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Chemical Science

Science Topic Shares - Chemical Science - Mixing materials
by

Nikki Dymond

on 13 June 2013

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Transcript of Chemical Science

By Sarah Wallace and Nikki Dymond
Chemical Science
Science Understanding strand – Level 1: Everyday materials can be physically changed in a variety of ways (ACSSU018)

Science Understanding strand – Level 2: Different materials can be combined, including by mixing, for a particular purpose (ACSSU031)
- 5E's
- Predict, Observe and Explain
- What can or cannot be mixed together?
- Students were interested in colours and how they can mix with different materials
- Explored the act of mixing pencil colours together
- Explored mixing food dye and other materials such as water and paint to see what happened
- What does a Science Experiment involve?
- What is Predicting?, What is Observing? and What is Explaining?
Lesson Structure


Students were to write/draw about the things that were changing during the experiment. (Predict)

One-by-one they started heating the crayons to see what would happen (Observe)

Students further discussed about Solids, liquids and the use of the 'crayon' afterward (Explain)
Our main explain/explore lesson
- Using the 5E's helps organize a lesson
- Student based learning
- Excelled in language
- Really opened up their knowledge of mixing
- Discussed changes - solids, liquids
- Used the 'Turn and Talk' method
- Used a rewards system
Student Understanding
AusVELS
Science as a Human Endeavour: Nature and development of Natural science: Level 2: Science involves asking questions about, and describing changes in, objects and events (ACSHE034)

Science and Inquiry Skills: Questioning and Predicting: Level 2: Respond to and pose questions, and make predictions about familiar objects and events (ACSIS037)
Alternative conceptions
Lesson focus
Lesson 1: Get to know you activities.
Lesson 2: Terminology of science/mixing.
Lesson 3: Experiments and P.O.E.
Lesson 4: Representation/Experiment of mixing.
Lesson 5: Exploring our knowledge of mixing through an experiment.
Lesson 6: Assessment of terminology & PMI
Lesson 7: Final Experiment - Classifying Chemical and Physical Changes.
Findings from Lesson Sequence
Students' work
Video and Voice Recordings
Photos of experiments and whiteboard work
Crayon Melting
5E'S

Representation

Questioning

Turn 'n' Talk
Student Work
Voice and Video Recordings
Photos of experiments and whiteboard work
4:00 - J's Prediction (Grade 2)
5:26 - C's Prediction (Grade 1)
0:06 - D's Prediction (Grade 1)
1:05 - M's Food dye Prediction (Grade 2)
6:06 - J's Explanation (Grade 2)
We have 2 grade 2's and 4 grade 1's
References
Aus Vels <http://ausvels.vcaa.vic.edu.au/Level2?layout=1&d=S> accessed 20th May 2013

Skamp, K. (ED.) (2012) Teaching primary science constructively (4th ed) Melbourne: Cengage

Tytler,R., Haslam, F., Prain, V. and Hubber, P. (2009). An explicit representational focus for teaching and learning about animals in the environment. Teaching Science, 55(4)

Wladrip. B & Prain. V, 2006, Changing representations to learn primary science concepts, Teaching Science, 52, 4, pg 17 – 21, viewed 27th April 2013.
Lesson Discussions
Goal of student work is “to classify examples into categories, to identify and explain causes, to show a sequence or process in time, sort information, and clarify ideas” (Tytler et al, 2009, pg 21).
Our Representation
* Mixing, Mixing, Mixing (Money, Money, Money - ABBA)
Mixing Mixing Mixing
What are you predicting, will happen next?
Mixing Mixing Mixing
What do you observe?
Something’s happening
(ahhhh-ahahhhh) obser----rrrrve)
All the things that are changing
That’s all you have to do-o
Predict observe and record.
* Engaging and kept them entertained
* Explored the terms used to experiment and mix
* Next lesson...
Grade 1 Example
Grade 2 Example
Our Students' Alternative Conceptions
* Experiments explosions and making things

* Planets in space

* Science involves making goo

* Colours can be mixed together

* Mixing is cooking
* Students have ways of viewing the world that are not always scientific - these are their alternative conceptions (Skamp, K 2013, p. 7).

* "Student learning and engagement can be enhanced when students identify links between their own and authorised multiple and multimodal representations of science concepts and processes" (Waldrip. B & Prain, V, 2006, pg 21).
"What is Science?":
Our Task:
To test the students' alternative conceptions of science and of the outcome of mixing colours together.
+
=
?
New Concepts Learned
Examples:
* Predict, Observe, Explain
* Solids and liquids
"Learning about new concepts cannot be separated from learning both how to represent these concepts as well as what these concepts signify" (Skamp. K, 2012, pg 30).
Full transcript