EDED11399 - Learning Management 4 Assessment Task 1

Ethan Mann – S0230312

Due: 18/8/14

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Contents

PART A: Rationale ............................................................................................................... 2

PART B: Learning Experience Plans (LEPs) ........................................................................ 5

PART C: Script Samples ..................................................................................................... 13

References ......................................................................................................................... 15

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PART A: Rationale

Contextual Information

This document has been created for a grade four class of 27 students at a Sunshine Coast school

with around 800 students. Science is the focus of these lesson plans, addressing content

descriptions from science understanding on forces, and inquiry skills of safe use of materials,

tools and equipment, and representing and communicating ideas and findings using diagrams

(ACARA, 2014). These lessons are the second and third lessons in this science unit beginning to

introduce students to free body diagrams as a form of representing and recording results. From

the introduction to this unit and forces content descriptions from prior years, it is assumed that

students know that pushes and pulls affect the way an object moves, gravity is the force that

causes objects to fall to the ground and mass affects the time it takes an object to stop when

pushed. Students know proper etiquette and contributions with class discussions, particular

rules and procedures.

The proposed summative task to conclude this unit involves students in pairs planning and

creating a simple science experiment to be used as a new activity in the sixty second slam. Pairs

plan and physically create the experiment and all experiments are shared in an expo-type

session, where students try each other’s slam challenges. The sixty second slam is a series of

short challenges that use forces in order to complete within sixty seconds. Throughout this unit,

students engage with a number of sixty second slam challenges, and in their summative task, are

required to create and add a challenge to the slam. From creating this challenge, they must draw

free body diagrams at different points of this experiment, as a means of recording the forces

occurring in them. Marzano and Pickering’s (1997) Dimensions of Learning was used as a

framework for the planning of these lessons.

Justification of planning decisions

An explicit teaching model has been used as the scaffold of this learning sequence, which moves

from teacher directed instruction to student centred, independent learning. This was used as a

continuum, because through the teaching methods, it gives students power within their own

learning, knowing the specific outcomes, and evoking higher order thinking (Elsmore, 2014).

One key aspect that influenced the planning of these lessons is the way the teacher talks and

communicates. This is because this explicit instruction is related to how educators communicate

concepts, intended learning outcomes, progress, feedback, as well as questioning, prompting

and clarifying (Elsmore, 2014). Direct instruction, modelling, discussions, guided learning, and

cooperative learning have all been used in this unit for different purposes for students to,

ultimately be independent in their learning on this topic.

Direct instruction has been used in these lesson plans as a means of explicit introduction and

giving clear explanations and instructions for experimenting sections of the lessons. Killen

(2009) states that a key feature of direct instruction is clearly displaying the intended learning

outcomes and criteria for success to students. This influenced the choice of using WALT, WILF

and TIB in these lessons, to very explicitly portray the intended learning outcomes, what the

students need to be doing, and the relevance of this learning. O’Donnell, Dobozy, Bartlett, Bryer,

Reeve and Smith (2012) that prior to presenting new concepts, direct instruction involves

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reviewing previous material to activate schemas for the subsequent content. In the first phase of

each lesson, the prior learning and content was addressed as a means of stimulating this

information to inform the learning of the current lesson. This also provides the educator with an

observation for any misunderstandings or misconceptions on the topic (O’Donnell et al., 2012).

In the first lesson, direct instruction was also used to teach the scientific information to be

covered, as Killen (2009) suggests that this teaching strategy is efficient for teaching factual

information.

Modelling was used as it is an effective strategy to demonstrate the drawing of free body

diagrams and sixty second slam experiments. Killen (2009) states that modelling is often used

in combination with high teacher responsibility teaching. In these learning experiences,

modelling has been used beside direct instruction, to exhibit the skill or experiment once an

explanation or introduction has been given. Teacher self-talk is a key part of modelling, with

broad use of “I” to detail the steps in the processes being modelled (O’Donnell, Dobozy, Bartlett,

Bryer, Reeve & Smith, 2012). This teacher self-talk or think aloud statements have extensively

been used throughout the modelling sections of these lessons to step students through the

process and give them insight into what is going on in the teachers mind to influence the

decisions being made. Elsmore (2014) states that this teacher talk steps through the processes

and skills in the particular task.

