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    Mrs Fox Science

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    ScienceatGreenmount
    This document provides a summary of a lesson on investigating the properties of materials for a mixed year 3/4 class. The lesson followed a literacy activity introducing vocabulary for material properties. Students brought in 3 samples each and tested them for a chosen property, recording their observations and explanations. They then investigated how changing an aspect of a material impacted its properties. The discussion revealed limited vocabulary and observation skills in some students. The explicit modeling and sharing of observations helped students explain their investigations and address misconceptions. The multi-step investigation process was new for some younger students.

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    Mrs Fox Science

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    ScienceatGreenmount
    156 views5 pages
    This document provides a summary of a lesson on investigating the properties of materials for a mixed year 3/4 class. The lesson followed a literacy activity introducing vocabulary for material properties. Students brought in 3 samples each and tested them for a chosen property, recording their observations and explanations. They then investigated how changing an aspect of a material impacted its properties. The discussion revealed limited vocabulary and observation skills in some students. The explicit modeling and sharing of observations helped students explain their investigations and address misconceptions. The multi-step investigation process was new for some younger students.

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    Properties of Materials

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    This document provides a summary of a lesson on investigating the properties of materials for a mixed year 3/4 class. The lesson followed a literacy activity introducing vocabulary for material properties. Students brought in 3 samples each and tested them for a chosen property, recording their observations and explanations. They then investigated how changing an aspect of a material impacted its properties. The discussion revealed limited vocabulary and observation skills in some students. The explicit modeling and sharing of observations helped students explain their investigations and address misconceptions. The multi-step investigation process was new for some younger students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    156 views5 pages

    Mrs Fox Science

    Uploaded by

    ScienceatGreenmount
    This document provides a summary of a lesson on investigating the properties of materials for a mixed year 3/4 class. The lesson followed a literacy activity introducing vocabulary for material properties. Students brought in 3 samples each and tested them for a chosen property, recording their observations and explanations. They then investigated how changing an aspect of a material impacted its properties. The discussion revealed limited vocabulary and observation skills in some students. The explicit modeling and sharing of observations helped students explain their investigations and address misconceptions. The multi-step investigation process was new for some younger students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Properties of Materials Context A split year 3/4 class of mixed ability and experience.

    This 2 session lesson was part of a series of lessons over 3 weeks, based on the year 4 Chemical Sciences strand. (Natural and Processed Materials). This lesson followed a literacy activity designed to present vocabulary describing properties of materials e.g. transparent, absorbent, magnetic. I had also taken advantage of an opportunity to work solely with the year 3 to explicitly model activities to investigate soluble and magnetic properties previous to this lesson. For the investigation, all children had been asked to bring in 3 samples of materials. Each child would investigate his or her own materials. Following a discussion to review properties covered during the literacy activity, the children were asked to identify a property for which they would test all their samples. They were then asked to identify how they might test their materials. We then went through the worksheet, Testing! Testing! 1,2,3,4! (RIC Publications, Australian Curriculum Science, Book 4), discussing what each section asked for and how it would be best completed. As the children completed each section they were asked what they would do next, what would they need and what would they expect to happen. At the end of each test, the children were asked to share their observations and to try and explain how this showed the property they were testing. Following the investigation the children were asked to share their results and how they could improve their investigation. This investigation was then followed by another where the children changed an aspect of a material and investigated the impact of the change on a property of the material. For the investigation the children worked in groups and all children worked with the same material and the same property.

    Reflection The discussions revealed the limited vocabulary the children had for describing properties so the literacy activity was very useful for exposing the children to more words. These words formed the basis for the word wall. Additionally, many children had a poor understanding of cause and effect largely due to poor observation skills. The explicit modelling of the investigation process and the sharing of what people saw enabled some children to explain their own investigations more clearly. Some children had misconceptions based largely on poor observation in everyday situations. Finally, the concept that they could do something better next time if they improved some aspect was particularly foreign to the younger class members. This, I believe, is a developmental issue best addressed by a lot more hands-on and please explain activities. Links to the AC: Science Science Understanding Chemical Science Natural and processed materials have a range of physical properties; These properties can influence their use. (ACSSU075) Science as a Human Endeavour Nature and development of science Science involves making predictions and describing patterns and relationships. (ACSHE061) Use and influence of science Science knowledge helps people to understand the effect of their actions e.g. the choice of materials used based on their properties. (ACSHE062) Science Inquiry Skills Questioning and predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge.

    (ACSIS064) Planning and conducting Suggest ways to plan and conduct investigations to find answers to questions. (ACSIS065) Processing and analysing data Compare results with predictions, suggesting possible reasons for findings. (ACSIS216) Evaluating Reflect on the investigation (ACSIS069) Communicating Communicate ideas and findings. (ACSIS071)

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