Extra ordinary lesson planning

The Learning intention: The success criteria:

Discovering the need for water filtration and Writing a well-planned practical report and
how a filter can clean dirty water. creating a water filter based on previous research.
Day / date: Year level: No. students: Learning area:
17/09/2020 7 30 Science – water filtration
General Capabilities: Cross Curriculum Perspectives
 Literacy  Aboriginal and Torres Strait Islander histories
 Numeracy and cultures.
 ICT competence  Asia and Australia’s engagement with Asia.
 Critical and creative thinking  Sustainability
 Ethical behaviour
 Personal and social competence
 Intercultural understanding

Identify – Australian curriculum achievement standards that will be assessed.

- Mixtures, including solutions, contain a combination of pure substances that can be separated
using a range of techniques (ACSSU113).

Preparation/organisation Resources
 Completed up to method of prac reports  Filtration materials
prior. 
 Write steps on the board for children to
refer to at each stage.
Teacher prep:
- Bringing it to life year 7-8 questioning tool.
- Australian curriculum – Conceptual Narrative Science: Properties of Matter (questioning
tool).
Previous lessons:
- Discovered information about water filtration and why it isn’t safe to drink dirty water.
- Learnt how to set out and write up the beginning of a practical report, including the step by
step method that we will follow for our experiment.
- Created a bump it up wall using Australian Curriculum work samples – students created
their own success criteria’s and based on those, graded the report examples in order of at
standard to above standard. This will be used to encourage students to meet a certain level
and push themselves to attain a higher level from their report writing.
Process Teacher tasks
Introduction
 Write steps on the whiteboard for students to refer back to during the
lesson, if confused.
 Ask students to remind us all why we are using charcoal
(think, pair, share).
 Hand out science books and prepare the materials for each group.
 Students to read through their steps thoroughly in preparation.
 Walk students through the aim of the lesson and instruct them not to
rush.
 Have students sit/stand next to their partner and check they have the
correct amount of materials. Remind students to be serious and
careful with some of the directions, like cutting the bottle at the 2/3
line.
Remind students of the behaviour expectations, if you are not behaving
and taking this seriously you will miss out and go next door to Mr Watch students cutting
Sluggett’s class. for safety.

Development
 Tell students to begin with their first steps and ensuring they are Questioning:
following the method correctly, so we have a ‘fair’ test and it is
accurate.
 Students to create their filter first – then use their ‘dirty water’ to test
the filters abilities. Remind students to watch carefully and record
what happens and how clean the water looks.
 Once test 1 is completed and observations have been taken, students
can adjust a variable and test the filter again, recording findings and
thinking about the differences in the test and water cleanliness.
 Stop students half way through, ask them to discuss with their
partners whether they have been successful or not thus far and why.
Ask a few pairs to share with the class (think, pair, share).

Conclusion
 Students to pack up their water filters – separating the resources to be
used at a later date.
 Once tidy, students can start writing more detailed notes on what
happened during each test and complete their table in the prac
reports.
 Students will have time to share with the class on what happened in
their experiment and why they think it was successful or not
successful.
Next lesson:
- Writing up prac reports based on the observations taken from this
lesson, beginning with filling in the individual tests table and seeing
which was more successful.
- Compare our writing to the bump it up wall to see where we are at
and what we could improve (students self and peer assess).
To do:
Write on board.
1. Read your materials and method.
2. Check you have all your materials.
3. Work with your partner to follow your steps from the beginning.
4. After test 1 is complete, adjust your materials or change a variable and test it a second
time.
5. Record your answers!
6. Tidy / clean up experiment – separate the materials and keep for a later use.

Questions to consider:
- If we changed…. How might it effect….?
- What safety aspects do we need to be aware of?

- Ask students to remind the class why we are using materials like charcoal.
- Remind students that this is a serious time and if you’re not taking this seriously or being a
safety risk, you’ll miss out and go to Mr Sluggets room to do a quick write?
- Reminder – once you have finished both tests and recorded your detailed notes it will be
time to write up your report  look to the bump it up wall for inspiration and to see what
you can include in your report as ‘extra’ to boost up the quality (such as referencing for
your background knowledge and reasons for using certain materials).
- What do you predict will happen in the first test?
-

Questions to remind them to ask themselves and each other during the experiment:
 What do you predict will happen in the second test?
 What do you observe? Notice?
 What is happening to the water when it passes through these materials?
 How could you improve the investigation?
 What is interesting/unexpected?


Questions to use:
- What equipment would help you to make observations?
- If we changed…. How might it effect…..
- Which variable will you manipulate?
- Which variable will you measure?
- What equipment do you need or have?
- How will you investigate… what will you change/measure/control?
- What materials will give you the most accurate and fair test?
- How could the fairness be improved or maintained?
- How fair was your test/investigation? How could it be improved?
-
Why are we using charcoal?
- Activated filter charcoal
- Filters out toxins in the water
- Absorbs particles – filters out the nasty chemicals and impurities
- Doesn’t filter out the ‘good stuff’ – minerals stay in the water.
Unfortunately, it doesn’t remove all pathogens or microorganisms, so charcoal is often used in
conjunction with another filter.