Moving down the continuum of explicit teaching towards more student centred learning, guided

learning was used when the class was attempting the ping pong ball in cup experiment

challenge. The educator drew attention to the process of this task by modelling, and then guides

students by allowing one at a time to attempt the experiment. The students however, attempt

the experiment independently, the teacher acts as a facilitator. Elsmore (2014) states that a key

feature of this method is to provide opportunities for students to seek clarification of the

demands of the task and to discuss the skills and processes throughout the time. This was done

by talking and discussing as a class in between each student’s attempt.

Discussions and purposeful questioning was used in these lessons, but joint construction did not

fit within this part of the science unit, as there was no need to conceptually map information

and contributions from students. The discussions were for revisiting learning outcomes, and

also for opinions and ideas on the slam rotations. The discussion was given a reason; of finding

ways to improve the task next time, as this is a key feature of discussions to be relevant and

purposeful (Cohen, Manion, & Morrison, 2004). Cohen, Manion, and Morrison (2004) also state

that contributions within discussions need to be from students. This was applied to the

discussions in this unit, as the teacher acts to prompt, question further, and evoke justification

from students.

Cooperative learning was the final method used in these lessons. Independent learning was not

equitable for these two lessons, but would be used in the following lessons for individual

practice and refinement. Reid (2002) states that cooperative learning can be seen as small

group work, which was used in this unit as a group rotation situation. Groups worked

independently on each rotation to meet the goal, with each member having a fair turn. Killen

(2009) states a clear objective is required, in this case the teacher instructed students to look

for forces within the experiments as they would be creating free body diagrams to record them.

Brady (2006) states that when planning cooperative learning sessions, to think about what form

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the cooperation will take. This was applied when planning this sequence and group rotation

workstations worked for the task to allow every individual to have a turn at each experiment.

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PART B: Learning Experience Plans (LEPs) Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific

information on how to complete this LEP is provided by your lecturer in a course.

Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

Year 4 60 mins Forces – Push & Pull N/A Science

Science Understanding (ACARA, 2014) Physical sciences - Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science Inquiry Skills Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

A push or a pull affects how an object moves or changes shape.

Gravity is the reason that objects fall when dropped.

The mass of an object affects stopping distance when pushed.

Some know that a push or pull affects an object and how it changes shape.

Definitions of a push and pull.

Identify objects that use push & pull forces.

Questioning is a key part in experimenting and investigating.

How to engage professionally within a class discussion, particular rules and procedures (being fair, equal contribution, zero judgement, etc.)

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be?

(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience. Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class”.)

Knowledge & understanding: (declarative)

The learner will know: DK 1 How to draw a free body diagram and understand the terminology. DK 2 An object can have more than one force at a time – paired forces.

Skills: (procedural/do)

The learner will be able to: PK 1 Identify forces in a free body diagram PK 2 Draw a free body diagram from an experiment viewed.

Learning processes: LMQ3 - How does the learner best learn?

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners? (Including differentiated teaching for student diversity.)

Help students be clear about the directions and demands of the task. With experimenting, students need to be very clear on the demands and expectations of the activities. Using the self-talk to reiterate the instructions and process, students have a key understanding of what has to be done to complete this test, and how to go about doing it. Having one student at a time attempt the experiment, students watching can be further learning how they might attempt to make the ball land in the cup, thinking of their own strategies on top of the fundamental process.

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?

Restrain Impulsivity Science can be very engaging and interactive for all students, with movement around the classroom and a different inquiry way of learning. Moving desks and chairs in this lesson to provide area for the experiment game means that students are moving and out of their desks. It is important for them to restrain impulsivity while the experiment game is being conducted. Smooth transition back to the desks is required to get everyone back to their books and on task with the diagrams.

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Time Learning procedures

LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL)

focus. including teaching strategies to be used

Resources

LMQ4 - What resources do I have at my

disposal?

Assessment & feedback

LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.)

LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.)

5-10 mins

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, ‘hook’ Direct Instruction (script)

Review previous lesson, reminding students of pushes and pulls,

and have students look at the previous cut out and glue matching

activity into science books.

Identify WALT, WILF and TIB of lesson. WALT: learning to draw free

body diagrams and conducting an experiment of our own. WILF:

active participation in discussion and learning with experiment and

recording information on forces. TIB: We need to learn how to

properly record forces data in a simple diagram.

Review class expectations for lesson and fairness within science

experiments and engagement.

