Elise Brady USC EDU340 Practicum North Arm State School Year 3

Week 1 Lesson 1/3 - Mathematics

Subject: Mathematics Time: 11:40 1:10 Date: 14/10/2015

Subject Area Focus: Identifying fractions of collections and their multiples
Learning Objective:
Partition collections into halves, quarters and eighths
Identify 1/2, 1/4, 1/8 of a collection and their multiples
Record fraction using symbolic representation

Curriculum descriptor: Model and represent unit fractions including 1/4, 1/2, 1/3,
1/5 and their multiples to a complete whole (ACMNA058)

Objectives:

For students to identify 1/2, 1/4, 1/8 of whole collections and their multiples
For students to partition into halves, quarters and eighths

Key Learning Indicators:

Students can identify 1/2, 1/4, 1/8 fractions

Students can record fractions using the symbolic representations
Students can identify equivalent fractions, e.g.:
i) One half = two quarters
ii) One half = four eighths
iii) Two quarts = four eighths

Monitoring/Assessment:

Observe students throughout the activities as they find, identify and record
fractions. Record outcomes on record sheet.

Differentiation:

Extension Worksheet on fractions

Support Teacher support for struggling students

Resources:

3 colours of play dough

4 coloured strips of paper per student
8 coloured blocks per student
Chalk + chalkboard
Glue
Mathematics exercise book

Focus: Draw students attention to the fun items at the front of the room

Engage: Tell students that today we will be learning about fractions through some
fun, hands on activities

Explicit Teaching: Explain to students that fractions are used when we need to
count only part of something. For example, we know this is a circle, (draw a circle
on the board) but what if we want to know how much this part of the circle is?
(Shade in one quarter of the circle). Explain that we use fractions to work this out.

Guided Learning: Use three different colours of play dough to demonstrate one
whole, one half and one quarter. Draw students attention to the fact that one half is
smaller than one whole, and one quarter is smaller than one half. Break the
quarters balls into halves and ask students how many balls there are now. Explain
that they are called one eighths of the whole because there are eight balls.

Exploration: Provide students with four different coloured strips of paper. Have
them leave the green strip whole, then cut the orange strip into half, the red into
quarters, and the blue into eighths. Students record on these strips the fraction
name in symbolic and word representation, and then glue these into their work
books.

With the students strips still out for reference, give students each four coloured
blocks. Explain to them that together these four blocks make a whole. Have them
place two blocks on either side of their desks and ask them what amount of the
whole, in fraction form, is on the left side of their desk? Prompt students if
necessary by reminding them of the options (one quarter, one half etc). Explain
that we can work out what the fraction is very simply using a circle. (Draw a circle
on the board). Ask the students how many blocks they have all together (four), and
divide the circle into this many pieces. Explain to them that the blocks and the
circle are now the same; there are four pieces in the whole. Ask students how
many blocks are on the left side of their desk, and colour in this many pieces of the
circle. Show students that one half of the circle is shaded, and relate this back to
their blocks. Repeat this with one quarter, and then give each student four more
blocks and do the same activity with one half, one quarter and one eight of an
eight part collection.

Conclusion: Ask certain students to come up to the board and draw shapes on
the board, shading in different fractions of them. Have other students come up and
write the symbolic representation of these fractions on the board.

Challenge/food for thought: How many fifths are in a whole? How many thirds
are in a whole?
 Elise Brady USC EDU340 Practicum North Arm State School Year 3
Week 1 Lesson 2/3 - Science

Subject: Science Time: 10:05 11:00 Date: 16/10/2015

Subject Area Focus: Solids and liquids Exploring liquids
Learning Objective:
Understand the properties of liquids

Curriculum descriptor/s:
A change of state between a solid and a liquid can be caused by adding or removing
heat (ACSSU046)
With guidance, identify questions in familiar contexts that can be investigated
scientifically and predict what might happen based on prior knowledge (ACSIS053)
Safely use appropriate materials, tools and equipment to make and record
observations, using formal measurements and digital technologies where
appropriate (ACSSIS055)
Objectives:

Understand the properties of liquids

Key Learning Indicators:

Students can identify properties of liquids

Students can identify differing properties between different liquids

Monitoring/Assessment:

Observe students throughout the experiment as they identify and record the
properties of liquid, and the properties of different liquids. Record outcomes on
record sheet.

