Lesson Plan 3: Are the rocks breathing?

Michelle (42019397) Stage 1, Year 2 (7-8 year olds) Outcome(s) & Indicator(s): Science: INVS1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations. UTS1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task uses a magnifying glass to observe changes and uses an ipad. ACSIS039 Use informal measurements in the collection and recording of observations, with the assistance of digital technologies as appropriate English: TS1.1 Communicates with an increasing range of people for a variety of purpose on both familiar and introduced topics in spontaneous and structured classroom activities provides a brief retelling and gives a brief, simple oral information report. ACELY1667 Rehearse and deliver short presentations on familiar and new topics. Intention: Convey to students that bubbles are also created under water. Churchill, Loeschnig and Mandell (1997) state, oxygen is present, even in the rocks. Air bubbles flow from the spaces in the minerals that make up the rocks and rise to the waters surface (p. 173). KSK When a rock is placed under water, small bubbles will often appear around the surface of a rock. This action is caused by oxygen being present within porous rocks. The minerals trapped in the spaces of the porous rock will float to the surface, thus creating a flow of air bubbles (Churchill, Loeschnig & Mandell, 1997). Resources and Equipment: Porous rock (pumice stones) Smooth or sandstone Rocks, pottery and pieces or brick Trays Water and jug Magnifying glass YouTube clip: http://www.youtube.com/watch?v=KhAjUZM7AaM. IWB and ipads Description of activity: Introduction: Remind students of the bubble art and discuss how blowing through a straw in water formed the bubbles. Using the IWB, use mind node to brainstorm other types of bubbles that occur under water e.g. blowing water in a pool, fish blowing bubbles etc. Show the class the YouTube clip HD Underwater Bubbles (35 seconds) http://www.youtube.com/watch?v=KhAjUZM7AaM. (5-10 minutes) Body: Establish the experiment front of the room display the materials: differing rocks, magnifying glasses, Scientific Prior Learning: Students have explored how a bubble is formed through blowing bubbles with differing liquids.

trays, measuring jug and water. Divide the class into small groups (4-5 students). Provide the students with a What to do sheet: Place the rocks in the tray and pour in enough water to cover them. Using the magnifying glass, observe what happens (Churchill, Loeschnig & Mandell, 1997, p. 173). Record your findings using an ipad (photos or mini movie) and report back to the class during Rock News using the IWB. Stimulus questions will be written on the IWB e.g. What is happening? Where are the bubbles coming from? Which rocks make the most bubbles? (20-25 minutes) Conclusion: Discuss findings Rock News: Each group will be given 3-5 minutes to report back and discuss what they observed. The teacher will scaffold scientific conversation, emphasising key points such as oxygen, minerals, air bubbles and water surface. (20-25 minutes). Modifications: Simplification: Demonstrate the experiment or prompt throughout to support learning of key concepts. Stimulus questions provide a guide for learning and prompt observation. Additionally, working in small groups provides an added layer of classroom support. Extension: Write a script for Rock News. Students could write a couple of sentences explaining what they observed whilst engaging in the experiment.