Draw a picture of a grocery bag sitting on a table. Ask students; what

is impacting on the grocery bag, in regard to forces? Answer.

Modelling (script)

Begin to draw a free body diagram of grocery bag forces and while

drawing use think aloud self-talk talking through the steps of drawing

the diagram - I represent this bag with a square box as it is the main

object, and arrows that point in the direction of the force, etc. (using

correct terminology)

Use self-talk to explain that objects have paired forces, so there is

always two forces acting on an object.

Instruct students to put heading in book - “Force Diagrams”

All students draw a square in their book. Arrows are added, then

students’ label which forces are impacting (gravity pulling

downwards, and normal force pushing up from the table).

Phase 2 Develop skills & knowledge, build, practise, acquire, integrate, extend, refine Direct Instruction

Display a ball sitting on the ground and explain to students that

DoL 1 - Help students recognise that they have the abilities to complete a particular task. DoL 5 - Restrain Impulsivity DoL 2 – Help students construct meaning for vocabulary terms. DoL 2 – Have students create physical and pictographic representations of information.

Interactive Whiteboard

Check that all students have arrived at the learning outcomes of this lesson, with the ability to understand and complete a free body diagram.

Analyse students while they complete their free body diagrams.

Review of four forces explored in Phase 3 to find which students are struggling.

Inform students of their

progress, providing positive

feedback to students who are

succeeding and positive

reinforcement to those who are

struggling.

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40 mins

forces act in pairs. Now all objects have at least two forces acting on

them (paired forces). Prompt students to think to themselves what

might the two on this ball be?

Draw and label forces on a diagram for students to see what is

impacting on the ball and how the forces are represented in a free

body diagram. Explain that one force is pulling downwards towards

the centre of the earth and the other is the pushing force acting

upward from the ground.

We represent this with a square box (being the ball) and arrows that

point in the direction of the force (labelled with correct force).

Explain to students that we will do our own experiment and to think

about the forces within this experiment so we can record them after.

Give transition instructions, one row at a time, to stand and move

their desks to the back and side of the classroom – facilitating this

movement.

Modelling

Have students sit on open classroom carpet and prepare the “Whack

it Out” experiment. Explain the main aim of the game – pulling the

plate to try making the ping pong ball fall from the roll into the cup.

Demonstrate the process a couple of times, using think aloud self-

talk to document the process and sequence of steps in pulling the

plate out from underneath, allowing the ball to fall into the cup.

Guided Instruction

Tell the class that we have to be fair just like when testing and

experimenting, and that not everyone will get a turn unfortunately.

Ask one student at a time to attempt the experiment, scaffolding the

task for students to complete independently.

Give reasons for why they were successful or unsuccessful.

Ask another student, who was sitting and behaving well to come and

attempt the experiment. Repeat for 5 minutes.

Review steps if required for students to attempt the task.

After the experiment, transition students back to their desks, and

instruct them to get their science books out.

Draw on the board a free body diagram of when the ball was sitting

on the roll, and also when the ball was falling.

Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, consolidation, homework/review tasks Discussion

DoL 5 - Restrain Impulsivity DoL 1 – Help students be clear about the directions and demands of the task. DoL 1 - Use a variety of ways to engage students in the classroom tasks. DoL 1 – Provide appropriate feedback. DoL 5 - Restrain Impulsivity

Whack it Out materials – pingpong ball, plastic cup, paper plate, toilet roll. Whiteboard & whiteboard markers

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5-10 mins

Students contribute to class discussion to find the correct answers.

LM assess the class on their contribution asking individuals what

answer they thought, providing positive reinforcement if incorrect.

Use reflective statements to prompt contributions and ask students

why? To justify, elaborate on or clarify their contributions (gravity and

normal force – gravity and friction).

Ask students variety of questions:

How do we show forces on a diagram?

What do the arrows represent in the diagram?

What is meant by a paired force? Etc.

Provide feedback to the class of their progress during this lesson.

DoL 1 – Provide appropriate feedback.

Reflection: LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)?

(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didn’t. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.)

Reflect on whether learning outcomes were achieved – Did all students meet the desired outcomes?

What could be done in future to ensure that all students understand the content and can achieve the desired outcomes

What needs to be done to improve the lessons?

