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Science Unit
Science Unit
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ST1-2DP-T - Ask students: What do you want to know about the night sky? Oreos
uses materials, - Add their questions to the W (What I want to know) section of the
tools and KWL chart. Plastic knives
equipment to Show students the pictures on the power point presentation:
develop solutions - Use these images to discuss what the class can see in the night sky Phases activity scaffold
for a need or
opportunity Watch the video about the phases of the moon
Ask students: Scaffold for independent
- What do you see? activity
EN1-1A
Communicates with - What do you think?
a range of people in - What do you wonder? Matchsticks
informal and guided Using the image on the power point, explain to students that the sun lights
activities up parts of the moon as it moves around the Earth. We can see the Play dough or bluctack
demonstrating Moon’s changing phases (Shapes) in the night sky.
interaction skills Word wall
and considers how
Group Activity: Student work samples:
own communication
is adjusted in Move students into groups of 3 – 4. - Photographs of
different situations Using the fishbowl method (Students in a circle around the teacher), the the completed
teacher will model to the students how to complete this activity. The image oreo phases of
of the phases of the moon will be left on the IWB to aid students in the moon
EN1-2A
completing the activity with limited teacher intervention. - Design your own
Plans, composes
and reviews a small Each group will be given 9 oreo biscuits (if there are any students in your constellation
class unable to work with food, play dough can be used to construct the activity
range of simple
texts for a variety of phases of the moon). - Build your
purposes on Using the oreos and a plastic knife, students will be able to carve the constellation
familiar topics for phases of the moon into the white icing inside the oreo.
known readers and First they will need to separate each oreo into two pieces – leaving the
viewers white icing on one side.
For a full moon they do not need to cut the icing
EN1-9B When creating a crescent moon they will need to cut the icing and remove
Uses basic it. The white icing is representative of the moon while the black cookie
grammatical base represents the part of the moon not visible to the human eye during
features, that phase.
punctuation After each oreo cookie moon phase has been created, students will place
conventions and them in the correct spot on the worksheet provided and photographs will
vocabulary be taken of the final product.
appropriate to the
type of text when
responding to and
composing texts
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Ask students:
- What else can you see in the night sky?
- Is it just the moon or are there stars?
- Have you even seen stars that make shapes? What were they?
Explain to students that stars can appear in groups. These groups look
like things we know. This is called a constellation
Show students the power point on constellations
Independent Activity:
Students will use the scaffold provided to design their own star
constellation and give it a name.
Extension:
Students will be given matchsticks and play dough or blutack. Using this
the students will construct their constellation. The play dough or blutack
will be used to represent the stars and the matchsticks will show the
pattern made when they are connected.
Conclusion:
As a class, students will participate in a class discussion about what they
have learnt during the lesson
Their responses will be added to the L (What I have learnt) section of the
KWL chart
Add any new terms to the existing earth and space word wall
LITERACY ROTATION: Students can use the phases of the moon oreo mat
(found in literacy activity folder) to build the phases of the moon using play dough.
An image of the phases of the moon will be provided to aid the students in
constructing the phases. Another activity would be to provide students with
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images of different constellations and get them to draw them.
Lesson Three: When Seasons Change (Week 6)
Content Teaching and learning Resources Assessment
ST1-10ES-S Focus Question: What happens when seasons change? Teacher notes Word wall
Recognises Review the previous lesson focusing students’ attention on the key terms:
observable changes phases of the moon, why it changes shape and what is a constellation? Word wall Questioning
occurring in the sky
Introduce students to the focus question: - What is a
and on the land and
- What is a season? Power point season?
identifies Earth’s
resources - How many are there? What are they? - How many are
- Link seasons to the work they did in mathematics on time and Train trip video there? What are
calendars (Season spinners) they?
ST1-1WS-S https://www.youtube.com/w
- Add key terms mentioned to the word wall - Which season is
Observes, atch?v=wtaq6AT9EVA this photo
questions and Show students the power point
showing? How do
collects data to - Ask in which season are these photos taken? How do you know? Independent activity scaffold you know?
communicate and
Watch the video of a train trip through Norway - What happens
compare ideas
- Students to pay attention to the seasons, what happens when they Extension scaffold when the seasons
change and if there are any seasons missing change?
