Students will then repeat this activity but time each other and document how long it takes for their hands to get hot. Students will then be asked to make sure all results are documented so this can be used in drawing a graph. Students will then draw a graph on their findings. After their graph is completed, students will then proceed to their groups where they will make their own fire triangle using materials found around the school. These include sticks, dried grass and rubbing these sticks together. Using the website, students will prepare the fire triangle. Students will use their journal to reflect upon their challenges, successes and frustrations whilst completing this activity. Students need to be invited by the teacher to conduct and interpret their own science investigation with their peers, (Brickhouse, N. W., 1990, Cronin-Jones, L., 1991, Femstermacher, G. D., 1994, Pajarer, M. F., 1992). In this lesson students input, beliefs and understanding are valid and should be used as a springboard. Evaluation Lesson 10: Evaluation (WebQuest, n.d.) ST2 6PW EN2 2A – – Ask the students to define or give examples of heat (ParrMr., 2011, August ST2 12MW EN2 1A – – Students assess transfer by means of conduction and convection. 23). ST2 4WS EN2 4A – – their knowledge, Teacher will revisit the question they asked in lesson ST2 5WT EN2 5A – – skills and abilities. one; the teacher will pose a series of open ended HT2 3 – Activities permit questions such as would you do to keep warm “what evaluation of in Antarctica”, would you keep cool in the “How student desert?” that you are an Indigenous “Imagine development and Aboriginal 300 years ago (without electricity), how lesson would you survive facing the elements of heat and effectiveness. cold?”
Students will then repeat this activity but time each other and document how long it takes for their hands to get hot. Students will then be asked to make sure all results are documented so this can be used in drawing a graph. Students will then draw a graph on their findings. After their graph is completed, students will then proceed to their groups where they will make their own fire triangle using materials found around the school. These include sticks, dried grass and rubbing these sticks together. Using the website, students will prepare the fire triangle. Students will use their journal to reflect upon their challenges, successes and frustrations whilst completing this activity. Students need to be invited by the teacher to conduct and interpret their own science investigation with their peers, (Brickhouse, N. W., 1990, Cronin-Jones, L., 1991, Femstermacher, G. D., 1994, Pajarer, M. F., 1992). In this lesson students input, beliefs and understanding are valid and should be used as a springboard. Evaluation Students assess their knowledge, skills and abilities. Activities permit evaluation of student development and lesson effectiveness. Lesson 10: Evaluation Ask the students to define or give examples of heat transfer by means of conduction and convection. Teacher will revisit the question they asked in lesson one; the teacher will pose a series of open ended questions such as “what would you do to keep warm in Antarctica”, “How would you keep cool in the desert?” “Imagine that you are an Indigenous Aboriginal 300 years ago (without electricity), how would you survive facing the elements of heat and cold?” (WebQuest, n.d.) (ParrMr., 2011, August 23). ST2 – 6PW ST2 – 12MW ST2 – 4WS ST2 – 5WT EN2 – 2A EN2 – 1A EN2 – 4A EN2 – 5A HT2 – 3
stage_2_physical_world_2.docx