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Learning Experience Plan 2 Template for written recording of plan of learning experiences from short (one session/lesson), to medium (series of lessons/unit of work). A range of examples are on your program Moodle site. As necessary, specific

information on how to complete this LEP is provided by your lecturer in a course.

Year level(s) Duration Focus Implementation date(s) Curriculum area(s)

Year 4 60 mins Forces – Push & Pull N/A Science

Science Understanding (ACARA, 2014) Physical sciences - Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076) Science Inquiry Skills Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066) Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Prior knowledge: LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of previous learning experiences)

A push or a pull affects how an object moves or changes shape.

Gravity is the reason that objects fall when dropped.

The mass of an object affects its falling speed when dropped and its stopping distance when pushed.

Some know that a push or pull affects an object and how it changes shape.

How to create a Free Body Diagram to show forces in an object.

An object has more than one force acting on it at all times (paired forces).

How to engage professionally within a class discussion, particular rules and procedures (being fair, equal contribution, zero judgement, etc.)

Learning outcomes/standards: LMQ2 - Where does the learner need/want to be? (Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience.

Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as “the sum total of the learning and development experiences that are offered by a school, formally and informally, in class and out of class”.)

Knowledge & understanding: (declarative)

DK 4 Gravity is referred to as the “Pulling force of the Earth”.

Skills: (procedural/do)

PK 5 Experiment within a group of 4-5 and allow all students to participate. PK 6 Draw a Force Diagram individually after conducting their own experiment.

Learning processes: LMQ3 - How does the learner best learn?

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual learners? (Including differentiated teaching for student diversity.)

Structure opportunities for students to work with peers. Allowing students to conduct the 60 second slam experiments in groups with peers, means they can interact and understand how each other work. By having to let all students have an equal turn at the experiment will mean that the groups will need to behave properly and problem solve if any problems arise. Use a variety of ways to engage students in the classroom tasks. Use of group workstations and very interactive engaging activities from 60 second slam guide. The students are involved kinaesthetically, seeing forces happen and

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their development?

Restrain Impulsivity Moving students from the classroom to another area is a big step and a change of environment for students. Some may be out of their comfort zone and others may be excited to be in a different area. It is important for students to restrain their impulses while outside of the classroom, to be fair to other classrooms, teachers and peers. Also while engaging with the experiment stations, being fair and restraining impulses to jump in when it is not their turn, but waiting for their turn to come.

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using forces to complete the experiments and activities.

Time Learning procedures

LMQ5 - What will constitute the learning journey? LMQ6 - Who will do what? (Include adjustments in the learning experiences to accommodate learner difference.)

Dimensions of Learning (DoL)

focus. including teaching strategies to be used

Resources

LMQ4 - What resources do I have at my

disposal?

Assessment & feedback

LMQ7 - How will I check to see the learner has achieved the learning outcomes? (See also the QSA Assessment Bank.)

LMQ8 - How will I inform others? (Include moderation of teacher judgments of standards if necessary.)

5-10 mins 40 mins

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, ‘hook’

Direct Instruction

Identify the what, why and how of this lesson. What: experiments in

groups. Why: To use this experiment and record force data using a

free body diagram. How: By going to the undercover area with

already set-up rotation stations to experiment in groups.

Explain that this lesson, all students will participate and have a go at

each stationed experiment called the 60 second slam.

Explain that the 60 second slam is made up of 6 different

workstations with 3 activities in which they can experiment at

(meaning each experiment activity has 2 work stations). Explain that

in order for us to have enough room we will do our experiments in the

undercover area near the tuckshop.

Review rules and expectations when moving through the school and

into the area (Quietly working in straight lines, quietly working and

experimenting, fair for all students, etc.) Tell students that if they are

not following instructions and these rules that they will not participate.

Instruct students to walk to the undercover area and sit quietly on the

ground. Show them the 6 workstations so 5 students (one group) will

be at each station. Each student will have 60 seconds to do the

experiment.

Phase 2 Develop skills & knowledge, build, practise, acquire, integrate,

extend, refine

Modelling

Explain using the whiteboard what each experiment will include and

how to conduct each of the experiments (dominoes, ping-pong

soccer and ping-pong roll). Use diagrams to show what the stations

should look like and number them.

Give students a number from 1-6 and ask them to find the number on

DoL 1 – Establish and communicate classroom rules and procedures. DoL 2 – Help students to construct meaning for vocabulary terms. DoL 1 - Use a variety of ways to engage students in the classroom tasks. DoL 5 – Restrain Impulsivity DoL 3 – Help students understand the process of comparing. DoL 1 - Structure opportunities for students to work with peers.

