Curriculum Area: Science Year Level: 5

Title: Light Up My Life Duration: 10 Weeks

Unit Outline

The focus of this unit is to allow students to understand the way light can be absorbed, reflected and refracted to
investigate how the direction in which light travels can be changed. Students will investigate shadows to explore the
concept of light from natural sources and the effects of the interaction of various objects and how they can alter the
direction and/or intensity of light. The context of this unit considers inquiry based learning using the 5 E’s framework;
Engage, Explore, Explain, Elaborate and Evaluate. Developing this unit plan considering this framework allows more
engaging and hands on learning experiences to be created promoting investigation of the concept of light to extend
student knowledge. This unit is important as students must be aware of the basic principles of light to become active
and informed citizens and understand how it relates to real world contexts; the everyday phenomena of light.
Educating children about manipulating light to change directions will allow students to think critically and investigate
alternate ways of managing light to promote sustainability and cater to limited resources. This unit contributes to
achieving school/sector priorities by incorporating literacy and numeracy to explore these concepts in a different
context. It will also allow children to explore the concept of equity as it can lead to discussions regarding distribution of
resources and the value and importance of education.
Catholic Social Teaching:
The Catholic Social Teaching principle of The Common Good is integrated in this unit, in particular during the
assessment, to ensure students learn to work together for the good of the whole community. It is important to
educate students on the abundance of resources we have in our community that, if used properly, can make a huge
impact to disadvantaged or dispossessed communities (Caritas Australia, 2018). The assessment details how the
direction of light can be changed in order to provide light to areas with limited or no electricity. This allows students to
empathise with people from disadvantaged communities that may not have access to electricity.

Key Inquiry Question:

How does light travel and change direction?
Year Level Description:
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their
planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content
of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the
two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way.
The order and detail in which the content descriptions are organised into teaching and learning programs are decisions
to be made by the teacher.

Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and
geographic scales.

In Year 5, students are introduced to cause and effect relationships through an exploration of adaptations of living
things and how this links to form and function. They explore observable phenomena associated with light and begin to
appreciate that phenomena have sets of characteristic behaviours. They broaden their classification of matter to
include gases and begin to see how matter structures the world around them. Students consider Earth as a component
within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable
and dynamic aspects of systems, and learn how to look for patterns and relationships between components of
systems. They develop explanations for the patterns they observe.

Year Level Achievement Standard:

By the end of Year 5, students classify substances according to their observable properties and behaviours. They
explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system.
They analyse how the form of living things enables them to function in their environments. Students discuss how

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scientific developments have affected people’s lives, help us solve problems and how science knowledge develops
from many people’s contributions.

Students follow instructions to pose questions for investigation and predict the effect of changing variables when
planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations.
Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their
data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations,
and communicate their ideas and findings using multimodal texts.
Links to other learning areas:
English Literacy: Interpreting, analysing, evaluating
Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using
equipment and materials safely and identifying potential risks (ACSIS086).

Digital Technologies: Processes and Production Skills

Develop project plans that include consideration of resources when making designed solutions individually and
collaboratively (ACTDEP028).
Student Prior Knowledge:
Year 4 Achievement Standard
By the end of Year 4, students apply the observable properties of materials to explain how objects and
materials can be used. They describe how contact and non-contact forces affect interactions between
objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They
describe relationships that assist the survival of living things and sequence key stages in the life cycle of a
plant or animal. They identify when science is used to understand the effect of their actions.

Students follow instructions to identify investigable questions about familiar contexts and make predictions
based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make
and record observations with accuracy. They use provided tables and column graphs to organise data and
identify patterns. Students suggest explanations for observations and compare their findings with their
predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to
communicate their observations and findings.

Knowledge:
Students understand the necessity of fair testing. They understand how to make predictions and compare these
predictions to the results found in the experiment.
Skills:
Students are able to make predictions during class discussions and in their learning journals before conducting
experiments.
Processes:
Students are aware of the importance of following directions and methods whilst conducting experiments.

