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Student name: Anthea Skoumbros

Curriculum Area:
Science
Learning objective
(from Unit
Overview) for this
particular lesson

Lesson Plan- no more than a page long


Year Level: 6
This will be on your Learning Menu overview
Students will know how to use materials and equipment to plan
and conduct fair tests of different factors to see if they affect the
speed of a chemical reaction
Students will understand that after conducting an investigation
it is important to provide evidence to support their conclusions.
This evidence will help to determine the suggestions for
improvements in their investigation methods

Students will be able to formulate a question and make


predictions about what factors affect the speed of a chemical
reaction.
Essential
Why is it important to make a prediction before conducting an
questions for this
investigation?
lesson
Why do you provide evidence of your fair test and how does this
help with your conclusion/explanation?
Lesson number
6 of 6
Length of lesson:
Double lesson 90 minutes
Suggested
1 Whole class: Question on the board: What chemical is in a tablet
content or outline
that causes a fizzing effect when put in water? Have all students
of lesson
answer this question (this question and answer was addressed
Using the
earlier in the unit). Collect all students answers. Play the pre
information from
recorded video of yourself conducting the experiment to
your pre-assessment
students. While doing this skim through answers quickly to
task design a lesson
determine how many students already know the answer (Prebased on different
assessment task).
levels of readiness. 2 Activity, introduce the Learning Menu: Explain to students that
they will be conducting a scientific investigation, however, it is a
step by step process and the investigation is not over after the
experiment. Explain the Learning menu including 2 week due
date. Complete Main courses. Monitor the students who
recognise tablets contain sodium bicarbonate. Put step by step
instructions on the board. Provide students with learning
difficulties with instructional pictures.
3 Whole class debrief: Ask students to share what they thought was
interesting about the investigation and what was challenging.
Ask how students overcame these challenges? Any questions on
Learning Menu contract?
Check for
Self assessment exit card (appendices)
understanding
i.e. exit card
Visual, verbal,
Task is explained verbally and is written step by step on the white
tactile and
board. Class is monitored. Child with Cerebral Palsy is given
technological
technology support to write (iPad or computer). Children with
supports
learning difficulties may present report orally according to their
Individualised Learning Plan (ILP).
Instructional
Class discussion and explanation of tasks: teacher directed,
approaches
explicit
i.e teacher directed, Group work: student centred, inquiry
strategy
instruction

Student name: Anthea Skoumbros


Resources or
supplementary
materials
Classroom
environment
what have you
had to change to
meet student
needs
Lesson reflections
(to be done on
completion of lesson
in professional exp.)

attach as appendices: Self assessment exit card, Smart board,


computer, science investigation equipment: tablets (berocca),
cups, Ipads, printed worksheets
A child in the class has cerebral palsy, therefore, requires a
wheelchair. The classroom is wheel chair accessible including all
spaces between furniture. The students desk is also higher. For
students with learning difficulties technology is readily accessible
and a smart board has been fitted into the classroom as a means
to offer multiple means of engagement through video, audio and
imagery. Spelling, grammar, comprehension and focus posters on
the walls.
What worked? What didnt? Why/Why not? What could I change
next time?
This lesson will be completed during term two. Reflection will be
completed upon the implementation of this unit.

Student name: Anthea Skoumbros

Differentiated Learning Menu (linked to Ass 1 content)


Topic: Why and how substances change
Curriculum Area: Science

Year Level: 6

Lesson no(s): 6 of 6

Brief description (2-4 sentences of how this fits into the broader unit of study): The Learning Menu brings together all the knowledge
that students have been learning throughout the unit. The Menu covers the concepts that have been taught in the unit and is purposefully
tailored so that the tasks require previous knowledge of concepts. There are exclusions from this so the Menu has been designed based on
readiness tests that cater for students who lack pre existing knowledge in certain aspects of the unit. The tasks that have been designed
are based on ongoing assessment of students readiness levels to the concepts being taught and also caters for students individual
capabilities.
Learning Objectives: As a result of completing the Learning
Menu activities students will:

