1. Curriculum & PedagogyforPrimary School Science

2. Table of Contents Learning Strategies from 2 Resources(Related with 5e Instructional Model) Overview of Lesson Plans (3 Periods) Activities for Lesson Plan (1 Period) Activities for Lesson Plan (2 Periods) Demonstrate learning activity(micro-teaching) 3. Learning Strategies from Resources Alberta Education, Alberta, Canada Turkish Science Education Strategies related to 5e Instructional model. Deal with students existing ideas and concepts Encourage students to apply new concepts/skills into context (meaningful learning) Encourage students participation and inquiry in lessons Provide feedback and continuous assessment 4. Dealing with students concepts/ideas Common belief that students are empty vesselswhere ideas could be poured into them. Students have prior knowledge about events andphenomena. Possible misconceptions and ideas need to beaddressed. Access pre-existing knowledge. Review previous work Question and answer Group discussion Brainstorming 5. Apply new concepts/ideas into context Framework of understanding (mental context) 1. Imaginary 2. Experienced 3. Investigative Isolated knowledge packages concepts not related totheir lives. Actively link new knowledge to existing knowledgestructure.(meaningful learning) Link with events & memories & personal values (shape understanding) 6. Participation and Inquiry Experience cognitive conflict creates intellectual development. Analysing Data Make comparisons Prepare reports Communication Develop psychomotor skills Make observations Record data Set-up apparatus Attitude towards learning Independent Inquisitive 7. Feedback and continuous assessment Identify and correct misconceptions at early stages. Make improvements on teaching methods/approach Students to have more control over their learning. Feedback- to modify learning behaviour. 8. Overview of Lesson Plan 1 PeriodLevel Primary 4Class size30Duration1 Period (30 minutes)Ability Mixed Ability Kinaesthetic and Visual LearnersTopic Expansion and ContractionSkills andCommunication, observation & comparisonProcessesPrior Knowledge Heat is a form of energy. Heat flows from hotter to a colder object till the same temperature isreached Change in temperature of an object is heat gain or loss of heat by theobject.Learning Outcomes Relate heat causes change in state of matter. Recognize that heat also causes expansion and contraction of objects. Relate expansion as heat gain and contraction as heat loss.Learning Classroomenvironment 9. Overview of Lesson Plans 2 PeriodsLevel Primary 4Class size30Duration2 Period (60 minutes)Ability Mixed Ability Kinaesthetic and Visual LearnersTopic Expansion and Contraction of Solid, liquid and gas.Skills andCommunication, use of apparatus, observation & inferenceProcessesPrior Knowledge Heat is a form of energy Heat causes change in state of matter. Heat also causes expansion and contraction of objects. Expansion as heat gain and contraction as heat loss.Learning Outcomes Observe and state the effects of heat on solid, liquid and gas Infer and relate effects of heat to gain and loss of heatLearning School laboratoryEnvironment 10. Activities for Lesson Plan (1 Period) Watch a video on Ice melting and evaporating. Answer questions with regards to the video. Relate video to heat causing changes of state Conduct class activity. Relate class activity to heat causes expansion &contraction of objects. Relate class activity to expansion as heat gainedand contraction as heat loss. 11. Activities for Lesson Plan (2 Period) Set-up 5 experiment stations. Station 2Station 3 Station 1 (Cold water)(Hot water)Station 4 Station 5 (Hot water)(Cold water) 12. Activities for Lesson Plan (2 Period) Give instructions and provide worksheets for the experiments tofacilitate flow of class activity.(10minutes) 6 students per group assigned to each station.(5 minutes per station) Time taken for students to complete all experiments (30minutes) Discussion of their observation and inference with the teacher.(15minutes) Relate effects of heat gain and loss with our daily lives andconclude. 1. Gap at the railway track. 2. Transmission cable.(5minutes)