Materials for implementing 60 second slam experiments: - Dominoes - Cardboard - Ping-Pong balls

Assess students to discover whether they reached the intended learning outcomes

Assess students at the end of

the lesson by their knowledge of

friction and opposite reactions.

Check students science books if

necessary to check their

progress on the topic.

Inform students in Phase 3 of

the lesson by providing hot and

cool feedback.

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the board, this is their group (Use think aloud self-talk).

Explain once everyone has a number to move to their allocated

(numbered) workstation but not to start. Remind them to think about

what forces are happening in their experiment and what direction the

forces are going and start visualising what these may look like as free

body diagrams.

Demonstrate system of changing stations, when the timer goes,

move clockwise to the next station.

Remind students not to be too loud because of the close classrooms,

and to behave appropriately, letting every student participate.

Cooperative Learning (script)

Begin first rotation by starting timer for 5 minutes.

Monitor behaviour and manage groups while they experiment and

make sure everyone has a turn, and is enjoying themselves.

Continue to facilitate the movement of groups when the timer goes,

and restart the timer for the next rotation.

Discussion (script)

On completion of the last rotation, transition students back in front of

the whiteboard to calm them. Ask for what they thought of each

activity. Reflect on participation within their group and experiments.

Short discussion on each of the activities and some forces they

noticed.

Direct Instruction

Transition students back to the classroom and make sure they are

seated and on task before moving on.

Ask students to take out their Science books and write the title of

their experiments (Dominoes, Ping-Pong Roll & Ping-Pong Soccer.)

Modelling

Demonstrate drawing a free body diagram on dropping an apple for

example.

Use think aloud self-talk while drawing this, using “I” and justifying

choices while adding each part of the diagram.

State that gravity is also referred to as the “pulling force of the earth”

and we need to use this terminology when referring to it in our

diagrams.

Cooperative Learning

Individually, students draw a force diagram of the experiments they

did (Dominoes when the last domino fell off the table, Ping-Pong Roll

when the two balls crossed the line, and Ping-Pong Soccer when the

DoL 5 – Restrain Impulsivity DoL 5 – Restrain Impulsivity DoL 2 – Help students to construct meaning for vocabulary terms.

- Straws - Desks - work-stations - Undercover outside area Whiteboard and pens for example diagrams

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5-10 mins

ball was being pushed by both).

Assist individuals if they require help.

Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for learning, consolidation, homework/review tasks

Joint construction

Ask students what their diagram looked like, and ask a student to

come and draw their diagram on the board so all students know that

they did it correctly/incorrectly and make them fix any mistakes they

may have made.

Hands up “Whose diagram looks exactly like this?”

Continue drawing each diagram for each of the 3 experiments.

Provide feedback to all and to individual groups on their participation

and teamwork.

DoL 1 – Provide appropriate feedback.

Reflection: LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)? (Feedback to the student & teacher about what is needed to inform future learning - what worked and what didn’t. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual learning issues that need to be addressed.)

Reflect to determine whether students arrived at the intended learning outcomes of all lessons and evaluate the effectiveness of this unit.

What could be done next time to improve the lesson or make it more student-centred?

Did the students use the HoM as desired throughout the entire sequence of lessons?

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PART C: Script Samples

Direct Instruction (LEP 1) – Introduction, review, WALT, WILF, TIB and class expectations

LM: Let’s think back to last science lesson. What was our focus? Pushes and pulls, yes. Who can remember something about the cut and glue activity we did? Maybe some of the match-ups? Jacob: Friction was one. LM: Yes friction. What was friction? Jacob: When something is rubbing on something else, like something rolling on the ground. LM: That is correct, and does friction only occur when objects contact on the ground? No, it can be air resistance and other forms as well. Who can remember another of the push and pull forces we looked at? Charlie: Gravity LM: Yes, gravity. And what was gravity? Excellent, we referred to it as the pulling force of the earth. Why was that Taylor? Taylor: Because gravity is pulling towards the centre of the earth?... LM: Next is our WALT, WILF and TIB for this lesson. I will write it on the board into the respective boxes. First up, WALT. This lesson, we are learning to draw free body diagrams and conduct a forces experiment. WILF. What I am looking for in this lesson is active participation in the activity and our discussions, and involvement in how we can record information on forces. TIB. This is because scientists do not have time to draw out proper, detailed diagrams for each small experiment they conduct. We need a simple diagram that will represent the forces acting on an object and the direction this force is going. LM: Before we get started, let’s review our class expectations with science experiments and engagement. What is our number one rule with scientific experimenting? Everyone? Whole class: Fairness. LM: Yes. Why is it important to be fair when we are testing and experimenting and fair to our peers and friends? So everyone gets a turn and so that we have accurate results and data from our experiment that we can record and report on. Modelling (LEP 1) – Body, demonstration of free body diagram drawing