Differentiation:

Extension Have students do the same experiment with liquids that are the same
(oil) but with very different viscosity.
Support Teacher support throughout experiments.

Resources:

Oil
Honey
Water
Stopwatch/es
Graduated cylinder
Marbles

Focus: Draw students attention to the fun items at the front of the class/on their
desks.

Engage: Tell the students that we will be learning about liquids through some fun
activities and experiments.

Explicit Teaching: Ask the students if they know what a liquid is. Start a concept
map of the students prior knowledge of liquids. Ask students if they know what the
difference between a solid and a liquid is how can a the state of matter be
changed from solid to liquid? Talk with the students about the properties of liquid
create a list of these. Talk with the students about how some liquids are thick and
some are thin this is called viscosity, how viscose something is.

Guided Learning: Have three clear plastic cups with the same amount of water in
them show this to the kids and draw their attention to the equal amount of water.
Have three different students pour one of the cups of water into another clear
container that will be irregular shaped either taller, longer curved etc. Ask the
students what they notice. Show the students that even though there is the same
amount of water, it can look very different depending on what sort of container it is
in. Draw the students attention to the weird container, and ask what they notice
about it. Explain to them that a liquid will always change shape to take up the
space it is put in it is not fixed like a solid.

Exploration:

Students will conduct an experiment to explore the differing viscosity of a range of

liquids and their properties. Explain the experiment to the students. Ask them to
come up with a set of questions that will be able to answer from this experiment.
Have the students predict what they think the answers will be.

Students will be in groups of six/seven, each having a different role:

Timer
Scribe
Equipment person
Safety person
Scientist
Supervisor
Presenter (Optional depending on numbers, another student can take on this role)

Have students conduct the experiment, recording their findings on a simple bar
graph.

Have the presenter from each group present their findings to the class, and then
have a class discussion about the results were each groups results the
same/different/similar. Talk about what this means is there a trend? Are thicker
or thinner liquids more or less viscose? What are the advantages and
disadvantages of a liquid having a high/low viscosity?

Conclusion: Add to the concept map, asking the students what they now know
about liquids after conducting the experiment. Prompt the students if they struggle
or miss any concepts.

Challenge/food for thought: If a solid is a solid, and a liquid is a liquid, what is a

gas?
 Elise Brady USC EDU340 Practicum North Arm State School Year 3
Week 2 Lesson 1/3 - Science

Subject: Science lesson 3 Time: Date: 20/10/2015

Subject Area Focus: Exploring solids
Learning Objective: Understand the properties of solids, including powders.

Curriculum descriptor/s:

Objectives:

For students to understand the properties of solids, including powders.

Key Learning Indicators:

Students can identify the properties of solids, including powders

Students can identify why powders are solids and not liquids

Monitoring/Assessment:

Observations throughout lesson

Concluding assessment

Differentiation:
Extension Extend able students with predicting gases
Support Teacher support for students who are struggling

Resources:
Science journals
Butchers paper
Wood block Book Slinky Hacky sack Sand
Sand worksheet
Funnel x4
Magnifying glasses x 8-12
Containers x8
PROPERTIES
Liquids: Made of matter, take up space, fixed volume, No fixed shape, can flow
(has viscosity)
Solids: Made of matter, take up space, fixed volume, Fixed shape, doesnt flow
Focus: Draw students attention to the front of the class.

Engage: Tell the students that we will be learning about solids. Review the last
lesson on liquids. Have students spend 3-5 minutes writing a list of the properties
of liquids on some butchers
Liquids paper
runny
fixed volume

Guided Learning: Have students come to the mat and sit in a circle. Observe
some solid objects and discuss/identify the properties of them. Pass the objects
around the circle and allow students to feel them and look closely at them. Have
students try to predict why the object is a solid.

