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Unit:

The Piggies Location, Location


Location!
Lesson Three: Shakin Cake
Grade 1

5Es Teaching and Learning Model:

Explore Phase

Time: 60 Mins
Australian Curriculum
Science:

Science Understanding
Earth and space sciences
o Observable changes occur in the sky and landscape (ACSSU019)
Science as a human endeavor
Nature and development science
o Science involves asking questions about, and describing changes in, objects and
events (ACSHE021)
Science inquiry skills
Questioning and Predicting
o Respond to and pose questions, and make predictions about familiar objects and
events (ACSIS024)
Planning and conducting
o Participate in different types of guided investigations to explore and answer
questions, such as manipulating materials, testing ideas, and accessing information
sources (ACSIS025)

LESSON OBJECTIVES
By the end of this lesson students will have had the opportunity to demonstrate
ability to:
Give examples of hazards within managed, constructed and natural
environments
Predict what might happen to these hazards in an earthquake
Explore the effects of an earthquake on managed, constructed and natural
features within an environment
Make observations and pose questions regarding the different hazards
Reflect on their observations and make connections with previous lessons.





TEACHER BACKGROUND INFORMATION

Weather is constantly effecting our environment. When we experience extreme

weather conditions like earthquakes, the features within our managed, constructed

and natural
environments are influenced. We need to identify these changes that

may occur
in earthquakes and other natural disasters to ensure our safety. It is


important
to recognise that natural environments have living and non-living

features that were not put there by humans. Managed environments have features

that need
to be maintained and looked after by humans and a constructed

environment
is completely created by humans.



STUDENT
PRIOR KNOWLEDGE AND CONCEPTIONS AND POSSIBLE ALTERNITVE

CONCEPTIONS


Prior to this lesson, students have been made aware of:

the differences and similarities between managed, constructed and natural environments

what the different environments might look like

what can be found in these environments



Students might have the following alternative conceptions about the topic:

earthquakes
are always a major disaster

the
shaking of the ground is the only hazard
earthquakes
do not occur in Australia

trees
f
ound
s
pecifically in a constructed environment are natural

a
managed environment is the same as a constructed environment
the
three environments are completely separate and cannot be part of each other


RESOURCES:

The following
will be required:

3
trays
slabs of soft sponge cake (a cake that will easily crack from shaking)
3

Features:
3 tree branches (with leaves), three little premade lego houses, three

piles
of rocks (various sizes), three pieces of broccoli, three small bowls, a cup,

a
tap/jug of water, 3 piles of paddle-pop sticks
3
ipads

Instruction
sheet (see resources)

Question:
Inquiry

What hazards
are there in natural, managed and constructed environments that would be

effected in an earthquake?





LESSON PROCEDURE 60 mins


MOTIVATION
AND LESSON INTRODUCTION: 10 mins

Prior to this lesson students went on a walk around the school to identify
managed, constructed
and natural environments.


1. Discuss with the class what they think a hazard is

2. Create a mind map on the board as students brainstorm (take a

picture)

3. Ask students what they did in the last lesson and discuss what they

found out.

4. Ask students to think about the different things found in each of

those environments and what would be hazards during an

earthquake. Eg trees, buildings, stairs, fences/walls, paths, and

water.

5. Ask students to justify why they think they could be a hazard, what

might happen to the object?

6. Create a mind-map as students provide answers (take a picture)

7. Explain the inquiry question to students before continuing onto the

activity



LESSON CONTENT:
40 mins

1. Explain
that students will be experimenting what might happen in
an earthquake
to some of these hazards.

the class into three separate groups
2. Divide
that each group will have a tray with a slab of cake (like the
3. Explain
and other different objects.
ground)

4. Go through each object explaining what it might be.

5. Each g roup will have a supervisor (Parent helper, educator and
assistant
educator) and together they will have to create an

environment
using the different resources that represent different
managed and constructed features by putting them on/into
natural,
(See resource)
the cake.

6. Allow time for groups to complete the creation of their

environment.


