37 CONTENT TEACHING AND LEARNING ACTIVITIES NOTES Engagement) (15 minutes) Exploration (20 minutes) Explanation (10 minutes) Elaboration (10 minutes) Evaluation) (5 minutes)
38 SAMPLE LESSON PLAN 5E SUBJECT SCIENCE CLASS DATE / DAY TIME THEME Physical Science TOPIC 7. Density CONTENT STANDARD 7.1 Objects or materials which are more or less dense than water LEARNING STANDARD 7.1.4 Explain the result of observations about object or materials which are more or less dense through written or verbal forms, sketches or ICT in a creative way. LEARNING OBJECTIVE By the end of this lesson, students are able to: • apply the knowledge on density by carrying out projects or activities. • communicate about the applications of density in life in a creative and innovative way. SUCCESS CRITERIA • state that the density of an object can change if either the mass or volume of the object is changed. • explain that when an object is more dense than water, it will sink and when an object is less dense than water, it will float. • give examples on the application of density in daily life. PRIOR KNOWLEDGE • CPs know the concept of float and sink, mass and volume TEACHING AIDS • Laptop, smartphone, internet, video on arrangement of molecules, activity sheet, container (plastic cup with cover), plasticine, transparent water tub, wooden block, needle, CROSSCURRICULAR ELEMENTS (CCE) Environmental Sustainability Awareness, Noble Values, Science and Technology HOTS / i-THINK Creating ASSESSMENT & EVALUATION Verbal Assessment Formative Assessment (Workbook) SCIENTIFIC SKILLS Observing, Predicting, Communicating, Experimenting THINKING SKILLS Attributing, Making Conclusions, Making Hypothesis, Relating SCIENTIFIC ATTITUDES AND NOBLE VALUES • Interest and curiosity towards the environment • Cooperative • Diligent and persevere when carrying out a task • Realising that science is a means to understand nature.
39 CONTENT TEACHING AND LEARNING ACTIVITIES NOTES Engagement (15 minutes) Possible answers from students are: objects float because they are light and objects sink because they are heavy; which is not true. Thus, teacher corrects students’ misconceptions through activities below: a. Activity 1 - Needle is more dense than water, that is why it sinks. - Wooden block is less dense than water, thus it floats. 1. Students are introduced to a few objects which are able to float or sink in the water like boats, logs, stones, life jackets and so on. 2. Students are then asked to explain (in their own words) why some objects float whilst some sink in the water. Teacher poses questions like: i. Do you think a log will float / sink in the water? ii. Why does it float / sink? iii.Do heavy object sink and light object float? 3. Teacher arouses students’ curiosity with a demonstration as shown in Diagram 1. One student is selected and asked to put a needle and a 2”x4”x6” wooden block into a water tub (lighter needle sinks but heavier wooden block floats). Based on the observation, students are then asked: i. In this activity, which object is ‘heavy’ and which object is ‘light’? ii. If the wooden block is ‘heavy’, why does it float? 2”x4”x6” wooden block needle transparent water tub water Diagram 1
40 b. Activity 2 - both sand and rock are more dense than water, that is why they sink. 4.In a separate demonstration shown in Activity 2, another student is selected and asked to put a grain of sand into a water tub as shown in Diagram 2. The sand is light yet it is sinking. Teacher poses these questions: i. Why do both the sand grain and the rock sink? ii. Do you think that the mass of an object influences its ability to float or sink? iii. If not, what is the factor that determines the ability of an object to float/sink? Exploration (15 minutes) a. Activity 3 - Container P and Container Q are of the same size. - Container P is packed with more plasticine balls than Container Q. - Container P is said to have more mass per unit volume compared to Container Q. Thus 5. In groups of four, students are asked to find out factors that determine an object floats/sinks by carrying out Activity 3 and Activity 4 as shown in Diagram 3a and Diagram 3b respectively. a. Activity 3 i. Each group is given a container filled with 20 pieces of plasticine balls and labelled as P. ii. Students are then asked to put Container P into the water tub and record their observations in Activity Sheet 1. P Q water tub water Diagram 3a plasticine ball transparent water tub water Diagram 2 sand grain rock
41 Container P has a higher density than Container Q. - Container P sinks as its density is higher than the density of water and Container Q floats as its density is less than the water. - An important factor in determining the density of a material is its mass for a given volume. b. Activity 4 (Container P sinks) iii. Students are asked to predict what would happen to Container P if 10 plasticine balls are taken out from it. Students write their prediction in Activity Sheet 1. iv.Then, students are asked to remove Container P from the water tub, take out 10 plasticine balls from it (and re-labelled as Container Q as shown in Diagram 3a), and put it back into the water tub. Students record their observations in Activity Sheet 1. (Container Q floats). v. Teacher asks: i. What happened to Container Q when it was put into the water tub? ii. Why did it float after 10 plasticine balls were taken out from it? (Less number of plasticine balls are in it). iii. What aspect has changed in Container Q? (Mass per unit volume) b. Activity 4 i. Each group is given two containers labelled as Container P and Container S. S P water tub water Diagram 3b plasticine ball
