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Mead_L_s237572_ETL224_Assignment 1

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PART A: MISCONCEPTIONS IN SCIENCE
Physical Sciences: All objects need to be pushed or pulled to create movement

Rationale: Lesson planning and content, covers teaching and learning for Year 2 students.
Previous lesson content has resulted in students being involved in a physical activity lesson
where particular attention to pushing and pulling movements have been included such as
students engaged in tug of war, rolling a ball between partners, playing on swings and
roundabout equipment.

Key Learning Areas: Through working scientifically in classroom planning, discussion,
students conducting investigations and hands on experiments, processing information and
evaluation, students will learn a push or a pull affects how an object moves or changes
shape ACSSU033. (ACARA, 2014). Students will further extend their critical thinking and
exploration skills to learn ways that objects move on land.
Science involves asking questions about, and describing changes in, objects and
eventsACSHE034
Respond to and pose questions, and make predictions about familiar objects and events
ACSIS037
Participate in different types of guided investigations to explore and answer questions, such
as manipulating materials, testing ideas, and accessing information sources ACSIS038
Use a range of methods to sort information including drawings and provided tables
ACSIS040
Through discussion compare observations with predictions ACSIS214
Compare observations with those of others ACSIS041
Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play ACSIS042

Lesson Outcomes: The purpose of this activity is for students to engage, explore, explain,
elaborate and evaluate misconceptions relating to push or pull in movement, to determine
whether the misconception is true or false.

Teaching Approaches:
Students take part in critical thinking skills, questioning, and whole classroom discussion
which will enable the teacher to determine students prior knowledge, what students need to


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know and what they want to know. The lesson will commence with questioning, thinking
and observations as the students think about movements they have been using during their
previous physical activity lesson; their daily practices and classroom experiments, while
working in groups to discuss images of forces. Students who require supported/moderated
learning will be paired with students who can support their needs. Students will also be
involved in hands on experiments to discuss, investigate and evaluate forces.
Students will fill in a self assessment form at the lesson commencement, with the teacher
using example question number 1 to ensure student understanding of how to complete the
form, which will be completed again at the conclusion of the lesson (see example under
ASSESSMENT)
By the end of the lesson, students identify language appropriate to motion and movement:
- Push-moves objects away from us
- Pull-moves objects closer
- Force-pushing or pulling
- Motion-the changing of position/location requiring a force (Idaho State Board of
Education, 2014).
- Friction-a force occurring when moving an object against another-e.g. toy over a floor
- Gravity-a force that pulls two objects towards each other
By the end of the lesson, students will be able to make some connections with some forms of
physical science through their engagement with hands on learning; and extend their
knowledge to answer the following questions:
Q. What is physical science?
Q. How/why do objects move?
Q. What makes an item need pushing or pulling?
Q. What forces might you use, to make an object move?
Q. Do we control all pushes and pulls? Why or why not?
Q. How does pushing or pulling an object, change its shape?












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Engage:
The teacher initiates opportunities for critical thinking and discussion amongst students using
various images that represent different forces such as push and pull. Working in small
groups of 4 students, each group is given a set of the same images, to examine, discuss and
record the forces they think are used in each image.







1. The image 2. The image 3. The image
Lean game Push & Pull song Human Interface Design






4. 5. 6.







7. 8. 9.
The images (4-9) Fathers & Toddlers





10. The image The 3 Ps of Marketing 11. 12. The image Standing

Students will initially be guided on how to write their own hypothesis which needs to be a
statement, and not a question.
Students each write their own hypothesis relating to forces. Students also need to ensure their
hypothesis is testable and contains independent and dependent variables.




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Explore:
Students also think about the questions at the start of the lesson while they plan the
experiments they wish to trial, and while viewing a YouTube presentation to assist their
thinking relating to push and pull http://www.schoolsworld.tv/node/2986
Students may work in small groups or individually to discuss, plan and decide on the items
they wish to use in their experiments with a push/pull force, found inside and outside the
classroom.

Some examples of materials to use may include pencils, balls, books, play equipment, toys,
balloons, chairs, plastic containers of the same size, filled with different objects to compare
weight/speed of push/pull. Students also require a learning journal with questions to
complete; space for drawing/recording their findings/questions.

Conducting:
Students experiment with movement such as push or pull, as well as questioning, through
interactive, hands-on engagement, that may be individual, small or large group orientated:
-Observe the object
-Describe it
-Draw it
-Make it move
-How did you make it move?
-Did you change the shape of the object by pulling or pushing it?
-What might affect an object being pushed or pulled? (Speed that an object is pushed or
pulled may affect distance travelled); (weight of an object may affect distance travelled when
pushed or pulled)
-Can an object be pulled/pushed to make it go faster? If so, how? (Students may use ramps
or other hand-made materials to speed up or slow down the force of motion). (Students may
also choose to record speeds and distances travelled for comparison and learning, using rulers
or other means of measuring as determined by the whole class or in groups).
-How many different ways might the object be pushed/pulled?






