Chapter 6 Planning science lessons - TEDD

CHAPTER 6 

Planning science lessons 

Those who know, do; those who understand, teach ~ 

Aristotle (384-322BC) 

HOW CAN I CONSTRUCT A SCIENCE LESSON PLAN? 

A science lesson plan presents your specific teaching and learning ideas. Lesson plan structures and 

content vary according to the type of lesson. There are key components that need to be incorporated in 

a full science lesson plan. As a beginning teacher, you will need to understand and use these 

components to consolidate your pedagogical thinking. These components include the intended lesson 

outcome or achievement standard, lesson duration, key scientific concept, health and safety 

requirements, the science activity, teaching strategies (including classroom management), resources, 

assessment, and evaluation. Each of these will be discussed in more detail here. 

Intended lesson outcomes or achievement standards 

Although you will consider your students‟ needs and interests, every lesson must have an intended 

outcome or achievement standard. There can be little justification for teaching a lesson if it doesn‟t 

have an intended outcome. Australian states and other countries may use different terms instead of 

outcomes (e.g., standards, frameworks, or essential learnings, which were classified as objectives in 

the 20 th Century). Your intended lesson outcome is derived from the presiding science syllabus. Using 

the syllabus outcomes justifies your teaching within an education system. Indeed, you have the support 

and backing of your education department when using the syllabus in the ways advocated. I‟ve shown 

this as “intended” as you may or may not produce evidence that all students attained this outcome or 

standard within your lesson. 

Undoubtedly, you will find the need to include supplementary science activities to assist those students 

who have not achieved the intended outcome. An effective teacher will also provide for students who 

complete tasks early with extension activities related to the outcome. As your teaching practices 

develop, you will be able to plan science lessons that cater effectively for individuals, including those 

requiring more assistance and gifted and talented students. 

As outcomes and assessments are inextricably linked, it is advisable to select one intended outcome 

per lesson (unless you are combining it with another key learning area). If you have a class of thirty 

students then you will be assessing these students on one outcome, therefore: 30 students x 1 outcome 

= 30 assessments. I have seen lesson plans that incorporate three or four outcomes. Imagine trying to 

assess 30 students x 4 outcomes (120 outcomes) in a 40-minute lesson! I hope you will become a 

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“super” teacher but I am yet to see any teacher successfully assess 120 outcomes in a 40-minute 

lesson. 

You need to be very selective with your intended outcome/standard. There may well be four outcomes 

that suit a particular lesson, nevertheless, your decision to select the most appropriate outcome for a 

lesson will be based on this question: What outcome do I want to assess in this lesson? When selecting 

an intended outcome, you need to consider the range of student abilities with purposefully selected 

science activities. It may also be appropriate to assess only half the class on one outcome for a 

particular lesson and then, focused on the same outcome, the other half of the class in another lesson 

(which will be discussed later). 

Lesson duration 

Teachers are watchers of the clock. The school day has a broad schedule of times (start, recess, lunch, 

end) and further schedules of subject specificity (e.g., sport, art, drama, music). Hence, teachers plan 

lessons within designated timeframes. The broad school schedule can determine the length of lessons. 

For example, the duration between recess and lunch in a primary school may not be long enough to 

conduct certain lessons, while the morning periods may be reserved for particular subjects (e.g., 

English). You have two main questions to ask when planning the timing of your science lesson, that is: 

(1) When is the most effective time to teach this science lesson? (2) What will be the duration of this 

science lesson? 

There is considerable evidence that students are more mentally active during the morning. Indeed, 

most primary schools conduct sport, music and art during the afternoon, as students‟ conceptual 

learning does not need to be as intense in these subject areas. Science can involve considerable 

intellectual interaction and teachers have to make pedagogical decisions to capitalise on the students‟ 

prime learning time. Most schools conduct English classes in the morning and mathematics lessons 

tend to follow the English prime time. 

As the intensity of science lessons can vary, an astute teacher will plan science according to the 

intellectual demands of the lesson. For example, designing a mousetrap car or a balloon rocket may be 

thought as a “playful scientific endeavour” with group interaction. Engaging and exploring in these 

activities may be suitably timetabled in the afternoon. Students can explain the science concepts 

around these activities through diagrams, illustrations, and verbal discussions. Yet, a science lesson 

that involves more intense conceptual understandings (e.g., velocity) may need to be conducted earlier 

in the day to take advantage of students‟ intellectual capacities. 

When considering English as a key subject, science can contribute significantly to English-language 

development. Hence, learning about the structure of a scientific report may be more suited to a 

morning session, where students focus on language and writing development. These are generally a 

teacher‟s pedagogical choices, which need to be based around the school‟s timetable and the students‟ 

needs. Certainly, teachers experiment in timetabling, and this should be one of your decisions when 

planning to teach science lessons. This will help you to determine the most beneficial scenarios for 

your class. 

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Hudson’s guide for teaching primary science 

Key scientific concepts 

There is a body of scientific knowledge that‟s growing and developing. When you teach a science 

lesson in the primary school it is generally based on predetermined scientific knowledge. For instance, 

I was teaching about the human circulatory system to a Year 6 class. I drew upon the scientific body of 

knowledge available about the human heart as background knowledge for the lesson. Terminology 

such as aorta, ventricles, veins, and arteries were used to get 

across scientific concepts. Although I taught students about the 

four chambers (left and right atria, left and right ventricles) and 

the four types of values that regulate the blood flow through 

the heart, the key science concept I wanted to students to 

understand was: The heart is a pump. 

http://www.texasheartinstitute.org/hic/anatomy/anatomy2.cfm 

Just as the heart is a pump for the body, key scientific concepts 

are at the heart of a well-designed science lesson plan. After 

deciding on the intended outcome, ask yourself this question: 

What key scientific concept(s) do I want my students to 

understand at the end of the lesson? Selecting a key concept 

from the scientific body of knowledge gives further purpose to 

your lesson and students‟ articulation of this concept (e.g., 

through discussions, labelled diagrams) can act as an indicator 

on whether your students are achieving the intended outcome. Students may extend beyond this key 

scientific concept but at least you have a benchmark as an outcome indicator. 

Here is another example of key scientific concepts around electricity for an upper primary class. 

Key scientific concepts: Low voltage direct current (DC) electricity is used to power many portable 

electrical devices. The most common source of DC electricity is the battery. Batteries have positive 

and negative polarities. Batteries contain cells with each cell generally producing 1.5 volts. Simple 

electrical circuits can be made using battery power. 

You will need to have background information around these key scientific concepts to ensure you are 

going to teach the topic with accuracy and confidence. Although lesson introductions can occur in 

many different ways, you may want to discuss this information with the students during a lesson 

introduction with relevant questioning, to illustrate: 

Key Concept Information: 

a) As we will be working with low voltage electricity, there is no need to be concerned that you 

may be harmed. This is different to the high voltage electricity that is very dangerous and may be 

fatal, found in building power points, lights and other locations. D.C. electricity is normally 

obtained via batteries although occasionally it comes directly from a transformer which is 

plugged into a power point. Can you name some examples of devices that use DC electricity in 

the form of batteries? (remote controls, toys, mobile phones, torches, cars, trucks, boats). 