ST1-2DP-T
Move students into pairs or small groups to complete a think pair share
uses materials, activity answering the following questions:
tools and
- Which seasons did you see?
equipment to
develop solutions - What happens when the seasons change?
for a need or - Were any seasons missing?
opportunity Show students the images on the power point
- Ask how do people dress when the seasons change?
MAG-13MG - How do we know which season it is in each of the photos?
Describes, As a class, conduct a survey to see how many students have gloves,
compares and gumboots, thongs, a scarf, a singlet.
orders duration of - Complete this on the whiteboard using a tally
events, and reads
- When would you wear these clothes?
half- and quarter-
hour time. Explain to the students that we have five senses: sight, hearing, smell,
taste and touch.
EN1-1A Using the power point explain to students that when seasons change,
what happens around us does as well.
Communicates with
a range of people in As a class, discuss the following questions:
informal and guided - Which is your favourite season and why?
activities - What smells nice in autumn or spring?
demonstrating - What tastes nice in summer or winter?
interaction skills
Using the images on the power point explain:
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and considers how - Animals move when seasons change to find food and breed. This is
own communication migration. Here is a flock of nesting birds called Godwits.
is adjusted in - Some animals save energy in winter. Their bodies and brains slow
different situations down. It is like sleep. This is hibernation. Here is a dormouse curled
up saving energy.
EN1-2A
Plans, composes Independent activity:
Student work samples:
and reviews a small Discuss with students some symbols they could use to represent each of
range of simple - Symbols for
the seasons.
texts for a variety of seasons
Using the scaffold provided, students will draw symbols in each of the worksheet
purposes on
boxes to show what each season is. - Clothing design
familiar topics for
known readers and
viewers Extension: Student science journals
To cope with changes in season, people around the world have designed - Reflection on their
EN1-9B clothes for cooler and warmer temperatures. Students will be able to use favourite season
the scaffold to design an outfit for their favourite season.
Uses basic
grammatical
features, Conclusion:
punctuation Students will be asked to write a reflective piece in their science. The
conventions and question they will be given is: What is your favourite season? Why?
vocabulary Modelling will be required for students to complete this activity (Model
appropriate to the example shown in the teacher notes)
type of text when
responding to and
composing texts LITERACY STATION: Students will be given two frogs and a range of clothes that
fit the frog. Using their understanding of the seasons, they will need to dress the
frog according to a season they choose. For example: the frog would wear shorts
and a t-shirt in summer but long pants and a jacket in winter (Found in literacy
activity folder).
Extension:
Using the weathers shown on the weather wheel students are asked to
draw their own representation of one of them. For example: I want to draw
a picture that shows partly cloudy weather. I would draw a picture of a
sunny day, green grass and bits of blue sky showing through white or grey
clouds. This will be completed in students’ science books under the title
Weather: (their chosen weather)
Model this activity after the modelling of the independent activity so that
students who are finished early are able to move onto this while the rest of
the class is completing the independent activity.
Conclusion:
Class discussions about the weather and the types of weather students
have seen themselves.
- What is the weather?
- How did you feel when you experienced rain, storms, and extreme
heat?
- Etc.
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viewers - Students need to answer the following questions: Did your rain gauge
work? What could you change in your design?
EN1-9B
Uses basic Extension:
grammatical Students who finish their construction and testing of the rain gauge are
features, able to test out another design. They will be provided with another scaffold
punctuation to design an instrument to measure the amount of rainfall at a given time.
conventions and
vocabulary Conclusion:
appropriate to the Questioning
type of text when Students will return to the class group and discuss their rain gauge - What materials
responding to and experiment did you find
composing texts This discussion will be guided by questioning: worked best to
- What materials did you find worked best to build the rain gauge? build the rain
Why? gauge? Why?
- Did your group’s rain gauge work? - Did the rain
- What did it measure? gauge work?
- What are some other ways that we could measure the amount of - What did it
rain? measure?
- What are some
LITERACY STATION: Design and build an instrument that can measure the other ways that
speed and direction of wind (provide photo cards as examples). Examples of we could
instruments can be given in the form of image cards and a page of materials will measure rainfall?
be given to the students. All materials will be placed in a box near the table for the
students to use (Found in the literacy activities folder).
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