different   -­‐   Discuss  practical  applications  of  findings  e.g.

 which  
materials.     spoon  used  to  stir  hot  drinks.    
-­‐   Update  word  wall.    

SAFETY  CONSIDERATIONS:    
-­‐   Remind  students  to  take  care  during  this  lesson  as  hot  
water  is  dangerous.      
-­‐   Explain  that  you  will  manage  the  water.    

Ethical  considerations:  
-­‐  Students  to  respect  one  another  in  group  and  work  ethically    
 
Learner  diversity:  
-­‐   Cater  for  students  with  learning  difficulties  
-­‐   Spent  time  breaking  task  down  and  giving  extra  
explanation  for  those  who  need  it    
-­‐   Extend  students  through  further  questioning    
-­‐   Group  appropriate  to  ensure  students  can  work  with  
one  another  effectively  (stronger  and  weaker  
students).    

 
   
 5E’s-­‐  EVALUATE  (1  lesson)  
•   To  provide  opportunities  for  students  to  represent  what  they  know  about  how  heat  can  be  produced  in  many  ways  and  can  move  from  one  object  to  another,  and  to  
reflect  on  their  learning  during  the  unit.      
•   Summative  assessment  of  science  understanding  

WEEK/   AUSTRALIAN  CURRICULUM   SPECIFIC  LESSON   ASSESSMENT   TEACHING  &  LEARNING     KEY   RESOURCES  
LESSO  LINKS   OBJECTIVE   (what  &  how)   EXPERIENCES   QUESTIONS  
N     (include  learner  diversity)  
Science   Science   Science  
Unders as  a   Inquiry  
tanding   Human   Skills  
Endeav
our  
5   ACSSU ACSHE ACSIS0  Identify  that   SUMMATIVE   PREPARATION:        
049     051   60   heat  can  be   Science   -­‐   Photocopy  worksheets.     Have  you   Science  journal    
produced  in   Understanding   changed   Word  wall    
different  ways  by       your  ideas   Worksheet  
different  heat   -­‐  Oral   INTRODUCTION:     on  anything?   ‘Where’s  the  
sources.     presentations:   -­‐   Review  previous  lesson   Why  or  why   heat’  
  Were  students   -­‐   Review  worksheet  from  lesson  1  about  why  the  ice   not?    
Explain  heat  can   able  to  present   melted.      
move  from  one   findings  and   Do  you  have  
-­‐   Introduce  worksheet  for  current  lesson.    
object  to   conclusions?   a  better  
another.       explanation  
 
  -­‐  Criterion:  Were   of  why  the  
all  questions   BODY:     ice  melted  in  
outlined  within   -­‐   Explain  students  will  find  explains  of  heat  sources  in   lesson  1?    
presentations   the  pictures  and  circle  them.      
from  groups  –   -­‐   Explain  to  write  names  of  the  objects  in  correct   What  ideas  
were  all  aspects   column  on  the  table.     did  you  have  
of  the   -­‐   Allow  students  time  to  complete  worksheet.     about  heat  
investigation   -­‐   Ask  students  to  share  their  ideas.     at  the  start  
covered?   of  the  unit  
  and  what  
CONCLUSION:     ideas  do  you  
have  now?    
-­‐   Prompt  discussion  using  key  questions.    
 
-­‐   Invite  students  to  add  to  word  wall.     What  activity  
did  you  
  enjoy  the  
Ethical  considerations:  
most?    
-­‐  Students  to  respect  one  another  in  group  and  work  ethically