Science Unit of Work; Let's get Mixing!

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<p>Year 2 Chemical ScienceLets get mixing!PhaseLessonOverview</p> <p>Engage</p> <p>Lesson 1: Week 1Exploring mixtures. Childrens ideas about mixtures.The purpose of this lesson is to capture students interest and curiosity about materials and mixtures. To discover the students ideas and conceptions about mixtures. Students will be asked to categorise items as mixtures or non-mixtures. Students will also be asked what a mixture is and to draw a picture of a mixture and write what it is, what is it used for and who makes it. </p> <p>Explore</p> <p>Lesson 2: Week 2 Mixtures in the Kitchen.</p> <p>Lesson 3: Week 2T&amp;E Crew Stew</p> <p>Lesson 4: Week 3Lets add Water</p> <p>This lesson is designed to provide experience with solid and solid mixtures and an introduction to solid liquid mixtures. This lesson uses food products as this is where many students have previous experience with mixing. During the early part of the lesson students will make different mixtures with the ingredients and attempt to separate them. To end this lesson students will assist the teacher make muesli and chocolate crackles.</p> <p>The students are studying a series of books on Pirates. This week the students will have been reading a book called Crew Stew by Lisa Thompson (2007). In this book a stew is made from tomato, potato, onion, carrot and a salty sea sock. In the T&amp;E lesson the students will make this stew replacing the sock with sock shaped bacon. Students will produce a Power point presentation.</p> <p>In this lesson the students will investigate what happens when water is added to several of materials. This involves making solid-liquid mixtures, liquid-liquid mixtures and solutions. Students experience uses of mixtures outside the kitchen glue and bubble mixture.The students will study the grapheme ue as in glue this week. These mixtures will be left for the water to evaporate and students will observe them at the start of the next Science lesson.</p> <p>Explain</p> <p>Lesson 5: Week 4Were not mixed up about mixtures!Students will observe the mixtures from last weeks Lets add Water Lesson. Students will view an interactive whiteboard presentation of the work they have done in this unit so far. Students will be explicitly taught the scientific definition of a mixture. Students will create a Power point presentation about mixtures. </p> <p>Elaborate</p> <p>Lesson 6: Week 5Pirate Soup Oops!</p> <p>Lesson 7: Week 6Recycling PaperThe students will be asked to make Pirate Soup. Oops the pirates have already had lunch on the island. The students will have to predict and plan how to separate the items in soup. The students then test and evaluate their plan.</p> <p>The students will look at how mixtures can be used to remake waste paper into new paper.</p> <p>Evaluate</p> <p>Lesson 8: Week 7</p> <p>Lesson 9: Week 8Review previous lessons on mixtures and combining materials by viewing an interactive whiteboard presentation. EVALUATE student learning using worksheets and making a class book.</p> <p>Students will learn about ochre pigments used by the Aboriginal people. Students will mix ochre with water to make paint. The students will paint a picture using the ochre paint which tells the story of their learning journey in Science this term.</p> <p>Integrated Unit of Work on (topic): Lets get mixing!Year Level: 2</p> <p>General CapabilitiesLiteracyNumeracyInformation and Communication TechnologyCritical and Creative Thinking</p> <p>Intercultural UnderstandingPersonal and Social CompetenceEthical Behaviour</p> <p>Cross-Curriculum PrioritiesAboriginal &amp; Torres Strait Islander Histories and CulturesAsia &amp; Australias Engagement with AsiaSustainability</p> <p>Science Overarching IdeasPattern, Order and OrganisationForm and FunctionStability and Change</p> <p>Scale and MeasurementMatter and EnergySystems</p> <p>Australian Curriculum Science Science UnderstandingScience as a Human EndeavourScience Inquiry Skills</p> <p>ACSSU031 Different materials can be combined, including by mixing, for a particular purpose.</p> <p>ACSHE034 Science involves asking questions about, and describing changes in, objects and events.</p> <p>ACSHE035 People use science in their daily lives, including when caring for their environment and living things.</p> <p>ACSIS037 Respond to and pose questions, and make predictions about familiar objects and events.</p> <p>ACSIS038 Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources.</p> <p>ACSIS039 Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate.</p> <p>ACSIS040 Use a range of methods to sort information, including drawings and provided tables.</p> <p>ACSIS214 Through discussion, compare observations with predictions.</p> <p>ACSIS041 Compare observations with those of others.</p> <p>ACSIS042 Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play.