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b) A standard cell in a battery produces 1.5 volts. Typical AAA, AA, C, D type batteries contain 

a single cell which means they all provide 1.5 volts. Although they all put out 1.5 volts, the 

bigger batteries last longer whilst the smaller batteries take up less room. This means the 

designers of remote controls and other battery powered equipment have to consider how much 

power their device is going to use and how small the batteries can be to save space. Some 

batteries produce more than 1.5 volts, which is achieved by adding cells in the battery. Some 

common batteries provide 3V, 6V, 9V and 12V. How many cells would each of these batteries 

contain? 

c) In many situations it is necessary to connect several batteries together in a special way to 

provide the voltage required for a particular application. When connecting two or more batteries 

together to increase the voltage, the positive terminal of one battery must be connected to the 

negative terminal of the next battery. Now for a torch light bulb to glow, electricity must be able 

to flow along an unbroken path, called a circuit, from the negative terminal of the battery to the 

positive terminal of the battery. Electricity will flow through materials called conductors that 

include most metals. However, insulators are materials that electricity cannot travel through, such 

as wood, plastic, and rubber. What do you think may be other good conductors or insulators? 

You may have a student activity sheet that focuses on the key concepts around simple DC electrical 

circuits. Some of the questions on this activity sheet may include: 

Q1. What is the most common source of DC electricity for portable devices? 

Q2. Name six devices that use DC electricity. 

Q3. What is the voltage of a single cell in a battery? 

Q4. A typical car battery produces twelve volts. How many cells does it have? 

Q5. What is the name of the material that electricity can travel through and what are some examples? 

Q6. What does an insulator do and what are some examples of insulators? 

Q7. When batteries are joined together to produce a higher voltage, how must they be connected? 

Q8. What is the name of the path that electricity travels along? 

Q9. What do you think a switch does in a circuit? 

Q10. Many trucks use 24V for their electrical systems yet they use 12V batteries. Draw a simple 

circuit diagram showing the battery or batteries including polarities (negative / positive), a switch (key 

ignition) and the engine. 

Now let‟s see how this key concept information may play out within the structure of a lesson (i.e., 

introduction, body, and conclusion). 

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Example 6.1: Lesson plan structure with key concepts for an upper primary class 

Introduction: As we will be working with low voltage electricity, there is no need to be concerned 

that you may be harmed. This is different to high voltage electricity that is very dangerous and can be 

fatal, found in building power points, lights and other locations. 

D.C. electricity is normally obtained via batteries although occasionally it comes directly from 

a transformer which is plugged into a power point. Can you name some examples of devices 

that use D.C. electricity in the form of batteries? (Remote controls, toys, mobile phones, 

torches, radios up to larger equipment such as cars, trucks, boats, industrial) 

A standard cell in a battery produces 1.5 volts. Typical AAA, AA, C, D type batteries contain 

a single cell which means they all provide 1.5 volts. Although they all put out 1.5 volts, the 

bigger batteries last longer whilst the smaller batteries take up less room. This means the 

designers of remote controls and other battery powered equipment have to consider how 

much power their device is going to use and how small the batteries can be to save space. 

(Show Internet PowerPoint on different batteries, have real batteries in class) 

Some batteries produce more than 1.5 volts and this is achieved by having additional cells within the 

battery. Some common batteries provide 3V, 6V, 9V and 12V. How many cells would each of these 

batteries contain? 

In many situations it is necessary to connect several batteries together to provide the required 

voltage. When connecting two or more batteries together to increase the voltage, the positive 

terminal of one battery must be connected to the negative terminal of the next battery. 

For a light bulb to glow, electricity must be able to flow along an unbroken path, called a 

circuit, from the negative terminal of the battery to the positive terminal of the battery. 

Electricity will flow through materials called conductors that include most metals. Insulators 

are materials that electricity cannot travel through, such as wood, plastic, rubber. 

Explanation of task: We are going to form 5 groups to undertake an activity demonstrating a simple 

electrical circuit. Each group will have a light bulb which needs 6V to power it correctly. The „D‟ type 

batteries I will supply are 1.5V. How can we obtain the necessary voltage using the supplied batteries? 

(Connect 4 batteries in series). How must the batteries be connected together? 

Body of lesson: Ensure the batteries are inserted into the holder so the positive terminal of one battery 

is connected to the negative terminal of the next battery. Leave the skill-test wand about half way 

along the test circuit and you should see the lamp glowing. Starting at the negative terminal of the 

battery holder, can you trace the circuit the electricity is flowing through? When the wand is resting 

against the skill-test frame the lamp glows as the entire circuit consists of conductors. When the wand 

is lifted slightly so it doesn‟t have direct contact with the skill-test frame, the lamp goes out. Why? 

(Air between the wand and frame becomes an insulator). 

Taking turns, each student attempts to move wand from one end of skill-test frame to the other as fast 

as they can without making contact with the frame. Each time the student makes contact with the 

frame, the light comes on and the student has to stop and answer a question card before proceeding 

with the skill test. Another student times how long the skill test takes, including answering the question 

cards. Student with shortest time is winner. 

Conclusion: Consolidate key concepts around DC electricity. 

Devices require different voltages to power them. For the lamp to glow it was necessary to have a 

circuit. Electricity travels through conductors, not through insulators. Voltage may be increased by 

joining batteries together in series with positive terminal of one battery connected to the negative 

terminal of the next battery. 

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Selecting a science activity 

Selecting a science activity or group of activities should be related directly to the learning outcome 

and key scientific concept(s). It will also provide the basis for assessment. You may find numerous 

activities that could suit an outcome and associated key scientific concept. So, how do you decide on 

the most appropriate activity? You will need to consider the timeframe, health and safety issues, 

resources, and suitability of the activity. Students‟ abilities, needs and interests must also enter this 

equation. Note I didn‟t include your own content knowledge, as it is assumed you will learn or revise 

the concepts prior to teaching them. 

After considering the science syllabus and support documents, commercial texts, the Internet, and 

other sources, you may now have many appropriate science lessons that could link to the outcome (and 

assessment criteria). With such a choice, and assuming all these activities address the criteria, select 

the lesson you think would be highly engaging for the students. Science should be fun and hands on 

wherever possible! Keep the other lessons as back-ups or extensions or as a resource you may need if 

the students require further conceptual understandings or you can use them as workstation activities. 

That is, students move from one activity to the next (see Examples 6.2a and 6.2b). 

Example 6.2a: A selection of activities for rotational hands-on learning 

Workstation 1 

Objective: Students learn about a hurricane/cyclone 

and how and where they are formed. 

Materials: Computer with Internet access 

Instructions: Follow the prompts on this website and 

investigate the links - http://www.fieldtrips.org/trips.htm 

Workstation 2 

Objective: Students will understand that static 

electricity is the cause of lightning. 

Materials: A metal tray with handle, polythene bin 

liner and a metal spoon. 

Instructions: Lay the bin liner out on a flat surface. 

Have metal spoon close and ready to use. Turn the 

light out to make the room dark (or use storeroom). 

Rub the tray across bin liner for about 30 secs. Don‟t 

touch tray, only the handle. Lift tray up and slowly 

bring spoon up to it (about 1 cm). 

Reference: Weather: Science Projects by C. Oxlade 

Workstation 3 

Objective: Students will understand that a powerful 

sound wave through the air is the cause of thunder. 

