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INTEGRATED UNIT - LEVEL ___ - YEAR ____ PLANNING DOCUMENT - Get Now DOC

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INTEGRATED UNIT - LEVEL ___ - YEAR ____ PLANNING DOCUMENT - Get Now DOC Powered By Docstoc
					                                               Integrated Unit Planning:                             Science Alive!
FOCUS QUESTION: What does it mean to be a scientist or inventor?
YEARS: 1-3                           LEVELS: 1&2                                                TEACHERS: Adele Olsen, Amanda Boubouras and Kylie Vaughan
                                                          CURRICULUM ORGANISERS
                     DIVERSITY & CHANGE                                CONSTRUCTIVE CITIZENSHIP                   SUSTAINABLE COMMUNITIES & ENVIRONMENTS
As life-long learners students:                         As life-long learners students are:                     As life-long learners students:
         Recognize and value diverse groups                     Active, informed and reflective citizens          Recognize impact of environmental change
         Develop identities                                     Designers of future life pathways                 Advocate and take action for preferred future
         Accept change                                          Use ethical codes of behaviour                    Value, care for & shape sustainable communities
         Design own futures                                     Contribute to peace and world harmony
                                                      SELECTED LEARNING OUTCOMES
TECHNOLOGY:                                                                              HPE:
INF1.1 Students identify and describe different forms of information.                    EPD 1.1 Students describe themselves in personal, family and
INF1.2 Students use simple techniques for presenting information for                     community terms including the activities and achievements that
their own purposes.                                                                      give them positive feelings
INF2.1 Students explain the purposes of different forms of information                   EPD 2.1 Students describe what they like about themselves, the
and describe how these are used in everyday life.                                        ways in which they are special, how individuals are unique and
INF2.2 Students use simple techniques for accessing and presenting                       how each of us has characteristics similar to those of other people.
information for themselves and others.
SCIENCE:                                                                                 ICT:
SS 1.3 Students illustrate different ways that applications of science                   Learning Objects- Plant Scan
affect their daily lives.                                                                Invention Podcasts
SS 2.3 Students explain some of the ways that applications of science                    Chat with a scientist
affect their community.                                                                  Email scientist
                                                                                         Evaluating webpages
KEY CONCEPTS AND LEARNINGS: Science, working scientifically, problem solving, science in the home and school, cooperation.

PURPOSE/ CONTEXT: Students put on their lab coats to take a journey through the modern house and school, exploring the inventions within
each room. Students work scientifically to experiment, explore and discuss concepts such as floating, sinking, solids, gas, liquid, magnetism
and electricity to experience the world around them and to develop their own knowledge of Science. The children solve science problems
applying their knowledge of different inventions and scientific concepts.
EXCURSIONS/VISITORS                                     COMMUNITY INVOLVEMENT:                                  SCHOOL INVOLVEMENT:
   Science Centre                                         Visit from “real” scientists                        Access a variety of sources of information (print
     http://www.southbank.qm.qld.gov.au/science            Materials from local high school                    and digital) to gather information
     ntre/
   Phone +61 7 3840 7555
        Fax +61 7 3846 1918
        Email: inquirycentre@qm.qld.gov.au
                                                               PRODUCTIVE PEDAGOGIES
    INTELLECTUAL QUALITY                   CONNECTEDNESS                         SUPPORTIVE SCHOOL                          RECOGNITION & VALUING OF
                                                                                    ENVIRONMENT                                   DIFFERENCE
    Higher-order thinking             Knowledge integration                 Student direction                          Cultural knowledge
    Deep knowledge                    Background knowledge                  Social support                             Inclusivity
    Deep understanding                Connectedness to the world            Academic engagement                        Narrative
    Substantive conversation          Problem-based curriculum              Explicit quality performance criteria      Group identity
    Knowledge as problematic                                                 Self-regulation                            Active citizenship
    Metalanguage
     STUDENTS NEED TO KNOW:                                                      STUDENTS NEED TO DO:                                                 Self and
                                                                                                                                                       Others
Week 1:                                               Draw a scientist working scientifically- challenge stereotypes of this image                  Students
   What is science?                                  Compare each other’s drawings and prior knowledge                                              work
   What it means to work scientifically?             Discuss the terms science and working scientifically                                           scientifically
                                                                                                                                                      individually
                                                      Develop a shared definition of the term SCIENCE                                                and in groups
                                                      Complete a cut and paste activity to determine: “What is an invention?”                       Responsibility
                                                                                                                                                      for organizing
What science inventions are in the home-              Brainstorm inventions in the kitchen                                                           own speaking
Weeks 2 and 3: Kitchen- freezing, melting;            Sequence timeline of invention of the fridge (cut and paste)                                   task
jelly; heat; steam; appliances; heat sources;         Labeling- large floor plan of a house, paste on pictures from magazines and label parts/      Participation
timeline of invention (fridge); lunchboxes;            appliances, features (group).                                                                  in group
experiments with food (making and leaving             Keep a diary of observable changes to food (individual)
                                                                                                                                                      tasks
out in the open to observe changes). Diary                                                                                                           Responsible
                                                      Cooking food- measuring, to observe changes                                                    group
(Journal) to record observable changes to
                                                      Experiment with a variety of changes- water- freeze, melt, steam; jelly, etc.                  member
food).
                                                                                                                                                     Active group
Week 4: Lounge Room- timeline of invention            Brainstorm inventions in the lounge room                                                       member
(television); radio, consoles (Xbox,                  Sequence timeline of invention of the television (cut and paste)
Playstation, GameBoy), remote, cooling, fans          Labeling- large floor plan of a house, paste on pictures from magazines and label parts/
vs air-conditioner (evaporative, refrigerative),       appliances, features (group).
air circulation; temperature, tv snacks               Compare temperatures in rooms- under fans, in front of air conditioners
(rehydrating food, dehydrating snacks, eg.            Observe the dehydration and rehydration of foods
apricots; popcorn), magnets (for holding              Experiment with magnets- poles
doors).                                               Keep a diary of observable changes to food (individual) (Grape in the sun?)

