Living Things: Plants & Animals Big Picture questions: How are plants and animals different? How can you tell the difference between different animals and plants? Why do certain animals and plants live where they do? Common Misconceptions: All animals grow, feed, move and use their senses in the same ways. That habitat and environment are the same thing: Tree are not plants Insects are not animals Learning Objectives and Key Vocabulary Teaching and Learning activities Resources Evidence of learning Observe similarities and differences among animals and plants Key Vocabulary: Plants, Trees, Adaptations, Cells, Behaviour, Similarities, Differences, Characteristics/features Catch: Either live examples of or pictures of stick insects. Get students to take a quick glance at them and say what they think it is. Then they are allowed to observe for a bit longer (live versions) or watch a video. Then ask students again to describe what it is, and explain why they gave/changed their answer. This is a good introduction into identifying characteristics of animals and plants. It is beneficial to make sure that students have the opportunity to see living examples of both, which can be done as either an in or out the classroom session. Either way this makes a good opportunity for some in the field investigative work using qualitative data. Make sure to Stick insects (live) or pictures and a video of them. Examples of plants and animals for students to make observations of. These can observed by Students will be able to identify the key differences between plants and animals based upon their own qualitative data. Students have the opportunity to discuss and compare data collected.
identify that there are some exceptions to certain characteristics, such as the movement of venus fly traps or the lack of movement of coral. on observations, students can work in small groups to decide on what the common features of plants and animals are, which they can then compare and contrast the similarities and differences using a Venn diagram. To extend students can look further into the differences between different plants and different animals. Certain plants and animals are specially adapted to living in extreme conditions. A fun way of being able to cement the understanding is to demonstrate an adapted game of “animal, vegetable or mineral?” for animals, plants and neither. One person takes a card with the name of a plant, animal or something else of an object that falls under the category of either animal, mineral, or plant. Once they think of a category they tell the other players which group it is in. The players then take turns asking questions that can be answered with a YES or NO. The rest of the team then has to try and guess what it is based upon the answers. being out of the classroom, or can tie in with a field trip. paper for students to work on for Venn diagram activity “Animal, plant or something else” cards Students can compare and contrast the similarities and differences between plants and animals, as well as identify some of the exceptions to the rules. Students can identify specific examples of plants, animals and something else. Find out other animals, including how they grow, feed, move and use their senses Key Vocabulary: Senses, Smell, Hearing, Tasting, Feeling, Life Cycle, Prey, Food Catch: Tamagotchi or similar virtual pet ask students whether they have played with something similar on the computer. For those that haven’t you can have one of the students explain it. This should touch upon the fact that animals need to eat for energy and to grow. Online version of a Tamagotchi or virtual pet Students can explore what animals require to live, and compare different animal’s methods for feeding, moving and their senses.
Materials: Properties Big Picture questions: What are the differences between the states of matter; solids, liquids and gases? What are some common examples of the states of matter? Common Misconceptions: Materials always stay in 1 specific state. Ice, water and steam are all different materials/compounds. Atom, compound and particle refer to the same thing. A “particle” model for liquids, shows some of the particles floating freely away from others (this is actually showing evaporation) Learning Objectives and Key Vocabulary Teaching and Learning activities Resources Evidence of learning Investigate the distinctive properties of solids, liquids and as exemplified by water, for example, learn that solids have a definite shape and volume, that liquids have a definite volume but take the shape of containers and that gas will occupy the space available Key Vocabulary: Solids, liquids, gases, shape, volume, container, flow, behaves, properties Catch: using super cooled water to show and immediate change in state.*Note this can be difficult to get right, watch the video in advance* Alternatively: Demo the non-Newtonian capabilities of corn starch slime (Oobleck), i.e. it flows, but also if you hit it hard it behaves like a solid. So you can pose the question, is this a solid or a liquid? Then go onto ask what makes a solid or a liquid? In pairs or small groups, students can be given a number of different materials that they have a chance to explore and label them as either, solid, liquid or gas. This can then Bottle of pure water, freezer access. Corn starch, water, bowls (Best to make this in advance, so can use ziplock bags if you are worried about a mess) Students develop the idea that there are 3 main states of matter but some substances are hard to define. Students can understand and use the main characteristics of solids, liquids and to organise examples into one of the three groups.