Materials: A sheet of paper (30 cm x 40cm) 

Instructions: Need to follow instructions in the in 101 

Great Science Experiments: A step-by-step guide by 

N. Ardley. 

Workstation 4 

Objective: Students observe and articulate the 

twirling motion created to form a tornado 

Materials: Empty jar, clear liquid soap, vinegar, 

water, food colouring. 

Instructions: Fill jar 3/4‟s with water. Put a teaspoon 

of liquid soap into jar and add a teaspoon of vinegar. 

Tighten lid and shake jar to mix ingredients. Swirl jar 

in circular motion. Stop and look into the jar. Add 

food colouring for better effect. 

See http://www.weatherwizkids.com/tornado2.htm 

Workstation 5 

Objective: Students observe cold air colliding with warm air, the water condenses and forms a fog. 

Materials: Beaker, hot water, strainer, ice cubes. 

Instructions: Fill up the beaker completely with hot water (safety observed). Leave for 1 minute. Pour out 

almost all the water. Leave one quarter of water in jar. Put strainer over the top of the jar. Place several ice 

cubes in the strainer. Watch what happens! Be patient! 

See http://www.weatherwizkids.com/fog.htm 

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Example 6.2b: A selection of activities for rotational hands-on learning 

Activity 1 

Make rain – Students observe that a cloud forms 

from water vapour. The vapour condenses and 

becomes heavy. 

Materials: Large Pyrex jar, hot water, a cover for 

the jar, an empty tin can filled with ice cubes 

Instructions: Pour hot water into jar. Cover the jar 

with the lid. Place empty tin can filled with ice on 

top of jar lid. 

Activity 2 

Make a rainbow – Students observe how the light 

bends when it enters the water and leaves the 

water. 

Materials: Bright light, clear drinking glass, piece 

of white paper. 

Instructions: Partially fill the glass with water. 

Place a glass of water near light beam. Place the 

white paper under the light beam. 

Activity 3 

Make lightning – Students will observe that static electricity is lightning. The flash they will see jump 

is just like lightning 

Materials: Inflated balloons. Wool clothing - like a wool sweater - or a piece of real fur 

A metal surface like a filing cabinet or a metal doorknob (group 1 – Metal bar, fork. Group 2 – 

Dumbbell and pot). 

Instructions: Inflate balloons. Darken the room as much as possible. Rub the balloon(s) rapidly 

against a wool sweater or a piece or real fur about ten times or more. Move the balloon close to 

something metal. 

Activity 6.1: Justifying your activity choices 

Let‟s assume you have found seven or so activities for your Year 4 class 

around the topic “Resources for Living Things”. 

You have considered the various sub-topics and activities. You have 

already determined that the activities align with the Year 4 syllabus 

outcomes. However, you can only choose three activities that will fit with 

the rest of your program. 

Discuss the following questions in relation to the activities suggested: 

1. What three activities would you choose? 

2. Why did you select these activities? 

3. What else would you need to know to make a better choice? 

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Example 6.3: Resources for Living Things 

Topic Activities for Year 4 

Earth and sun 

(60 mins) 

Soil and its 

uses 

(90 mins) 

Earthworms 

(90 mins) 

Mud bricks 

(90 mins) 

Effect of the 

sun on plant 

growth 

(90 mins) 

Growing a 

seedling 

(3 x 30 mins) 

Greenhouses 

(3 x 30 mins) 

• Local area walk – identify Earth‟s natural resources that can be used by people • Draw diagrams 

to illustrate links (resource → uses) then categorise • Explore how using components of Earth 

may change the Earth 

• Brainstorm words that describe the sun • Discuss a bulb thermometer & Celsius scale • In 

playground, fill 2 trays with water (one in direct sunlight, one in shade) • Record predictions 

• Feel water temperature with hands and measure with thermometer (record in table) • Every hour 

return and record temperature • On final visit allow students to feel the water with their hands • 

Create a time/ temperature graph • Draw conclusions. 

• Students record ideas about soil with partner (concept map) • Groups – collect soil samples from 

around school & examine on trays (add new ideas to concept map) • Reflect on activity and 

suggest researchable questions about soil • Brainstorm ways of finding answers then investigate 

questions • Report results to class – modify concept map. 

• In pairs, investigate 3 soil types (sand, loam, clay) adding water to see how soil behaves – record 

observations in a table, repeat and record with excess water • Reflect and discuss how different 

properties of soil have different uses • In groups discuss ideas – create concept map of possible 

uses of soil by animals, plants or people. 

• Discuss what they know about earthworms and brainstorm ideas for creating a wormery • Set up 

wormery • Record observations before worms have been added • Add worms and food. 

• Add food and water to wormery everyday • After 7 and 14 days, record observations (layers, 

soil, food changes) • Discuss observations and develop a list of researchable questions. 

• Discuss the criteria by which bricks could be judged as suitable for building & how aspects 

could be investigated • Discuss ways of making bricks (materials, size, method) • In groups, make 

bricks according to their recipe • Design fair tests for strength, water resistance, mass • Test mud 

bricks • Record results in a table. 

• Discuss ideas about plants – need for sunlight, what happens with little sunlight? • Brainstorm 

ways to investigate effect of sun on growth of plants • Design and perform investigation in groups. 

• Over next week record observations on investigation on worksheet • Report results back to class 

• Students write conclusive statement and reflect on results – consider implications for people, 

animals, plants that live in places that only receive a few hours of sunlight. 

1. Read the book „One Bean‟ • Students place a few socked beans on wet paper towel in 2 glass 

jars • Predict how they think it will grow (direction/ how fast) – draw/ describe on worksheet. 

2. Over the next week record observations on worksheet • Measure the seedling each day - 

recording in a table and graph. 

3. Compare results to predictions • In groups of 4, enter highest measurement of each student and 

create column graph to represent data • As a class collect the tallest and shortest measurements 

from each group and graph as a class • Find the range of the data – discuss possibilities for the 

different heights. 

1. Students observe a mini greenhouse – predict effects on microclimate and growth of plants • In 

groups discuss design for greenhouse and how to investigate its use • Perform investigation using 

their seedling. 

2. Over the next few days let air in, water plants, record observations • Compare observations in 

greenhouse and open air. 

3. Reflect on results and consider how using greenhouse changes microclimate & effect on plant 

growth • Suggest changes that could improve investigation • List advantages/ disadvantages found 

from growing plants in a greenhouse (PMI chart) – would this be the same in different areas of 

Australia/ world? 

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Health and safety requirements 

There is no doubt that your students‟ wellbeing must be your first priority in a school. I can‟t 

emphasise enough that teaching can only occur after you have considered your students‟ health and 

safety. Every science lesson must take into account health and safety requirements. As each lesson is 

different, you will need to think about the specific health and safety requirements applicable to that 

particular lesson. Indeed, you will need to be a forward thinker on a student‟s health and safety 

regardless of the subject area. For example, while on playground duty I would identify potential 

dangers and quickly address these with the students concerned. Use this type of predictive behaviour 

for conducting your science lessons. You will then need to manage potential health and safety hazards. 

Here‟s an outdoors science lesson experience… 

When I had conducted bushwalking activities for students to investigate flora and fauna, I 

would ensure all students had food and drink, appropriate clothing including hats and covered 

footwear, and I would outline the procedures for the bushwalk (e.g., stay as a group, be with a 

partner, do not touch any creature, be wary of potential dangers themselves). 