Learning Intentions: What will students know, understand and do …

By the end of this unit, students will have the opportunity to explore shadows and demonstrate their ability to identify
whether light is absorbed, reflected or refracted from a source. They will explore how objects can redirect light and
have the opportunity to plan, develop and test ways light can be absorbed, reflected and refracted.

Content descriptors: Adapt the number of columns to General capabilities and cross curricula priorities
suit how many content descriptions you are covering.
1. 2. 3.

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Science Design and Science Inquiry Literacy
Understanding Technology Skills
Numeracy
Physical Processes and Planning and ICT competence
Sciences Production Skills Conducting
Critical and creative thinking
Light from a Develop project Identify, plan and Ethical behaviour
source forms plans that apply the
Personal and social competence
shadows and include elements of
can be consideration of scientific Intercultural understanding
absorbed, resources when investigations to Literacy and numeracy are embedded in this unit by
reflected and making designed answer questions recording understandings of the unit in their science
refracted solutions and solve journals and investigating through experiments
(ACSSU080) individually and problems using (measurement and time).
collaboratively equipment and Critical and creative thinking will be incorporated within
(ACTDEP028) materials safely this unit through investigations and experiments. Students
and identifying will collaborate in group work to extend critical thinking and
potential risks problem solve.
(ACSIS086) ICT will be incorporated into this unit to extend student
learning and engage students through videos, applications
and real-world scenarios to develop purpose and meaning
for learning.

Aboriginal and Torres Strait Islander histories and

cultures

Asia and Australia’s engagement with Asia

Sustainability
Sustainability will be promoted within this unit as the
assessment section explores how students can reduce or
eliminate the use of electricity by re-directing natural light
into dark places.
Overview of Differentiation Strategies
This unit has been developed considering various strategies to support differentiation in the classroom. As this unit has
been desgined considering inquiry-based learning, students will be supported by strategic pairing to encourage
collaborative and cohesive group environments. Group work will allow students to support each other through their
strengths and limitations to extend their learning and development. Providing students with consistent and timely
feedback and setting challenging yet achievable goals will support individualised learning.
Overview of Assessment Strategies
The assessment strategies used throughout this unit include teacher observation, class discussion, peer and self-
evalution, collaborative group work, presentations and a collection of student data. Assessment as learning and
assessment for learning are used as formative assessments throughout the unit to scaffold student learning during the
learning process. Assessment of learning is used as summative assessment at the conclusion of the unit to confirm
students knowledge and understanding.
Learning Sequence Overview

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 LESSON 1 What is light and how does it travel?
Lesson objectives
Students will:
 Explore and discover the idea of light
 Describe how light travels
 Identify what objects light will travel through

Evidence of learning
Can the student:
 Explain what light is?
 Hypothesise, observe and describe whether light will travel through objects?

Learning sequence
 Find out student knowledge of ‘light’ through think, pair & share. Ask: What is light? Write information
on board.
 Watch YouTube clip to further student understanding.
 Introduce students to learning journal: structure format on board. Key information: Aim, Hypothesis,
Observations, Conclusion.
 Students in groups explore 6 activities set up around the room. Students will record all information in
learning journal, answering whether the object is opaque or transparent?
o Activity 1: Plastic cup with water – Shine your torch through it
o Activity 2: Plastic cup filled with milk – Shine your torch through it
o Activity 3: Place a pencil in a cup of water – Why does the pencil look different?
ENGAGE

o Activity 4: Shine a torch through some baking paper - What happens to the light?
o Activity 5: Shine a laser light onto a mirror – What happens to the light?
o Activity 6: Shine a laser light onto black cardboard – What happens to the light?
 Close: students to reflect on lesson by adding to class padlet with their name. What have they discovered
in this lesson about light?

Resources
 YouTube Video:
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dd7yTlp4gBTI+
 Cups
 Water
 Milk
 Torch’s
 Pencil
 Mirror
 Laser light
 Black cardboard
 Baking paper
 Workbook: learning journal

Safety Considerations/classroom organisation

 6 activities are run so it is required to have a safe amount of space to make sure each group will work
effectively

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 Strategic paring to support student learning needs
Assessment Strategies
 Observation during group work
 Recorded as anecdotal notes
 Assessment for learning: students write something that they have discovered about light.