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Explain:
Students use the form provided below (PUSH? or PULL? : MY INVESTIGATION) to
record their predictions, and indicate through drawing and writing, what happened in their
experiment. Students create their own knowledge based on their findings, which will be
shared amongst the whole class.











































Adapted from Science Satisfactory Portfolio ACARA, 2014).
PUSH? or PULL? : MY INVESTIGATION:

My name is________________________

I predict that
____________________________________________________________
____________________________________________________________
____________________________________________________________

Draw what happened










Write about what happened
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Did my observations match my predictions?
____________________________________________________________
____________________________________________________________

What would I do different next time?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________



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Processing:
Elaborate:
Students collect, and record data from their experiments, and will communicate their ideas
and findings with other students. These can be compared with other students who may have
attempted the same experiments to determine if similar/different conclusions were reached.
This can assist to confirm existing knowledge; create new information and knowledge; or
encourage students to engage in further experimentation and challenge what they already
know.

Evaluate:
Students use information gathered to interpret, analyse and reach conclusions from their
findings. This information can also be used to determine differences in their hypothesis and
experiments.
-Did the students experiments, confirm their hypothesis?
-Were the misconceptions proved or disproved?
-Can an object be moved without pushing or pulling it by touching it? E.g using a magnet and
something metal
-Further questions the student may have about pulling and pushing.

Safety:
All students must consider the safety and wellbeing of themselves, other students and the
teacher, at all times, regarding the use of equipment, space and materials.

Assessment:
Assessment of students work will incorporate summative assessment, as well as student self
assessment. Student assessment will take place based on individual and group work; their
contributions; engagement and processes used to conduct their investigations; recording of
information/discoveries gathered; and final presentation. Each student will be required to
complete a self assessment rubric before and after the lesson, which will be used by the
teacher and to plan further lessons.





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Extension activities:
Students further explore push, pull and gravity forces while exploring ways that objects move
in water and/or in the air.

Reflection:
1. What worked well?
2. What didnt work well? What could have been altered to make learning successful?
3. Were students engaged in learning?
4. Were learning experiences relevant to meet expected outcomes?
5. Did all students meet the expected outcomes? Did they understand expectations?
6. Were materials sufficiently provided for all students to participate in learning?
7. What could be included for future learning experiences?
8. Were all safety issues addressed prior to lesson commencement?









Name:_______________________
Self Assessment Push or Pull
Consider each of the following learning objectives. Use the rating scale below to rate
yourself based on how well you think you understand or can explain the lesson objectives.

I dont know anything I understand the
about the learning objectives 0 1 2 3 4 learning objectives



Learning Objective At the start of
the lesson
At the end of the
lesson
1. I know what my name is and how to write it.
2. What is a force?
3. I understand what a hypothesis is and how to write one.
4. Explain what physical science is?
5. I understand what friction is and what happens.
6. I can explain how things move by using pull forces.
7. I can explain how things move by using push forces.
8. What is gravity?
Adapted from http://www.sciencewithmrjones.com/downloads/physics/forces/forces_-_self-assessment_sheet.pdf










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References:

ACARA see Australian Curriculum, Assessment and Reporting Authority
Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian
Curriculum. v7.0. Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-10?layout=1#level6
Clipart Panda. (2014). Standing. [Image]. Retrieved from http://clipartpanda.com
Computer Science Unplugged. [n.d.]. Human Interface Design. [Image]. Retrieved from
http://csunplugged.org/human-interface-design
Idaho State Board of Education. (2014). Dialogue for kids. Retrieved from
http://idahoptv.org/dialogue4kids/season12/force_and_motion/facts.cfm
Marzollo, J. (2014). Fathers and toddlers. [Image]. Retrieved from
http://jeanmarzollo.com/FATHERS&TODDLERS/
Sanchez, M. D. (2013). Push and pull song. [Image]. Retrieved from www.slideshare.net
Schools World. (2014). KS2 Science: Pushing and Pulling [Video file]. Retrieved from
http://www.schoolsworld.tv/node/2986
Science with Mr. Jones. (2014). Forces-Self Assessment Sheet. Retrieved from
http://www.sciencewithmrjones.com/downloads/physics/forces/forces_-_self-
assessment_sheet.pdf
Simply Digital Marketing. (2011). The 3 Ps of Marketing. [Image]. Retrieved from
http://www.simplydigitalmarketing.com/3-ps-of-marketing-communication
Trainer, A. (2011). Lean Game: Push-Line/Pull-Line. [Image]. Retrieved from
www.siliconbeachtraining.co.uk








Mead_L_s237572_ETL224_Assignment 1
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Earth and Space Sciences: Slowly dripping taps does not waste much water
Rationale: Lesson planning and content, covers teaching and learning for Year 2 students.
Students prior lessons content has explored the properties of raindrops in relation to where
water/rain comes from and whether water is liquid, gas or solid. This lesson involves
students addressing and exploring the misconception that only small amounts of water are
wasted through dripping taps.

Key Learning Areas:
SCIENCE Earths resources, including water, are used in a variety of ways ACSSU032.
Teaching and learning activities will further identify actions at school such as turning off
dripping taps that can conserve resources (ACARA, 2014)
Science involves asking questions about, and describing changes in, objects and
eventsACSHE034
Respond to and pose questions, and make predictions about familiar objects and events
ACSIS037
Participate in different types of guided investigations to explore and answer questions, such
as manipulating materials, testing ideas, and accessing information sources ACSIS038
Use a range of methods to sort information including drawings and provided tables
ACSIS040
Through discussion compare observations with predictions ACSIS214
Compare observations with those of others ACSIS041
Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play ACSIS042
MATHEMATICS Recognise and interpret common uses of halves, quarters and eights of
shapes and collections ACMNA033
Lesson Outcomes: Working scientifically through engaging, exploring, explaining,
elaborating and elaborating in classroom planning, discussion, students investigations, hands
on experiments, processing information and evaluation, students will determine how much
water is wasted through dripping taps, and whether the misconception can be determined as
true or false.
Teaching Approaches: Students identify language appropriate to water, waste, conserving,
conservation, environment and resources.


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Students must keep water collected, during lessons to be used for recycling at the school.
Students take part in critical thinking skills and whole classroom discussion concerning the
use of water around their home and in the school environment, and through learning
activities, discover ways to conserve resources.
Engage:
Teacher will initiate questioning to determine what a student already knows; what they want
to learn; and what they need to learn.
Students begin by thinking about their own water use and how much they might waste each
day, and how much water might be wasted each day at school. Students colour in a
measuring jug to indicate their thoughts.
1. How much water do I waste each day 2. Water wasted AT SCHOOL each day











Students then work in small groups to discuss the following questions, using enlarged
raindrop templates as follows to record their thoughts:
Q. What does earth and space sciences mean?
Q. Why do we need water?
Q. Apart from people, what else needs water?
Q. How does water help you do what you need to do each day?
Q. How does water help our environment?
Q. What would happen if there was no rain for a long time?







1. What does earth
and space science
mean?
2. Why do we need
water?
3. Apart from people,
what else needs water?
4. How does water help
you do what you need to
do each day?
5. How does water help our
environment?
6. What would happen if
there was no rain for a
long time?
NAME:____________________________
Q. How many cups each day do you think
you waste? Colour in to the line the
amount you think you waste.

3 cups
2 cups
1 cup
Quarter cup 1/4
More than 3 cups
Half a cup 1/2
Colour in the box if you think you
dont waste ANY water
NAME:____________________________
Q. How many cups each day do you think
is wasted at school? Colour in to the line
the amount you think you waste.

3 cups
2 cups
1 cup
Quarter cup 1/4
More than 3 cups
Half a cup 1/2
Colour in the box if you think
NO water is wasted at school


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Students each write their own hypothesis relating to wasting water. Students also need to
ensure their hypothesis is testable and contains independent and dependent variables.
Explore:
The whole class listen to a story read by the teacher relating to water (Lyon, G.E. &
Tillotson, K, 2011). This story also scaffolds learning for students following small group
activity.
Students view a YouTube presentation on wasting water which can be compared with their
own document How much water do I waste each day
https://www.youtube.com/watch?v=yruv27B0d4k

Students work in small groups to discuss, plan and record (by writing and/or drawing) where
they use water in their home and the school.
Q. Think about your home. Where is water used? Where do you use water?
Students draw pictures or use shape templates to record their use of water (ACARA, 2014).
Q. Think about your school. Where is water used? Where do you use water?
Students draw pictures or use shape templates to record their/schools use of water (ACARA,
2014).
Q. What impact on our resources, might dripping taps have? Are these positive or negative
consequences?
Q. How would students fix a dripping tap?
Q. How much water might be wasted in 30 minutes? 1 hour?
Q. How can we find out if/how much water is wasted? What criteria will we use to ensure
observations/comparisons are equal? E.g. how many drips per minute will be used to conduct
our experiments? What materials will we use to record our drops of water? (Department of
Environment and Resource Management, 2010, p. 53).
Template: I use water at home Template: I use water at school











I use water at home.........................

I use water at school.........................



Mead_L_s237572_ETL224_Assignment 1
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Using a map of the school, students become water detectives working in pairs or small groups
to spot any dripping taps within the school/grounds. Students record any dripping taps on the
map.
Conducting:
Some examples of materials to use may include stopwatches, timers, and/or clock; measuring
cups; buckets and plastic bottles for water collection. Students also require a learning journal
with questions to complete; space for drawing/recording their findings/questions.
Depending on the number of dripping taps identified in the school, students can work in
groups to collect water wasted over a determined amount of time, and record the amount
using a recording sheet.


Students further experiment through interactive, hands-on engagement, with dripping taps
under controlled guidelines as agreed between the school, teacher and students. To minimise
water loss, time limits and the amount of water that can be experimented with, will be
predetermined e.g. a maximum number of drips per minute/a maximum amount of time
acceptable to carry out reasonable experimentation.
Students may work individually; in small or large groups.
- Student/pairs/groups, decide on location to use for recording dripping taps
- Decide on the rate of drips per minute to be tested. How will students determine this
and ensure it is correct?


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- Students can alter the rate of drips between individuals, pairs or small groups, to make
comparisons.
- Decide on equipment for water collection
- Decide on equipment to record measurement
- Agree on duration of experiment
Processing:
Students collect record and evaluate the data from their experiment, and communicate their
ideas and findings to other students.
Explain:
Students use information to assess/compare how much water could be wasted over longer
timeframes using mathematical calculations, charts, or graphs. Students are required to create
individual learning journals of their experiments. Students, who have worked in pairs or
groups, need to organise duplicate copies of recording sheets used in the experimenting stage,
with the class teacher so information can be added to their individual journal. Students will
also write a sentence in their journals, to explain their findings.

Students use information gathered to interpret, analyse and reach conclusions from their
findings. This information can also be used to determine errors in their hypothesis and
experiments.

Evaluate:
Students complete the following evaluation form to answer the following questions, also be
included in their learning journal, while answering the following questions.
-Did the students experiments, confirm their hypothesis? Were the misconceptions proved
or disproved?
-Can we reuse the water we have collected in our experiments?
-What can we do to conserve water?
-What should we do if we notice a dripping tap? At home? At school? In the community?
-Further questions the student may have concerning dripping taps.







Mead_L_s237572_ETL224_Assignment 1
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Students will have an option to write all their answers, or draw some of their answers if
preferred:

Safety:
All students must consider the safety and wellbeing of themselves, other students and the
teacher, at all times, regarding the use of equipment, space and materials. Students must not
run in wet areas and be mindful of the water they are using to ensure minimal waste.

Assessment:
Ongoing student assessment will take place individually and through group work and their
contributions throughout learning. Overall assessment of lesson and learning will take place
once students have completed their learning journal. Students will also need to report
verbally to the whole class, one thing they have learnt from the lesson, and one way they can
save water. Students will be graded a number from 1-4 on each form completed neatly; a
score of 1-4 for the forms glued neatly in their learning journal; and a 1-4 for neat/complete
presentation of their learning journal.




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Extension activities:
-Students explore further ways that water can be conserved, collected and used in recycling.
-Students can make a rain gauge and rainfall tracking worksheet to observe and record
rainfall over a given time frame.
-Students may visit a water museum or water collection plant.
-Students can explore and experiment with ways to create clean drinking water from plants,
or other methods.
-Students can chart water wastage in their own home.

Reflection:
1. What worked well?
2. What didnt work well? What could have been altered to make learning successful?
3. Were students engaged in learning?
4. Were learning experiences relevant to meet expected outcomes?
5. Did all students meet the expected outcomes? Did they understand expectations?
6. Were materials sufficiently provided for all students to participate in learning?
7. What could be included for future learning experiences?
8. Were all safety issues addressed prior to lesson commencement?
9. How could Indigenous culture, meaning and methods relating to water/conservation,
have been incorporated into learning?
10. How could experiments have been better administered to meet learning outcomes?
11. Were students requiring moderated learning able to meet standards successfully with
learning support?

References
ACARA see Australian Curriculum, Assessment and Reporting Authority.
Australian Curriculum, Assessment and Reporting Authority. (2014). Science: Work Sample
Portfolio. Retrieved from
http://www.acara.edu.au/curriculum/worksamples/year_2_science_portfolio_below.p
df
Australian Curriculum, Assessment and Reporting Authority. (2014). The Australian
Curriculum: Science. v7.0. Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-10?layout=1#level6


Mead_L_s237572_ETL224_Assignment 1
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Department of Environment and Resource Management. (2010). Water. Learn it for life!
Years 4 and 5: Unit 2. Retrieved from
http://www.nrm.qld.gov.au/waterwise/education/units/pdf/y4y5/y4y5_unit2.pdf
Lyon, G. E. & Tillotson, K. (2011). All the Water in the World. Atheneum/Richard Jackson
Books.
Montoya, J. (May 27, 2008). Dont waste water. [Video file]. Retrieved from
https://www.youtube.com/watch?v=yruv27B0d4k


Biological: Animals and people have the same stages throughout their life cycle

Rationale: Lesson planning and content, covers teaching and learning for Year 2 students.
Students prior lesson content has explored living things to discover that humans produce
offspring similar to themselves that grow and change. This lesson aims to further explore life
cycles, investigating animals to compare whether they are the same, similar, or different.

Key Learning Areas: Living things grow, change and have offspring similar to
themselves ACSSU030 (ACARA, 2014). Students will further develop an understanding
that all living things have a life cycle, with predictable characteristics at different stages of
development.
Science involves asking questions about, and describing changes in, objects and
eventsACSHE034
Respond to and pose questions, and make predictions about familiar objects and events
ACSIS037
People use science in their daily lives, including when caring for their environment and
living things ACSHE035
Participate in different types of guided investigations to explore and answer questions, such
as manipulating materials, testing ideas, and accessing information sources ACSIS038
Use a range of methods to sort information including drawings and provided tables
ACSIS040
Through discussion compare observations with predictions ACSIS214
Compare observations with those of others ACSIS041


Mead_L_s237572_ETL224_Assignment 1
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Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play ACSIS042
Lesson Outcomes: Working scientifically through engaging, exploring, explaining,
elaborating and evaluating in classroom planning through discussion, students
investigations, hands on experiments, processing information and appraisal, students will
discover any similarities and differences in life cycles between animals and people, and
whether the misconception can be determined as true or false. It is anticipated that some
students will identify that although animals and people have a life cycle, they are not all the
same.
Teaching Approaches:
Directed by students choice of animal for comparison, critical thinking skills and whole
classroom discussion will focus on students engaging, exploring, explaining, elaborating and
evaluating the life cycles of a butterfly, and a frog.
Vocabulary addressed will include egg; larva; butterfly; lifecycle; cycle; metamorphosis;
pupa; chrysalis; frog; tadpole; gills; lungs; froglet, amphibians.

Part of the process for this assignment will require students to make observations and collect
data over a number of weeks. Students will be given workbooks. At the conclusion of the
learning program on lifecycles, students need to present their work into a project book.
Minimum expected criteria for the project include:
- Title page according to their chosen lifecycle study
- Students hypothesis written
- Completed worksheets attached
- Diagrams/sketches
- Minimum of 3 digital photos maximum of 10
- Findings
- Conclusion
(Only for the purpose of this assignment, has it been deemed, that students have chosen two
animals to investigate a butterfly and a frog)
Engage:
Teacher will initiate questioning for whole classroom discussion to determine what a student
already knows; what they want to know; and what they need to know. There will be no right
or wrong answers during this discussion; however students ideas and suggestions will be
recorded on the classroom Interactive Whiteboard.


Mead_L_s237572_ETL224_Assignment 1
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Q. What is biological science?
Q. Does anyone know how many stages there might be in the lifecycle of a butterfly? What
are they? Can students state the vocabulary used within these stages?
Q. Does anyone know how many stages there might be in the lifecycle of a frog? What are
they? Can students state the vocabulary used within these stages?
Q. Do you think the lifecycle of a frog and a butterfly, are the same as the lifecycle of
people?
Students begin by writing their hypothesis that is testable, and may contain dependent and
independent variables.

Each of the 6 classroom tables will be set up with mixed templates of the lifecycle of
butterflies and frogs. Students will work in groups of 4, dividing into groups dependent on
who wants to investigate butterflies and who wants to investigate frogs. Students will be
instructed that the templates on their table, consists of 4 different animal lifecycles. Once
seated at a table, students must:
- decide on a name for their group;
- discuss between their group, which templates they think belong to their animal,
removing the templates that they think dont belong to the lifecycle of their chosen
animal;
- place the remaining templates in their assumed correct sequence;
- attempt to name each stage of the animals lifecycle.
This will enable the teacher to determine what a student already knows; what they need to
know; and what may need altering during lesson content. Students will also be instructed that
they will not lose marks if they do not get their animals lifecycle correct at their first attempt.
















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Students then view two YouTube presentations on the life cycle of a butterfly, and a frog to
confirm/adjust their findings.

The life cycle of a Frog
https://www.youtube.com/watch?v=rJOOxlFs9Is

The life cycle of a butterfly
https://www.youtube.com/watch?v=mQOFh1exp3A&list=PLF2371CE81ACC4017&index=
5

Whole class discussion and sharing of information/lifecycles will follow, to develop one
lifecycle for each animal. Knowledge developed will also include discussions about each
part in the animals lifecycle.
The Interactive Whiteboard will be used to record students thoughts and discussions.

Explore:
As part of the learning process, the whole class will visit a local pet store for a guided tour
and discussion from store staff, on how to set up and care for their chosen lifecycle. Students
will use clipboards, templates and writing materials, to write and draw information and
observations.

I am exploring the lifecycle of a _______________________________________
Things I need Use the spaces below, to draw or write further information
Equipment
____________________
____________________
____________________
____________________
____________________
____________________

What will they eat
____________________
____________________
____________________



Mead_L_s237572_ETL224_Assignment 1
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What will they drink
____________________
____________________
____________________

Can I touch them?
____________________
____________________

How do I care for their
habitat?
____________________
____________________
____________________
____________________
____________________
____________________

Other information
____________________
____________________
____________________
____________________
____________________
____________________


In the classroom, students may work in pairs, groups, or individually, using classroom
resources and internet, to further research setting up habitats. The whole class then view and
discuss two internet documents (Kepler, 2014; Frog Safe, 2013), followed by whole class
sharing their findings incorporating information and knowledge learnt from the pet store visit;
their own research and classroom learning to create an agreed plan for setting up both
habitats that will enable observation, and sustainability of the lifecycles, to test their
hypothesis.
Questioning will determine:
- What equipment/tools/materials/food supplies will students need to sustain the
lifecycles being observed? Who will be responsible for these? How will ongoing
care be provided to ensure successful outcomes?
- Where will students be able to access equipment/tools/materials and ongoing food
supplies? What process of egg collection will occur in the initial stages and from


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where? How will students share this responsibility and ensure animals have a regular
supply of essential foods/water/supplies?
- What methods of observation and recording will be best suited to meet objectives?
Will students draw, write, record, and photograph their observations? What design
process will work best?
- How will students observe the life cycles?
- How can the animals be released safely in nature after each lifecycle is complete?

Conducting:
Explain:
Once equipment and environment is set up to observe lifecycles, students will be given time
each day to observe, and record any findings with their experiments.
Students also have access to digital cameras to record their discoveries/stages while
observing the lifecycles. Using a method of measurement as determined by the class, students
will record the growth of their subjects. Students are also able to further demonstrate the
growth of their subjects, utilising a line or bar graph (Kepler, 2014).

Processing:
Elaborate:
Regular sessions throughout the experiment will result in students sharing their knowledge,
progress and findings with the whole class. Students collect, and record data each day, by
writing and/or drawing their findings onto worksheets, which will be added to their project
books at the conclusion of the experiment:











NAME_____________________________ LIFECYCLE OF A ________________________
Draw and explain what you see:
Day ________



______________________________________________________________________________
Day_________


__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Day _________


_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________-______________________________________________________________
Day _________



_________________________________________________________________
______________________________
Day __________









Mead_L_s237572_ETL224_Assignment 1
Page 22
Evaluate:
Students use information gathered to interpret, analyse and reach conclusions from their
findings.
Whole class discussion and sharing of information and discoveries will occur, to discuss the
similarities/differences in the growth and development of the animals observed, and people.
Whole class will discuss any differences that occur amongst the experimentation/observation
process, and determine what needs to be improved/modified when conducting further
experimentations/observations.
Information can also be used to determine whether students hypothesis were proved or
challenged.
- Did the students experiments, confirm their hypothesis?
- Were their misconceptions proved or disproved?
- Did students discover any new theories relating to the lifecycle of frogs/butterflies?
- What conclusions did students reach concerning the lifecycle of humans, compared to
the lifecycle of frogs/butterflies?
- What further questions do students have relating to lifecycles, or learning experiences
they want to know/need to know?
My hypothesis was
___________________________________________________________________________
___________________________________________________________________________
Did the experiment confirm my hypothesis? (Tick or colour in the box)
Yes No
Findings: 3 things I learnt from my observations:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
Is the life cycle of a frog/butterfly, the same as people? (Tick or colour in the box)
Yes No
3 things I would like to know more about
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________


Mead_L_s237572_ETL224_Assignment 1
Page 23
Conclusion: Did I enjoy this experiment? (Circle 1 answer and colour it in)

(Uncommon teacher, 2014).
What I would do different next time:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

At the conclusion of the learning process, students will be given templates of the lifecycle
they studied, and need to:
- correctly order the stages in the lifecycle;
- glue them into their project books;
- label each part in the lifecycle.
Safety:
All students must consider the safety and wellbeing of themselves, other students and the
teacher, at all times, regarding the use of equipment, space and materials. Students must
handle materials and animals used in the observation process, with respect and care. At the
end of the observation, all butterflies/frogs must be released to a suitable environment that is
consistent with continuing their lifecycle.

Assessment:
Student assessment will take place based on their ongoing contributions individually and in
group work; engagement and processes used to conduct their investigations; recording of
information/discoveries gathered. Final assessment will be determined on their project
workbook, and graded according to the criteria listed in Teaching Approaches.


PROJECT BOOK
ASSESSMENT RUBRIC
Name____________________
4
Excellent
3
Working
towards
2
Needs a little
help to
complete work
1
Needs a lot of
help to
complete work
0
Did not
complete
any work
Comments
Title page
Hypothesis written
Worksheets completed


Mead_L_s237572_ETL224_Assignment 1
Page 24
COMMUNICATION COMMENTS
Student contributed well in group work
Student contributed minimally in group work
Student did not contribute in group work
Student worked individually

Extension activities:
- Students create their own circles of life-one for their butterfly or frog; and one for
themselves (Kepler, 2014).
- Students can also investigate further lifecycles such as plant lifecycles or other
animals/insects such as ants.
- Whole class can contribute to a craft activity, to create two large displays-one
showing the lifecycle of butterflies; and another showing the lifecycle of frogs and
their environment (Sparklebox, 2014).
Reflection:
1. What worked well?
2. What didnt work well? What could have been altered to make learning successful?
3. Were students engaged in learning?
4. Were learning experiences relevant to meet expected outcomes?
5. Did all students meet the expected outcomes? Did they understand expectations?
6. Were materials sufficiently provided for all students to participate in learning?
7. What could be included for future learning experiences?
8. Were all safety issues addressed prior to lesson commencement?

Worksheets attached in
project book

Diagrams/sketches included
Photos added Min 3/Max 10
Findings recorded
Lifecycle glued in project book
Lifecycle glued in correct order in
project book

Conclusion recorded in project
book



Mead_L_s237572_ETL224_Assignment 1
Page 25
REFERENCES
ABC and 123 (2011). Teaching About Life Cycles of Frogs, Butterflies, Plants, and More.
Retrieved from http://www.abcand123learning.com/2011/05/life-cycle.html
Andrade, D. (Jan 15, 2014). The Life Cycle of a Frog. [Video file]. Retrieved from
https://www.youtube.com/watch?v=rJOOxlFs9Is
Frog Safe. (2013). Raising Tadpoles in Containers and Ponds. Retrieved from
http://www.frogsafe.org.au/ponds/raising_tadpoles.shtml
KDSpencer. (Jan 17, 2011). Caterpillar to Butterfly [Video file]. Retrieved from
https://www.youtube.com/watch?v=mQOFh1exp3A&list=PLF2371CE81ACC4017&
index=5
Kepler, L. (2014). Study Life Cycles with Butterflies. Retrieved from
http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/science2.htm#making
Pine, K., Messer, D., & St. John, K. [n.d.]. Childrens Misconceptions in Science. In Research
in Science and Technological Education. 19, 1, 79-96. Retrieved from http://www.sci-
tutors.gnxt.net/...issues/.../misconceptions/alternative_frameworks.pdf
Sparklebox. (2014). Butterfly Life Cycle and Growth Resources: Classroom Photos.
Retrieved from http://www.sparklebox.co.uk/gallery/gal231-235/gal231.html#.U-
rNTYvlrIU
Uncommon Teacher. (2014). Self Assessment for Primary Grades. Retrieved from
http://uncommonteacher.files.wordpress.com/2014/01/smiley-sad-faces.jpg

Chemical: Not all acids cause a chemical reaction when added to general household
liquids and drinks
Rationale: Lesson planning and content, covers teaching and learning for Year 2 students.
Students will experiment with the effects of mixing different materials together for a
particular purpose, to seek to confirm, or disprove common misconceptions in chemical
science.

