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  TERM/WEEKS:  Term  3,  week  5        YEAR  LEVEL:    3   LEARNING  AREA/TOPIC:  Physical  Science  
AUSTRALIAN  CURRICULUM  
General  Capabilities:          
Literacy   Numeracy   ICT   Critical  and  creative   Ethical  Behaviour   Personal  and  social   Intercultural  Understanding  
  thinking   Competence  
Cross-­‐curriculum  priorities:    
Aboriginal  and  Torres  Strait  Islander  histories  and   Asia  and  Australia’s  engagement  with  Asia   Sustainability  
Cultures  
 
 
5E’s-­‐  ENGAGE  (1  lesson)  
•   To  capture  students’  interest  and  find  out  what  they  think  they  know  about  how  heat  can  be  produced  in  many  mays  and  can  move  from  one  object  to  another.    
•   To  elicit  students’  questions  about  heat  and  keeping  warm.    

WEEK/   AUSTRALIAN  CURRICULUM   SPECIFIC   ASSESSMENT   TEACHING  &  LEARNING     KEY   RESOURCES  
LESSO  LINKS   LESSON   (what  &  how)   EXPERIENCES   QUESTIONS  
N     OBJECTIVE   (include  learner  diversity)  
Science   Science   Scienc
Underst as  a   e  
anding   Human   Inquiry  
Endeavo Skills  
ur  
1   ACSSU0 ACSHE0 ACSIS0  To  provoke   DIAGNOSTIC   PREPARATION:     Why  do  you   Class  science  
49   50   53   students’   ASSESSMENT   -­‐   Create  word  wall.     think  a   journal    
    interest,     -­‐   Create  template  for  ideas  map.     heater  is    
ACSHE0 ACSIS0 stimulate  their   -­‐   Prepare  area  for  hands  on  role  play.     hot?     Word  wall  
51   60   curiosity,  raise  
-­‐   Have  pictures  of  animals  and  humans  trying  to  keep      
questions  for  
warm  ready.     How  do  you   Ideas  map  
injury  and  elicit  
their  existing   -­‐   Create  page  in  science  journal  ‘Our  questions  about   think  a    
beliefs  about   heat”.     blanket   Multimedia  
the  topic.     keeps  you   showing  
  INTRODUCTION:     warm?     animals  or  
Instil  and  create   -­‐   Introduce  multimedia  depicting  animals  trying  to  keep     humans  trying  
existing  ideas  so   warm.     Why  do   to  keep  warm.    
that  they  can  be   -­‐   Prompt  questions  about  what  they  are  doing.     people    
taken  into   -­‐   Introduce  science  journal  and  explain  what  its  used   need  heat?     Student  
account  in   for  (e.g.  to  record  ideas).       science  journal  
future  lessons.    
 
 -­‐   Get  students  to  stand  up  and  act  out  what  they  would  
In  what   Ice  block.
everyday  
do  If  they  were  in  a  room  that  was  very  hot  verses  
very  cold.     activities  do  
-­‐   Discuss  as  a  class.     we  use  
heat?    
BODY:      
-­‐   Introduce  ideas  map,  ask  students  about  ways  to  keep   What  are  
warm  and  use  these  as  headings.     some  
-­‐   Prompt  students  to  add  ideas  to  each  category  e.g.  to   sources  of  
keep  warm  you  could  put  a  jumper  on.     heat?    
-­‐   Use  guided  questions  to  ask  students  what  they  think    
they  know  about  heat.     How  do  we  
-­‐   Ask  students  to  hold  ice  block  in  hand  and  observe   measure  
what  happens.     heat?
-­‐   Get  students  to  write  a  picture  and  explain  what  
happened  in  science  journal.    

CONCLUSION:    
-­‐   Introduce  word  wall.    
-­‐   Ask  students  what  words  we  would  place  on  the  word  
wall  from  today’s  lesson.    
-­‐   Invite  students  to  contribute  to  word  wall.    

Ethical  considerations:  
-­‐  Students  to  respect  one  another  in  group  and  work  ethically  
   
Learner  diversity:  
-­‐   Cater  for  students  with  learning  difficulties  
-­‐   Spent  time  breaking  task  down  and  giving  extra  
explanation  for  those  who  need  it    
-­‐   Extend  students  through  further  questioning    
-­‐   Group  appropriate  to  ensure  students  can  work  with  
one  another  effectively  (stronger  and  weaker  
students)  

 
5E’s-­‐  EXPLORE  (2-­‐3  lessons)