EDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of Science

Names: Siobhan Corrigan & Emily Lynch Unit Topic: Volume and Archimedes Principle Level: 6 Lesson Number (in Unit): 1 5Es focus of this lesson: Engage & Explore How does the lesson Engage: Introducing Archimedes principle and how to measure volume of irregular meet the 5E focus? objects without changing dimensions, based on prior knowledge of how to measure volume of a regular shaped object Explore: Allow students to test theory behind Archimedes principle with hands on activities Lesson Outcomes: Students will become familiar with basic concepts behind volume and Archimedes principle Lesson Introduction (whole group focus): 10 minutes - Introduction including run through of safety requirements - Read Mr. Archimedes Bath by Pamela Allan - Elicit prior knowledge of volume and mass, and how to measure volume of regular shaped objects Materials/Resources/Questions - Measuring jugs and containers for water - Different shaped objects to measure volume of - Funnel - Splash tray/container - Ruler - TED talk video (iPad) How taking a bath lead to the Archimedes principle Materials/Resources

Small Group Activities: 40 minutes Measuring volume of regular objects using a ruler Pick up an object and estimate what you think the volume is, record it on your sheet. Use a ruler to measure the length, height and width of the object, record your answer

Key Questioning for Group Leaders

Estimate the volume first How do you find the volume of these basic objects?

Ruler/measuring tape

Measuring volume of irregular objects using ruler Pick up an object and estimate what you think the volume is, record it on your sheet. Use a ruler to measure the length, height and width of the object, record your answer

Estimate the volume first How do you find the volume of these irregular objects?

Ruler/measuring tape

Archimedes Principle video Have students watch video and discuss

What is Archimedes principle? List five things you think would be more dense than water... What are some ways we can

iPads and youtube clip

use this discovery in our lives today?

Exploring relationship between displaced water and volume of object Fill the container right to the very top with water without making if overflow. Make sure the container is sitting inside the tub. Drop an object into the water and catch the overflow in the tub.

Estimate the volume first How can you check if you are right? What did you notice about the water level? What happened to the water?

Ruler/measuring tape, measuring jug, splash tray, regular and irregular objects for measurement

Lesson Conclusion (whole group focus): 10 minutes Measure volume of an orange in front of whole class

Materials/Resources/Questions measuring jug, splash tray, regular and irregular objects for measurement What happened to the water that was in the space that the orange took up? (displace)

Safety & Management Considerations: Water use, carrying heavy objects, waiting patiently for a turn How will you observe achievement of outcomes (Assessment Strategies) - Observation - Discussion Evidence/Work Samples to collect Results of estimation and records Photographs

EDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of Science

Names: Siobhan Corrigan & Emily Lynch Unit Topic: Density Level: 6 Lesson Number (in Unit): 2 5Es focus of this lesson: Engage, Explore, Explain How does the lesson Engage draw on knowledge of Archimedes principle, assess prior knowledge of meet the 5E focus? density Explore allow students to play with objects with various volumes and masses Explain use vocabulary of density (density, mass, volume) Lesson Outcomes: To become familiar with the concept of density and begin to apply their mathematical knowledge in measuring an objects density Lesson Introduction (whole group focus): 10 minutes - Reflection on Archimedes principle - Discussion of density Materials/Resources/Questions What is density?

Discussion of mass and volume and relationship with density Coke and diet coke in same sized bottles. Estimate how the bottles will behave when submerged in water

How can you work out or measure an objects density? Various objects of different size, shape and weight

Small Group Activities: 40 minutes Bread Take a pair of bread squares. Roll one of the squares of bread into a compact ball Place both pieces of bread into a cup of water and observe

Key Questioning for Group Leaders What do you think will happen to; The rolled up piece of bread when dropped in water? The plain square of bread when dropped in water?

Materials/Resources - 2 Bread squares 1 cup of water

Oil and water Pour a small amount of water into a cup Pour a small amount of oil into the water Pour a small amount of oil into a cup Pour a small amount of water into the oil

What do you think will happen when you pour oil into the water?

2 cups Oil Water

What do you think will happen when you pour water into the oil?

Egg activity Fill three cups with water to about half way. Leave one cup of water as is; stir a generous teaspoon of salt in one cup of water; and stir a generous soup spoon of salt into the last cup of water. Make sure the salt is dissolved as much as possible in the cups by stirring well What do you think will happen to the egg when placed in each cup? What do you think will happen to the egg when placed in the cup? What did you notice happened to the egg when placed in the cup? 3 cups 3 eggs Teaspoon & soup spoon Salt

Seeds, oil and water - Place a small amount of water into a cup then add a small amount of oil to the water. Place each type of seed into the cup

What will happen to the different types of seeds as they are added to the cup?