42 - Container P and Container S are of different sizes where Container S is larger than Container P. - When the same number of plasticine balls is packed into Container P and Container S, it is found that though both containers have the same mass (assumingly that the mass of the containers are negligible), Container S is said to have less mass per unit volume compared to Container P. Thus Container S has a lower density than Container P. - Container S floats as its density is less than the water. Container P sinks as its density is higher than the density of water. - An important factor in determining the density of a material is its volume for a given mass. - Conclusion The density of an object can change if either the mass or volume of the object is changed. Students are asked to fill each container with 20 pieces of plasticine balls. ii. Students are asked to put Container P into the water tub and record their observations in Activity Sheet 1. (Container P sinks) iii.Students are asked to predict what would happen to Container S when it is put into the water tub. Students write their prediction in Activity Sheet 1. iv.Then students are asked to put Container S into water water tub and record their observations in Activity Sheet 1. v. Teacher asks: i. What happened to Container S when it was put into the water tub? (Container S floats) ii. Why did it float when it had the same number of plasticine balls as in Container P? (It has more space /volume). iii. What aspect has changed in Container S? (volume)
43 - Fluids, such as water, have a certain density. If an object is more dense than water, it will sink; if it is less dense than water, it will float. Explanation (10 minutes) -In both activities, plasticine balls represent the mass of the particles contained in the objects. - If the same number of particles contained (same amount of mass) in a larger volume, this will lead to lower mass per unit volume, thus lower density. - From the activities above, we may conclude that density is a measure of mass per unit of volume. -The density of a substance is the relationship between the mass of the substance and how much space it takes up (volume). - In all cases, density determines whether an object floats or sinks in a liquid. - Water has the density of 1g/ml. Any object has a density greater than 1g/ml, will sink in water and anything has a density lesser than 1g/ml will float on water. 6. Teacher asks: i. In both activities, what do plasticine balls represent? ii. In Activity 3, how do you make Container Q sinks without adding more plasticine balls into it? (decrease the size/volume of the container). iii. In Activity 4, how do you make Container S sinks? (adding more plasticine balls into it or decrease the size/volume of the container). iv. So, what are the two aspects that influence density? (mass and volume) 7.Teacher explains to students that object floats or sinks, is determined by its density compared to the density of the liquid. Students are then introduced to the formula used to calculate density. -The density of an object is influenced by its mass and volume. By knowing the mass and the volume of a given object, we can calculate its density by using this formula; Density (g/cm3 ) = ( () (3) )
44 8. Teacher asks: i. Now, can you explain why a needle sinks and a wooden block floats in water? Elaboration (15 minutes) 9. Based on this new understanding, in groups of four, students are led to give examples on the application of density in daily life. Students are asked to list down as many examples as possible. 10.Teacher selects one example that can be investigated as a class activity (or as a group project / class competition). Students may be challenged to create various layers of liquid such as shown in Diagram 4a and 4b: a. ‘Teh C Peng’ Competition. • Students in groups are asked to make layered ‘Teh C Peng’. • The group that creates the most number of visible layers of ‘Teh C Peng’ is the winner. b. Who makes the most colourful ‘rainbow’? • Students in groups are asked to make layering liquids using water, honey, cooking oil, coloured salt solutions, soda, etc. Diagram 4b Diagram 4a
45 • The group that creates the most number of beautiful layers of ‘rainbow’ is the winner. Evaluation (5 minutes) 11. During the presentation of the projects, students are asked to: i. state the number of layers formed ii. explain how to make the layering ‘Teh C Peng’ and ‘Rainbow’. (Students state the materials used for each layer) iii. explain why the layers do not mix. (from the aspect of density) Answers are written in Activity Sheet 1.