I would carry in my backpack a mobile phone, torch, thermal sheet, and a basic first aid kit, 

which I knew how to use through a St John‟s Ambulance First Aid course (or you could have 

a parent who knows how to use it and has attended such a course). 

It‟s important to know the site before taking students for an outdoor science activity. In this 

case, I explored the bushwalking area with my colleague (and friend) the weekend prior to the 

lesson. This helped me to identify potential hazards through first-hand experience. Finally, as 

a back-up plan, I discussed the area with a Parks and Wildlife ranger and notified him of our 

field trip details. 

Always remember your number one priority: 

No child should be hurt or placed in danger during the process of learning. 

There are potential hazards outside the classroom, there are also potential hazards inside the 

classroom, which must be identified. In its simplest form, you need to think about the basic steps of 

your science activity where you recognise potential hazards and state how you will manage these 

potential hazards. This doesn‟t need to be lengthy but it does need to show you have considered the 

students‟ health and safety in your planning. This consideration is part of your duty of care and legal 

obligations. You will find many primary science lessons have few hazards, nevertheless, even 

seemingly innocuous aspects such as handling scissors, water spillage, or using magnifying glasses 

have potential danger. Other lessons may require protective gear such as goggles, gloves, or dust coats, 

and all science lessons should have students with covered footwear (unless there is a special case to be 

bare footed). 

I taught at one country school where many kids came to school without shoes! This didn‟t appear to 

present a problem as these little feet had toughened up walking on dirt roads, through bush tracks, or 

chasing cows across paddocks. Nevertheless, teaching science can involve using equipment and it 

doesn‟t take much to drop a piece of equipment, which tends to land at or on the feet. A pair of 

scissors can do damage. So I had students bring their shoes in their bags if they were not wearing them 

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to school. Science lessons meant students had to put on their shoes first. Health and safety was party of 

my legal responsibility. 

Your lesson plan should include the identification and management of potential risks associated with 

the lesson. I always articulated these potential risks to the students after the lesson introduction which 

was just before they commenced the hands-on activity. I would monitor students‟ health and safety 

during the lesson and act quickly if a student was not adhering to my instructions. You may find 

students who disregard or forget about the health and safety instructions at times. Repeat offenders are 

suitably and respectfully managed, as I never beat around the bush when it came to ensuring the 

wellbeing of each and every student. Try Activity 6.1 to see how you would manage the health and 

safety aspects of a science lesson. 

Activity 6.2: Health and safety management 

Write the title of a science lesson: ________________________________ 

Now under the following three subheadings record in point form the basic 

procedures of students‟ involvement in the science activity, potential and 

identifiable hazards (use predictive behaviour), and how you will manage these 

hazards. 

Basic Procedures Identifiable Hazards Management of Hazards 

ADDITIONAL NOTES: 

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Teaching strategies 

After selecting an appropriate science activity with consideration of your students‟ health and safety, 

you can enjoy designing the structure and form of your lesson. Never underestimate the power of an 

effective teaching strategy. If you select a teaching strategy purposefully, you will minimise classroom 

management problems, maximise student engagement, and capitalise on the teaching and learning 

environment. Each teaching strategy creates a new dimension for structuring your science lesson and 

provides considerable variety for students. 

A person may have outstanding content knowledge but may not know how to impart this knowledge, 

which can make it difficult for a learner to understand the concepts. As a teacher, the term 

“pedagogical knowledge” highlights the importance of your role to know how to teach, and teaching 

strategies provide a way to engage students in learning about a chosen topic. Teaching strategies are so 

crucial to an effective science lesson that a whole chapter has been dedicated to this topic. Apart from 

the suggested literature in Reading 6.1, teaching strategies will be discussed in a later chapter. 

Resources 

Reading 6.1: Effective teaching strategies 

Here are some sources for considering effective science teaching strategies: 

Education Queensland (2002). Productive pedagogies classroom reflection 

manual. Brisbane: Queensland Government. 

Frangenheim, E. (2004). Reflections on classroom teaching strategies. 

Loganholme, QLD: Rodin Educational Publishing. 

Killen, R. (2003). Effective teaching strategies: Lessons from research and 

practice (4th ed.). Social Science Press: Wentworth Falls, NSW. 

NSW Department of Education and Training (2003). Quality teaching in NSW 

public schools. Sydney: Professional Support and Curriculum Directorate. 

Also search websites such as: 

https://www.det.nsw.edu.au/proflearn/links/ts.htm 

You have selected an activity that has suitable and manageable resources. These resources can include 

humans, renewable and non-renewable resources, environments, and the knowledge economy. Human 

resources can involve those with expertise on a particular topic. Renewable resources can include 

science equipment and other technologies that can be re-used. The word technology in its broadest 

sense means anything that has been constructed from raw materials. Hence, some technologies are 

renewable (e.g., whiteboard, desk, microscope) yet others may be non-renewable (e.g., most writing 

equipment such as whiteboard markers, pens). 

Environments are invaluable resources, as they present unique situations for students to learn about 

science. A classroom environment can be created to construct a “real world” experience. For example, 

study rocks and minerals would entail setting up the classroom with a good selection of rocks and 

minerals (and the use of other equipment e.g., magnifying glasses) for hands-on investigations. 

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Environments beyond the classroom such as the school grounds, local community and other more 

distant locations can open opportunities for students‟ explorations. Wetlands, farmlands, factories, 

rock pools, sand dunes and so forth provide first-hand contexts for investigations. These experiences 

are appreciated greatly by students if they are well organised and focused on their learning. 

Resources incorporate library books, journals and magazines, computer programs and the Internet as 

part of the knowledge economy. It is ideal to have access to as many resources as possible; however a 

school‟s location and its situation (e.g., public, private, socio-economic) may impose limitations for 

accessing resources, such as broadband Internet connections. Without doubt, the Internet has the 

widest range of resources for schools, which is particularly useful for explaining key science concepts 

and interactivity with science at appropriate levels. For instance, Brainpop (www.brainpop.com) 

presents a broad selection of science topics with pictorial representations and explanations of the key 

science concepts. There are competing Internet programs that can be downloaded for scientific 

exploration (e.g., www.stellarium.org and http://www.nova-astro.com/ecupro.html show different ways 

to investigate astronomy). These resources can build students‟ understandings though preference 

should be given to first-hand experiences wherever possible. 

There are two key factors for resource access, namely, budget and constructive alternatives. A large 

budget may allow students access to the latest science equipment and cut costs for involvement in field 

trips. Those with limited budgets (and that is generally most schools) will need to consider 

constructive alternatives. For example, I wanted to take my upper primary students on a rainforest 

excursion that was different to the coastal rainforest in my district. I had planned a three-day excursion 

but the cost of a bus and bus driver made the excursion too expensive for some students. I realised 

early in my career that having a bus licence to seat 25 students would come in handy. So, taking my 

class on rainforest excursions and camping for three days at places such as Mount Warning area 

became viable propositions, which agreed with parents and received considerable parental support. 

Other constructive alternatives may include assistance from the community. For instance, I wanted an 

overnight camp on the school grounds to view the evening sky. Purchasing a telescope was out of 

reach for my school but, fortunately, a community member offered a telescope and his services at the 

school for the evening. I learnt with the students! This shouldn‟t really come as a surprise, as I learn 

every time I investigate science with my students; although my learning is enhanced greatly when 

experts in specific fields are involved in educating my students. 

