Importance of the topic | ||||
| Materials surround people everywhere, and it is important to learn about their properties and functions. Understanding the differences between various materials facilitates learning how to use them for certain purposes. By using materials properly, it is possible to change their properties and even save the planet from environmental pollution through recycling. For example, every student may contribute to this effort by making a vase from a plastic bottle. | ||||
Science content knowledge | ||||
| Since this learning sequence targets year 1 students, the teacher will need to acquaint children with several materials and their properties to teach them to draw conclusions based on their own experiences. To ensure that children will develop thinking and analyzing skills, the teacher should cultivate student interest in the experience by answering all questions and setting the direction for the process of learning (Harlen, 2018). In particular, the properties of the following materials should be known: paper, cloth, wood, plastic, and nylon. Also, during survey activities, the teacher should be aware of the following properties: bouncing – not bouncing, hard-soft, durable – fragile, and so on. To shape the ability of children to understand materials, it is possible to show a toy made of wood or rubber, various cloth types, and notebooks made of paper. The teacher should be ready to answer questions regarding how the mentioned items were produced. The conceptual knowledge for this learning module should also include introducing children to the properties of materials through experiments (Harlen, 2018). One way to help students understand the properties and functions of materials is to develop the ability to identify them in a tactile way. Also, the teacher is expected to be aware of key environmental pollution-related problems such as global warming, recycling needs, and proper use of natural resources. Among other required science skills, the ability to explain such terms as an object, material, recycling, reuse, and more, will be necessary. In general, the teacher should encourage students’ curiosity to explore different materials and their functions in the everyday world. | ||||
Children’s questions | ||||
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Children’s misconceptions | ||||
| Some students may believe that recycling is used for generating more profit instead of reducing people’s dependence on natural resources. More to the point, other potential misconceptions include misinterpretation of scientific vocabulary as well as beliefs that all materials can be changed and that rubber is a natural material. | ||||
Targeted Outcomes | ||||
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Lesson Sequence | ||||
| Lesson 1 Discovering materials | Phase/s of model:Engage | Duration: 60-70 min | ||
| Outcomes 4. Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024) 6. Compare observations with those of others (ACSIS213) | ||||
| Time 20 minutes 30 minutes 10 minutes | Activity 1 – Watching a video Students will be asked to watch a video that presents materials in a simple and engaging form (TheDanisha2009, 2012). Because the song in the video repeats some parts, it will be easier for students to understand the words. The teacher is expected to observe the children’s reactions and document any points that require further discussion. For example, issues that students do not understand should be noted. The video may be viewed more than once to assist students in memorizing the main information.Activity 2 – Discussing materials observed in the video Once the video has been watched, the teacher will ask children to share what they have learned from it. Several questions should be posed to encourage students to share their ideas and experience. The class should discuss objects and the materials they are made of, thus shaping a basis for further learning (Ward & Roden, 2016). The definitions of key materials may be documented by the children for their convenience so that they can refer to them and supplement records. Activity 3 – Library | Assessment strategies and evidence of learning First, the teacher will use the instrument of observation to assess whether students are engaged in watching the video, which will allow understanding their interest in the topic and improving it if necessary (ACSIS213). Second, students’ answers and participation in the discussion will be evaluated based on their correctness and completeness. In the case where students actively provide full answers, this will show evidence of their learning (ACSIS024). | ||
| Lesson 2 Touching materials | Phase/s of model:Explore | Duration: 60-70 min | ||
| Outcomes 3. Science involves observing, asking questions about and describing changes in objects and events (ACSHE021) 7. Investigate by posing questions, including testable questions, making predictions, and gathering data to draw evidence-based conclusions and develop explanations (ST3-4WS) | ||||
| Time 15 minutes 30 minutes 15 minutes | Activity 1 – Identify materials The teacher will inform the children that the objects in their surroundings are made of different materials such as wood, rubber, paper, and fabric and will suggest looking at some objects and determining what they are made of. Children will be encouraged to look at the items lying on the teacher’s table and name them and their properties. For example, a ball made of rubber, a piece of cloth made of cotton, a piece of paper, and a metal spoon may be used for this task.Activity 2 – Answering questions After the physical connection with the presented materials, many students may have questions about the origin of materials and the source of their manufacturing. In response, the teacher should ask children to share their questions and stimulate group discussion where one student asks a question and another will try to answer it with the help of the teacher. Activity 3– Activating vocabulary | Assessment strategies and evidence of learning The teacher will evaluate students’ enthusiasm for participating in the experiment with materials (ACSHE021). The depth of questions and students’ willingness to answer them will also be targeted. The ability of students to make predictions regarding the given topic will be assessed in terms of such expected outcomes as investigating the skill of posing questions (ST3-4WS). | ||
