User Guide

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User Guide

Activity 1.1 What to do: Asking Questions

Step 1 – Choose four objects shown on page 6. Write down four things you know about each one, and four questions for which you do not know the answers.

What to do: Animal Observation

1. What animal are you observing?

2. What questions do you have about the animal?

3. Which question can be answered by observation studies?

Activity 1.1 What to do: Asking Questions

4. What data will you collect?

5. How will you record your data?

6. How will you graph and present your findings?

Observation and Inferences

Definitions

Observations

Activity 1.1 What to do: Asking Questions

Inference

Now record some of your own observations you have made of your animal. What inferences could you make from these observations?

Your inferences may not be true, but that doesn’t matter because you haven’t tested them yet. But your inferences should be plausible .

Observation Inference

Notebook: Buoyancy experiment

1. Was your prediction correct?

2. What reasoning did you use to make your prediction?

Activity 1.1 What to do: Asking Questions

3. Can you explain the results you observed in the video?

Notebook: How do scientists study the world?

Make notes of the different things that the scientists do while carrying out their research.

Jane Goodall – biologist and animal campaigner.

Stephen Sarre and his team.

Colin Raston and his team.

Activity 1.1 What to do: Asking Questions

Activity 1.2 What measures up?

Step 1 – Which statements do you think are true?

Step 2 – Record your experiment plan here.

Aim:

Method:

Step 3 - Record your results here.

Results:

Activity 1.2 What measures up?

Discussion:

1. Did your results support the statement?

2. If your results did not support the statement, do you think you have enough evidence to say that the statement is wrong?

Activity 1.2 What measures up?

Lesson Outcomes Checklist Part 1

NAME:

ACTIVITYLESSON OUTCOMESAt the end of these activities I can:

Please indicate if you achieved each learning

outcome: = Yes

? = PartlyX = No

1.1 What is science? identify key aspects of the scientific process; including observing, wondering, asking questions, thinking logically, making hypotheses, testing, and finding answers.

design a simple investigation to test a hypothesis.

1.2 What measures up?

design an experiment to test a simple hypothesis

present results in table or graph form

Part 1 Lesson Outcomes Checklist

Activity 2.1 Safety in the laboratory

Step 1 – Examine the characters in this image. Make a note of the appropriate safety precaution or required behaviour for these students.

Activity 2.1 Safety in the laboratory

Step 2 – Look around your school laboratory. What features does it have that allow you to "do science" safely and effectively?

Risk assessment

Step 1 - Draw a diagram of your lab (to scale). Use pictures and labels to identify the following:

• Exits• Fire extinguisher and safety blanket• Fume cupboard• Eye wash• Chemical storage• Heating apparatus• Glassware• Tongs

Activity 2.1 Safety in the laboratory

Activity 2.2 Using laboratory equipment

Step 1 – Which flame is cooler and more visible to use as a safety flame?

Explain why one flame is hotter than the other.

Step 2 – Draw and label the Bunsen burner.

Instructions for the safe use of the Bunsen burner.

Activity 2.2 Using laboratory equipment

What other possibilities for heating are there in your lab and how do they work?

Notebook: Laboratory equipment

Use the information you have learnt in Activity 2.2 to label each piece of equipment sketched below, and briefly state its use.

Equipment: test-tube holder, beaker, evaporating basin, stirring rod, retort stand with bosshead and clamp, conical flask, tripod with gauze mat, test tube, Bunsen burner, filter funnel, measuring cylinder, watch glass, crucible with lid.

Schematic diagram Name Use

Activity 2.2 Using laboratory equipment

Activity 2.2 Using laboratory equipment

Activity 2.2 Using laboratory equipment

Drawing apparatus

Here is a photograph of an experimental set-up involving the heating of water. Draw a labelled diagram illustrating this.

Activity 2.2 Using laboratory equipment

Activity 2.3 Where do the water droplets come from?

Step 2 – Record your observations of what happens on the sides of the beaker heated with the Bunsen burner.

Step 3 – Record your observations of what happens on the sides of the beaker heated with the hotplate.

Step 4 – Record this experiment in your Notebook.

Discussion:

Observations

1. What did you observe on the side of the beaker heated by the Bunsen burner?

Activity 2.3 Where do the water droplets come from?

2. Did you make the same observation for the beaker heated on the hotplate?

Inferences

3. Where do you think the water droplets came from? You might be able to think of several possible explanations.

4. Based on what you observed what do you think is the most likely explanation?

Observations and inferences

1. Based on what you have observed in your experiment and in the video what do you think is the most likely explanation?

Activity 2.3 Where do the water droplets come from?

2. Can you think of a way to test your favoured inference?

Activity 2.3 Where do the water droplets come from?

Lesson Outcomes Checklist Part 2

NAME:

ACTIVITYLESSON OUTCOMESAt the end of these activities I can:

Please indicate if you achieved each learning

outcome: = Yes

? = PartlyX = No

2.1 Safety in the laboratory

identify appropriate laboratory safety rules and reasons for their adoption

complete a simple risk assessment.