Week 5: Bathroom- Floating and sinking,               Brainstorm inventions in the bathroom
bubbles, blowing bubbles, water flows,                Sequence timeline of invention of the toilet (cut and paste)
whirlpools, marbling (art) hygiene- showering,        Labeling- large floor plan of a house, paste on pictures from magazines and label parts/
cleaning teeth; timeline of invention (toilet)         appliances, features (group).
                                                      Experiment with floating and sinking; whirlpool in a bottle
                                                      Keep a diary of observable changes to a cake of soap at home (individual- Home Task)
                                                  Make Fete Item/s: bath salts, picture on soap, small bath bomb, sponge (bath pack)

Week 6: Bedroom- bed and mattresses               Brainstorm inventions in the bedroom
(springs- slinky), coat hangers, wrinkles,        Sequence timeline of invention of the lightbulb (cut and paste)
timeline of invention (lightbulb), circuits.      Labeling- large floor plan of a house, paste on pictures from magazines and label parts/
                                                   appliances, features (group).
                                                  Create flowcharts of circuitry
                                                  Keep a diary of PJs over a week (individual- Home Task).
Week 7: Garden- root systems, how plants          Brainstorm applications of science in the garden
grow, rain gauge, barometer, living and non-
                                                  Discuss the ways that plants grow and the ways that root systems work (celery
living
                                                   experiment)
                                                  Use a variety of measurement devices to collect and record data about the weather

Week 8: School- computers, timeline of            Brainstorm inventions in the school
invention (pencils); colour                       Sequence timeline of invention of the pencil (cut and paste)
                                                  Labeling- large floor plan of a house, paste on pictures from magazines and label parts/
                                                   appliances, features (group).
                                                  Compare house and school inventions (Venn Diagram)
                                                  Keep a diary of observable changes to food from their lunchbox (individual- Home Task)
                                                  Mix colours and experiment with colour
                                                  Experiment drawing and sketching with a variety of medium- charcoal, pencils- lead and
                                                   colour, chalk, finger, felts etc.

                                                  Rotate around 4 stations- children experiment with retrieving items using magnets,
                                                   floating, and other materials including blu tac, tape, hooks, etc.


