Students may add to journals if necessary to adjust their claim Note: students must keep their original claim and create a new one if need be. The teacher impact in this lesson is crucial, because unless she is motivated and interested, the students wont be either. It is important to note: ‘teachers who are insecure in their knowledge of science find the uncomplicated transmission of knowledge attractive and revert to more traditional teacher-directed methods when they are less confident.’ (Appleton, K. & Kindt, L., 2002). Explore Students receive opportunities to interact socially as they acquire a common set of experiences by actively exploring the new concept through experimental activities. Lesson 4: Conduction Students will be lead into a discussion through probing questions recapping how metal is used through a conduction method of transferring heat. The integration of blooms taxonomy will be included to develop the level of cognitive thinking. Students will be further exploring this concept through hands on experiment, adding to a kinesthetic learning ability. In this first experiment, students will use metal and heat to explore the process of how heat travels through a solid (metal) Students will determine how long it for the heat to travel out and provide their own explanation of how it travels. In the second experiment, students stretch the balloon over the neck of an empty bottle. Students place the net on top of the candle and remove the bottle after 3-5 minutes noticing the before and after affects. This furthers knowledge and understanding of conduction. Students will find that balloons blow up while over the heat and deflate when taken away from the heat Candle Matches Nails (Mr.Temme, 2013, March 13). Metal rulers Balloons bottles Candle (Miller, L., n.d.). ST2 – 6PW ST2 – 12MW ST2 – 4WS ST2 – 5WT MA2 – 1WM EN2 – 2A EN2 – 1A EN2 – 4A EN2 – 5A
Explore Students should be able to explain and provide a definition of the concepts. Teacher will use open and targeted questions to connect experiences with the observations. Lesson 6: Convection Students will be lead into discussion by the teacher regarding the activity they had completed last lesson. Teacher will ensure that students will explore the concepts of convection and understand the definition. The educator will show students a video and ask them to identify what they think is happening Video Link To further extend students knowledge teacher will present an underwater volcano and ask students to predict what would happen throughout this experiment The teacher will instruct the students on how the experiment will be carried out and advise them that the resources are set out on the table. An instruction sheet will be provided for the students. Teachers will ensure that students are cautious when using the hot water. Students will be asked to work within their groups and complete the worksheet individually using both prior and new knowledge the completion of the experiment students will be reflect on their process and experiment. Students will be asked to write in their journal in regards to the experiment Pupils learn to use their practical skills to link it with content and purpose for effective science pedagogy, in a hearts-on, hands-on, minds-on approach. (Fensham, P., 1981). This experiment impacts students long-term, and sustained interest in sciences 8 jars Coloured dye Droppers Hot and cold water (PaikeaProductionsPro, 2011, October 19). ST2 – 6PW ST2 – 12MW ST2 – 4WS ST2 – 5WT EN2 – 2A EN2 – 1A EN2 – 4A EN2 – 5A Explain Students share, present their observations and engage in Lesson 7: Comparison between convection and conduction Students will recap what they have done in all their experiments and compare them to one other Students will predict what will happen in both scenarios using their journals and open-ended Popcorn Hot plate Oven Popcorn popper Oil ST2 – 6PW ST2 – 12MW ST2 – 4WS ST2 – 5WT EN2 – 2A EN2 – 1A EN2 – 4A EN2 – 5A
Students will then repeat this activity but time each other and document how long it takes for their hands to get hot. Students will then be asked to make sure all results are documented so this can be used in drawing a graph. Students will then draw a graph on their findings. After their graph is completed, students will then proceed to their groups where they will make their own fire triangle using materials found around the school. These include sticks, dried grass and rubbing these sticks together. Using the website, students will prepare the fire triangle. Students will use their journal to reflect upon their challenges, successes and frustrations whilst completing this activity. Students need to be invited by the teacher to conduct and interpret their own science investigation with their peers, (Brickhouse, N. W., 1990, Cronin-Jones, L., 1991, Femstermacher, G. D., 1994, Pajarer, M. F., 1992). In this lesson students input, beliefs and understanding are valid and should be used as a springboard. Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. Lesson 10: Evaluation Ask the students to define or give examples of heat transfer by means of conduction and convection. Teacher will revisit the question they asked in lesson one; the teacher will pose a series of open ended questions such as “what would you do to keep warm in Antarctica”, “How would you keep cool in the desert?” “Imagine that you are an Indigenous Aboriginal 300 years ago (without electricity), how would you survive facing the elements of heat and cold?” (WebQuest, n.d.) (ParrMr., 2011, August 23). ST2 – 6PW ST2 – 12MW ST2 – 4WS ST2 – 5WT EN2 – 2A EN2 – 1A EN2 – 4A EN2 – 5A HT2 – 3