Assessment 

Don‟t get assessment and evaluation confused. Here‟s a definition of assessment for education 

purposes and the next section will discuss evaluation. 

Assessment is the process of collecting, analysing, and recording information about a student’s 

progress that indicates the level of achieving predetermined syllabus standards. 

This definition is analysed in more detail in Chapter 10. In broad terms though, think of assessment as 

information about a student‟s learning. Assessment, outcomes, key concepts, and the science activity 

are very closely related. Both the process and the product of students‟ involvement in the science 

activity can be assessed. Your lesson plan needs to locate process and product inputs and outputs that 

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can adequately determine a student‟s learning achievements. Pinpointing a student‟s achievements 

aligned with an outcome will require evidence or indicators for verifying this attainment. 

Evaluation 

Fundamentally, assessment is about data collection while evaluation is about making a determination 

on the quality of the teaching and learning. 

Evaluation is an ongoing reflective judgement on 

the quality of teaching practices and the learning environment. 

Growth as a professional occurs through first-hand experiences followed by critical self reflection. 

After implementing a lesson, you need to reflect on your teaching and the learning environment. This 

reflection is then translated into an evaluation of the teaching and learning. You can evaluate any 

assessment you have conducted, particularly in terms of achieving the outcome with evidence of 

students‟ learning of the key science concepts. Evaluation can enter all aspects of students‟ 

involvement in a science activity. A later chapter presents evaluation in far more detail. 

For example, even though a teacher considers health and safety before implementing a lesson, the 

teacher would always evaluate this aspect during the lesson and after the lesson. There may be a need 

to enforce safety procedures that were not considered in the planning. Experienced teachers comment 

on aspects of a science lesson‟s health and safety such as: “I‟d change the location of this activity next 

time because it was too long in the sun” or “I quickly realised that some kids were not wearing gloves, 

so I stopped the activity and made sure they put them on”. These judgements help to advance the 

teacher‟s practices for current and future work. 

Refer to Figure 6.1 to see the relationship between evaluation and other components of a lesson. There 

are a few aspects to note. First, you can assess students‟ learning of the outcomes, key concepts, and 

their involvement in the activities. Second, you can evaluate students‟ achievement of outcomes and 

key concepts in terms of the teaching and learning environment. Third, you can evaluate all the 

components of an activity including the health and safety, duration of the lesson, resources, and 

teaching strategies, which can also involve classroom management. Finally, you can evaluate the 

processes and products of an assessment linked to students‟ “zone of proximal development” (ZPD). 

Figure 6.1 shows the connections for planning a science lesson. You can also discuss Activity 6.2 

towards setting up your science lesson plan. 

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Figure 6.1: Planning a science lesson 

Activity 6.3: Setting up your classroom lesson plan 

You have just arrived at your new school and shown your new classroom. 

What steps would you take for teaching science? Also you should be noticing 

the connections between the science overviews and lesson planning. 

Science topics from the syllabus and school‟s policy 

Lesson timeframe and duration 

Intended syllabus outcome or achievement standard 

Health and safety issues and management of potential hazards 

Resources (e.g., support documents, texts, Internet sites, materials and 

equipment) 

Prior knowledge (students‟ abilities, needs and interests) 

Content knowledge – key scientific concepts 

Teaching strategies 

Classroom management 

Engaging hands-on science activity or activities 

Assessment considerations 

Evaluation questions 

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WHAT TYPE OF SCIENCE ACTIVITIES CAN I DO? 

Science learning can be designed in many forms. The type of activities is limited by the age and stage 

of the group, syllabus outcomes, health and safety requirements, resources, and lesson appropriateness. 

Below are sample activities that I have facilitated in classrooms and with my preservice teachers. 

These activities target primary students in years 5 and 6, although it is easy to simplify and complicate 

the activities for lower or upper grades, respectively. These rotational activities are conducted with 2-4 

students in each group. For preservice teachers, it takes about 10-15 minutes to complete an activity 

while discussing pedagogical possibilities before rotating to the next activity. In a primary classroom 

each activity can be converted into a full lesson. 

A “Science and Society” component that investigates historical and current developments of concepts 

can be included within many of these activities. For example, reading star maps may also entail 

investigating the development of astronomy (e.g., archaeoastronomy – Stonehenge and early 

astronomers such as Plato, Copernicus, Galileo) and current astronomical developments (see NASA; 

Neil Armstrong walking on the moon, Hubble, Voyagers I & II, galaxies). 

Concise steps are provided to activities for investigation and critical analysis. You will note that a 

teaching approach also has been assigned to each activity. I would recommend having at least one 

computer connected to the Internet (ideally one computer per group allows for easier access to 

informative websites). If not, print out some details from a website for the groups. Activity 6.4 refers 

to the outline of science activities in Example 6.4. 

Activity 6.4: Advancing your lesson plan 

Refer to activities in Example 6.4 and the expanded activities that follow. 

Discuss these points: 

1. Discuss some of these activities and their assigned teaching strategies. 

2. How would you change/advance one of these activities? 

3. Are there other strategies you would use for teaching a particular activity? 

4. How would you translate one of these activities into a science lesson plan? 

A few key concepts require further clarification within Example 6.4. Rocks are in three broad 

categories (i.e., igneous – from the volcano, sedimentary – layers of rocks deposited as a result of 

erosion, and metamorphic – rocks that have undergone pressure). Erosion can be in four categories, 

namely, wind, water, wave, and glacial or ice. Constellations are groups of stars, which allows for easy 

identification (e.g., Leo the Lion or Orion are constellations). Soluble means being able to dissolve 

(i.e., chlorine will dissolve in water). However, if you have a bag of chlorine and a jug of water there 

will be too much chlorine to dissolve so there will be a point where it reaches saturation. 

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Example 6.4: Outline of science activities for pedagogical discussions 

Strand Set 1 Set 2 

Earth and 

Beyond 

Identify rocks and minerals, testing 

mineral hardness, and use streak plates 

Erosion: Explore, identify and record an 

outside environment; Sketch and label erosion 

Earth and 

Beyond 

Energy 

and 

Change 

Energy 

and 

Change 

Life and 

Living 

Life and 

Living 

Natural 

and 

Processed 

Materials 

Natural 

and 

Processed 

Materials 

to test the colours of minerals 

Identify constellations and stars using 

star maps 

Investigate power sources such as 

wind, hydro, and solar 

Test various insulators and conductors 

using a battery-bulb circuit 

Camouflage: Use magnifying glasses 

to explore, identify and record; 

investigate Internet sources 

Measuring lung capacity: Hypothesise 

measure and graph (e.g., age, height, 

pulse rate); Use spirometers 

Solubility: Do a fair test with 2 sets of 

substances (1. various substances such 

as flour, salt; 2. types of sugars) and 

present it in a table 

Optics: Look at a newspaper with a 

variety of concave and convex lenses 

and record observations 

sites with concluding statements 

Anemometer: Record wind speeds using 

different anemometers; Investigate scientists 

who have invented anemometers; Design and 

make an anemometer 

Magnetism: Devise a test to determine the 

strongest magnet 

Explore motion with push and pull activities 

Identify, discuss, and illustrate functions and 

features of a creature 

Use microscopes to investigate minibeasts then 

sketch and label features 

Determine the density of different liquids 

Acid/Alkaline: Use a cabbage pH indicator on 

household products; record the pH alongside a 

pH scale 

Density is mass divided by volume. Get a cereal packet – its mass might be say 750g. The cereal will 

be close to the top of the packet, which is how much volume it takes up inside the plastic bag. Now 

shake the packet. You will note that the cereal takes up less space, yet you still have 750g of cereal. So 

it is now more dense than what it was in the first place. If you used a machine and squashed the cereal 

it may take up only a very small space. It is now even more dense. So the same mass of cereal (750g) 

is in a much smaller space. Hence, it has the same mass in a smaller volume making it denser than 

originally observed. You can measure the density by taking the mass and dividing it by the volume. So 

you can see the smaller the volume the more dense it will be. Water has a density of 1 (e.g., d=m/v; d 

of water=1g/1mL; d of water=1). 