particles, and therefore can store far less thermal energy. This can be modelled using marbles/fluff balls in a coffee cup, say each one is worth 8 (a made up score for thermal energy), to represent 80°C, and then many more marbles/fluff balls in a larger container, each being worth 3. The large container should add up to more. The teacher can then go onto explain that thermal energy is just one type of energy, and that are many other types. Students can see if they can identify them and give examples associated with them. *Note – The concept of energy and defining energy is a difficult one, and it should be approached in a careful manner, as to not develop or deepen misconceptions (many students may have misconceptions this topic based on a general misunderstanding) that the students may have. It should be stressed that energy is a property of a system, and should be taught using examples with observable changes. This also helps to demonstrate how energy is often transformed from one type into another. Students should be given the opportunity to describe what they know and what questions they have about energy. This can be conducted by using sticky notes and 2 separate wall spaces, one for what they ”know” and the other for questions they have. This will give the teacher the opportunity to identify misconceptions about what they know, and give some time to plan the answer to some of the more conceptually challenging questions. Inquiry: There are numerous investigations that can be carried out in order to investigate energy. As a group investigation students drop marbles into a container of Sticky notes, flipchart size paper (for what I know and questions) Marbles/ball bearings, rules or equivalent tape measures, trays containing said, or flour, cocoa powder Students are able to modify and challenge their own understanding of energy beyond energy in the form of food or electrical energy. Students can exemplify how energy transforms, but is not lost. Students work as part of a team to investigate the effects of mass or height on the transformation of
*Note –CCMI in L. Cayman has a good example of renewable energy with solar water heater panels for their showers, PV cells and a bank of batteries to the lighting and a bio toilet. Tom Sparke is the Education manager there who may be able to talk about their renewable energy solutions over skype. Also there is a company that may be able to talk about solar and PV panels – Pro Solar - contact: Neil De Vere. Students can then research the definitions of renewable and non-renewable energy sources in pairs, then collaborate in teams to create a clearer definition, this can be expanded to deciding on class wide definitions of both. Students can then work in pairs to complete card sort activity to organise different examples of energy sources into either renewable or non-renewable, and explain their choices Teacher can then show a series of video clips that demonstrate different vehicles, 1 of a normal car, 1 supercar and a scooter. This can open up a discussion with students about which of the 3 has the best fuel economy, and what fuel economy means. This can then be expanded to look at other examples where fuel is used, such as at the power plant – diesel generators. Do they run them constantly a full power? Why not? When do you think CUC need to increase the output? Inquiry: Students in groups can investigate how changing one variable, changes the output of the device. For example the distance away from a light source for a PV cell, or the speed of the wind for a wind turbine. Can use computer room, or have materials that students can research from. Card sort cards Interactive white board For PV cell investigation: lamps, meter rules/tape measurers, small PV cells, voltmeters, wires, crocodile clips. For wind turbine investigation: hair dryers, meter rules/tape measurers, small wind turbine kits, voltmeters, crocodile clips, wires (the kits for these may Students can support their understanding using locally relevant examples. Students can analyse and collaborate on definitions, comparing the differences between
Physical Processes: Electricity Big Picture questions: What is electricity? How is electrical energy used in everyday items? What are the basic principles of setting up a simple circuit? Common Misconceptions: Electricity is a tangible “thing” that runs through wires/plug outlets. The source of electricity is from lightning/storms Electrical circuits can be made of a single wire just like electrical appliances, and it only needs to be connected to one terminal of the cell. Learning Objectives and Key Vocabulary Teaching and Learning activities Resources Evidence of learning Know the safe use of mains electricity and its associated dangers Key Vocabulary: Electricity, dangers, hazards, static electricity, mains electricity, safety, protection, unsafe Catch: A twist on the classic safety worksheet, set up a classroom scene that shows various different dangers of electricity (without actually posing a real health and safety danger), the students have to observe and comment on what they think is dangerous and explain why. E.g. This will help to identify real examples of safety hazards involving mains electricity that students can relate to in their homes and own experiences etc. From these examples students can come up with a series of rules for working with/around electricity safely. This can be Various different appliances, extension cables, washing up bowl, similar to picture. Students have explore and identify potential electrical related hazards. Students relate their own experiences to
gloves, plastic handled screwdrivers etc. Computer suite type of data collection. Construct simple series circuits using components, such as switches, bulbs and cells, for example, light a bulb using two wires and a battery Key Vocabulary: Circuits, components, switches, bulbs, cells, batteries, wires, energy, voltmeter, terminals, complete, incomplete Catch: Have a number of simple circuits set up, each with a different reason why it is not working e.g. wire not properly connected, the cell the wrong way round, the filament in the bulb is blown, the cell has no energy etc. Students work in groups to problem solve the issues. This can be run as a carousel activity, with each group getting a set amount of time on each of the circuits. This will allow students to explore some of the common problems when setting up and using circuits. The teacher will need to circulate and ask key questions to help some groups with deciphering the problems. Students can then their own quick check guide that they can refer to when they are working with/constructing their own simple circuits, E.g. “If the circuit does not seem to be working, then make sure that the cell has sufficient stored energy by testing the terminals with a voltmeter.” Teacher explains the key elements of constructing simple circuits, that all circuits require a completed/closed loop. Components transform energy, and will often have to be connected to the correct terminals to work. This can be Simple circuits, cells (batteries) insulated wires, crocodile clips, bulbs (preferably in bulb holders), switches (optional), voltmeters These will be setup as stations that can be tested in advance. Use one of the circuits from the catch to demonstrate Masking tape, sticky label/name tags, candies, sticky notes labelled light. Students can work as part of a team to find practical solutions to common circuit problems. Students can then construct a set of guidelines to identify circuit related problems. Students can explain difficult