                                                               PROGRAM MODIFICATIONS
SCAFFOLDING LEARNING:                              ENRICHMENT:                                                DIFFERENTIATION:
Learning Support Teacher                           Problem based learning                                     Talented students to become a Celebrity
                                                   Thinker’s Key                                              Scientist
                                          ASSESSMENT & EVIDENCE GATHERING OVERVIEW

                                                           Pre-testing
Drawing of a scientist- label the parts




                                Assessment Tasks                              Related KLAs   How and when judgments
                                                                                             will be made:
Information Report – An invention

     Access key words from different forms of information sources           Science         Criteria Sheet
     Use a graphic organiser appropriately to organise their information    Technology
     Present their information orally (year 1), in a written format (year   English
      2/3)



Speaking Task – What Makes Me Special
                                                                             H.P.E.          Criteria Sheet
   Present a What Makes Me Special Speaking task in which they              Technology
   describe the aspects of them that makes them special:                     English
            Hobbies and Interests
            When I grow up
            Family and friends
            How I am Special
            A description of me
            Favourites
(See attached assessment rubric for specific criteria)
                                                          LITERACY DEMANDS

    Narrative (Top Level Structure- problem/solution; cause and effect; listing, compare) – with Teacher Librarian- (reflection booklet?)
     (There’s a Dinosaur in the Garden by Michael Salmon, Possum in the House, Hippo on the Roof)

    Procedural Writing

    Diary writing

    Labeling

    Planning



                                                          NUMERACY DEMANDS

    Measuring- Temperature

    Sequencing

    Graphs

    Time

    3D shapes- nets


RESOURCES:                                                               Click View: Science- Physics- Simple Machines
                                                                         Dr Karl’s Home Page http://www.abc.net.au/science/k2/
    Experiments ideas for littlies                                      The Lab http://www.abc.net.au/science/
    Procedural texts – students use,
    teacher reference (Group Skills – roles in groups)
    Science in the kitchen
    Non fiction books on inventors and inventions
Speaking Task Assessment Rubric
Presentation Date:                                                                   What Makes Me Special CUBE

         Criteria                     Very High                            High                            Sound                       Developing                   Requires Support
Subject Matter
Presented a comprehensive     I presented a very well          I presented a well structured    I presented a structured oral   I presented a limited oral       I did not present an oral
oral presentation             structured and detailed talk.    and detailed oral                presentation                    presentation                     presentation
                                                               presentation.

Completed a well-presented    Completed a sophisticated,       Completed a well-presented       Completed a well-presented      Completed a CUBE                 Completed a rudimentary
CUBE containing detailed      well-presented CUBE              CUBE containing detailed         CUBE containing information     containing limited information   cube with significant
information under a variety   containing detailed              information under a variety of   under a variety of headings     under headings                   assistance from the teacher
of headings                   information under a variety of   headings
                              headings

Speaking Skills
Speaker uses appropriate      I used eye contact throughout    I used some eye contact in       I attempted to use some eye     I used limited eye contact in    I did not use any eye contact.
eye contact.                  my presentation.                 my presentation.                 contact in my presentation.     my presentation.



Speaker uses a clear,         I spoke very clearly using an    I spoke clearly using an         I attempted to speak clearly    I had difficulty speaking        I did not speak clearly and
expressive, audible, well     expressive, audible, well        expressive, audible, well        using an audible, well paced    clearly and using an audible,    use an audible, well paced
paced speaking voice.         paced speaking voice             paced speaking voice             speaking voice throughout       well paced speaking voice.       speaking voice.
                              throughout my entire             throughout most of my            some of my presentation.
                              presentation.                    presentation.
                                                                                                I delivered my presentation     I was hesitant to present but
Speaker was confident.        I was very confident             I delivered my presentation      showing some confidence.        did so with encouragement.       I was hesitant to present.
                              delivering my presentation.      confidently.
Speaker uses appropriate      I used appropriate body          I used appropriate body          I used appropriate body         I had difficulty using           I did not use appropriate body
body language.                language throughout my           language throughout most of      language throughout some of     appropriate body language        language throughout my
                              entire presentation.             my presentation.                 my presentation.                throughout my presentation.      presentation.




Effort                        I presented on the scheduled     I presented on the scheduled     I presented on the scheduled    I did not present on the         I did not present on the
                              day and was very well            day and was well rehearsed.      rehearsed my presentation.      scheduled day. I appeared to     scheduled day. It didn’t
                              rehearsed.                                                                                        have had very few                appear that I rehearsed my
Presented on scheduled
                                                                                                                                rehearsals.                      presentation at all.
day.

