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Learning Area (Te Arotanga Marautanga):

Date:

Lesson 1 of 1 OR ROUTINE

Science

25/4/16

Curriculum Achievement Objective(s) and


Level (Whinga Paetae):
Explore everyday examples of physical phenomena,
such as movement and forces. Level 1/2
Learning Intentions/Learning Outcomes

(Ng

Whinga P):

Concept : non contact forces operate at a distance


through force fields" (TKI, 2016).

Key Competency

ONE
Thinking;
Using language,
symbols, and texts;
Managing self;
Relating to others;
Participating and contributing

WALT

(E ako ana mtau):

(Te tino Pkenga): Select

We are learning

We are learning to discuss gravitys effect on objects


while swinging.

Learning intention: to explore and the effects of gravity


on swinging objects.

Bicultural Perspective(Kkano Ruatanga):Mori cultural


value explored /encouraged or related content

Awhina

Success Criteria (Paearu Angitu):


- Participates in the gravity investigation with a
peer.
- Can discuss their findings about gravity in a
small group.

Resources and Organisation


Globe

(Rauemi Whakarite):

Wool

Ice block sticks enough for each peer to have three.


Type
Projector and computer for video clip

Assessment Methods

(Tikanga Aromatawai):

Select One

or add
observation of the learning,
interviewing &
conferencing,
work sample analysed using success criteria,
test,
audio/video recording with analysis,
self- assessment,
peer assessment

Objects to swing of platform.

Lesson Duration

Teacher/Kaiako: Key teaching strategies to


develop new and/or reinforce understandings,
concept/s & skill/s.

Learners/Akonga: Key learning activities for


students, for the development of
understandings, concept/s & skill/s.

Introduction

Whole class on the mat for introduction.

(Te Timatanga)

Inquire about prior knowledge of gravity.

To catch the
childrens
attention/make
connections/activa
te prior knowledge

Students all sitting on the mat, able to see the


screen and whiteboard.

Students are doing think peer share then will


Ask the class to turn to a partner and discuss
feed back to the class and prior knowledge
what they already know about gravity. If this is
about gravity.
new vocabulary, I will explain the concept and
write it on the board to be an important term to
focus on.
Engage : To start the students thinking about
Students watch short clip on the canyon
gravity and its role in swinging the class will
swing.
watch a short video clip of the Queenstown
canyon swing.
Think, peer, share:
Questions are written on the board.
What direction were the people going in?

Quick discussion with partner about questions


on the board. Peers can choose to feedback
answers to the class.

Why do they go in that direction?

Explain:
That gravity force is pulling towards the centre
of the earth.

Students are listening to new learning.


Students use their imagination to imagine
earth without gravity.

Bring attention back to the people in the video Pick a few students to share their creative
ideas.
and the fact they are falling towards the
ground / earth.
What would life be like without any gravity?
Share your ideas with your partners.

Development
(Whakawhanake)

Input (including
information intake /
use of resources)

Processing/
Thinking /Making
sense of new
information

Output/ Sharing
new understandings

Organisation of
students

Key
questions/Thinking
prompts

Formative feedback
opportunities

Effective pedagogy

Put students in peers for their investigation


and have them nominate an equipment
monitor.

Students now go to their desks to work in


peers and start their investigation.

Ask equipment monitor to collect equipment


Explore:
Peers are given the science question of does
the size of item effect the height of swing?

Some extension work is also provided if


student are finished early.

Students are encouraged to make up their


own science question following the activity if
they finish early.
Create a platform for a canyon swing by typing
three ice-cream sticks together. Peers are to
Peers are working independently on their
tape the wool to their platform and tie the other investigation.
end of the wool one of three items.
-

Plastic army man

A pen

A rolled up piece of paper.

I am checking everyone is on task, providing


feedback and some questioning about
students investigations.
Expand:

When finished peers are to form a group with


one other peer and in groups of four discuss
their findings.

Have the iPad out if students would like to do


further research.

Closure
(Te Whakamutunga)

Review learning /
reflection /
application of new
ideas / next learning
steps

Relate recap to success


criteria

Have groups standing on the mat, I ask all


groups who had similar findings to please sit
down? What were the similarities? For those
still standing what were some of the
differences in your findings.
Next step: Look at pendulum swings and other
forces on swings.

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