teacher&will&also&model&the&steps&in&the&front&of&the&class.&Students&will&be&making&this&recipe&within&a&group&
of&four,&so&will&be&reminded&of&the&roles&of&a&team,&sharing&and&taking&turns&to&ensure&everyone&has&an&equal&
opportunity&to&create&the&playPdoh.&Once&student’s&have&a&final&result,&they&will&split&the&playPdoh&into&four&
pieces,&so&each&student&has&an&individual&piece&to&use.&&
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Students&will&then&use&the&playPdough&they&have&created&for&the&following&task.&The&teacher&will&ask&students&
whether&this&playPdough’s&can&be&changed,&by&using&different&actions.&Students&will&be&tasked&to&find&as&
many&ways&they&can&manipulate&their&playPdough,&thinking&of&the&words&they&would&use&to&describe&the&
action.&Examples&includeP&roll,&bend,&twist,&stretch,&squeeze&and&cut.&As&students&have&varying°rees&of&
English&vocabulary&skills,&they&will&have&encouraged&to&collaborate&and&discuss&with&their&peers&how&they&
are&manipulating&their&object.&Students&can&assist&others&by&translating&their&words&to&English&and&helping&
others&find&new&ways&of&manipulating&the&playPdough.&&
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Students&will&take&part&in&a&group&discussion&following&the&previous&activity&to&discuss&their&experiences.&
Students&will&be&promoted&with&guiding&questions&to&encourage&them&to&express&the&ways&in&which&they&
manipulated&their&playPdough.&The&words&students&use&will&be&placed&onto&a&poster&which&will&be&added&to&
throughout&the&unit&to&display&their&understanding&of&the&scientific&vocabulary&they&have&developed.&&
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