The following presents further activity notes for Table 6.1. Try these activities in either pairs or small 

groups (i.e., 3 or 4 people). These activities are some I facilitate for my preservice teachers towards 

learning how to teach science. 

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Activity Notes 

Earth and Beyond: Identifying rocks, testing mineral hardness 

(Process-Skills Approach) 

1. Identify rocks and minerals with the chart/book or investigate a website (e.g., Rockhounds at 

http://www.fi.edu/fellows/payton/rocks/index2.html) 

2. Feel the rocks and minerals and discuss texture, shape and colour 

3. Refer to Mohs Hardness Scale (http://www.amfed.org/t_mohs.htm or 

http://www.allaboutgemstones.com/mohs_hardness_scale.html) to determine the hardness of 

minerals. 

4. Use the back of a kitchen tile (as a streak plate) to test the true colours of different minerals 

5. Design a chart for students to record their investigative data (e.g., texture, shape colour) 

6. What other lesson ideas could you include with minerals? Consider testing minerals with 

vinegar – what do you think might happen to some minerals? 

Earth and Beyond: Reading star maps 

(Process-Skills Approach) 

1. Refer to a sky chart (e.g., http://www.skymaps.com/downloads.html) and discuss some of the 

stars 

2. Locate the Southern Cross constellation 

3. Identify the two pointers to the Southern Cross (Alpha and Beta Centauri) 

4. Discuss other constellations on this chart 

5. Use the Internet to investigate these constellations (e.g., history, location in galaxy, distances, 

pictorial representations) 

6. Find the brightest stars on the map. What are their names? What constellations are they in? 

7. What makes these stars appear so bright? Look at this YouTube video of a star (our Sun!) 

http://www.youtube.com/watch?v=rb9jTeFcatU&feature=related and/or this shot from 

Hubble: http://seds.org/hst/hst.html 

8. Are there any planets on the sky chart? Where are they? Do they connect in a line somehow? 

Energy and Change: Power sources: wind, hydro, solar 

(Plus, Minus, Interesting - PMI) 

1. Connect solar panel as per instruction booklet 

2. How have solar panels been used? 

3. Brainstorm other ways solar panels can be used 

4. Discuss other forms of power (e.g., wind, hydro), particularly the PMI points for these forms 

of power 

5. Any other lesson ideas for power sources (e.g., constructing and testing a water wheel)? 

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Energy and Change: Insulators and conductors using circuits 

(Bybee‟s 5 Es) 

1. Engage: How can you troubleshoot to find globes or batteries that do not work using circuits? 

Test that bulbs and batteries work. 

2. Explore: Test objects around the room and determine if they are conductors or insulators 

3. Explain: Record your information in a table with the column headings Conductors and 

Insulators. 

4. Elaborate: Discuss why some objects may be conductors and others insulators. How else 

could you test conductors and insulators? How many different ways can you make a circuit? 

5. Evaluate: How could you use this information in real life? 

Life and Living: Camouflage 

(Discovery Approach) 

1. Discuss charts and pictures provided 

2. When is a creature well camouflaged? When and where have you seen such creatures? Can 

you say the names of these creatures? 

3. Use the magnifying glass to search for a creature that is camouflaged in a designated outside 

area. Good luck! If you find one do a quick sketch and/or make notes 

4. Back in classroom: Discuss the location of this creature. How does it compare with any of the 

other creatures on the charts? Pinpoint the reasons for the creature‟s camouflage. 

Life and Living: Measuring lung capacity 

(Predict, Observe, Explain - POE) 

1. Discuss reasons for increased lung capacity 

2. What else may be associated with large lung capacity? 

3. Draw a graph (x axis on horizontal, and y as vertical) and record one variable on the x axis 

(e.g., age OR height OR amount of exercise each week OR amount of sleep OR pulse rate OR 

… ) and place lung capacity on the y axis 

4. Predict: What do you think will happen? Draw it on the graph in a coloured pencil/pen. 

5. Observe: Use the Spirometer to test lung capacity. 

6. Explain: Record information on graph with another colour and discuss 

Natural and Processed Materials: Solubility 

(Fair Testing) 

1. Examine and describe the various types of sugars (e.g., refer to size of granules, smell, 

colour) 

2. Discuss and set up an experiment to test the solubility of these sugars 

3. Record your information in a table or represent it as a line graph 

4. What did you have to consider in order to make the experiment fair? 

5. What conclusions can you draw from this experiment? 

6. What else would you like to investigate with solubility? 

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Natural and Processed Materials: Optics – using lenses 


1. Look at the different types of lenses 

2. Record everything you can find out about these lenses 

3. What do you conclude? 

4. Have a look at the science and human endeavour link (i.e., people who have been 

instrumental in lens development) 

5. Design, make and test a telescope using the lenses and cardboard cylinder. Which ones are 

most effective? 

6. How would you construct a periscope using the lenses and mirrors? 

7. What other experiments would you like to try out? 

Earth and Beyond: Erosion 


1. Discuss erosion. How does erosion occur? Where have you found erosion? 

2. Take 5 minutes (time yourself) to go outside and look for signs of erosion 

3. Sketch and label or write notes about any erosion noted outside 

4. Back in the classroom: Discuss how the erosion may have occurred outside. What were the 

effects of this erosion? How could this erosion be prevented? 

5. Design an experiment that shows the effects of water erosion. Also consider how you can 

minimise the erosion through human intervention. 

Earth and Beyond: Weather – anemometer 

(Discovery and Process Skills Approach) 

1. Discuss anemometers 

2. Take 5 minutes with your partner (time yourself) and test the wind speed in an open area 

3. Back in the classroom: Record your wind speed on the whiteboard. Discuss the differences 

and similarities 

4. Work in groups of four to design a homemade anemometer, make a list of materials required. 

How will you determine the wind speed? Review the Beaufort Wind Scale. 