46 Worksheet 11.1 Instructions : In the beginning of the slot, you are required to fill in the K and W section in the K-W-L table below. Then, just before the slot ends, you will have to fill in the L section. (K) What you know about objects or materials which are more or less dense than water? (W) What you want to know about objects or materials which are more or less dense than water (L) What you have learned about objects or materials which are more or less dense than water in this slot?
4PREDICT-OBSERVDISCOVERInstructions : For the three activities that you are about to carry ouparts in the POE Table below, respectively. You must listen attentivin these parts accordingly. Activity 11.2 FOCUS What is this activity about? PREDICT What do you think is going to happen? OBSERVE What exactly happened? EXPLAIN Why do you thik things turned out this way?
7 Worksheet 11.2 VE-EXPLAIN (POE) RY GUIDE ut, you are required to fill in the focus, predict, observe and explain vely to the instructions given by the facilitator, to enable you to fill Activity 11.3 Activity 11.4
4Instruction : Arrange the position of the given liquids according to Column 11
8 Worksheet 11.3 their density, in Column 11.3 .3 LIQUIDS DENSITY (g/ml) A 2.5 B 5.0 C 8.2 D 7.9 E 1.0 F 4.0
49 Worksheet 12.1 Lesson Presentation Checklist Diagnostic Tool for CPD Providers – Primary and Middle School Section A: Teacher-Pupil Interactions Items (T = teacher; Ps = pupils) Explanations and examples Evaluation (Circle your choice) Complementary information (Where necessary, provide evidence to explain or qualify yourevaluation) 1. Building on Ps' ideas 1a T asks questions requiring Ps to give their existing ideas T’s questions include open questions (requiring more than a one- word answer) which probe what Ps are thinking not only at the start but at other times in the activity; e.g. What do you think is the reason?’ rather than ‘what is the reason?’ yes no N A 1b T helps pupils to formulate their ideas clearly T asks Ps to explain their ideas so that others can understand, if necessary asking ‘Is this what you mean?’, giving them some time, perhaps in small groups, to discuss and clarify what they think. yes no N A 1C T provides Ps with positive feedback on how to review or take their ideas further T responds to Ps’ ideas such as by suggesting how they could be investigated in the current activity or later, or by referring to the Ps’ ideas at some stage during the investigation asking ‘do you still think that…?’ yes no N A 2. Supporting pupils' own investigations 2a T encourages Ps to ask questions T asks, for example, ‘What would you like to know about …?’ or has a ‘question box’ or board where Ps can put questions which are read and taken into account in later discussion. yes no N A 2b T helps Ps to formulate productive (investigable) questions This might be through discussing with Ps the kinds of questions that can lead to investigation and the need to clarify the meaning of words such as ‘best’ in a question such as ‘which is the best shape for a paper aeroplane?’ yes no N A 2C T encourages Ps to make predictions T asks Ps to give their ideas about what they think might happen in the investigation and why, for instance ‘What do you think will happen if we … or when …? Why do you think that?" yes no N A 2d T involves Ps in planning investigations T makes sure that Ps take part in planning the investigation by providing some structure for making decisions about what they will do. Ps are not expected to plan without help but the plan is not decided entirely by the teacher. yes no N A 2e T encourages Ps to include fair testing in their planning In investigations where comparisons are being made or changes are being investigated, T encourages Ps to think about and ensure that some things are kept the same so that only the variables under investigation change. yes no N A 2f T encourages Ps to check their results T asks Ps to be sure to check