This Learning Menu is differentiated by (Mark all that apply):


Readiness

Understand that (concepts, principles, ideas)

Interest

Students will understand that after conducting an investigation it is


important to provide evidence to support their conclusions. This
evidence will help to determine the suggestions for improvements
in their investigation methods

Learning Profile

Know (facts, vocabulary, dates, information)


Students will know how to use materials and equipment to plan and
conduct fair tests of different factors to see if they affect the speed
of a chemical reaction.
Be able to do (skills, processes)
Students will be able to formulate a question and make predictions
about what factors affect the speed of a chemical reaction.
Students will be able follow the procedure of a scientific
investigation.

When and how this Learning Menu will be used in the


context of the unit
The Learning Menu is a summative assessment task the finishes the
Science topic of change detectives. It focuses on pulling together
the concepts, knowledge and skills that have been addressed and
taught in this unit into a culminating assessment task. The scientific
investigation will be completed in class as well as any other
activities that students will be able to finish. Outside of this
students will finish the Learning Menu in their own time and it is
expected that they finish it within two weeks. Free time in class will
be allocated to finishing work which included this task.
Assessment criteria (How will you know that the students have
achieved the objectives through their completion of the Learning
Menu activities?) Can use a rubric or checklist.
Students will be assessed through the use of a checklist. If a

Student name: Anthea Skoumbros


student shows improvement (growth) in the concepts throughout
the unit this will also be taken into consideration.
Attach as appendices not to exceed 1 page.

Student name: Anthea Skoumbros

Learning Menu Contract


Topic Name: Science

Due: 2 weeks

Expectations: All items in the main dish must be completed as well as one green
side dish and one yellow side dish by the due date. You may decide to do some of
the dessert items as well.

Main Dishes (you need to do all of the tasks)


1. Complete the Tablet Investigtion Planner
2. Complete a scientific investigation by using a tablet and testing its fizzing levels
against the factors of hot, room temperature and cold water (in class time).
3. Record your results in your science book using the table provided

Side Dishes (Choose one green side dish and one yellow side dish)
1.
2.
3.
4.

Present your results in a comparison venn diagram


Present your results in a column or bar graph
Write your results as a short paragraph in your science book.
What did you see happen? Draw these different results in your science book.
1. Complete the Explaining Results and Evaluating the investigation work sheet
2. Write a letter to a scientist describing your results and why you think these
happened. Make sure you tell the scientist if you had any challenges and if
you did how did you overcome these.

Dessert (After eating your main and side dishes you have the option to
complete a dessert).
1. Imagine that you are a scientist. Pretend that are about to do a scientific
investigation on adding a tablet which contains Sodium Bicarbonate (which we
know fizzes in water) into different types of liquid. Write what you think will
happen and why it would happen.
2. Put yourself in the shoes of the tablet. Write about what you think the tablet
might think if it was put in milk. Would the tablet think that is was going to or not
going to fizz? Would the tablet be happy or sad about this, why?
3. Using a story board draw the different stages of what you think would happen if
you were to add a tablet to milk?

Explanatory Notes Not to exceed 1 page (size 12 font, Calibri)