2.2 Using laboratory equipment

safely light a Bunsen burner

identify standard laboratory equipment and describe its use

draw labelled pencil diagrams of scientific apparatus

2.3 Where do the water droplets come from?

draw possible inferences and propose a hypothesis based on observations.

Part 2 Lesson Outcomes Checklist

Activity 3.1 How do you learn best?

Notebook: Learning strategies

1. Write down a few ideas about:

a) how you make sure you are paying attention to the lesson?

b) how you can minimise distractions when you are learning?

c) how you can use your Notebook to capture ideas and key terms covered in class.

Activity 3.1 How do you learn best?

2. Retaining information is hard for all of us. When is it necessary? What are the best ways to do this? Describe two strategies that will help you learn and memorise two of the following:

a) the parts of the digestive system.

b) ten pieces of laboratory equipment.

c) ten safety rules.

d) the first twenty elements of the periodic table.

Activity 3.1 How do you learn best?

e) the water cycle.

How will you use your Notebook to achieve this?

4. In Science by Doing , we want you to think deeply. What do we mean by this? What memory parts will you be using? Discuss in a group before sharing your ideas with the class. When do you “think” best?

5. Watch the video on ‘The Learning Brain’. Write three things you already knew, and three things which are new.

Activity 3.1 How do you learn best?

This video used Notebooking to communicate ideas. What did you like about this method? How could you use it in science?

Maya’s Measurement Project

Take a look at the example from Maya’s Notebook page on measurement. What do you observe?

What can you infer from your observation of this page?

Activity 3.1 How do you learn best?

Activity 3.2 Inquiry science

Notebook: Questions, questions, questions

Step 1 - Create a question and answer (cartoon style) for each of these pictures.

Activity 3.2 Inquiry science

Activity 3.2 Inquiry science

Step 2 - Your teacher will allocate the following questions to small groups. Be prepared to share your responses with the class.

Question 1 Why do we ask questions?

Question 2 What types of questions help us to learn?

Question 3 What ways can you ask questions? Who could you ask?

Question 4 How will your teacher know what you know, and what you want to know?

Activity 3.2 Inquiry science

Question 5 How will your class support all students to ask questions?

A Science Journey of Discovery

In pairs, visit the learning stations set up by your teacher. For each, summarise what you observed, what you did, what you learnt, and what you would like to know.

Before you get started, how will you convey the essence of this experience in your Notebook?

Notebook: The 5Es

In pairs, write down some observations on how we learn.

Activity 3.2 Inquiry science

Can you identify the five E's in action?

Activity 3.2 Inquiry science

Lesson Outcomes Checklist Part 3NAME:

ACTIVITYLESSON OUTCOMESAt the end of these activities I can:

Please indicate if you achieved each learning

outcome: = Yes

? = PartlyX = No

3.1 How do you learn best?

identify strategies that could be applied to improve my own learning in science

understand the role of different memory components and how they help me gather and retain new information

3.2 Inquiry science understand the central role of questioning, both in doing science and learning science

understand aspects of the Science by Doing approach and how this relates to the 5Es learning approach.

Part 3 Lesson Outcomes Checklist

Project Management

Executive Director: Professor Denis Goodrum, FACE (Australian Academy of Science)Director of Curriculum Development: Jef ByrneWeb and Digital Co-ordinator: Dr Jen LiuEducation Specialist: Dr Jim WoolnoughAdministrative Coordinator: Katie RyanAdministrative Officer: Kathy Hamilton

Authors

This resource was originally written in 2015 by: Dr Kerrie Wilde and Dr Jim Woolnough

This resource was revised in 2016 by: Dr Jim Woolnough and Jef Byrne.

Science by Doing would like to thank Spinks and Suns for the design and development of this resource.

Funding Acknowledgement

Science by Doing is supported by the Australian Government.

Disclaimer

The views expressed herein do not necessarily represent the views of the Australian Government, Department of Education or Education Services Australia.

These materials are intended for education and training only. Every effort is made to ensure the accuracy of the information presented in these materials. We do not assume liability for the accuracy or completeness of the information contained within.

The Australian Academy of Science accepts no responsibility for any loss or damage whatsoever suffered as a result of direct or indirect use or application of any of these training materials.

© Australian Academy of Science, 2017.

You may freely use this resource for non-commercial educational purposes but please acknowledge the resource and the Australian Academy of Science as the source. Please note there are third party items in this resource that are outlined. To use these items other than in this resource you must obtain permission from the third party owners.

Under no circumstances may copies be sold in any form.

ISBN 978 0 85847 512 0Published by the Australian Academy of ScienceGPO Box 783 Canberra ACT 2601Telephone: 02 62019400Fax: 02 6201 9494www.science.org.au .

Click here for a full version of unit acknowledgements and sources or logon to www.sciencebydoing.edu.au .

Acknowledgements

http://www.sciencebydoing.edu.au/