LM: I am now going to draw a free body diagram. I just want you to watch and listen as I demonstrate this and think about the method I am stepping you through. I mentioned free body diagrams earlier, being the simple diagrams scientists use to represent forces acting on an object. (Begin to draw diagram). First I need to add a title. I know that all diagrams have titles to be easy to follow. Now I am going to add the box, as it represents the main object, in this case the grocery bag on the table, nice and easy. Next I will add arrows to represent the direction of the force. I know that every diagram will have at least two arrows as every object has at least two forces acting on it, which is called paired forces. Every force has a type of force acting against it. LM: So from what you told me earlier I know that the grocery bag has gravity and normal force acting on it. I know that gravity is the pulling force of the earth, so it will be pulling the grocery bag down. I draw an arrow starting at the box and coming straight down. Now I add the arrow head, and write the force underneath. I know the second force is normal force and this holds the grocery bag up on the table, so I will start my arrow from the top of the box and draw straight up, adding the arrow head and writing the force above it this time. Now I am finished. I know this because I have a title, a square representing the bag, arrows showing the direction the force is acting on the bag and the labelled forces on the ends of the arrows.

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Cooperative Learning (LEP 2) – Body, group rotations, assisting and facilitating LM: Ok, Group 1 and 2, please move to your first rotation and wait quietly.

Group 3 and 4, please move to your first rotation. And 5 and 6, move to your rotation station.

Does anyone not understand anything about each rotation. Any questions?

Alex: How do we know when to change with people in our group?

LM: I will start the timer and it will go every 60 seconds, telling you when to rotate. Does that

make sense? Any other queries? Ok, sort out who will go first within your group. Put your hands on

your heads when you have selected the person or people to go first.

Alright, I am now going to start the timer for 60 seconds and I will keep track of the 5 minutes for

each rotation. First rotation starts… now.

LM: (to other group members not participating) How’s everything going over here? What kinds of

forces are we seeing at this domino table?

Flynn: Pushing force when they push the first domino.

LM: Yes nice observation, what about when the domino falls from the table at the end? Isabella?

Isabella: is it gravity?

LM: Why would you say it is gravity?

Isabella: Because it’s pulling the domino to the ground.

LM: Great answer. Ok everyone that is time to rotate group members. Quickly rotate and begin the next person’s turn. Next 60 seconds starts now. Discussion (LEP 2) – Body, discussion and reflection of the rotation activities LM: Hands on heads if you enjoyed those activities. What worked and what didn’t? Let’s discuss

and reflect on this series of activities and how we could make it better next time. Who can tell me

one thing that worked in the rotations?

Finn: there was a time for each group and each person.

LM: Thanks Finn, why was that a good thing and not a bad thing?

Finn: Because it meant that everyone got a fair turn.

LM: Ok, that’s fantastic. Extending on what Finn has just said did anyone think something different

about the time limit, or maybe has a different opinion? And remember that is ok, there is no right

or wrong answer. Jess.

Jess: Well because I was last, my turn was shorter, because everyone took a little bit to change

turns.

LM: Ok so a transition. It took a bit of time for Finn and James to change positions and turns and

that took up a bit of the next persons turn. What about how your group worked. One person from

each group let us all know how you went…

LM: Now let’s discuss some of the forces we saw in these activities. Who can tell me a force they

noticed? Yes gravity and where did you notice it?

Grace: In the domino activity when the last domino fell down off the table.

LM: Why do you think that it was gravity?

Grace: Because the domino fell from the table to the ground and gravity is the pulling force to the

earth.

LM: Excellent justifying Grace. Did anybody see gravity anywhere else?

15 | P a g e

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