their results by repeating observations or measurements where possible and ensuring accuracy, for instance in reading measurement scales carefully. yes no N A 2g T helps Ps to keep notes and record results systematically This might be through providing a framework or headings or a checklist of things to record and where relevant helping them to organise their data in a table. yes no N A 3. Guiding analysis and conclusions 3a T asks Ps to state their conclusions T makes it explicit that they should bring their results together in a statement of what they mean, not simply record data collected. yes no N A 3b T asks Ps to check that their conclusions fit with their results T asks Ps to check that all their observations or results are consistent with their overall conclusions. yes no N A 3c T asks Ps to compare their conclusions with their predictions T asks Ps to recall what they predicted and to compare it with what they found. yes no N A
50 3d T asks pupils to give reasons or explanations for what they found T asks Ps to explain and not merely describe what they found, helping them to use ideas that also can explain other situations. ‘What could be the reason for …?’ yes no N A 3e T helps Ps identify possible sources of error T asks Ps to consider what aspects of how they carried out the investigation could have made a difference to their results, such as by asking if they would get exactly the same result if the investigation was repeated. yes no N A 3f T helps Ps identify new or remaining questions This could be by asking Ps what else they would like to know about the topic of their investigation and discussing other questions that have arisen. yes no N A 3g T encourages Ps to reflect on what they have done and found This might be by asking Ps ‘do you think this was the best way to investigate …?’ ‘What would you change if you were doing it again?’ yes no N A Source: LA MAIN À LA PÂTE - 9th international Seminar International seminar – CIEP – 18-23 june 2018
Phase 2
51 PHASE 2 ( ON-SITE & ONLINE, 12 – 14 WEEKS) Aims o Application of inquiry approach in science classrooms o Sharing of best practices online and on-site visits by facilitators Outcomes o Teachers will be able to apply inquiry approach into real classroom contexts o Teachers will participate and contribute actively in the online learning community ON-SITE ▪ Apply the inputs acquired in Phase 1 into teaching Science in classroom context - Science Process Skills - content knowledge of Science - Inquiry approach of teaching Science - documenting teaching and learning resources such as teaching aids, worksheets and other related materials used in classroom practices ▪ Share experiences of applying inputs in Phase 1 upon on-site visits by facilitators. - Inquiry approach and experimenting in teaching Science before and after attending the course - challenges faced in teaching Science by utilising the inputs from Phase 1 - strategies used to overcome the challenges - other related matters that require advice and further guidance from the facilitators Role of Course Participants (CPs)
52 ONLINE SUPPORT (GOOGLE CLASSROOM) Note: Participation of CPs in Google Classroom is on a self-motivated and voluntary basis, especially for CPs in the rural or interior areas with limited internet access. ▪ Join the Google Classroom (GC) set up by the facilitator ▪ Post related teaching and learning materials such as teaching aids, worksheets and other materials used in classroom practices in the GC for reference of other CPs ▪ Post video recordings of own experience of teaching Science especialy using experiment or inquiry approach strategies. ▪ Watch the video recordings posted by other CPs and give constructive feedback on the teaching based on suggested guidelines. ▪ Post materials (articles or video clips) related to teaching of Science for the benefits of other CPs Role of Course Participants (CPs)
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