5. Make the connection with Science and Society and people who have been responsible for 

developing weather instruments 

Energy and Change: Magnetism 

(Fair Testing) 

1. Examine the different types of magnets 

2. Identify the differences and the possible usages of these magnets 

3. Devise a fair test to determine the strongest magnet 

4. Place the magnets in order of strength 

5. What is another way to test each magnet‟s strength? 

6. Discuss other lessons that could be conducted using magnets 

7. Read about magnets and usage within society 

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Energy and Change: Motion 

(Science should be fun! Fair Testing) 

1. In small groups, take 5 minutes (time yourself) to play with the toy cars and track, observe 

how they move 

2. Use a stop watch to time how fast it takes the car to travel the course 

3. What happens to the speed of the car at different points on the track? 

4. Now use a ruler to measure the height at different points along the track 

5. Test the height of the track with the ramp provided (adjust the ramp to the height of the track 

you are measuring). Use your stop watch to record how long it takes the car to travel from 

beginning to the end of the ramp 

6. Test the speed of the car with different heights and record these measures on a graph 

7. What can slow the car down? 

8. Explore friction and other push and pull activities 

Life and Living: Identify and discuss functions of a creature 


1. Examine and discuss the creatures on your table 

2. Illustrate and label the features of one creature 

3. Examine the features of this creature and discuss the possible functions of these features 

4. Go outside and find a creature (do not touch it, just observe and write a description of it and 

record what it does) 

5. Read about this creature and use the Internet to discover further information 

Life and Living: Mini-beasts and microscopes 

(Guided Discovery Approach) 

1. Refer to the sheet outlining how to use a microscope 

2. Place the slide under the microscope and describe what you see 

3. Sketch and label with further discussion 

4. What questions do you have about mini-beasts? 

5. What else would you like to investigate? 

6. Read about people who have had an influence on developing the microscope 

Natural and Processed Materials: pH scale 

(POE) 

1. Read and discuss acids and bases 

2. Refer to the pH scale and discuss 

3. Make sure you follow safety procedures (use goggles, protective clothing, and gloves) 

4. Place cabbage pH indicator into the ice cube container 

5. Predict: What do you think will happen when you put 5 mL of a household product in one ice 

cube container (Predict for each of the household products whether each is an acid or base) 

6. Observe: Put a different household product in each ice cube section 

7. Explain: Make a connection to the household usages of these materials 

8. What else would you like to investigate with acids and bases? 

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Natural and Processed Materials: Density 

(POE) 

1. Discuss qualities of each liquid 

2. Predict what will happen if you pour 10mL of each liquid into the same tube 

3. Observe what happens when you pour each liquid into the tube 

4. Explain the situation. 

Example 6.5 outlines a basic lesson plan structure around a natural and processed materials topic 

“Building bridges”. There‟s introduction with a stimulus and body of the lesson where students are 

involved in hands-on experiences. You will note that the key concepts are a thread throughout the 

lesson, and lead to a purposeful conclusion around these concepts. 

Example 6.5: Basic lesson structure 

NATURAL AND PROCESSED MATERIALS – Upper Primary 

Building Bridges (50 minutes) 

Learning outcome: Science (Queensland Studies Authority [QSA] Essential Learning) - Properties of 

a material will vary according to the type and quantity of components that make up its structure. 

Key concept: Materials used for making bridges need to be tested for compression and tension. 

Safety: Explain safe use of scissors and sun protection when held outside. 

Resources include: straws, paddle pop sticks, sticky tape. Sticky tape usage must be limited. 

Teaching and learning activities 

Introduction: ( 10mins) Teachers provide a stimulus on the topic about building bridges with a 

selection of introductory, hands-on activities (e.g., see www.TeachEngineering.org). Teachers 

question students on their prior knowledge and understanding of these concepts and then ensure clarity 

of new terms (e.g., bridges – compression, tension). 

Body: (30mins) Students are provided with cooperative learning roles and interact with hands-on 

activities to construct a truss bridge (www.TeachEngineering.org). Teachers monitor students‟ 

thinking and progress and use higher-order thinking questioning throughout the hands-on task. 

Students continue making a truss bridge and write notes on their discussion, particularly when they test 

their bridge design for compression and tension. 

Conclusion: (5-10mins) The conclusion consolidates the key concepts about compression and 

tension. Students are asked to demonstrate these concepts (e.g., through discussion, diagram, practical 

demonstration, written statements). Assessment: Teachers listen to students‟ articulation of key 

concepts (throughout the lesson and also in the conclusion). Work supplied by the students (i.e., 

written notes and bridge construction) will be assessed in terms of quality and understanding of key 

concepts. 

Evaluation: Students reflect upon their learning experiences and the learning environment. Teacher 

also reflects on the teaching practices for enhancing strategies in subsequent lessons. 

Extension: Students illustrate and label their products and write scientific statements about their 

bridges. 

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Activity 6.5: Reviewing ideas for setting up science lesson plans 

Examples 6.6 and 6.7 present the considerations for structuring a lesson. 

1. Review and discuss Examples 6.6 & 6.7 and critically analyse these 

considerations. What else would you include/exclude? 

2. Look at the questions associated with Examples 6.6 & 6.7. What 

questions would you ask? 

3. What do you think the lessons are about? What could be the hands-on 

activities? 

Example 6.6: Setting up a science lesson plan 

Pond Studies 

Science: Life and living 

Level: 1 2 3 4 

Learning outcome: Students will be able to group living things in different ways based on observable 

features. 

Organisation The students begin the lesson as a whole class. The activity will be conducted 

having the students in mixed ability groups of four. The lesson will conclude with a 

whole class discussion. 

Inclusivity Gender: The groups will consist of a mixture of males and females. 

Behaviour problems: Each student within the groups will be allocated a particular 

role to facilitate responsibility. The roles include the doer (collects things and 

conducts the activity), the talker (tells the class what happened when they performed 

the activity), the writer (writes down anything important in the activity) and the teller 

(tells the group what they are meant to be doing). 

Disability: The students with hearing impairments will be situated toward the 

teacher to ensure that they can see the teachers lips at all times during the lesson, 

especially when instructions are being given. 

ESL: Instructions will be delivered orally and the students will also be drawing 

diagrams to display ideas. 

Safety The safety precautions used for this particular lesson includes being: 

sensible around the water and with the equipment. 

aware of any allergies of the students 

careful of small creatures in case they bite: NO TOUCHING creatures 

Resources: Materials that will be used include: nets, plastic containers, pond worksheet, pens / pencils 

Introductory questions include: 

a) What is a pond? What is a habitat? 

b) Where would you find a pond? 

c) What types of animals live in ponds? 

d) What types of animals live around ponds? 

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Example 6.7: Setting up a science lesson plan 

KLA Lesson Topic Grade / Level Duration Time 

Science Cloud formation Year Three / 45 minutes 2.00-2.45pm 

Level 2 

Key scientific concept: The water cycle includes evaporation, condensation and precipitation. 

Learning Outcome: The Earth, solar system and universe are dynamic systems 

Level 2. Students identify and describe changes in the obvious features of the Earth and sky. 

Reference: Queensland Studies Authority. (2002). Science Syllabus. Retrieved April 25, 2008, from 

http://www.qsa.qld.edu.au/yrs1_10/kla/science/pdf/syllabus/outcomes.pdf 

Resources: 

Experiment Resources: 

White board and white board markers 

Experiment worksheets 

Frozen bottle of water 

Large clear container 

Computer and projector 

Warm water 

Various resource weather charts 

Large tray 

Switched on students 

Ice 

Worksheets for early finishers 

Matches, powder/flour, salt, cotton wool 

Peer evaluation sheets 

Safety needs: Fire blanket, water, fire extinguisher 

Time Teaching and Learning Activities Resource 

Possible questions during the lesson: What do you think clouds are made of? What is rain? How does 

rain occur? What is evaporation? What would cause this process to start? Why does the water vapour 

rise? How do you know the air is cooler higher up in the sky, the sun is up there shouldn‟t it be hotter? 

