28 Jul 2015

2015 INQUIRY - Science: Physical and Chemical Change

"A-ha Moments!"  How does it work? Why does it happen?

TERM THREE: SCIENCE INQUIRY - physical phenomena and chemical changes
Reason for this inquiry: Children are curious about physical and chemical changes and enjoy the experimental side of these discussions and activities – they need to learn about scientific process too.

Understandings: (Big ideas/Key Concepts)

  • Physical phenomena and chemical changes can be observed and measured. 
  • Physical phenomena and chemical changes behave in certain ways. 
  • Physical phenomena and chemical changes can occur naturally or be controlled through human input. 
  • Materials can be changed in lots of ways. 
  • There are physical and chemical changes. 
  • Some types of changes can be reversed, others can’t.

Core Knowledge: (Baseline knowledge)

  • Physical phenomena are light, heat, sound, forces (push and pull), electricity, and magnetism.
  • There are three states of matter (solid, liquid, gas) and matter can change from one to the other.
  • We use controlled scientific experiments to observe and test physical phenomena and chemical changes.
  • Changes in materials include physical (e.g.stretching, bending, twisting, squashing etc), and chemical (e.g. dissolving, melting, heating, etc).
  • We use physical phenomena and chemical changes to help us in practical and recreational situations. 
Inquiry Skills: REFLECTING
Strategies: Using the question matrix.
Blended Learning: Reading and writing – research, recording experiments and following scientific method; Blog posts/Explain Everything; Videos of experiments and results
Key Competencies: Me as a Collaborator V
Value: Participation
Te Reo/Tikanga Maori integration: Questioning, understanding and appreciating our world and resources; use of cooperative activities and shared tasks
Special Needs: Targeted learners: support with discussions and written tasks – use tech expert classmates to support with creation/presentation of info
Further notes: I will begin inquiry with investigating physical/chemical changes, and moving into the use of scientific method for science fair projects. Trainee teacher to take children further, with physical phenomena (forces) theme, for posting Weeks 5-9

ASSESSMENT: by end of Week 10


TEACHING RESOURCES AND INFORMATION
Chem For Kids
Chemical change vs physical change
Solids

Learner.org: Physical Science course for teachers
Session One - what is matter?
Session Two - solids, liquids, gases
Session Three - physical changes
Session Four - chemical changes
Session Five - density and pressure
Session Six - rising and sinking
Session Seven - heat and temperature
Session Eight - extending the particle model of matter

BBC Bitesize
Change


Scientific Tuesdays - colour changing chemicals video - use the idea for a inquiry starter??


Scientific Tuesdays - Color Changing Chemicals by JacindaBoyce

Mr Lehan Teaches You Stuff - a ninth grade video/powerpoint about change


Grade 9 Chemistry, Lesson 3 - Physical and... by snarlingunite

Science with Higgins - Soap in a Microwave


Scholastic Studyjams - states of matter video 


https://youtu.be/BgM3e8YZxuc

27 Jul 2015

Science Fair projects

Pupils will work in groups of 2 or 3 and can choose from any of the ideas below (which are from Science Buddies which has a huge range of fantastic investigation ideas):
  1. Is It Getting Hot in Here? - temperature/greenhouse gases
  2. Shaking for Butter - which temperature works best? 
  3. Bigger is Better - can I make my pikelets thicker?  Kim and BJ
  4. Growing, Growing, Gone! - the use of nitrogen fertilizers on plants 
  5. Radiant Radish Seeds - how much heat can a seed take?
  6. Do Plants Need Soil? - a simply hydroponics investigation
  7. Home Sweet Biome - which environment is best for plants? 
  8. All Packed Up - how does packaging affect the storage of fruit?
  9. Feed Me - how do different fertilizers affect plant growth?
  10. How can I keep my hot drink warm?
  11. What temperature should I store my popcorn at for the best popping result?
  12. Does weight or body position affect the speed of my scooter?
  13. How does yeast affect the thickness of my pizza bases?
  14. How can I stop the old nails and screws from rusting on my fence?
  15. How can I make my garden warmer for my seedlings?
  16. Does the temperature of the cream affect how quickly I can make my butter?
  17. Which soil is best for my seeds?
  18. What type of water should I use on my seedlings?
  19. Which manure is best for growing vegetables?

23 Jul 2015

Coaching as a Leadership Tool

Yesterday I had the privilege to attend a workshop with educational consultant Trudy Francis, looking into the tool of coaching within a school context.

It was very useful, especially with my current roles of Associate Teacher for a third-year trainee, Literacy Lead Teacher running an Accelerating Literacy Learners programme, and a Deputy Principal overseeing an Effective Teaching Team.

I used the handout booklet Trudy gave us to record my notes, but here are my comments from my course report to the BOT:

Course Title: Coaching Leadership and Relationships – from skilful teacher to skilful coach
Course Leader: Trudy Francis  (C21 Learning consultant)  
Date: Wed 22nd July 2015          Location: Invercargill

Describe what the learning was about?
Workshop was focused on clarifying the coaching role and looking into effective methods for coaching within a school environment.
·        Coaching is about helping people succeed by developing their talents and transforming how people work together to achieve the aspirations and goals of their school community.
·        Coaching works best when the coached are empowered to make their own decisions with support, using predetermined goals for focus points.
·        Professional relationships must be built on/based on mutual trust and respect.
·        Coaches need to develop observation, listening and questioning skills – discussions with the ‘coachee’ involve active listening and exploratory questionning.
·        The GROW process aids the discussions between coach and coachee by ensuring the talking is focussed on the Goals, the current Reality, the Options available, and then What will happen next and When will it happen.

Professionalism: Teaching and Learning
What changes with/to your teaching will you implement as a result of your new learning?
·        The GROW process can easily be applied to pupil learning conversations – helping pupils to reflect on their current learning and discuss their next steps.
·        I can also use the GROW questions when working on my planning for any subject or group of pupils.

Professionalism: Conduct and Culture.
What implications does this have for your role in our school?
·        The GROW process is very much how I have already been carrying out my observations of my trainee teacher as well as observations of Jo and Wendy for the ALL programme, so running through it yesterday was a good reinforcement that I have been on the right track and gave me ideas on how to fine-tune my method and questioning skills.

·        Coaching can easily be carried out by any staff-member – it will be a natural step up from our Tony Burkin discussions about mind-growth and reflection/inquiry into our own teaching practices. I would like to apply it to our appraisal system – personal teaching goals especially – with teachers coaching each other (not necessarily just the ETT leader or curriculum leader doing it – actually a triangulation of people was discussed eg the coachee, the coach and another neutral observer). Would make sense to try this in 2016 once staffing changes have taken place.

RESOURCES

22 Jul 2015

19 Jul 2015

This week's THINK ABOUT IT...

This quote may be 400 years old, but it is still very applicable - Sir Francis Bacon was an English philosopher, scientist and politician...
Image source