Person responsible for developing lesson plan for Assessment 1B

Miranda McNamara

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 LESSON 2: Exploring absorption, reflection and refraction
Lesson Objectives
Students will:
 investigate how light can be absorbed, reflected and refracted.
 Learn to make a hypothesis on what will happen and to ensure that fair testing has been used.

Evidence of Learning
Can the student:
 Complete a Scientific Experiment Write Up including:
 Determine the purpose of an experiment
 Make a hypothesis
 Ensure Fair Testing is used
 Make observations

Learning Sequence
 Split students into 6 groups
 3 groups at one rotation and 3 at another, swap after 20 mins.
 Rotation 1 – Light up the Disco Ball
 Students must use a torch/laser light to light up the disco ball. There are stacks of books in the
way, students need to determine and test which objects can be used to reflect light around the
books to light up the disco ball.
 Rotation 2 – Refraction
EXPLORE

 Students draw and image on a piece of paper and look at how it changes wan looking through a
glass of water.
 Class discussion
 What was the purpose of each experiment?
 What where some hypothesis’ of each experiment?
 Was fair testing used? How so?
 What where some observations of each experiment?
 Who was correct with their hypothesis?
Resources
 Sheets of paper
 Pencils
 Variety of different sized glasses
 Water
 CDs
 Worksheets
 Torch/laser lights
 Mirrors
 Metal spoons
 Tin foil
 Sheets of glass
 Small rubber tyres
 Science Journal
 Empty tin cans

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  Stacks of books
 Hand towels
 Apples
 Bottles of water
 Glue

Safety Consideration
 6 groups – require adequate space to ensure each group can work effectively
 Students will be handling some equipment that requires care – sheets of glass, mirrors and empty tin
cans. The equipment has been made safe for students to use, however if they are dropped they can
smash.

Assessment Strategies
 Observation during group work
 Recorded notes in the Experiment Write Up and Science Journal

Person Responsible for developing lesson plan for Assessment 1B

Jasmin Kay

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 LESSON 3: Exploring Shadows
Lesson objectives
Students will:
 Explore their shadows on a sunny day

Evidence of learning
Can the student:
 Begin to explain what a shadow is and its connection to light?

Learning sequence
 Choose a sunny spot on the pavement
 Students use chalk to trace their shadows at different times of the day (9am, 11am, 1pm from the same
spot on the pavement)
 Students write observations in Science Journal
 Class discussion after the last chalk drawing
- What is a shadow?
- How did your shadows change over the course of the day?
- Did your shadow get bigger or smaller?
EXPLORE

- Why did your shadow move throughout the day?

- Why is that black?
- Where did the light go?
Resources
 Chalk
 Sunny day
 Pavement
 Science Journals

Safety Considerations/classroom organisation

Under the CARA Guidelines, this lesson has been deemed to be low risk activity. The risks will be managed
through these regular planning processes:
 Hats
 Sunscreen
 Adequate space

Assessment Strategies
 Observation during group work
Formative assessment during class discussion

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 LESSON 4: Shadows explained
Lesson objectives
Students will:
 Understand the concept of shadows
 Categorise objects into transparent, translucent and opaque groups

Evidence of learning
Can the student:
 Explain how a shadow is formed?
 Categorise objects into transparent, translucent and opaque groups

Learning sequence
 Watch and discuss video: Safe Share:
https://www.youtube.com/watch?time_continue=2&v=lOIGOT88Aqc
 Create a mindmap on What we know about shadows
 Find definitions of opaque, translucent and transparent at this website:
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/shadows/read/2/
 Early finishes can play the educational game on the website
 Teacher checks student’s definitions during class discussion
 In pairs, students group several objects (wood, tissue paper, glass, clear plastic water bottle, cardboard,
EXPLAIN

paper, cotton fabric and aluminium foil) into opaque, translucent and transparent groups
 Class discussion about what objects went in each category and why
 Students add what they learnt this lesson to the mindmap from the beginning of the lesson

