Teams Kiwi & Takahe

Plan onto this format and as you use it think of areas where it can
be improved for us as teachers. Focus on rich and meaningful PAI Planning
learning tasks when thinking about your activities and how these
can scaffold your children’s understanding of the deep
Term 3/4 2009
understanding.

Curriculum Areas (can be more than one, indicate where you have
planned/taught as a component of Lit/Maths)
Science
 Physical World (Levels 2 & 3)
Big Idea
Physical inquiry and physics concepts
o Explore everyday examples of phenomena, such as movement,
Change
forces, electricity and magnetism, light, sound, waves, and heat.

o Seek and describe simple patterns in physical phenomena.

Pride Focus

 Integrity (linked to fair testing)

Context
Key Competencies
Forces & Motion
 Thinking (Major Focus)
 Participating and contributing
 Using language, symbols and texts
 Big Idea: CHANGE
Deep Understanding
Thinking/Understanding -How does change happen? (Kn)
PRIDE/ KC - Scientists do the right thing (Ethical scientists act with integrity)PRIDE - Our ideas about the world change when we think like scientists
(KC Thinking)
Taking Action - We can demonstrate/share our discoveries (Taking Action)
Thinking/Understanding:
How does change happen? (Kn)
Yr 1/2 Novice Apprentice Practitioner Expert
Yr 3/4 Novice Apprentice Practitioner Expert
Yr 5/6 Novice Apprentice Practitioner Expert
I can describe I can use my I can use I can compare I can suggest I can identify I can link the I can generate
the changes I words to science/topic and contrast possible cause the cause and patterns and alternative
observed describe how words to different types and effect of effect of how trends I see to ideas to
(saw). something explain how of changes. change change scientific explain
changed. something happened. happened. concepts and (model)
changed. explain to patterns and
I am beginning others. trends of
to group change with
outcomes to justification.
show patterns.
PRIDE/ KC:

Scientists do the right thing (Ethical scientists act with integrity)PRIDE

Our ideas about the world change when we think like scientists (KC Thinking)
I can choose a I can make a I can carry out I can ask I can come up I can use a fair I can test and I can consider
prediction relevant a fair test questions and with an test to check my alternative
from options prediction honestly. make idea/hypothesi investigate my assumptions explanations
presented about what decisions s and test it. ideas/hypothe (ideas) by for my results
about what might happen when I fair sis. changing and create a
might happen and show test and variables to way to retest
and be honest integrity about honestly share see how they and justify my
about my my choice my findings. affect my hypothesis.
choice. whatever the hypothesis.
outcomes. (recreate)
Taking Action:
We can demonstrate/share our discoveries (Taking Action)
I follow the I suggest and I consider and I build on the I can use I can I can use I can create
ideas of others listen to the select our best ideas of others scientific demonstrate statistical a model to
to meet a ideas of others ideas and and support drawings my fair test data to teach and
purpose. to meet a justify them to them as we
and to others. support my promote
purpose. meet a meet a
purpose. purpose. diagrams to findings and scientific
show/talk interpret the understandin
about how results. g in others.
something
changed.
Ponder
Emotional Hook
Science Lab
Tuning In
What is scientific change?
Finding Out
What are the causes and effects of scientific change?
How do we test it?
Sorting Out
How do we identify patterns and trends? Example of
How do we know if it is a fair test?
How do we choose what to vary in a test?
significant
Why is it important for a test to be fair? questions at
Activate
Going Further
each stage
Are there other reasonable explanations for what we are observing?
Are there alternative explanations?
Making Conclusions
How can we eliminate other explanations?
Innovate
Taking Action
How can we use what we have learned?

Purpose
Stage of the unit Understanding Goals Sequence of Learning Activities
Key Competencies / PRIDE
Thinking Hats
Term 4 Week 1 Matrix Indicators: Activity One:
Tuning In • Chn put into class groups and select 2 representatives from
Activity One: N/A their class
♦ Prior Knowledge
• Each class is given a wind tube
♦ To establish
♦ Student questions Activity Two: • On “GO” all classes try and inflate their wind tubes 1st (2
♦ Personal experiences class reps “do” the inflating while others watch and
KN – Novice, Apprentice & support/offer ideas)
Ponder

Practitioner Activity Two:

Science Skills
KC – Novice, Apprentice & • Chn (independently) are asked to work through the
Activity Two
science “planning house” to come up with a
– Focusing and planning Practioner hypothesis, and their plan for a “fair test” to solve a
o using prior knowledge and
given problem.
experiences Activity Three: N/A Activitiy Three:
o Predicting
• Chn (independently) given a list of words linked to
Science Knowledge topic.
N/A – JUST an emotional hook and to
WALT:
• Chn write down definitions for any words they
clarify what children knew about the understand, link words they believe to be connected
N/A as pre-assessment activity
process of fair testing and highlight words they are not familiar with

Term 4 Week 2 Matrix Indicators: Resource – Building Science Concepts

(Vic Hygate & Caz Aldridge) “Marbles, exploring motion and forces”
Tuning In N/a - (Level 3/4)
♦ Prior Knowledge
♦ To establish Activity One:
♦ Student questions ♦ Chn work in groups of 3
♦ Personal experiences WALT: ♦ In groups chn rotate around a series of images and identify
which images are showing objects that are moving and
which objects are at rest
Science Skills ♦ For images that the children decide are moving, children
– Focusing and planning Look at images of different
need to identify WHAT is making the object move, decide
o using prior knowledge and objects and identify which whether it will keep moving & state what would cause the
experiences objects are moving, which are object to stop
r