1. LESSON PLAN 2
Date: 7/3/18 Term: 1 Week: 5 Year Level: 4
Time/length: 1hr Learning area focus: Erosion
Context:
Thisis the secondteachinglessoninourerosionunit.Overthe followingsix lessons,we aimtobuilduponstudent’sunderstandingof causesandissuesof erosion.
Therefore thislessonwillbe utilisingwhatthe studentsdiagnosticassessmentshowedaboutthe studentsunderstandingof erosionwhile exploringanexperiment
designedbythe studentsthe weekprior. Studentswill starttoexplore the size compositionof soils,sandsandrocks.
Individual learning considerations:
From meetingstudentsthe weekbefore,itbecame evidentthatthere are some studentswhoare comfortable toshare theirideas,while otherswere reluctantinthe class
discussions.Tosupportlessconfidentstudents,small groupworkwill be utilise,where studentswill be givenrolesduringthe experiment.Lower-level:We will pair
studentsforreading,writing,andorhandson activities.Higher-Level:Askstudentswithstrongercapabilitiestofocusonthe scientificmethodsof experiments.
Content Descriptions:
Earth and spacesciences:Earth’s surface changesovertime as a resultof natural processesandhumanactivity (ACSSU075)
General capabilities:
Literacy: Studentswill use theirliteracyabilitiestoparticipate inthe followingactivities:agree ordisagree discussion, classifyingsoilsworksheetandthe scientificmethod.
ICT: Studentsare encouragedtouse ICT to take photosthroughoutthe experimenttowatcherosiontake place overtime.
Critical and Creativethinking:Studentswill investigate,explore,questionandhypothesisthroughoutthe the absorbencyexperiment.
Cross curriculum:
Aboriginaland TorresStrait IslanderHistories andCultures: Studentswill overthisunit,connecterosionwiththe IndigenousGardenbeingbuiltwithintheirschool.
Sustainability:Thisunitprovidesstudentswithopportunitiestodevelopunderstandingof howhumanimpactonthe environmentaffectssoils andlandscapes.
Lesson outcomes/Learning intentions:
Studentswill:
- Classify soilsintocategoriesof type,colour,sizeand
texture.
- Engage in the scientificprocessof developingan
experiment
- record observationsof the characteristicsof soils,sands
and rocks
- reviewtheirinvestigationandsuggestimprovements,for
example, in datacollection
Indicators:
Studentswill:
- Identifykeyfeaturesof differentsoil
- Representandcommunicate ideasandfindingsinavarietyof ways,includingwrittenand
verbal
- Hypothesise ideasaroundthe impactsof wateranderosioninregardsto soil,rocksand
sand.
- Reflectonresultsincludingvalidityof testingandfuture planning
Assessment for/as/of learning:
Agree anddisagree discussion.Formof diagnosticandformative assessment.
Recordof resultsfromexperiment/experimentplanner.Formof formative assessment.
Classifyingmaterialssheet.Formof bothdiagnosticandformative assessment.
TEACHING AND LEARNING ACTIONS
Timing
2 minutes
10 minutes
Orientation
Discussexpectationsof the lesson
Warm Up activity- Agree or Disagree:
Resources
2. 15 minutes
15-20 minutes
10 minutes
Students are given a range of questions to which they respond on a spectrum of ‘strongly agree, to strongly
disagree’. Students will usetheir body to physically showhow much they agree/disagree and some
discussion on their reasoningwill occur.
Key statements are:
- Science is one of my favouriteclasses atschool (icebreaker)
- All experiments arevalid
- All experiments have purpose
- There is only one type of soil
- Adding water will changethe colour of soil
Body
Studentswill be giventhree differentsoilsamplesandfill use observationtoexaminethe some
featuresof the samples.Ingroupsof three (chosenbycharacterpaddle popsticks),the students
will use the ‘ExploringSoil Samples’Plannerfrom Primary Connections.Eachstudentwillbe givena
role as eitherDirector,Manager,Speaker.
Experiment:
Usingthe same groupsand rolesfromthe previousactivitystudentswill performasimple
absorbencyexperimentwithsand,rocksandsoilsdesignedbyone of the students.Studentsare to
take photosfromthe start of the experimentwithmaterialsaswell asthe endresultof the
experiment.
Closure
Agree/Disagree:
Studentswill be askedthe same questionsearlier(andanyotherthathave become relevant
throughthe task) to assessstudentlearningandchange of thinking.Some additional questionsasa
guide forlearningthe followingweekwillinclude:
- Absorbencywill minimiseerosion
- The earth’s crusthas different layers
soil types
pencils
primary connections sheet pg 26/7
containers for the experiment
soil types
experiment planner from primary
connections
ipads
plastic cups
rulers
measuring cups