Resources
 Science Journal
 Student iPads
 Teacher computer and internet access
 Projector
 Whiteboard and markers
 Torches
 Tissue paper
 Wood
 Glass
 Clear plastic water bottle
 Cardboard
 Paper
 Cotton fabric
 Aluminium foil

Safety Considerations/classroom organisation

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Under the CARA Guidelines, this lesson has been deemed to be medium risk activity. The risks will be managed
through these regular planning processes:
 Use the classroom windows for “glass”
 Adequate space
 Students are reminded not to shine torches in people’s faces/eyes

Assessment Strategies
 Observation during group work
 Formative assessment during class discussion
 Look at student’s workbooks to see if students have understood the categorisation activity

Person Responsible for developing lesson plan for Assessment 1B

Shannon Victory

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 LESSON 5: Light and Refraction explained
Lesson objectives
Students will:
 Explain how light travels in a straight direction
 Explore and explain what refraction is and how it occurs

Evidence of learning
Can the student:
 Explain what refraction is and name different mediums that make refraction occur?

Learning sequence
 as a class go to the following resource to view exactly how light travels in a straight direction
http://www.scootle.edu.au/ec/viewing/L3061/index.html
 allow the students to talk in pairs and explain to one another why light travels in a straight direction
 Ask students if they know what refraction is?
 View the following video
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dlkv0uZTP_zo
 Ask the students if they can explain refraction in their own words
 View the following video to strengthen their understanding
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DfD1544bM_c4+
 Allow students to form small groups of 4 or 5 and complete the following experiment:
EXPLAIN

o Give each group a straw and glass of water

o Ask the students to place the straw in the water vertically and watch from the side of the glass
o Slowly tilt the straw and observe how the straw appears to be broken from the surface of the
water
 Allow the students to go back to their desks and create a T chart that looks like below and allow them to
fill it in in pairs
What it Looks Like Explanation

 Students will then write 2 things they have learnt from the lesson in their science journal to end the
lesson

Resources
 Straw
 Glass of water
 T chart
 Pencil
 Computer
 Interactive Whiteboard

Safety Considerations/classroom organisation

 Glass

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  Water Spills

Assessment Strategies
 Observation during group work
Formative assessment during class discussion
Summative assessment during T chart activity

Person Responsible for developing lesson plan for Assessment 1B

Alex Erdeljac

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 LESSON 6: Explaining reflection and absorption
Lesson Objectives
Students will:
 Investigate what it means for light to be absorbed and reflected.

Evidence of Learning
Can the student:
 Provide a definition and example of how light can be absorbed.
 Provide a definition and example of how light can be reflected.

Learning Sequence
 Watch Laws of Reflection -
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dvt-SG7Pn8UU+
 Students to write definitions into their Science Journal.
 Absorb: to take in or soak up
 Reflect: the throwing back by a body or surface of light, heat, or sound without absorbing it.
 Sorting Activity – in 6 groups, sort a variety of images on whether they absorb or reflect light.
 Go through powerpoint https://www.tes.com/teaching-resource/reflection-6191696
 Complete Worksheet https://www.tes.com/teaching-resource/reflection-6191696
EXPLAIN

 Students complete the online StudyLadder quiz about blocking and reflecting light -
https://www.studyladder.com.au/teacher/resources/activity?activity_id=29078

Resources
 Laptops
 Variety of laminated images to sort
 Science Journals
 Mirrors
 Laser lights
 Protractors
 Worksheets

Safety Consideration
 6 groups – require adequate space to ensure each group can work effectively
 Students will be handling some equipment that requires care – sheets of glass, mirrors and empty tin
cans. The equipment has been made safe for students to use, however if they are dropped they can
smash.

Assessment Strategies
 Observation during group work
 Recorded notes in worksheet and Science Journal

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 LESSON 7: Can light we reflect heat water?
Lesson objectives
Students will:
 Discover whether the sun can be reflected into the classroom to heat water
 Participate in a group discussion regarding how the experiment will be successful
 Work in a team to create a way light can travel and then record the results

Evidence of learning
Can the student:
 Draw a diagram of how the light will travel to the water
 Hypothesise, observe and describe whether light will travel to heat the water?

