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Transcript of Science
Solids liquids and gases
We would like to thank the Ballam Park Primary school teachers and students for inviting us into their school and allowing us the freedom to teach, explore and learn with the students.
Thank you to Sylvia Almeida for making the Exploring science program possible, and for providing us with the opportunity to go to Ballam Park.
5 E Model
Students were introduced to the topic of solids, liquids and gases and asked to explain what they already knew about this topic. Once this was established it was up to us teachers to
the students instantly in the topic and build upon what they already know and develop that knowledge further. Using 'Piaget's scaffold theory' we promoted meaningful, engaging learning experiences and prepared the students with a
Motivating students can be difficult all the time but some important things we did to help promote that engagement were.
Exciting first lesson which created lava lamps and introduced the topic
Students had 'hands on' experience in creating their own lava lamps
Students learned scientific concepts in a fun motivating way
We captured the children's
This picture shows the engagement of the students with a fun interactive introduction to solids liquids and gases
The purpose of the
lesson was to empower the students to discover new ideas and to speculate about what everyday items they thought would sink or float. Each of the students made
and explored the idea of density. It was an exciting lesson as many of the ideas and predictions the students made turned out to be quite incorrect. This was exciting to me as a great opportunity for the students to learn and explore the idea of density.
Primary Connections (2010) state that, in the Explore stage to "Explore and inquire into students' questions and test their ideas"
The lesson had quite an impact in motivation as a large watermelon was placed into the water to 'sink or float' the excitement in the room was so exciting for me and showed how one big ticket item in a lesson can have such an impact on student learning and engagement.
This lesson provided the students with inquiry based learning objectives.
'Discovery Learning' is guiding children's observations by asking questions which highlight the pertinent observations.
(Fleer, Jane & Hardy, 2007, p79)
Children making critical judgements about objects
Today we are introducing technology as a 'Conceptual tool' to construct explanations of the solids, liquids and gases.
Our teaching group further explained the concepts behind solids, liquids and gases.
We again asked the students to further explain their knowledge by adding to the posters we created in week 1.
Photo shows a student using technology to explain some of the ideas and concepts on solids liquids and gases
Looking at teaching science through the 5 E model has given me a great understanding and appreciation for the structure and student centered learning which has enhanced student learning and given the students a chance to be creativity and want to explore the topic of science further.
I believe the lessons created were engaging and exciting for all the students and that the student learning progressed throughout the 5 weeks.
Ballam Park Primary School + Monash University pre service teachers = Exploring Science
This slow-mation of some of the things the children learnt at Ballam Park Primary school.
With thanks to:
And especially the wonderful Ballam Park primary kids
"Each lesson builds on previous knowledge and reinforces learning"
Sink or float???
Sink or float
The Australian Academy of Science’s Primary Connections is a curriculum and professional learning initiative that aims to enhance the status of science at the primary level.
Using various lenses (e.g., purposes of the 5E phases, inquiry, language and assessment) to interpret teachers’ perceptions.
Skamp & Peers ( 2012)
sink or float
Photos visit 3
Photos week 4
Reflection week 4
EDF 1126 Exploring Science
Photos week 5
Photos week 1
Using the concept from Fleer, Jane & Hardy (2007) these images show the 'hands on' learning experience of the students.
Students were exploring what existing ideas they had by creating posters on; solids liquids and gases, as their knowledge develops they will be reintroduced to the posters and reflect on them.
Students asked several questions during today's lesson
Why doesn't the oil and water mix?
What are the bubbles from?
Why does the water float to the bottom?
What is a gas?
Can we take these home?
Each of these questions gave us opportunity to explore different science questions in future lessons to help the students learn from their own questions. Today's engagement and introduction into the topic went wonderfully well with all students interested and raising questions about the topic
Photos visit 2
Actions speak louder than words!
The sink or float lesson was a critical lesson, to the students and teachers. This lesson gave the students instant answers in their predictions creating a influx of knowledge and understanding to the concept we were exploring. Many of the students gave common answers to the questions enabling the students to work collaboratively and progress each others learning. This aligns with Vygotsky's Zone of Proximal Development (Krause et .al 2010).