| Lesson 3 Determining material properties and functions | Phase/s of model:Explain | Duration: 60-70 min | ||
Outcomes
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| Time 15 minutes 25 minutes 20 minutes | Activity 1 – Testthe property of materials The teacher will suggest using experiments to determine various properties of materials. He or she will ask two children to throw a ball and then a wooden cube, explaining how the former bounces, but the latter does not. Other experiments will require squeezing a toy made of fabric and a wooden toy and stating that the fabric toy is soft and the wooden doll is hard; by trying to tear a piece of paper and a fabric toy, children will understand that the fabric is stronger than paper.Activity 2 – Discover how materialschange Students are to be divided into three groups to work collectively and study the way materials may change. In this case, the teacher will put a dish of melting ice cream on the table and ask students to answer questions (Appendix 1). Each group will choose a leader who will then publicly compare the results. In the case of any misconception, the teacher is expected to clarify the situation and give proper answers. Activity 3 – Functions of materials | Assessment strategies and evidence of learning Students’ performance will be evaluated based on their ability to complete two tasks that involve answering questions and nominating objects surrounding them. The way children understand how objects that are made of different materials may change will show their level of comprehension (ACSSU018). The ability to work cooperatively will also be targeted since students are likely to learn better when working in groups (ACSIS025). The way children may sort information will be analyzed using checking each other’s tables (ACSIS027). | ||
| Lesson 4 Discussing recycling and reuse | Phase/s of model:Elaborate | Duration: 60-70 min | ||
| Outcomes 2. People use science in their daily lives, including when caring for their environment and living things (ACSHE022) | ||||
| Time 10 minutes 25 minutes 25 minutes | Activity 1 – Oral presentation The teacher will briefly describe such materials as wood, paper, and cloth, focusing on their key properties and comparing them with each other. For example, the teacher may discuss how paper is made from wood or how clothes are made of cotton. The paramount goal of this activity is to develop students’ listening and analyzing skills.Activity 2 – Reuse Students will be notified in advance that they will need to bring a set of materials, including a one-liter bottle, scissors, wrapping paper, any decorative elements, glue stick, and markers. The idea of this activity is to show students that a bottle can be reused as a vase for flowers. With the teacher’s guidance, children will cut the bottle, wrap it, and create a unique design. Activity 3 – Recycling | Assessment strategies and evidence of learning The level of students’ understanding will be revealed using checking their answers to the following questions (ACSHE022):
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| Lesson 5 Reflection | Phase/s of model:Evaluate | Duration: 60-70 min | ||
| Outcomes 4. Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024) 8. Using a range of methods to sort information, including drawings and provided tables through discussion (ACSIS027) | ||||
| Time 15 minutes 15 minutes 30 minutes | Activity 1 – Group presentation Students will be divided into four groups, each of which will be assigned one of the following materials: wood, paper, plastic, and glass. Working in cooperation, the group members will prepare a short presentation on the given material, and the leaders will be selected to perform for the class. For students’ convenience, all the materials will be put on the teacher’s table, which will make it easier to mention all their properties and functions.Activity 2 – Class discussion The questions that were asked by students during the previous lessons should be presented again to remind children of the difficulties and concerns they encountered (Aubusson, Burke, Schuck, Kearney, & Frischknecht, 2014). The repeated discussion of the key issues will ensure that students have properly understood the learning content. As a result, the teacher will be able to analyze how well students mastered their scientific knowledge and skills to help in designing further lessons. Activity 3 – Written self-reflection | Assessment strategies and evidence of learning The students’ ability to pose and answer questions will be evaluated in terms of ACSIS024. Based on familiar objects, the teacher will check how students learned the content of the last five lessons. An essay format will allow implementing an individual approach for each of the students. Both the ideas in the essay and its structure will be assessed to promote writing and science skills and knowledge (ACSIS027). | ||
Bibliography
Aubusson, P., Burke, P., Schuck, S., Kearney, M., & Frischknecht, B. (2014). Teachers choosing rich tasks: The moderating impact of technology on student learning, enjoyment, and preparation. Educational Researcher, 43(5), 219-229.
TheDanisha2009. (2012). 3C materials song. Web.
Deepa, R. (2017). Recycling video – Paper, plastic, metal & glass. Web.
Harlen, W. (2018). The teaching of science in primary schools (7th ed.). New York, NY: Routledge.
Science. (n.d.). Web.
Walan, S., & Chang Rundgren, S. N. (2014). Investigating preschool and primary school teachers´ self-efficacy and needs in teaching science: A pilot study. Center for Educational Policy Studies Journal, 4(1), 51-67.
Ward, H., & Roden, J. (Eds.). (2016). Teaching science in the primary classroom (3rd ed.). Thousand Oaks, CA: Sage.
Evidence of trying out the activities
Appendices
Appendix 1
Name: ________________ Date: ______________________
What happened?
Can you help solve the mystery? Answer the questions. Make sure you explain.
- What was it before? Can you describe it?
________________________________________________
- Why did it change?
________________________________________________
- Did it change slowly or quickly?
________________________________________________
- Could you make it go back to how it was before? Why or why not?
________________________________________________
Appendix 2
| Object | Material | Property | How can we use it? |