Learning sequence
 Revisit: Think, pair & share: What have you learned about light? What are some key factors in light
travel?
 Students need to draw a diagram of how they will get the light to travel to the bowl of water (in learning
journal)
 In groups students can begin investigation to heat water. Students are to scribe information in learning
ELABORATE

journal in particular observations (does the waters temperate change?)

 Close: Class discussion about results. Ask: Was your group successful? Why. Why not?, What did you
notice?, etc. Students record information in learning journal.

Resources
 Glass bowl of water
 Mirrors
 Alfoil
 Torches
 Thermometer
 Other objects used in prior lessons

Safety Considerations/classroom organisation

 4 groups (each starts at different points in room)
 Needs to be a really hot and sunny day
 Strategic pairing/ grouping to support student learning needs

Assessment Strategies
 Observation during group work
 Recorded as anecdotal notes
 Student recording of information in learning journal

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 LESSON 8: Redirecting Light (Assessment)
Key Inquiry Question: Can you change the direction that light travels in?
Lesson objectives
Students will:
 Understand the requirements of their assessment task and how to plan affectively to achieve the goal of
the task
Evidence of learning
Can the student:
 Identify the materials they will use to conduct their design task
 Plan affectively to achieve desired result

Learning sequence
 Watch end of video from previous lesson to recap about reflection and how it can be used to change the
direction in which light travels
https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Dvt-
SG7Pn8UU%26t%3D205s
 Hand out assessment task booklet (appendix 1) and discuss as a class
 Teacher shows example of task (in a different context) to assist students in understanding their task
(gradual release model – I DO)
 Students to group in their science groups to discuss and plan how they would like to design their task
 Teacher to assist students by monitoring group work and discussions to scaffold students understanding
of the task (gradual release model – WE DO)
 Students to record materials and methods developed in this lesson in their assessment booklets for
individual assessment (gradual release model – YOU DO)
EVALUATE

 Conclusion – student’s ‘jigsaw’ with other groups (number students 1-5 and send a member from each
group to a different group) to discuss their ideas for their plans and report back to group to extend
student learning and foster new ideas

Resources
 YouTube video & projector
 iPads for research
 Assessment booklets
 Reflective materials: mirrors, aluminium foil, metal spoons, empty tin cans, CD’s
 Shoe boxes
 Tape
 Cardboard
 Paper
 Pens
 Scissors
 Other appropriate classroom materials students deem necessary to design their task

Safety Considerations/classroom organisation

 Space considerations for 6 groups to ensure each group can work effectively and safely.
 Use safeshare.com to ensure YouTube clip does not have inappropriate advertisements etc.
 Monitor use of iPad’s
 Monitor use of scissors and remind students of correct use
 Monitor students engaging with various reflective materials to ensure they are being used safely

Assessment Strategies
 Observation during group work
 Class and small group discussion

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 Beginning of summative assessment
Person Responsible for developing lesson plan for Assessment 1B
Brittany Smith

LESSON 9: Assessment Construction

Key Inquiry Question: Can you change the direction that light travels in?
Lesson objectives
Students will:
 Understand the requirements of their assessment task and use their plan to develop their assessment task

Evidence of learning
Can the student:
 Effectively use the materials and plan they have developed to construct their design task

Learning sequence
 Students use information recorded in their assessment task booklet (appendix 1) to discuss group plan and
gather necessary materials
 Students construct their assessment task
 Students test finished products and make necessary adjustments
 Students store finished products in safe place for next lessons class gallery

Resources
EVALUATE

 Small torches
 iPads to take photos of finished product
 Assessment booklets
 Reflective materials: mirrors, aluminium foil, metal spoons, empty tin cans, CD’s
 Shoe boxes
 Tape
 Cardboard
 Paper
 Pens
 Scissors
 Other appropriate classroom materials students deem necessary to design their task

Safety Considerations/classroom organisation

 Space considerations for 6 groups to ensure each group can work effectively and safely.
 Monitor use of scissors and remind students of correct use
 Monitor students engaging with various reflective materials to ensure they are being used safely

Assessment Strategies
 Observation during group work (student’s engagement and contribution)
 Small group discussion
 Summative assessment

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 LESSON 10: Assessment Gallery and Feedback for adjustment
Key Inquiry Question: Can you change the direction that light travels in?
Lesson objectives
Students will:
 Investigate other student’s products to determine the most effective way to get light from point A to point B

Evidence of learning
Can the student:
 Examine other students products to determine the most effective way to get light from point A to point B
and use this information to inform future planning and experiments

Learning sequence
 Students will view and present final products of assessment to determine which product they deem to be the
most effective in completing the task
 Students will be given the opportunity to explain their thinking and ask questions about other groups
projects
EVALUATE

 Students will complete the reflective section of the assessment task to inform future thinking and improve
on future practices/experiments

Resources
 Students final products (assessment task)
 Torches
 Assessment booklets
 Pen

Safety Considerations/classroom organisation

 Space considerations for 6 groups to ensure each group can work effectively and safely.
 Monitor demonstrations of final products to maintain student safety

Assessment Strategies
 Group discussions at the end of each groups presentation
 Observation of student engagement and contribution
 Reflective practice
 Summative assessment

Critique of Unit Design:

The unit plan for Grade 5 science has been designed using an inquiry based approach to develop students conceptual
understanding of light. Thoughtful integration of the Digital Technologies and Science curriculum has been
interchangeably used in this unit as student’s comprehension is most prominent when these learning areas are used
collectively (Albion, Campbell & Jobling, 2017; Fleer & Jane, 2011). Primary aged students need to develop proficiency
in using a range of correlated science inquiry skills and knowledge to directly investigate the world around them and
make important, meaningful connections (Skamp & Preston, 2014). For this reason, the unit plan has followed the
structure of the 5 E’s Instructional Model; Engage, Explore, Explain, Elaborate and Evaluate (REF). The five components
of this model allow the teacher to create a unit plan from beginning to end ensuring that the students gain conceptual
knowledge and understanding (REF). This is achieved by embedding a constructivist approach to learning, allowing
students to construct their own understandings of the topic through an investigative process (Harlan & Rivkin, 2012).
Research has revealed that young children have the intellectual capacity to learn concepts and demonstrate reasoning

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when engaging in inquiry tasks; justifying why this unit has been designed to allow students to learn in this capacity
(Desouza, 2017).

Teacher Support Notes

Light:

- Light travels in straight lines and will only stop if something interferes with the direction of the light.
Refraction:
- When light passes from one medium (material) to another it changes speed. This is because the speed of a
wave is determined by the medium through which it is passing.
- When light speeds up as it passes from one material to another, the angle of refraction is bigger than the angle
of incidence. For example, this happens when light passes from water to air or from glass to water.

Reflection:

Shadows:
- Shadows occur when light is blocked by an object
- Shadows stretch or condense depending on the positioning of the light source in relation to the object
- Shadows occur when light is blocked by an object
- Shadows stretch or condense depending on the positioning of the light source in relation to the object
Opaque: objects do not allow light through (BBC, 2014)

Translucent: objects let some scattered light through (BBC, 2014)

Transparent: objects let light pass through in straight lines (BBC, 2014)

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References
Albion, P., Campbell, C., & Jobling, W. (2017). Technologies education for the primary years (1st ed.).
South Melbourne: Cengage Learning Australia.

BBC. (2014). Transparent, translucent and opaque materials. Retrieved from Bitesize:
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/shadows/read/2/

Caritas Australia. (2018). The Common Good. Retrieved from Caritas Australia:
http://www.caritas.org.au/learn/catholic-social-teaching/the-common-good

Desouza, J. (2017). Conceptual play and science inquiry: using the 5E instructional model.
Pedagogies: An International Journal, 12(4), 340-353.
http://dx.doi.org/10.1080/1554480x.2017.1373651

Fleer, M., & Jane, B. (2011). Design and technology for children (3rd ed.). Frenchs Forest, NSW:
Pearson Australia.
Harlan, J., & Rivkin, M. (2012). Science experiences for the early childhood years: An integrated
affective approach. Upper Saddle River, N.J.: Pearson Education Inc.
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