Students gave their own reflections
"I now know that the density of an object can influence whether it sinks or floats".
"It doesn't matter what size the object is it can still float".
" Very small objects can sink too".
"Density is about thick and heavy an object is".
Critical engagement with visual images is also part of a broader concern for creating meaningful learning experiences and humane encounters with students
Sinatra (1986) as sighted in Thomas, E., Place, N., & Hillyard, C. (2008)
Fleer. M., Jane. B., & Hardy. T. (2007). Science For Children. (3rd Ed). Frenchs Forrest, NSW: Pearson Education Australia.
Krause, K. Bochner, S. Duchesne, S.& McMaugh A (2010) Educational psychology for learning and teaching. South Melbourne Victoria: Cengage Learning Australia
Primary connections (2010) http://primaryconnections.org.au/research-and-evaluation/images/tps_chap4.pdf accessed on 31/10/13
Skamp, K. & Peers, S. (2012). Implementation of science based on the 5e learning model: Insights from teacher feedback on trial Primary Connections units. Southern Cross University; Lismore NSW.
Thomas, E., Place, N., & Hillyard, C. (2008). STUDENTS AND TEACHERS LEARNING TO SEE: PART 1: USING VISUAL IMAGES IN THE COLLEGE CLASSROOM TO PROMOTE STUDENTS' CAPACITIES AND SKILLS. College Teaching, 56(1), 23-27.
We as a collective embraced the 'Hands on Learning' approach to teaching throughout our 5 lessons
These photos show the children engaging, and exploring different technology to create better understanding and exploring their own thinking.
We explored the use of technology in our lesson today, we wanted to used technology to engage the students in 'hands on learning' to further their knowledge with a modern application. The lesson went well but in reflection this lesson had great opportunity for the students to do their own investigating in the topic which would have helped them with their own conceptual understandings. The use of technology has great opportunity for teachers to engage students to become more independent learners.
Students made comments on paper about what they had learned!
Comments from students that the oil and water don't like each other show that they are thinking about the mixing of chemicals and the different densities of different properties.
Things that didn't go so well
Students were making comments; "it's just a video", "i can't hear it properly", "can i go for a run around the oval".
As this technology was new to all the pre service teachers it was hard for us to use the technology at its full potential . Through reflection we possibly should have used technology in later lessons and further explored the use of technology with the students.
Today's lesson was about furthering the students knowledge in the area of gases. We did two experiments which
what the students had learned in past weeks. First was to explore the reaction of chemicals using a volcano, and the mixing of vinegar and baking soda to cause the reaction.
Second experiment we used the same two chemicals to show two completed different outcomes. The experiment was to mix the vinegar and baking soda to make a gas which puts out fire.
Today's lesson went really well, the students were engaged and further explored their knowledge on solids liquids and gases.
Comments from student learning were......
"Is the gas 'co' no its carbon dioxide isn't it"???
"why is the gas putting out the fire i thought it would explode"??
"I thought all gases exploded"?
"This is cool can i have a go"
Many of the students realised that the gas was carbon dioxide, we then explored the symbols of a few gases like oxygen and water.
Again the students remembered things like;
O is for Oxygen
Many of the students didn't relate H2O was water, the comments were why is it H2O, we then created further opportunity to explore a quick chemistry lesson and progressed with its " 2 part hydrogen and 1 part oxygen".
This lesson we explored slow-mation to evaluate student learning, This was difficult. Some of the problems were:
the very limited time difficulties;
technology not working as planned;
many of the students had nothing to do;
student engagement was very low;
kids were getting rowdy and bored;
the students had trouble writing a script about their learning journey
Reflection on slow-mation
As commented this lesson was quite difficult, we planned to do a short slow-mation with the students telling us some of the critical things they had learned over their 5 weeks. We had to pre-plan for the slow-mation due to the limited time. The students only had some basic things to say about their lessons and it was difficult to draw some comments and knowledge out of them as so many things went wrong with this lesson. In the future it would be better to do this lesson over a couple of weeks and to plan some extra activities for the students to help with engagement.