Water Cup Oil Seeds

Lesson Conclusion (whole group focus): 10 minutes Group discussion of what was found to be interesting or surprising and discussion of reflection questions

Materials/Resources/Questions Why did the rolled up bread sink and the bread square float? What does the bread experiment tell you about density? Why do some of the same type of seeds sink and others float? Can you explain why some seeds sank through the oil but floated on the water? What does salt do to the density of water? What does the egg experiment tell you about the density of eggs compared to water?

Safety & Management Considerations: Water hazards, heavy objects, waiting patiently for a turn How will you observe achievement of outcomes (Assessment Strategies) - Observation - Questioning Evidence/Work Samples to collect Records of observation Estimates of objects mass and volume Photographs

EDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of Science

Names: Siobhan Corrigan & Emily Lynch Unit Topic: Buoyancy Level: 6 Lesson Number (in Unit): 3 5Es focus of this lesson: Engage, Explore, Explain, Elaborate, Evaluate How does the lesson Engage use knowledge of density to understand buoyancy meet the 5E focus? Explore small group activities to explore change in water density and buoyancy Explain develop conceptual understanding of buoyancy and changing density Elaborate extend understanding of water density to explain how egg floats, or coloured water layers Lesson Outcomes: Students will be introduced to concept of buoyancy and the effect of changing water densities Materials/Resources/Questions

Lesson Introduction (whole group focus): 10 minutes - Recap on density from prior lesson - What is buoyancy? Is it different from floating? - Styrofoam ball blue tacked to the bottom of a cylinder full of water Small Group Activities: 40 minutes Coloured Cups Collect 4 cups, put the same amount of water in each cup. Put one drop of yellow food dye

What will happen if the ball is knocked? Will it float or sink? What forces are at work? Materials/Resources

Key Questioning for Group Leaders

Hold the fifth cup up to the light. What did you notice?

5 cups Water food dye

into one cup. Put one teaspoon of salt and one drop of green food dye into the next cup. Put two teaspoon of salt and one drop of blue food dye into the third cup. Put three teaspoons of salt and one drop of red food dye into the fourth cup. Using a syringe carefully transfer some of the contents of the red cup into a fifth cup. Carefully transfer a syringe of the blue water over the red layer. Continue until there is green and yellow also placed in the cup. Water, Oil & Egg Using knowledge from egg activity last week, that salt water is more dense than boiled water. What would happen to an egg placed into salty water and oil?

Why do you think the food dye is not running together? How can you explain what has happened to the food dye?

Salt Teaspoons syringes

Will the egg float or sink? Why?

Cup Egg Oil Water

Water Bottles Submerge bottles A, B & C into water. Observe and draw a diagram

What do you think will happen to the bottles once youve placed them into water

Large tub of water 3 similar sized bottles filled with varying levels of water

Floating Objects Using the various objects at the station, fill in the table and decide what will happen to each object if it is submerged in water

Will the object sink or float? Is the object more or less dense than water?

Large tub of water Objects of varying density to test (e.g. orange, foam, coin, inflated balloon etc.)

Lesson Conclusion (whole group focus): 10 minutes Show picture of Baltic and North Seas meeting but not mixing due to different densities Safety & Management Considerations: Careful use of materials, patiently waiting for turn How will you observe achievement of outcomes (Assessment Strategies) - Questioning - Observation - Discussion

Materials/Resources/Questions Picture of seas

Evidence/Work Samples to collect Photographs Records of estimates and results Recorded discussion and observation

EDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of Science

Names: Siobhan Corrigan & Emily Lynch Unit Topic: Icebergs Level: 6 Lesson Number (in Unit): 4 5Es focus of this lesson: Engage, Explore, Explain & Evaluate How does the lesson Engage prior knowledge of buoyancy and density meet the 5E focus? Explore hands on activities Explain predictions and hypothesis of how salt effects ice Evaluate discussion of ice and water and why icebergs show only 10% of mass above water surface Lesson Outcomes: Students will become aware of the density and buoyancy of icebergs Lesson Introduction (whole group focus): 10 minutes Materials/Resources/Questions - Draw on prior knowledge - recap on buoyancy - What can you tell me about icebergs? and density using diagrams on the board - What do you think salt does to an iceberg? - Assess prior knowledge on icebergs - Is an iceberg made from salt water or fresh - Explain each station activity water? - Hand out sheets Small Group Activities: 40 minutes Key Questioning for Group Leaders Materials/Resources Water, Ice & Dye Look at the two cups, fresh water is in the left cup, salt water is in the right cup. Place a couple of ice blocks in the fresh water cup on the left Place 2 drops of food dye in the fresh water cup on the left. What happened? Place a couple of blocks of ice in the salt water cup on the right Place 2 drops of food dye in the salt water cup on the right. What happened? What happened when you placed 2 drops of food dye onto the ice in the fresh water cup? What happened when you placed 2 drops of food dye onto the ice in the salt water cup? 1 cup of fresh water 1 cup of salt water Food dye Ice Spoon

Why do you think the food dye reacted so differently in each of the cups?

Ice & Water in 2 Cups The same amount of water is placed into both cups before one was frozen

Why does the water level appear to have increased after it has been frozen?

2 cups Water Freezer

Observe the two cups, one has water in it, the other has ice Check the level of water and the level of ice in each cup, what do you notice?

Iceberg Place a small amount of salt on the iceberg. Place a few drops of food dye on the iceberg to help you see the

What do you think will happen if you place salt onto ice?

Balloon filled with water Freezer

effects of the salt better. What is happening to the iceberg?

What did you notice happened when you placed salt onto ice? Why do you think the salt is melting the iceberg?

Salt Food dye Drip tray

Lesson Conclusion (whole group focus): 10 minutes Quiz on Volume, Archimedes principle, Density, Displacement, Buoyancy Collect student feedback on the mini unit

Materials/Resources/Questions - Lollies for answers

Feedback cards

Safety & Management Considerations: Using water How will you observe achievement of outcomes (Assessment Strategies) - Questioning - Observing - Discussion Evidence/Work Samples to collect Worksheets Photos

EDST201/261 Assessment Task 2: Lesson Planning Template for Mini-Unit of Science

Names: Siobhan Corrigan & Emily Lynch Unit Topic: Boats Level: 5/6 Lesson Number (in Unit): 5 5Es focus of this lesson: Elaborate, Evaluate How does the lesson Elaborate main E in this lesson, students use combined learnt knowledge of volume, meet the 5E focus? Archimedes principle, density and buoyancy coupled with prior knowledge and work on the design of the Titanic used to design their own floating, mass holding boat Evaluate discussion on how effective their design was, did it meet the criteria? How could the design be improved? Evaluating the entire unit for reflective teaching practice Lesson Outcomes: Students will begin to understand how boats float, due to the effect of density and buoyancy Lesson Introduction (whole group focus): 10 minutes - Guide childrens thinking towards a broad view on everything they have achieved and learnt in the previous four lessons, ask some questions - Explain design brief competition (as per sheet) - Show them the container of water their design needs to fit into - Split into groups of 3-6 - Hand out sheets - Explain that each group cannot collect their materials and start building until they have completed and explained a design that has been approved by an adult (on the back of their sheets) Small Group Activity: 40 minutes - Make a boat out of foil (1m), Materials/Resources/Questions Who can tell me something about what we did in our very first week together? etc Worksheet Foil (1m) Paddle pop sticks (4) Straws (2) Sticky tape (30cm) Toothpicks (4)

Key Questioning for Group Leaders - What kind of shape will

Materials/Resources - Foil (1m)

paddlepop sticks (4), straws (2), toothpicks (4) and sticky tape (30cm) test whether it floats, add weight

make the best boat? How will you use your materials to ensure your boat floats? Can your boat hold weight?

Paddle pop sticks (4) Straws (2) Sticky tape (30cm) Toothpicks (4)

Final test of the mass each groups boat can hold

What was the mass of your boat before testing it? How much mass did it hold before it sank? What was the total mass of the boat and the added weight? What was the total mass of the water displaced by your boat? How might you have improved the performance of your boat? What could you have changed, added or deleted?

Tub of water (large enough to hold boat) scales weights (coins)

Lesson Conclusion (whole group focus): 10 minutes Quiz on Volume, Archimedes principle, Density, Displacement, Buoyancy Collect student feedback on the mini unit

Materials/Resources/Questions - Lollies for answers

Feedback cards

Safety & Management Considerations: Using water, safely and patiently taking turns to test their designs How will you observe achievement of outcomes (Assessment Strategies) - Questioning - Observing - Discussion Evidence/Work Samples to collect Worksheets Photos