The presentation was
rehearsed.
                                      Invention Information Report Criteria

                        Name: ______________________                            Date: _____________
        Very High                  High                    Sound                          Developing                  Support
                                                                                                                      Required
Text Types                                      Text Types                       Text Types                       
Replicates the following                        Replicates at least 2 of the     Replicates at least 1 of the
generic structure:                              features of the following        features of the following
Title which reflects content                    generic structure:               generic structure:
Subheadings                                     Title which reflects content      Title which reflects content
Description of features                         Subheadings Description of        Subheadings
    under correct headings                          features under correct        Description of features
Labelled diagram                                    headings                        under correct headings
                                                Labelled diagram                  Labelled diagrams
Subject Matter                                  Subject Matter                   Subject Matter                   
 Used several                                  Used some appropriate             Used very few appropriate
  appropriate specialised                           specialised words and           specialised words and
  words and attributes                              attributes                      attributes
 Included 3 or more                            Included 1 or 2 technical         No technical words
  technical words                                   words                           attempted apart from the
 Included some                                 Attempted a compound                topic
  compound sentences                                sentence                      Used simple sentences
 Organised information                         Organised most information        Information organised
  under correct headings                            under correct headings          incorrectly
                                                    with one or two errors
Roles and Relationships                         Roles and Relationships          Roles and Relationships          
 Sentences provided                             Sentences provided              Sentences provided basic
   information on several                           some information                information relating to an
   aspects of the invention                         relating to the invention       invention
 Formal/ technical                              Simple factual language         Simple language indicated
   language indicated the                           indicated the writer was        the writer had limited
   writer was the expert                            the information giver           knowledge of the subject
   information giver
Mode and Medium                                 Mode and Medium            Mode and Medium                        
 Used at least two of the                       Used at least one source  Limited attempt at using
   following sources for                          for information            sources of information
   information: reference                        Some attempt at using     Provided some written or
   books, factual reading       simple conjunctions to       visual information
   books, charts, and           add information             Chose familiar words
   internet WebPages
 Provided written and
   visual information
 Chose words typically
   used in a report
 Used several simple
   conjunctions to add
   information
Spelling and Punctuation     Spelling and Punctuation      Spelling and Punctuation          
 Used capital letters and    Used some capital              Used very few capital
   full stops                  letters and full stops             letters and full stops
 Written in the timeless     Written entirely in past or    Changed tense during
   present                     future tense                       report
 Edited first draft for                                      No editing attempted
   spelling and
   punctuation errors
Visual Resources             Visual Resources              Visual Resources                  
 Selected at least two       Included an appropriate         No image or image
   appropriate images and       image or diagram                  loosely related to topic
   diagrams                   No background change            No labels included
 Included simple labels        or added sound effects
 Changed background          No font changes
   and added sound
   effects to support
   presentation
 Made appropriate font
   choices including bold
   or not bold, size and
   colour to convey
   meaning
Name: ______________________        Date: _____________

Key:
 Yes, I did that!
 I’m not sure, I think I did that some of the time.
 No, not really, I don’t think I did that at all.
Text Types
   I have included all of these: a title, description, interesting
facts, labelled diagram
Subject Matter
   I have used invention words
   I have used attributes to describe my feature
   I have used 3 tricky words about the invention
   I put my information under the right headings
   I joined some ideas together in the same sentence
Roles and Relationships
   My sentences gave facts about the invention
   I thought about who would be reading my report
Mode and Medium
   I used at least two of these sources to get my information:
reference books, fact books about space, charts, internet WebPages
   I used words and pictures in my report
   I have joined some sentences with and, but, because, or so
   I used words that sounded like a report, not a story
Spelling and Punctuation
   I used capital letters and full stops
   I checked for spelling mistakes, full stops and capital letters
Visual Resources
   I included a picture of my invention
   I labelled my pictures
   I changed the background
   I changed the font size and colour and made some parts bold
to make my meaning clearer
      Invention Graphic Organiser
Name of invention

When was it
invented?
Who invented it?



Where was it
invented?
How is it used
today?




Where did you find
your information

				
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