</p> <p>Prior KnowledgeExemplar Texts</p> <p>Students have previously studied Science in Year 1 and Year 2, Term 1 using the Primary Connections units of work.Students studied push and pull forces, including water, in the preceding term. Crew Stew (Thompson, 2007)Once I Was a Cardboard BoxNow Im a book About Polar Bears (Pointier, 2009)</p> <p>Boats and Ships (Pike, 2007a)Follow the Paper Trail (DLDTGW, 2010)</p> <p>Words for Writing (Pike, 2007b)Warlugulong (Tjapaltjarri and Tjapaltjarri, 1976)</p> <p>Links to other learning areas</p> <p>This unit links Science to Literacy, Numeracy, Technology and Enterprise (Major), Society and Environment (Minor) and The Arts (Minor). </p> <p>Lesson number: 1 (120min)Lesson title: Exploring mixtures: Childrens ideas about mixtures.</p> <p>ENGAGE To capture students interest and find out what they think they know about the key concepts. To elicit students questions about the key concepts.</p> <p> Inspiration taken from the Primary Connections unit plannerSelectedLearning Outcomes (AC)</p> <p>Learning ExperiencesResourcesTeaching Strategies and Group Structure (whole class, small groups or individual)</p> <p>Literacy FocusesAssessment DiagnosticFind out what students already think they know and understand. This allows you to take account of students existing ideas when planning future learning experiences.</p> <p>ScienceACSSU031ACSHE034ACSHE035</p> <p>EnglishACELA1461ACELA1462ACELA1470ACELY1666ACELY1671ACELY1789ACELY1673</p> <p>Students will:</p> <p>1. Students are to think, pair, share what mixtures are and what examples they can think of. Following this students will participate in a short class discussion of what mixtures are and provide examples of mixtures they know. </p> <p>2. Students (in pairs) will move around stations and observe and play with several items that are mixtures and non-mixtures. There will be one interview station where the pairs video their partner answering the question What is a mixture. Students will move around as many stations that time permits. In their pairs students will observe items, they will discuss whether they believe they are mixtures or not and give reasons for their classification. </p> <p>3. Individually students are required to draw a picture of a mixture. The students are to write what the mixture is, what it is used for and who makes it. The students will use the My Mixture worksheet.</p> <p>Items for mixture and non-mixture classification: Packet cake mix Sugar Muesli Rice bubbles Paint Clag glue Water Cordial Sand Sand and gravel</p> <p>Disposable plastic bowls, plastic spoons and magnifying glasses for students to use to investigate their items.</p> <p>Interactive whiteboard (IWB) (or large butchers type paper if an IWB is unavailable) to record students initial ideas of mixtures and their classifications of the items with their reasoning.</p> <p>Classification table. Worksheet.Worksheet My Mixture See Resources Appendix 1</p> <p>1. Think, Pair, Share / Group Discussion - Think, Pair and Share followed by a class discussion on the topic. The purpose of this activity is to switch the students brains onto the topic and give them time to think about what a mixture is before attempting the classification. Individual, pairs and whole class.</p> <p>2. Classification - Students will observe the items and discuss and classify in their pairs. Small group.</p> <p>3. Drawing and Independent Writing - Students are required to complete a drawing and explanation of a mixture individually. Teacher is to read through the requirements of the worksheet with the class. Individual</p> <p>Differentiation: Student with low literacy skills is to have teacher assistance with the My Mixture worksheet to record his/her answers about their mixture. Teacher is to write the students answers on an extra worksheet and read back to the student while pointing to each word. Student is then to copy onto their own worksheet.Inspiration for structure taken from the example Toy Program provided.Oral Language:Students demonstrate oral language skills when they: Participate in a think, pair, share and discuss their ideas with a partner. Interview and be interviewed about What is a mixture.</p> <p>Writing:Students demonstrate writing capabilities when they: Provide written descriptions of the mixture they have drawn in the worksheet My Mixture.</p> <p>Classification table worksheet Students classification of the items and their reasoning will be used to assess their current ideas of what a mixture is. </p> <p>Students current conceptions demonstrated in their drawing and description of their mixture in their My Mixture worksheets will be noted.</p> <p>Caution: Students must be advised not to taste or eat any of the items they are investigating.</p> <p>Lesson number: 2 (120min)Lesson title: Mixtures in the Kitchen. Inspiration for this lesson was taken from the Primary Connections Mix it up book. (Australian Academy of Science, 2012) </p> <p>EXPLORE To provide hands-on experiences of the phenomenon or concept. To provide shared experiences of the phenomenon or concept.