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energy
and toys
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lesson plan |
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1
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Opening Activity: What is energy? Brainstorm ideas and record as pictures/ text/ Inspiration for future reference. Investigate collection of everyday toys that move with a variety of Energy Sources. Sort into categories. |
Click here for Science Information] Examine prior learning Knowledge and understanding of how toys work. |
Discuss what you found out. Group sharing |
1. Children's own toys - wind up, use water, air, wheels, sound, electricity etc. 2. Balloons 3. Sticky tape 4. String 5 .Empty drink bottles 6. Rubber bands 7. Cotton reels, drink cans or foam 8. Matches/skewer/popsticks 9. Small nails 10. Paper clips 11.Balloon powered helicopters * 12. Balloon powered cars* 13.Solar education kits* *Available from Kapla Educational Supplies Toll Free1800030005 |
1, 2, 6 | Thinking:
uses thinking for scenario-building, problem-solving, exploring possibilities
and creating social and work related enterprises |
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2
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Exploratory Activities [Click here for Lesson 2 Teacher Notes] People energy Classroom energy Energy at home Examine a variety of energy sources eg. Balloon air, rubber band, kinetic: solar panel, solar. [Click here for pictures of the activities] |
Examine prior learning. Knowledge that air creates force, kinetic energy and solar energy. |
Discuss what you found out. What did you notice? Why did it happen? |
as above | 1,2, 4, 6 |
Thinking Communication Interdependence: understands that all living things are connected and interdependent |
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3
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Arrive at a group definition. (Use brainstorm as a resource to clarify their thinking) Generate questions about ENERGY using the QUESTION MATRIX etc. Classify questions under categories of ENERGY sources (students may generate categories?) Air, kinetic, solar, different sources and any other questions. Classify Questions under research or investigation. Task:Come up with a critical question to investigate. CRITICAL QUESTION : eg. What variables effect the transfer of energy? |
Understanding of Energy | (None for this lesson) | as above | 1,2,3,4,6 |
Thinking Communication Interdependence |
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4
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Plan the investigation -Use Science Record Sheet or Working Scientifically House as a planning tool. | Children individually, in pairs or in small groups, investigate their question. | as above | 1,2,3,4,5,6 | Communication: demonstrating their processes and learning using a range of appropriate language and mathematical tools. | |
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5
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Begin investigation. |
Teacher may make anecdotal assessment notes. | as above | 1,2,3,4,5,6 | Communication: demonstrating their processes and learning using a range of appropriate language and mathematical tools. | |
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Student
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SACSA Links |
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6
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Continue with investigation. More time may need to be negotiated. Share investigations with other class members. Complete Rubric Assessment. |
Students complete RUBIC SCIENCE ASSESSMENT of Energy and Toys. [Click here for copy of RUBRIC ASSESSMENT] |
as above | 1,2,3,4,5,6 | Communication: demonstrating their processes and learning using a range of appropriate language and mathematical tools. | |
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