As a write the aim and method for each experiment in Dirt Rocks individual science journals Hairdryer EN2-1A Students will record findings in their science journal Water bottle (Appendix) Paper cups Discuss the results of the experiment and write a conclusion for each Paint roller experiment. pan Students choose one question that they have and put it in the class Water Box’ ‘Questions Ice cream Risk Management Plan bucket Bodily harm to self or others, explain to students about the risks Pencils Week Four: Jig Saw Learning- Factual text types exploring weathering Students working in their Group”. These are mixed ability “Home ST2-8ES groups. Students will be exploring texts that describe different types of ST-4WS weathering caused by wind, water, freezing and coastal processes. Graphic ST2-5WT Students will then move into their Groups”. These are “Researcher organizer EN2-1A same ability groups in which students are prescribed a text appropriate Tic, tac, toe EN2-11D to their reading level. Students work in these groups to identify board EN2-9B important information within the text and use a graphic organizer (Appendix) to record their findings. Water: Working Towards “Badu” – Wind: Working At x 2 (Lower) “Gura” – Freezing: Working At x 2 (Upper) “Danagal” – Coastal: Working Beyond “Gathu” – Students move back to their Group” and peer teach their group “Home about what they have learned. As a group, students record information about each type of weathering in their science journal. Students choose the topic that they found most interesting in their Groups”. Students use the tic-tac-toe board (Appendix) “Researcher displayed on the IWB to choose how they want to present their understanding to the class. Students choose one question that they have and put it in the class Box’ ‘Questions
As a write the aim and method for each experiment in individual science journals Students will record findings in their science journal (Appendix) Discuss the results of the experiment and write a conclusion for each experiment. Students choose one question that they have and put it in the class ‘Questions Box’ Risk Management Plan Bodily harm to self or others, explain to students about the risks Week Four: Jig Saw Learning- Factual text types exploring weathering Students working in their “Home Group”. These are mixed ability groups. Students will be exploring texts that describe different types of weathering caused by wind, water, freezing and coastal processes. Students will then move into their “Researcher Groups”. These are same ability groups in which students are prescribed a text appropriate to their reading level. Students work in these groups to identify important information within the text and use a graphic organizer (Appendix) to record their findings. “Badu” – Water: Working Towards “Gura” – Wind: Working At x 2 (Lower) “Danagal” – Freezing: Working At x 2 (Upper) “Gathu” – Coastal: Working Beyond Students move back to their “Home Group” and peer teach their group about what they have learned. As a group, students record information about each type of weathering in their science journal. Students choose the topic that they found most interesting in their “Researcher Groups”. Students use the tic-tac-toe board (Appendix) displayed on the IWB to choose how they want to present their understanding to the class. Students choose one question that they have and put it in the class ‘Questions Box’ Dirt Rocks Hairdryer Water bottle Paper cups Paint roller pan Water Ice cream bucket Pencils Graphic organizer Tic, tac, toe board EN2-1A ST2-8ES ST-4WS ST2-5WT EN2-1A EN2-11D EN2-9B
stage_2_earth_and_space_1.docx