</p> <p>Inspiration taken from the Primary Connections unit plannerSelectedLearning Outcomes (AC)Learning ExperiencesResourcesTeaching Strategies and Group Structure (whole class, small groups or individual)</p> <p>Literacy FocusesAssessment FormativeLook for evidence of students use of appropriate ways to represent what they know and understand and give them feedback about how they can improve their representation.</p> <p>ScienceACSSU031ACSHE034ACSHE035ACSIS038ACSIS041ACSIS042</p> <p>EnglishACELA1461ACELA1462ACELA1470ACELY1666ACELY1671ACELY1673</p> <p>MathematicsACMMG061</p> <p>Students will:</p> <p>1. Explore solid-solid mixtures. A selection of solid items will be placed on the group (approx. 5-6 students per group) desks. The items will be; rice bubbles, cocoa, icing sugar, oats, sultanas and wheat-flakes. Students will be asked to make two mixtures using two items in each mixture. The students will make their mixtures in plastic bowls. The students will draw pictures of their mixtures, write what materials they put in each mixture and write a description of the mixture. The first page of the worksheet In the Kitchen is designed to scaffold this work.</p> <p>2. Explore separating the students solid-solid mixtures. Groups are to look at the tools provided and discuss which ones would be best for the different mixtures in their group. Students will attempt to separate their mixtures. A selection of separating tools will be placed in the middle of the group for the students to use. The students will assess whether their mixtures can be separated or not. Students will identify what tools they used to separate their mixture. Students will write a description of how they separated their mixtures. The second page of the In the Kitchen Worksheet is designed to scaffold this work.</p> <p>3. Students will participate in a class discussion of students mixtures and what they used to separate them.</p> <p>4. What mixtures could we make with these items? Using rice bubbles, icing sugar, cocoa and copha the students will make chocolate crackles. (Each student will be given one at recess the following day) Using oats, wheat flakes, sultanas, chopped dried apricot and sunflower seeds the students will make muesli. (Each student will take a portion home)Materials for making mixtures: Rice bubbles Cocoa Icing Sugar Oats Sultanas Wheat-Flakes Plastic bowls Plastic spoons</p> <p>Tools for separating mixtures: Plastic Forceps (1 set per student) Fine mesh sieves (1 per pair of students) Coarse mesh sieve (1 per pair of students)The fine and course mesh sieves are made from disposable cardboard coffee cups with the base removed and replaced with either fine or course mesh.</p> <p>Choc Crackles and Muesli:Measuring cups and spoons, mixing bowl and spoons, container and microwave or stove to melt copha, 22+ patty cases for Choc Crackles and 22+ zip-lock bags for the muesli.</p> <p>Worksheet In the Kitchen for students to complete.Table template for class discussion of mixtures.Recipes for Chocolate Crackles and Muesli.See Resources Appendix 2</p> <p>Making Solid- Solid mixtures.Students will individually make their mixtures from the groups materials.Students will observe their mixtures and draw a picture and write a description of their mixture. Individual.</p> <p>Separating Solid-Solid mixtures.Students will individually attempt to separate their mixtures using the groups tools. The students will discuss in their groups which tools they think will work best for the mixtures in their groups. They will investigate separating their mixtures with the tools. The students will record if they could separate their mixture, what tools they used and write a description of how they separated the materials independently. Individual and group.</p> <p>Class discussion of students mixtures and if and how they were separated. Whole class.</p> <p>Make Chocolate Crackles and Muesli. This is to be teacher directed with individual students taking part by measuring and mixing the materials.Whole class.Inspiration for structure taken from the example Toy Program provided.Oral Language:Students demonstrate oral language skills when they: Participate in group discussions about the separating tools and which ones would be best for the different mixtures. Participate in class discussion about the mixtures they made and how they separated them. Vocabulary:Students demonstrate vocabulary when they: Use appropriate vocabulary to describe the materials, mixtures and tools. Add to the class word wall containing suitable vocabulary for the Year 2 Chemical Science: Materials Combinations and Mixtures unit.</p> <p>Writing:Students demonstrate writing capabilities when they:Provide written descriptions of their mixtures and if and how they separated them.</p> <p>Differentiation: Student with low literacy skills is to have teacher assistance with the In the Kitchen worksheet to record his/her answers about their mixture. Teacher is to write the students answers on an extra worksheet and read back to the student while pointing to eac...</p>