Student name: Anthea Skoumbros


How does your Learning Menu represent a differentiated task?
(links to literature required) .
The Learning Menu aims to foster equity and excellence in academically
diverse learners by following the principles of a good curriculum. This
includes that tasks have been tailored to respect each learner and also to
use assessment as a means to check student development and students
final grade will reflect growth within parameters (Tomlinson, 2003, p.11).
Differentiation occurs in the Learning Menu as it has been based on
making changes to the content, the teaching and learning of the content,
the methods for assessment and the products and the types of human
and material assistance that is required in each of the tasks (Pagliano &
Gillies, M, 2008, p.213). The Learning Menu has been devised so that the
readiness levels of students have been addressed and catered for.
Assessment of the Learning Menu is summative and has, therefore, been
differentiated in the way that it addresses the principles of student
understandings (Tomlinson, 2006, p.67). As students differ in their
preferred ways of interpreting and processing information they also differ
in the way that they demonstrate what they have learned (Tomlinson,
2006, p.73). This Learning Menu takes this into consideration and has
offered varied tasks that will show the students understanding to a
maximum. The tasks included in the Learning Menu are not all written as
it is important to offer visual explanations to students who have strong
visual preferences or those who struggle with verbal expression
(Tomlinson, 2006, p.67). When grading the Learning Menu it is important
to consider that the link between differentiation and assessment is clear.
To be effective they both require clarity and focus on pre-identified
knowledge, understandings, and skills for which students are accountable
for (Moon, 2005, p.230).
Additional explanation of each task (directions for students)
Main Dishes: Complete the Tablet Investigtion Planner (Attached as
appendices)
Complete a scientific investigation by using a tablet and testing its fizzing
levels against the factors of hot, room temperature and cold water (in
class time): Follow step by step instructions that will be put on the smart
board.
Record your results in your science book using the table provided
(Attached as appendices)
Side Dishes (Choose one green side dish and one yellow side dish):
Present your results in a comparison venn diagram: Cross two circles over
in the middle, label the left column tablet and speed of reaction, the
middle column similarites and the left colum water temperature.
Present your results in a column or bar graph: Label your cloums by speed
of reaction and water temperature
Write your results as a short paragraph in your science book: What did you
notice? How fast did the tablet fizz in cold, room temperature or warm
water?
What did you see happen? Draw these different results in your science
book: Draw your results as a sequence of events, label your pictures.

Student name: Anthea Skoumbros


Complete the Explaining Results and Evaluating the investigation work
sheet (Attached as appendices): Answer all questions
Write a letter to a scientist describing your results and why you think
these happened. Make sure you tell the scientist if you had challenges and
if you did how did you overcome these.
Desserts: Are specific in instruction on learning menu as they are
optional and require no assistance

Assessment Checklist

Assessment
Can the student explain generalisations or principles of why
substances change?

Can the student explain the results of the scientific


investigation and evaluate these?
Can the student interpret the process of a scientific
investigation through the use of imagery?
Can the student apply the results from the scientific
investigation to make a new theory or hypothesis?
Does the student demonstrate perspective by grasping the
importance of why the results of a scientific investigation
should be evaluated?
Can the student demonstrate self-knowledge by reflecting
on the meaning of learning and experiences?

Yes/No

Student name: Anthea Skoumbros

Reference List

Moon, T. R. (2005). The role of assessment in differentiation. Theory into


practice, 44(3), 226-233.
Pagliano, P. & Gillies, M. (2008).Curriculum, adjustments, and adaptations,
in Ashman, A. & Elkins, J. (eds.),Education for inclusion and diversity,
3rd edn, Pearson Education Australia, Frenchs Forest, NSW, pp. 201234.
Primary Connections: Linking Science with Literacy, & Australian Academy
of Science. (2006). Change detectives. Canberra: Australian
Academy of Science.
Tomlinson, C. A. (2003). Deciding to teach them all. Teaching all
Students, 61(2), 6-11.
Tomlinson, C. A. (2006). Considering evidence of learning in diverse
classrooms, in Tomlinson, C. A & McTighe, J. Integrating differentiated
instruction &understanding by design: connecting content to kids,
Hawker Brownlow Education, Heatherton, Vic, pp. 59 82.

Student name: Anthea Skoumbros


Exit Card

Self Assessment
Today my effort in class was (please circle):

Excellent

Very Good

Okay

Something I did very well in class today was....

Something I found challenging in class today was....

Something that I learned today that I did not know before....

Not my best

Student name: Anthea Skoumbros


Tablet Investigtion Planner

Student name: Anthea Skoumbros


Recording Results Table