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Lesson Plan Template 1 Primary & Secondary Unit/Topic: Investigating sources of light Date: Tuesday 22nd Octr 2013

Time: 9.00-10.00

Key Learning Area:

Year Level: 1D Lesson: 3 ___________________________________________________________________________________________________________ Curriculum outcomes for the unit: Science as a Human Endeavour Nature and development of science Science involves asking questions about, and describing changes in, objects and events (ACSHE021) Use and influence of science People use science in their daily lives, including when caring for their environment and living things (ACSHE022) Science Inquiry Skills Communicating Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play (ACSIS029) Evaluating Compare observations with those of others (ACSIS213) Planning and conducting Participate in different types of guided investigations to explore and answer questions, such as manipulating materials, testing ideas, and accessing information sources (ACSIS025) Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate (ACSIS026) Science Understanding Physical sciences Light and sound are produced by a range of sources and can be sensed (ACSSU020) Processing and analysing data and information Through discussion, compare observations with predictions (ACSIS212) Use a range of methods to sort information, including drawings and provided tables (ACSIS027) Questioning and predicting Respond to and pose questions, and make predictions about familiar objects and events (ACSIS024) Students explore sources of light and sound and the senses used to observe them. They manipulate materials to observe how light and sound are produced, and how changes can be made to light and sound effects. They examine how light and sound are used in everyday life and by a variety of cultures. They make predictions; share ideas and sort information about light and sound and represent and communicate their understandings in a variety of ways.


(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Understand that light can come from a variety of sources and can be observed . Understand that some objects reflect light from light sources instead of producing their own light.

LESSON STRUCTURE: Time 1.55-2.30 Students sit in a circle Introduction (Set): Teaching Approaches Experiencing the known and the new (authentic pedagogy) learning is situated, contextual and grounded in the real world and connects school learning with practical application in a real life context) Applying appropriately and creatively(functional pedagogy) learners expand their ways of making and expressing meaning in effective and powerful ways. Analysing functionally(critical pedagogy) interpret the purpose of texts the human purposes, functions and motivation by situating texts. Learners engage in critique to analyse perspectives and connect conceptual learning to causes and effects. Conceptualising by naming(didactic teaching metalanguage and wide frame of reference for meaning-making)
Learning by Design Knowledge processes Kalantzis & Cope, 2012)

Investigate sources of light

In last weeks lesson we learnt what a light source was. A Any device or thing that gives out illumination. We brainstormed objects that had their own light source, and those that looked like light sources or were shiny. What made them shiny?. A They did not produce their own light; the light was reflected from a light source. Q. Can you remember some examples of what reflects light but is not a light source? CD, diamond ring, kettle, mirror etc How could we test that they were light sources or not (A. in a darkened room). Have student find the word: reflect, from word cards, and add to word wall What is the word we use to supply or brighten with light illuminate (already on word wall) In the cave 2 weeks ago I was able to illuminate something big and round when we first entered the cave. Who can tell me what that was? The DP tummy. How did I illuminate this? What was my light source? We also explored how light can be changed. Give me some examples. ------------------------------------------------------------------------------------------------------------------------------

Investigate objects as light sources

Classifying Light Pass a collection of objects/toys around the circle for students to examine and make predictions as to whether each item is a sources of light or not sources of light. Students to place in the appropriate labelled hoop. (Include mobile phone) Students to predict whether they would be a source of light or not. If it is a source of light, decide how and why it would be used. Always be safe when using light around other people. Shining light into peoples eyes may hurt or damage their eyesight. Picture sort source of light; not a source of light (2 piles) Give 5 team leaders a coloured disk and have them keep their hand closed. Give team leaders a pack of sorting cards and tell them where their station will be once they have found all their team members with the same coloured disk. Every student gets an equal share of cards between them to sort. No-one to take over by sorting all the cards or bossing people. This is a group activity where everyone contributes. How will you work out an equal share? Zip lips and throw away the key. Hand out remaining coloured disks to students and tell everyone to keep hands closed and stand up. Openr hands up and silently locate their 4 or 5 other team members with the same coloured disk and sit at their allocated stations. Leaders will have to lead the way to their stations without talking. The first team who silently finds all team members and sits at their station wins. Each get a smiley face to add to the chart. Rove room to listen to brainstorming/discussions and observe sorting. Scaffold where necessary. Bring students back to carpet pass a packet of the sorting cards around the circle of students to classify pictures. What have you learnt today about light? A Some things reflect light, but are not sources of light. There are many different sources of light We use light in our everyday lives.

Incorporating a synaes thetic approa ch as a pedago gical suppor t to switch betwee n modes: visual (writte n word, props), audial (spoke n word, music), tactile (props) , spatial (role play in cave), gestur al (dancin g). Representing and commu nicatin g in multim odal

In Science journal write 5 examples each of Light Sources, and Not Light Sources. Quiz as extension boys against girls Optional: Show L3 Wizard, Fairy puppet show. U-tube clips: sand art and shadow dancers


ways deepen s unders tanding , caters to diversit y and preferr ed learnin g styles. Inquiry techniques Brainstorming Teacher led questioning Hands up to answer, but also involve others. One voice at a time. Role-playing


Conclusion: RESOURCES Word wall cards: reflection Sheet Classifying light Digital camera Science journal Collection of objects (light sources and other eg torch, toy with light, doll, toy car, peg, box, key ring, desk lamp, mobile phone, home phone, book, pen) Wort sort cards Post Reflection: