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Content
Australian
Curriculum
Number of Children: 28
Science Understanding
Earth and space sciences
Communicating
Communicate ideas, findings and solutions to problems, using scientific
language and representations using digital technologies as appropriate
(ACSIS133)
Learning
Outcomes
Resources
PowerPoint on Prezi
Fact sheet work sheet
Plain paper
Laptops & IPads
Traffic light cards
Links to websites:
Prezi: http://prezi.com/xwjtwqn1vvby/exploring-changing-scientificunderstandings/
Timeline:
http://www.readwritethink.org/files/resources/interactives/timeline_2/
Introduction
10 minutes
Main Body
PowerPoint on Prezi:
35 minutes
Geocentric Model
Copernicus Heliocentric Model
Brahes geo-heliocentric model
Activity:
Hand out fact sheets and allocate students to work in pairs
using the paddle pop sticks. Direct students to research one of
the 3 models on the laptops. Students have 20 minutes to
complete this activity.
Direct students to take a seat. As a whole group, students are
type on the interactive time line the information they gathered
from the internet.
During this time the other students are to cut (on the opposite
side to the diagram) 3 slits into their folded piece of paper and
write the three models down. While students are filling out the
information on the computer the other students are to
summarize the three models under each flap.
Conclusion
Review the time line with the students and highlight the major
5 minutes
Catering to
Individual
Learners
Behaviour
Management
Assessment
positions.
Through using the group timeline it displays evidence of knowledge on the
three models of the solar system.
Reflection 2
After reflecting on todays lessons I feel that the lesson was more successful than the previous
lesson. Due to being allocated time without the interruptions of children leaving the classroom the
lessons ran smoother. Being allotted this time within the day made it easier for me to gage how the
students interacted with me and to see their behaviour and boundaries in response to me. As a
result I was able to implement behaviour strategies on the spot but it also gave me the opportunity
to think about how I can develop certain behaviour approaches for particular children for next
week. I am finding that Im not using the traffic light system to its full potential. I feel that students
voice their concerns very freely therefore they have the confidence to speak up when they need
to. Consequently I am going to scrap this behaviour management strategy and instead select
certain opportunities throughout the lesson to give a thumbs up (understanding) thumbs in the
middle (unsure) thumbs down (dont understand). Hopefully this strategy will give me the
knowledge as to who understands and who doesnt. However the paddle pop stick strategy
worked really well, it enabled me to select a variety of children therefore not selecting particular
students. The students really enjoyed this strategy due to the students all getting a fair turn and
being able to select a paddle pop stick. I am definitely going to continue with this strategy next
week.
I felt that the science lesson was very successful as the prezi presentation gave a solid structure
to the lesson and allowed students to be visually engaged. Next week I will do the same. The
activities were appropriate to the students and they challenges were good. I felt that feedback
could have worked better so next week I am going to focus on student demonstrating their
research and work more thoroughly.