Key Learning Areas: Different materials can be combined, including by mixing, for a
particular purpose ACSSU031 (ACARA, 2014).


Mead_L_s237572_ETL224_Assignment 1
Page 26
Science involves asking questions about, and describing changes in, objects and
eventsACSHE034
Respond to and pose questions, and make predictions about familiar objects and events
ACSIS037
Participate in different types of guided investigations to explore and answer questions, such
as manipulating materials, testing ideas, and accessing information sources ACSIS038
Use a range of methods to sort information including drawings and provided tables
ACSIS040
Through discussion compare observations with predictions ACSIS214
Compare observations with those of others ACSIS041
Represent and communicate observations and ideas in a variety of ways such as oral and
written language, drawing and role play ACSIS042
Lesson Outcomes: Students learn that chemical reactions are happening around us every
day. Students will investigate how red cabbage leaf juice can be used to determine whether
products are acids, and the effect they have on general liquids and drinks, and whether they
can be neutral or bases.
Teaching Approaches: Working scientifically through engaging, exploring, explaining,
elaborating and evaluating in classroom planning through discussion, students
investigations, hands on experiments, processing information and appraisal.
At the commencement of the lesson, students will be asked to complete a form that shows
what they already know and what they wish to know about chemical science. A similar form
will be used at the completion of the learning experience and as part of assessment of what
they have learnt, and wish to further explore.
Vocabulary addressed includes chemical science, acid, liquid, base, carbon
dioxide, neutral.
Planning:
Engage:
Students engage in learning about acids and bases by viewing a short video presentation
(Kids Know It, 2014).

Students will then work in small groups to discuss and record answers to the following
questions.
Q. What is chemical science?


Mead_L_s237572_ETL224_Assignment 1
Page 27
Q. What is an acid?
Q. How might an acid change a liquid? What might you see? What does change mean?
Q. How can we test liquids to see if they contain acid?
Q. What sorts of products might we use to experiment?
Q. What is a base?
Q. What do we mean when we say it is neutral?
Q. What liquids might we use to experiment?
Whole class shared discussion of ideas will then occur. Students then write their hypothesis
relating to chemical science.

Conducting:
Explore:
Acids and test liquids to be used will also be discussed to determine materials necessary to
complete the activity.
Students will engage in an online game relating to chemistry and to further assist their
understanding relating to chemical reactions (PBS Kids, 2005).
Teacher will demonstrate the process of making liquid from red cabbage leaves that will
assist students in their chemical testing (CSIRO, 2012).
Through their experiments students will be able to critically think about:
- What will be investigated
- What will happen?
- Why they think it will happen?
- What they will do
- What they need
- What did happen?
- Was it what they predicted?
Students:
- Are required to complete the YELLOW SHADED AREA ONLY on the recording
sheet below, BEFORE conducting each experiment to demonstrate their predictions.


My name________________ Is it acid, base or neutral?


Mead_L_s237572_ETL224_Assignment 1
Page 28
What I will
investigate
FILL IN
BEFORE
YOU
MIX
I THINK
it is an:

A=acid
B=base
N=Neutral
FILL IN AFTER
YOU MIX



Did my prediction
match my
experiment?

FILL IN
AFTER YOU
MIX

What
happened?
Did it change
colour?
FILL IN
AFTER YOU
MIX


I KNOW it is
an:
A=acid
B=base
N=Neutral
E.g. Apple Juice B No Apple juice
must be acid
as the cabbage
juice changed
colour
A
Cream of Tartar
Bicarbonate of
Soda

Cornstarch
Vinegar
Lemonade
Dishwashing
liquid

Water
Pineapple Juice
Other_________

- use plastic disposable cups to conduct experiments,
- labelling each cup with item used for experiment - Cream of Tartar; Bicarbonate of
Soda; Cornstarch; vinegar; lemon juice; lemonade; dishwashing liquid; water;
pineapple juice
- scoop 1 heaped teaspoonful of liquid or powder into corresponding plastic cup.
- fill each cup with the red cabbage leaf liquid.
- use plastic disposable spoons for mixing







Mead_L_s237572_ETL224_Assignment 1
Page 29
Processing:
Elaborate:
Students carry out hands on experiments to expand on their learning and to determine
whether the liquid/powder used in each cup, is acid or base. Students must complete the two
green sections of their form to elaborate on their findings.
Students discuss their findings, comparing and asking questions about each others results.

Evaluate:
Students use information gathered to interpret, review, analyse, reflect and reach conclusions
from their findings.
Whole class sharing and discussion will occur, to discuss the similarities/differences in their
experiments.
Students evaluate what has happened in reactions, and why they happen.
- Did the students experiments, confirm their hypothesis or alter their thoughts?
- Were the misconceptions proved or disproved?
- Did students discover any new theories relating to chemical reactions/acids/bases?
- What conclusions did students reach concerning these experiments?
- What further questions do students have relating to chemicals that they want to
investigate or experiment with?
Safety:
All students must consider the safety and wellbeing of themselves, other students and the
teacher, at all times, regarding the use of equipment, space and materials. Prior to
investigative experiments, students will be involved in a whole class discussion concerning
the safe use of materials used throughout the investigation. Students must handle materials
used in the observation process, with respect and care. Students are required to wear safety
goggles for further experiments used in extension activities, which will be conducted in the
science laboratory or in outdoor areas to ensure safety to self and others.
Students also learn that care needs to be taken when mixing some acids and not to
experiment, without adult supervision/assistance.

