PACKAGE IT BETTER- WEEK 5.

LUMPS, BUMPS & CRUMBS

8.9.2016

Subject:

Overview:

Science

Students will participate in collaborative groups to design, implement and carry out a Scientific Investigation with particular focus on
making the test fair. Groups will need to determine what aspects of the test to keep the same and which to change. This
investigation takes place in a 1 hour lesson. This lesson is the fifth in a nine week block with students participating in 1 hour Science
lessons each week. Students have previously investigate different types of packaging and their uses and also explored the various
properties of materials such as transparency, opaqueness hardness, brittleness.

Prepared By
Rachel Harlen

Grade Level
Year 4R

Materials Required
- Prepared containers to use as weights.
- Ziplock sandwich bags

Objectives

Teacher Guide

Student Guide

Formative assessment to monitor student learning and

understanding.

To plan and carry out a fair scientific investigation.

- Biscuits
- 1 Meter Rulers
Additional Resources
- Bubble Wrap

Curriculum Links or Outcomes

Science Inquiry Skills-S-SIS4.6, S-SIS4.2,

S-SIS4.3 & S-SIS4.4.
Science as a Human Endeavour-S-SHE4.1

Prior Knowledge

Learning Experience

Summary

To participate as an active team member and complete a fair

scientific investigation.

- Hessian packaging
- Packing beads
- Various post bags.

Investigation is designed to test the capacity of different

materials to protect a fragile item. Impact refers to a force that
can squeeze, bump or crush. Bubble wrap = compressed air.

Properties of Materials

Scientific Investigation. Plan and implement a fair test. What

variables change? What stay the same?

Scientific Investigation.

Formative assessment in the form of a scientific investigation.

Students will drop a prepared weight onto a biscuit protected
by various packing materials,

Plan design and carry out a fair scientific investigation to test

the protective properties of various packaging materials,

Types of packaging and their uses.

Plan, design and carry out a fair test.

Additional Notes
- 35 copies of Impact Investigation Planner

Lumps, bumps and crumbs-Scientific Investigation.

Lesson Plan
Introduction-Warm up/ orientation/ initial engagement:

Teaching and learning strategies:

Review of Properties of Materials posters and post its added from last lesson. Circle Time
Word Wall
Revision and brainstorm of type of packaging and postage
materials/containers/items and their design features-Completed on mini WB.

Catering for varied learner needs:

NG, SH, MS, ZoS, JD, JR:

Reiteration of acceptable behavior on the mat.

Repetition of group participation roles and
responsibilities.
LP, MN, BP, JR, JD:

Body of Learning experience and procedures:

Introduction of Scientific Investigation.

Discuss the term impact and meanings have students look up definition on
iPad.

Agree on a definition.

What does an impact look like?

On individual whiteboards predict what material will provide best protection.

Give reasons-Share.

BIG QUESTION-Which material best protects a biscuit from impact?

Question variables as to what might make the biscuit break.

Outline Investigation: dropping a weight from increasing heights until the biscuit
breaks.

What will we CHANGE: the types of materials

MEASURE: the drop height that the biscuit breaks

Teaching and learning strategies:

KWHL Chart
Word Wall
Individual White Boards

Awareness of where these students are sitting

and separate if necessary.
Reminder to JR to sit on the mat and not use
OT chair,

Catering for varied learner needs.

NG, SH, MS, ZoS;.
Highlighting of Worksheet
Greater time allowances where possible.
CT and TA assistance when possible.
JD, JR:

CT or TA with these groups where possible to

minimize disruptions.
Have these students verblise group roles and
responsibilities.

NG, SH, MS, ZoS;

Keep the SAME: the weight and the type of biscuit.

Why is this test fair?

What would happen if we dropped the weight from a great height first on one
material and not the others?

Form teams/allocate roles.

Managers to collect equipment

Provide time to complete the first page of the planner.

Explain reason for completing three times and explain how to calculate average.

Conclusion-Reflecting on and summarising learning.

Gather groups on mat.

Reflection questions: Answered in Science Journal if time or completed as a
group reflection.
Were all the results the same? Why?
Which material was the most resistant to impact? Why?
Can you think of other ways to measure impact?

Use of calculator to determine averages. Can be

physical or via individual iPads

NW, JD

Preparation and organization reminders for all

and any written work.
***Remind all student to add their name and group colour
to investigation sheet.

Teaching and learning strategies:

Catering for varied learner needs.

NG, SH
Where possible scribe or print questions.
NG, SH, MS, ZoS;.

Highlighting of Worksheet
Greater time allowances where possible.
CT and TA assistance when possible.

NW, JD

Preparation and organization reminders for all

and any written work. Reminder and visual
confirmation to glue sheet into Science Journal.

Reflections/Notes/Comments:
The highlighting of the required worksheets worked well for SH and NG. MS and ZoS however, still seemed somewhat overwhelmed by the content and the
amount of required writing. MS in particular had difficulties with the vocabulary associated with the whole lesson, some peer tutoring helped and teacher
assistance was provided however, in future she would benefit from a modified worksheet with simpler vocab and instructions.
The children were required to write for a long time, the lesson would have benefited from the investigation sheet being completed in more parts.
The students thoroughly enjoyed the investigation and the excitement and joy at their discoveries was catching! Reflections provided by the students were
detailed, relevant and higher order thinking was evident in the majority of the responses.
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