Students will use the drink coolers they designed and created in the previous lesson to conduct an experiment. Students will have 2 bottles of water (will not be removed from a fridge until the experiment starts), 1 bottle will be the control which will sit on the desk while the other bottle will be in the drink cooler. Both bottles will have a thermometer in them and will be left out for 30 minutes. Students will check the thermometers every 5 minutes and record the temperatures of the water in both bottles. Prior to completing the experiment each student will fill out an investigation planner (Appendix 6) as a group (prior knowledge). The question will be provided “Which group has designed the most effective drink cooler?” And students will be required to fill in the rest of the template. The results will be inserted as the experiment is occurring Once the experiment has been finished the Investigation Planner will be stuck into the students science journals. The groups will spend the next 20 minutes creating a presentation on the iPads using the documentation evidence they created while designing and creating their drink cooler and throughout the entire experiment. During the final time in the lesson students will come together with their results to determine which group created the most effective/best drink cooler. During the last time the teacher will focus on the correct terminology e.g. temperature, Celsius, insulation, cooler, increasing, decreasing. These words can be added to the word wall. Indigenous words can be posted up on the word wall also for words such as hot, cold, increase, decrease temperature etc. Additional information Literacy link- Students are required to communicate with peers and teachers, student’s record/complete diagrams. Students complete a specific text type- report Numeracy link- Students will be using a timer and also be using thermometer. Indigenous perspective- 8 Ways community links as students are required to work within groups e.g. their classroom community. 8 Ways land links as students are using resources that come from the sacred land. Risk Assessment-This activity has been modified to be appropriate for a classroom. Students will be instructed to be careful with thermometers to avoid them being previous lesson/week Investigation planner for each student iPad with photographic and documentation evidence from this lesson and the prior lesson Word wall High frequency words and Indigenous words ST2-5WT Mathematics MA2-13MG MA2-18SP English EN3-1A EN3-2A
broken, if this happens the teacher will remove students from the breakage area and carefully clean the area. If a student is hurt they will be sent to sick bay. Elaborate WEEK 7 Teacher presents to students an interactive slideshow that illustrates houses in different climates, for example in the snow, coastal and mountains. At each slide discuss with students the specific materials used in each of houses and why they are important. For example in all houses there are roofs but some are more slanted than others, why would they be slanted? Students are then placed into their pre-assigned groups of three based on abilities. Each group is provided with a card describing an environmental condition (appendix 7) that they need to work together to design a house in. The environments are coastal, desert, mountains, rainforest, country, city, and snowy environment. The students will be tasked with designing a house in the environment they have been given. Students will be provided with butcher’s paper to draw their designs on and plan their ideas. When designing their house students will need to include a range of natural and made resources. Additional information Literacy link- Students are required to respond to a visual stimulus. Numeracy Link- Students will be using knowledge of spatial awareness to create their design; they will need to consider measurements when creating their design Indigenous perspective- Aboriginal 8 ways link of land as the students are focussing on different lands types and how to meet the needs of each environment. Risk Assessment- In this activity students are using the IWB and pencils and paper thus the risks are minimal. Students will be monitored to ensure they are behaving responsibly to avoid injury occurring. Houses slideshow Climate cards Butcher’s paper Science ST2-13MW ST2-4WS ST2-5WT Mathematics MA2-9MG English EN3-1A EN3-2A Elaborate WEEK 8 In this week students will be provided with a range of materials and work together in their groups to build the design they made in the previous week. Within their design students must show evidence that they have bent, stretched, folded and twisted materials. Whilst making their model the students will use iPads to take photos of the construction of their house at each stage. Cardboard Sticks Sticky tape Paddle pop sticks Glue Newspaper Science ST2-13MW ST2-4WS ST2-5WT Mathematics MA2-9MG English