Assessment:
Student assessment will take place based on their contributions individually and in group
work; engagement and processes used to conduct their investigations; recording of


Mead_L_s237572_ETL224_Assignment 1
Page 30
information/discoveries gathered, using the form above. Whole class sharing and discussion
will occur, to discuss the similarities/differences in their experiments.

Extension activities:
- Students use acids from their experiments, mixed with bicarbonate of soda to test and
make their own rockets, identifying those items which, when mixed, produce carbon
dioxide (PBS Kids, 2005).
- Students explore whether acids can be removed from liquids, whether we can change
a solid to liquid; what happens and why.
- Students investigate the properties of acids used.
- Students can explore materials that can/cant dissolve in acids such as eggs, sugar, salt
making predictions and experimenting.
- Students can compare between different brands of product to see if there similarities
or differences e.g. different types of vinegar apple cider, original vinegar, red wine
vinegar.

Reflection:
1. What worked well?
2. What didnt work well? What could have been altered to make learning successful?
3. Were students engaged in learning?
4. Were learning experiences relevant to meet expected outcomes?
5. Did all students meet the expected outcomes? Did they understand expectations?
6. Were materials sufficiently provided for all students to participate in learning?
7. What could be included for future learning experiences?
8. Were all safety issues addressed prior to lesson commencement?

REFERENCES:
Kids Know It Network. (2014). Acids And Bases [Video]. Retrieved from
http://www.kidsknowit.com/interactive-educational-movies/free-online-
movies.php?movie=Acids%20And%20Bases
PBS Kids. (2005). Zoom: Kitchen Chemistry. Retrieved from
http://pbskids.org/zoom/games/kitchenchemistry/virtual-start.html


Mead_L_s237572_ETL224_Assignment 1
Page 31
PBS Kids. (2005). Lemon Juice Rockets. Retrieved from
http://pbskids.org/zoom/activities/sci/lemonjuicerockets.html

PART B CONDUCTING ONE OF THE INVESTIGATIONS
This investigation consisted of using products that contain an acid or are a base, using
cabbage leaf juice as their determiner. When a product containing an acid, is mixed with
cabbage leaf juice, it produces a red colour change; however if a product is a base, the juice
changes to blue, yellow or green. While there were various ways to make cabbage leaf juice,
we chose to experiment with two procedures, to identify similarities/differences between
procedures that might affect experiment results. It is important for students to see/learn how
to make the juice to create knowledge and understanding; however extra care and supervision
is needed as the process requires dealing with liquids using extreme heat, and extra time
required to allow the liquid to cool before use. The first process involved pouring boiled
water from a kettle, over the cabbage leaves, and the second process involved boiling the
leaves in a saucepan of water, for a while, leaving both to cool completely. The first process
developed a pale purple liquid, while the second produced a much darker purple liquid.
Some of the potential problems we discovered are that it is important to ensure there is
enough juice for all students to experiment with. The meaning of measurements used, was
one issue that was solved in conducting the investigation. The experiment required 1 heaped
teaspoon of product, to be placed into a cup. It is important to ensure students know what a
teaspoon is and how much a heaped spoonful is; however it can constitute different
meanings to different people. This also applies to the amount of juice used. While
experiment guidelines required students to fill up their cup with cabbage leaf juice, students
may use more or less. We needed to determine what it really meant to fill up the cup with the
juice. We experimented with different amounts of juice to see if colour results would differ
between amounts of juice. Differences in the hues of colours produced, may lead a student to
believe their experiment is not the same as another students, or that they have failed.





1. Cutting cabbage leaves; Boiling leaves in a saucepan; Cabbage leaf juice


Mead_L_s237572_ETL224_Assignment 1
Page 32

2. Using bicarbonate of soda in the experiment produced a base, turning the
cabbage leaf juice a blue/green shade.


3. Using the lemonade in the experiment produced an acid, turning the cabbage
leaf juice to a pale shade of red.

What I will
investigate
FILL IN
BEFORE
YOU
MIX

I THINK
it is an:

A=acid
B=base
N=Neutral
FILL IN AFTER
YOU MIX



Did my prediction
match my
experiment?

FILL IN AFTER YOU MIX

What happened?
Did it change colour?
FILL IN AFTER
YOU MIX



I KNOW it is an:


A=acid
B=base
N=Neutral
Sugar B Yes I just knew sugar wouldnt
change the colour of the cabbage
leaf juice
B
Bicarbonate of
Soda
A No The liquid changed to an
aqua/green colour. This means it
must be a base
B
Salt A No I thought salt might make the
juice change colour as salt can be
B
My name Sam Is it acid, a base or neutral?


Mead_L_s237572_ETL224_Assignment 1
Page 33


















like an acid and eat into things if
left, like in a saucepan.
Vinegar A Yes The liquid changed colour. I
thought it might because I know
vinegar is spicy
A
Lemonade A Yes I knew lemons were acidic like
vinegar so thought it might
change the liquid colour
A
Dishwashing
liquid
N Yes I knew we wouldnt use acids to
wash our dishes
N
Water N Yes N
Tomato Sauce A No I heard tomatoes contain acid, so
thought this might react. It didnt
change with the liquid
N
Spray and wipe A No I thought because it was a
cleaner, it might be acid
N

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