Year+3+Science+2011

Year 3 Science 2011
Term 1: Solids and Liquids

Thursday 17th March Today we began two experiments involving changing the state of water.

Experiment 1 - The Big Freeze Aim: Find out how quickly water freezes.

Experiment 2 - The Big Ice Aim: Find out if water expands or shrinks when it turns into ice.

Evaluation: Both experiments were done simultaneously due to waiting time needed for Experiment 1. The experiments were chosen from "365 Experiments" folder (see Greg). They were easy to use and required minimal resources. They were suitable for this age group. The students were focused and engaged in the activity. We introduced the scientific report text type and discussed with the students. We provided the aim, requirements and method for the students. Prior to each experiment the students wrote their hypothesis. The long term aim is to have the students complete the whole report.

We were very happy with this lesson. We were impressed with the scientific discussion and well thought out responses of the students regarding such aspects as 'fair test' and 'multiple tests'.

We are looking forward to tomorrow's discussion of the results and evaluation of the hypothesis.

Term 2: Earth and Space : Night and Day. Greg Pratt, Fiona Hale, Jodie Daniel.

This term, we are teaching the year 3 students about the fundementals of night and day, along with how seasons work on Earth. We have changed the timing of our lessons from 2 and a half lessons over the whole term like in term 1, to a more intensive 4 lessons a week. The lessons will be taught over the first three weeks of the term. we found that much of the week's first science lesson was spent recapping the previous week's content, so we decided this would be far less of an issue if we made each afternoon's lesson a Science activity. __**In the first week the lesson sequence was:**__

**ENGAGE ** Pretest Inquiry Trail



Brainstorm questions for Inquiry.

Introduction - On website look at information on the Sun and Earth.

**EXPLORE ** Demo - Use a basketball (sun), large marble (Earth), Tic-tac (moon) to show relative sizes and then show orbit/ axis tilt/ spin of Earth.

View satellite images of day and night to show how Earth’s shadow travels across countries.

Group Task (**Formative Assessment**) to be filmed and self assessed) – Create a mini documentary to explain and demonstrate Earth’s orbit, tilt and spin suitable for Year 2 audience. (Groups of 4 or 5: 2 people as Sun/Earth, others as narrators. No equipment needed) **Self assessment ** after viewing and discussing filmed documentaries using Self Evaluation Forms.  Review Earth's orbit/ tilt/ spin and day/night shadows.

**EXPLORE ** Demonstrate/simulate sunlight hitting parts of Earth using lamp and globe. Discuss shadows using website, focusing on position in relation to the sun, size and shape of shadows; East/ West. Explore shadows outside through shadow tag, shadow position in relation to the sun, size, shape. Challenge students to try to cover own shadow with body. Is it possible? Almost. Could it be possible at a different time of day? Yes, closer to midday. Why? Because shadow is shorter and fatter.

__**<span style="font-family: 'Tw Cen MT','sans-serif';">The second week's lesson sequence was: **__

<span style="font-family: 'Tw Cen MT','sans-serif'; margin: 0cm 0cm 0pt;">Review Earth's orbit/ tilt/ spin and day/night shadows. **<span style="font-family: 'Tw Cen MT','sans-serif';">EXPLORE ** <span style="font-family: 'Tw Cen MT','sans-serif'; margin: 0cm 0cm 0pt;">Demonstrate/simulate sunlight hitting parts of Earth using lamp and globe.

<span style="font-family: 'Tw Cen MT','sans-serif'; margin: 0cm 0cm 0pt;">Discuss shadows using website, focusing on position in relation to the sun, size and shape of shadows; East/ West.

<span style="font-family: 'Tw Cen MT','sans-serif'; margin: 0cm 0cm 0pt;">Explore shadows outside through shadow tag, shadow position in relation to the sun, size, shape. Challenge students to try to cover own shadow with body. Is it possible? Almost. Could it be possible at a different time of day? Yes, closer to midday. Why? Because shadow is shorter and fatter.

We demonstrated the movement of shadows in a basic sundial using one of our students. He stood in a certain spot on each hour and was photographed casting his shadow. Then the clouds came over, but we feel the point was made.







Week 3 brings the students to begin the rich task, building to their assessment time.