Year+5+Science+2011

Year 5 Science 2011

Term 1 Light Fantastic - Primary Connections


 * Advantages || Disadvantages ||
 * * Great to teach from
 * follows the 5 Es
 * has a great list of necessary resources
 * Uses cooperative groups || * Seems a bit basic for students
 * collection of resources

Term 2 - planning documentation

 ** Unit Title: United States of Matter ** **Year Level: 5** ** Teachers: Vicky B & Kent S-M **


 * // Unit rationale //**

Describe everyday situations where knowing about solid, liquids & gases become important for daily decisions. Design and conduct a science experiment. · Pose questions relating to investigations · Predict what might happen · Assist in the planning of methods to test these predictions || ** Contributing Questions: ** What are the observable properties of solids, liquids, gases (3 Qs)? How do they behave? How do we use the knowledge of solids, liquids & gases to make informed decisions? What is a hypothesis? Why do we need a hypothesis in scientific investigations? How would we design and conduct a fair test? Why do we need to conduct a fair test? ||
 * ** Scientific Inquiry Concept: ** Solid, Liquid and Gases ||
 * ** Focus Question: ** How do the properties of solids, liquids & gases effect the decisions we make? ||
 * ** Enduring Understandings: **

// Australian Curriculum descriptors contained in this unit // * Solids, liquids and gases have different observable properties and behave in different ways. || __ Nature and development of science __ * Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena
 * ** Science Understanding ** ||  ** Science as a Human Endeavour **  ||  ** Science Inquiry Skills **  ||
 * __ Chemical Sciences __

__ Use and influence of science __ * Scientific knowledge is used to inform personal and community decisions || __ Questioning and predicting __ · With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be.

__ Planning and conducting __ · With guidance, select appropriate investigation methods to answer questions or solve problem · Use equipment and materials safely, identifying potential risks

__ Processing and analysing data and information __ · Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

__ Communicating __ · Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts ||

e.g. concept maps, Venn diagrams, flow charts, draw/label a diagram, make a model, hands-on activities, written response, experimental design, multiple choice, short answers, essay response, Bloom’s Taxonomy… // (How will you assess prior knowledge and skills to determine whether students should be working on core, modified or extended outcomes and activities?) // || * Video Questions – each student will individually answer a set of pretest questions using photo booth || // e.g. observations, homework, journal, work samples, anecdotal records, presentations, quiz, test… // // (Through what other evidence will students demonstrate achievement of the desired results?) // ||
 * How will you allow students to show what they know & what are you going to get students to do (or produce)? ||
 * Diagnostic assessment (pre-test)
 * Formative (in-process) assessment


 * * Chemistry Capacity assessment matrix

* Class discussions

* Science journal entries

* Experiment Report

* Word wall – update word wall with definitions each week

* Filmed experiment with students elaborating on results || // (Through what authentic performance task(s) will students demonstrate the desired understandings? // // By what criteria will ‘performance of understanding’ be judged? // // How will students reflect upon and self-assess their learning?) // || * ‘Post-Test – written and drawn answers
 * Summative (end-stage) assessment

Scientific Information Report – as specified by teachers ||

Before going much further with our planning we designed a video (photo-booth and keynote) pre-test that was designed to find out what the students know about solids, liquids and gasses as well as the scientific process of fair testing and what is a hypothesis. Here is an example...