Exploration: Have students go back to their desks and give them 3-5 minutes to
list all of the properties that they can about the individual solids

Wood Book Hacky Sack Slinky

Discuss the common properties of these objects. Have students add the
COMMON properties to the other side of the liquid list:
Liquids Solids
runny will not change
size
fixed volume

Give each student a Sand worksheet. Give each table group a sample of sand
and a magnifying glass. Have them inspect the sand, and list all of its properties
on their worksheet; them have them pour the sand through a funnel and list the
new properties they observe. Have students predict whether they think that sand is
a liquid or a solid. Students can use their lists of liquid/solid properties to work out
the answer. Select a few students to share their observations/results with the rest
of the class. Discuss other materials that might act like a liquid powders, sugar,
salt, flour

Conclusion: Draw a concept map on the board (students to copy into their books)
about the new learning achieved in this lesson. Go over learning goals to clarify
they were met.
E.g.:

Elise
Brady
USC
 EDU340 Practicum North Arm State School Year 3
Week 2 Lesson 2/3 - Science

Subject: Science lesson 4 Time: Date: 22/10/2015

Subject Area Focus: Examining solids and liquids
Learning Objective: Understand the properties of solids, including powders.

Curriculum descriptor/s:

Objectives:

For students to understand the properties of solids, including powders.

Key Learning Indicators:

Students can identify the properties of solids, including powders

Students can identify why powders are solids and not liquids

Monitoring/Assessment:

Observations throughout lesson

Concluding assessment

Differentiation:

Extension Extend able students with predicting gases

Support Teacher support for students who are struggling

Resources:
Butchers paper lists
Science journals
Sorting Sheet
Book
Clay
Foam
Flour
Yogo
Tooshpaste
Tomato Sauce
PowerPoint

PROPERTIES
Liquids: Made of matter, take up space, fixed volume, No fixed shape, can flow
(has viscosity)
Solids: Made of matter, take up space, fixed volume, Fixed shape, doesnt flow

Focus: Draw students attention to the front of the class.

Engage: Tell the students that we will be examining solids and liquids. Show
students Worlds slowest moving liquid Ask the students to predict of the Pitch is a
liquid or solid. What the video clip and ask students how long they thought the
pitch took to drip....watch again and point out to the students the time lapse in the
corner. Explain to the students that there is an average of 9 years between each
drop because it is so thick!

Guided Learning:

Give the students back their butchers paper lists and review the last lesson on
solids.

Discuss sand/powders and their properties.

Create a VENN diagram on the board of the properties of solids/liquids. Have

students put their hands up to give answers.

Have the students copy this diagram into their books.

Exploration:

Introduce objects (both solids and liquids) that have not been introduced yet. Have
students predict whether they are solids or liquids.

Using the VENN diagram, have students identify criteria that can be used to
identify an object as a solid or a liquid.

Explain to students what an annotated diagram is, draw one on the board. Have
them draw one in their work books for a liquid/solid.

Have students sort the new objects based on this criteria with the sorting sheet.
They are to cut out the words and glue them into the correct column.

Discuss with students the difficult to sort objects, and how they used the criteria to
sort them. Explain how we know that objects like sand, powders, clay and foam
are solids because they display the properties of solids.

Conclusion:

Go over learning goals to clarify they were met.

Have students put up the word cards from the last few lessons.
 Elise Brady USC EDU340 Practicum North Arm State School Year 3
Week 4 Science

Subject: Science lesson 7 Time: 1:40 Date: 03/11/2015

Subject Area Focus: Adding heat to liquids
Learning Objective: To understand that the properties of liquids (for example,
viscosity) can change when heat is added.

Curriculum descriptor/s:

Key Learning Indicators:

Students understand that the properties of liquid can change when heat is
added
Monitoring/Assessment:

Observations throughout lesson

Concluding assessment

Differentiation:

Students write observations, responses and results according to their own level of
understanding.

Resources:
Science journals
Three samples of honey one cold, one room temperature and one warmed, in
transparent plastic bowls
Three spoons
Sheet of A4 paper
Marker pen
Stiff card or clipboard
Clips or tape
Small box (for example, tissue box)
Stopwatches x3
Newspaper or paper towels
Cleaning cloths

PROPERTIES
Liquids: Made of matter, take up space, fixed volume, No fixed shape, can flow
(has viscosity)
Solids: Made of matter, take up space, fixed volume, Fixed shape, doesnt flow
Focus: Draw students attention to the front of the class.

