Students are to use the observation table provided to document the type of light; the effect is has on the object provided and the transparency of them (Academy of Science, 2012). Allow students 5-10 minutes to discuss and write down the observations made. STUDENTS WORKING BEYOND STAGE LEVEL- tiered questions will be asked e.g. why is it important to determine the different effects light may have on materials? What is an example of one important aspect of this? Class discussion-comparing findings, adding to KWL charts and applying what they have found by identifying where they have viewed this phenomenon in real life. Students may also use iPads to document their findings through photos. The hands on activity addresses the non-verbal part of the 8 ways of learning and therefore cater for Indigenous students (8 2014). Aboriginal ways of learning, EXPLORE and EXPLAIN LESSON 3 – In their science journals students write down all the things they know about reflections. 1x rectangle flat ST3-7PW Students then pair, share’ their ideas with their partner. mirror ‘think, ST3-4WS Students then share their ideas in their groups of four, and pose think…” questions 6x hand held flat “I ST3-5WT to make predictions about reflection, and create a simple definition. mirrors Each group then shares their definition with the class, which the teacher writes on the 1x convex mirror ST3-1VA board. overhead EN3-1A The teacher demonstrates light reflection by using the projector light and holding a projector small rectangle mirror in front of it, allowing the light to bounce to another point in the 1x torch EN3-2A room. By tilting the mirror at different angles the teacher demonstrates that light masking tape reflects off shiny objects at the same angle it hits the object. differentiated Multiple mirrors can then be used to bounce the projector light off each other to multiplication demonstrate how light reflects on multiple shiny objects. cards Students will explore the concept of light reflection through four rotational activities. ipads Students document their findings by taking photos of things they find interesting. sticky tape Rotational activities will include: video Table one: students are provided with a torch and 3 mirrors that they use to IWB explore shining the torch light onto one mirror: demonstrating and exploring how Word wall light reflects. Science journal two: Students are provided with multiple mystery objects, which are placed on the table in a box. One at a time, students sit underneath the table with a mirror.
Students are to use the observation table provided to document the type of light; the effect is has on the object provided and the transparency of them (Academy of Science, 2012). Allow students 5-10 minutes to discuss and write down the observations made. STUDENTS WORKING BEYOND STAGE LEVEL- tiered questions will be asked e.g. why is it important to determine the different effects light may have on materials? What is an example of one important aspect of this? Class discussion-comparing findings, adding to KWL charts and applying what they have found by identifying where they have viewed this phenomenon in real life. Students may also use iPads to document their findings through photos. The hands on activity addresses the non-verbal part of the 8 ways of learning and therefore cater for Indigenous students (8 Aboriginal ways of learning, 2014). EXPLORE and EXPLAIN – LESSON 3 In their science journals students write down all the things they know about reflections. Students then ‘think, pair, share’ their ideas with their partner. Students then share their ideas in their groups of four, and pose “I think…” questions to make predictions about reflection, and create a simple definition. Each group then shares their definition with the class, which the teacher writes on the board. The teacher demonstrates light reflection by using the projector light and holding a small rectangle mirror in front of it, allowing the light to bounce to another point in the room. By tilting the mirror at different angles the teacher demonstrates that light reflects off shiny objects at the same angle it hits the object. Multiple mirrors can then be used to bounce the projector light off each other to demonstrate how light reflects on multiple shiny objects. Students will explore the concept of light reflection through four rotational activities. Students document their findings by taking photos of things they find interesting. Rotational activities will include: Table one: students are provided with a torch and 3 mirrors that they use to explore shining the torch light onto one mirror: demonstrating and exploring how light reflects. two: Students are provided with multiple mystery objects, which are placed on the table in a box. One at a time, students sit underneath the table with a mirror. 1x rectangle flat mirror 6x hand held flat mirrors 1x convex mirror overhead projector 1x torch masking tape differentiated multiplication cards ipads sticky tape video IWB Word wall Science journal ST3-7PW ST3-4WS ST3-5WT ST3-1VA EN3-1A EN3-2A
stage_3_physical_world_1.docx