7. Gain s tudents attention, once they
have had time to complete, using
Hocus
Pocus- lets all focus rhyme
that they will be experimenting the effects of an earthquake
8. Explain
to the different objects.
the activity, writing the following steps on the board:
9. Explain

Two students will shake the tray a little bit; like a little

earthquake.
Discuss what happened to the objects, what would this look
like in real life?
Take photo with Ipad and fix objects if needed

The same students shake the tray a bit harder, like a medium

sized earthquake
Discuss what happened to the objects, what would this look
like in real life?
Take photo with Ipad and fix objects if needed

DIFFERENTIATION









Guide students by asking
them what could happen to
the different environments.



Explain that the inquiry
question is what w e are aiming
to find out in the lesson.




Ensure the groups contain
mixed abilities of students.


Ensure prior to the lesson
that the supervisors
understand the activities
and how to take notes o n
the students observations.


Ask students if they
understand the first task
and answer any questions
or concerns.

Students know how this
works.

This is to ensure both
students and supervisors
understand what it
happening, and some
students may need this
structure to feel
comfortable and to
participate.


This time the students shake the tray harder, like a big
earthquake
Discuss what happened, what would this look like in real
life?
Take a picture
10. Have a discussion why it is important that the same students
who help to shake the tray need to be the same each time.
Explain that this is so the experiment is accurate- or correct.
Different people would not know how it was shaken the first or
second time and therefore might shake it harder or not as hard.

11. Allow significant amount of time for this activity.





Ensure that students
understand this.
Choose students who
have achieved
something in earlier
lessons.

Ask students for
questions and queries
prior to doing the
activity.

LESSON CONCLUSION/TRANSITION: 10 mins


Use Hocus Pocus- lets all focus to gain attention
On the board create three small mind-maps one for small
earthquake, one for medium and one for large.
Have a discussion about their observations for each
Ask students if they answered the inquiry question:

o What hazards are there in natural, managed and


constructed environments that would be effected in an
earthquake?
Ask them to do a thumbs up, middle or down to show whether
they enjoyed the activity to gain an idea of how the activity went
Transition into next lesson









Take note of students
with learning
difficulties.






ASSESSMENT:
(Assessment for Learning )

Through anecdotal
records taken on the pictures of the mind-maps from discussions, educators will be able

to determine students ability to recognise the different hazards, predict what might happen and identify the
changes in the
environment after each earthquake (see resources). From asking students to provide thumbs
up feedback,
the educator can also gain ideas on how the activity went and whether it was beneficial for the
students. The
educator also reflects on the lesson and whether it met the lesson objectives, this can be seen
below.







Reflective Assessment Tool


EVALUATION
LEARNING OBJECTIVES:

Students can:
examples of hazards within managed, constructed and natural environments
! Give

! Predict
what might happen to these hazards in an earthquake

! Make observations and pose questions regarding the different hazards

! Reflect
on their observations and make connections with previous lessons.





Comments:

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EVALUATION SELF AS TEACHER:























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2:

Instruction sheet

1st

TEST
test: Little earthquake


: BUILD
Two students shake the tray a little bit to move the
As a group decide on the placement of
environment a little bit, like a little earthquake

each object within your environment. It
Discuss and take observations of what happened
should look something like the example
Take photo with Ipad and fix environment if needed

above:
nd

test: Medium sized earthquake

Instructions for construction of water
Two students shake the tray a bit harder than the first

component:
time to move the environment more than the first test,
like a medium sized earthquake
Fill a cup with water

Discuss and take observations of what happened
Create
a hole for the bowl by
into the cake
digging
Take photo with Ipad and fix environment if needed

rd
Place the bowl into the cake and
test: Big earthquake

pour water from the cup into the
Two students shake the tray harder again to move the
bowl.
environment a lot like a big earthquake.

This may need to be repeated
Discuss and take observations of what happened
after each test.

Take photo with Ipad




Small branch





Lego house



Small rocks

Broccoli




Paddle-pop sticks


Bowl w ith

water
Science Tray

Cake Slab

Formative assessment tool

Anecdotal records

Notes on student Notes on topics
Individual
interaction in the covered. Is there
students that need
predicting,
anything that needs to further assistance.
questioning,
be looked at further?
exploring and
(Science
reflecting stages.
Understanding)
(Science Inquiry)

Notes on
individual
students
observations
and
questioning.
(Students as a
human
endeavour)







Notes on
teaching
strategies.