Engage: Tell the students that we will be examining what happens when heat is
added to liquids.

Guided learning: Show students the Heating Honey video. Discuss with
students.

Focus questions Q. What did you observe in this video? A. Honey being dropped
into water. Q. What differences did you observe between the three samples of
honey? A. For example: The cold honey stayed in a blob and dropped straight to
the bottom of the glass; the room-temperature honey flowed in a long, slow stream
into the water; the warm honey fell in short streams very quickly in the water. Q.
Why do you think the honey samples behaved differently? A. For example: The
amount of heat affected how well the honey flowed.

Exploration:

Have students form a circle around the experiment table. Display the three
samples of honey and have the students identify the properties of each sample,
writing the properties in their books.
Set up honey viscosity race and have students make predictions in their science
journals about what will happen in the viscosity race. Perform investigation as a
whole class (selecting certain students to takes part). Have students write the
results of the investigation in their journals and share with the class.

Conclusion:

Go over learning goals to clarify they were met. Discuss new learning and
emphasise to students the connection between adding heat to a liquid and the
viscosity of that liquid.
 Elise Brady USC EDU340 Practicum North Arm State School Year 3
Week 4 Science

Subject: Science lesson 8 Time: 1:40 Date: 05/11/2015

Subject Area Focus: Removing heat from liquids
Learning Objective: To understand that the properties of liquids (for example,
change to a solid) can change when heat is removed.

Curriculum descriptor/s:

Key Learning Indicators:

Students understand that the properties of liquid can change when heat is
removed

Monitoring/Assessment:
Observations throughout lesson
Concluding assessment

Differentiation:

Students write observations, responses and results according to their own level of
understanding.

Resources:
Worksheet 14
Fridge
Freezer
Science journals
Ice trays
Water
Coconut oil
Jelly liquid
Liquid soap

PROPERTIES
Liquids: Made of matter, take up space, fixed volume, No fixed shape, can flow
(has viscosity)
Solids: Made of matter, take up space, fixed volume, Fixed shape, doesnt flow

Focus: Draw students attention to the front of the class.

Engage: Tell the students that we will be examining what happens when heat is
removed from liquids.
Guided learning: Discuss with students their understanding of freezing. Focus
questions Q. What happens when heat is added to a solid, such as ice, jelly or
butter? A. For example: The solid changes state and it becomes a liquid. Q. What
does the word melt mean? A. Melt is when a solid changes state to a liquid when
heat is added. Q. What happens when heat is added to a liquid such as honey? A.
For example: The viscosity changes and it becomes less thick and more runny. Q.
What do you think might happen if heat was taken away from a liquid? Think about
putting water into the freezer to take away a lot of heat. A. For example: The liquid
would get colder; if enough heat was taken away, it would change state from a
liquid to a solid.

When heat is taken away, liquids get colder. If enough heat is taken away,
the liquid might turn into a solid. The point at which a liquid turns into a solid
because heat has been taken away is called the freezing point. Not all
liquids have the same freezing point.

Exploration: Explain to students the investigation we will be conducting. Discuss

with students the safety measures that must be taken for this investigation. Have
students fill the ice cube trays with the liquids and put them in three selected
places. Discuss with students their predictions of what is going to happen to each
liquid when we take away the heat. Have students record these predictions on
sheet 14. Have students come down to the mat and discuss with them how they
are behaving like scientists.

Science involves making predictions, and then observing and recording these
observations to draw your results from. Scientists also need to keep their tests fair.
Why is it important to keep tests fair? How have we kept our test fair? Have
students write a few sentences about fair testing in their science journals.

Gather ice cube trays after 30 minutes. Allow students to make observations of the
liquids and record these observations on sheet 14. Have students also complete
the explain sections, explaining why they got the results they did. Have the
students share their results and learning with the class.

Conclusion: Go over learning goals to clarify they were met. Discuss new
learning and emphasise to students the connection between removing heat and
liquids changing to solids.

Lesson 9 Review of changing states

Give students the review sheet and have them complete the questions. Move
around the room and attend to students who are struggling with concepts or
misconceptions.