How does water condense? What small particles could be in the air? How do they get there? What 

makes the water drop from the sky? Do all clouds make rain? Which ones? Why? 

Activity 6.6: Analysing science lesson plans 

1. The next set of lesson plan examples has different structures. 

2. Analyse Example 6.8 and note the introduction relates to the students‟ 

level with a stimulus around some familiarity (i.e., Three Little Pigs). 

3. Decide what you would assess in Example 6.8, and what else needs to 

be included. 

4. What do you think are the key scientific concepts for Examples 6.8 

and 6.9? 

5. Consider the inclusions discussed in this chapter and in particular 

Figure 6.1 and Activity 6.4. 

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Example 6.8: Natural and processed materials for Year 2 

Building Teaching strategies and actions 

materials 

INTRODUCTION 

Gaining learner 

interest, 

establishing 

conceptual basis. 

5-10 mins 

EXPERIMENT 

Student inquiry 

and investigation 

20-25 mins 

CONCLUSION 

Bringing 

together ideas, 

reinforcing key 

concepts and 

intended 

outcomes 

5-10 mins 

Read the Three Little Pigs 

Ask questions about the materials used to build each 

house. What did the pigs use to build their houses? Why 

do you think the first two houses blew away? Which house 

was most stable? Why? 

Ask students to list the properties of each material (straw, 

sticks, bricks) and suggest why they were suitable for 

building or not. What are the properties of the materials 

that did not work? What about the materials that did? 

List in a table on the overhead transparency (OHT) three 

materials. Consider hard/soft, heavy/light. 

Introduce experiment by posing questions: What other 

materials might be good for building? How can we find 

out? 

Hand out playing cards and split class into five groups. 

Ask students to move to their groups. 

Explain experiment… what they will be doing generally. 

MODEL how to use the hair dryer. 

Outline group expectations: co-operative work, everyone 

has a go, discuss results, record on sheets. If early finished 

then ask students to work out how far it moved. 

During experiment, circulate through class monitoring 

behaviour and eliciting students‟ understandings by asking 

questions: What have you noticed about the materials in 

each category? Why do you think you need to make sure 

the hair dryer is at the same place each time? 

Can you tell me something about the materials that you 

think may be good or bad for building? Call class back to 

whole group scenario 

Ask each group to identify which materials were in each 

category, record results on a chart, in the case of 

disagreements – discuss why, ask students to give a reason 

for their choice. 

Create a table of properties of good building materials, use 

questions to elicit responses: What do you notice about all 

the materials that are good? What do they have in 

common? Would you say they are hard/soft, heavy/light? 

Do they move/bend? Did they pass the blow test? 

Use questions to guide discussion about why some 

materials are suitable for building and others are not: Why 

do you think this material was/was not suitable? What do 

you think are the best materials for building/why? If you 

were going to build a house what would you use? Why? 

Classroom 

management 

Sit on floor and 

listen to story 

Reflect on story, 

answer questions. 

Split into groups 

Observe 

teacher‟s use of 

hair dryer 

Do experiment in 

groups 

Record results 

Discuss reasons 

why the materials 

are suitable or 

not for building 

Discuss results 

with whole class 

Provide reasons 

for choices 

regarding 

suitable and 

unsuitable 

materials 

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Assessment: Observe participation of group discussions. Observe appropriate behaviours. Ask 

questions to elicit understandings. Collect results sheets for marking (not summative) to gain 

awareness of each student‟s understanding. 

“THREE LITTLE PIGS” EXPERIMENT: Which materials are 

best for building? 

MATERIALS: 5 hair dryers 

1 x container of 10 different materials 

1 x metre ruler 

5 x results sheets for the Pigs 

METHOD: 

1. Teacher plugs in hair dryers and ensure all are on cold 

2. Outline safety procedures 

3. One by one take the materials out of the container and 

place them about 30 centimetres from the end of the 

hair dryer 

4. Blow air for 10 seconds at the material; which materials 

moved, which didn’t. 

5. Place the material in a group: Good for building/ Bad for 

building 

6. Pack away hair dryers and materials 

7. Discuss results with the class 

If you finish early, try measuring exactly how far each object moves to 

find out which materials are least suitable for building. 

Example 6.9: Life in a drop of pond water - Year 5 

Outcome: Upper primary students will demonstrate the ability to work scientifically by collecting a 

sample of local pond water and investigating, through their ability to mount a wet slide and correct use 

of a microscope, to identify and draw living animals. 

Standard: Students will be able to examine living things and account for observed similarities and 

differences. 

Resources: 10 microscopes, 10 small plastic containers, 10 pairs of plastic gloves (one glove per 

pair), 10 eye droppers, slides and cover slips for each group, powerpoint presentation, worksheet, 

observational checklist, website: http://www.sciencenetlinks.com/matrix.php 

Classroom Organisation 

Reflection and introduction: Students sit at their desks for discussion and instructions. 

Collection of samples: Students are paired up and the teacher leads the class to the pond while they 

observe a demonstration of collecting pond water. 

Microscope and wet slide instructions: Students sit at desks. 

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Microscope use: Students in pairs, work at the microscopes placed on the benches around the 

classroom. 

Teacher Procedures/Student Activities 

Introduction: The lesson starts with a recap of what the students have already learnt. The students will 

be required to reflect upon their knowledge through answering the teachers‟ questions. For example, 

“What lives in ponds?” and “Why are ponds good for the environment?” (5mins). After reflection, the 

teacher introduces the lesson that will be taking place that day. The teacher states that the students will 

be acting as field scientists and stresses the importance of investigation in science. The class and 

teacher collaborate to form a collective hypothesis. The teacher can start this process when he/she is 

telling the class what they are going to do during the activity, by asking them questions such as “Do 

you think anything can live in a drop of water?” and “If so, what do you think might live in it?” The 

teacher outlines the rules for the field trip (5 mins), which is on a neighbouring property to the school 

(all parental consent forms were supplied the day before). Safety procedures are ensured such as shoes, 

hats, and water wise behaviour. 

Body: The teacher leads the students the local pond and questions students about living and non-living 

things around the pond. Students record the interactions. The students observe a teacher demonstration 

of collecting pond water. All students carefully collect a water sample using an eye dropper. The 

teacher needs to ensure that students collect water near the vegetation. Once the samples have been 

collected, the students are taken back to class (15-20 mins). Back in the classroom, the teacher 

presents a power point to the students to remind them about how to use a microscope (e.g., 

http://www.microscopy_uk.org.uk) and teach them how to mount a wet slide. The teacher also 

physically demonstrates this procedure. Students are made fully aware about the risks involved with 

handling glass and microscopes. The teacher briefly outlines the worksheet before students commence 

the activity (5 mins). While the students are working the teacher monitors the room, observing students 

work and asking questions such as “How do you know if something is alive?” The teacher gets each 

group to reflect on their hypothesis by asking: “Did you think anything could live in a drop or water?” 

and “What did you discover?” Students who cannot locate an animal in their water can move to share 

with another pair. Students record their findings on the worksheet with illustrations and written 

comments (15mins). Once students are finished, they must pack up their equipment. 

Conclusion: Students sit together on the classroom floor with their worksheets. Teacher asks questions 

about their findings. Students are also asked to make scientific statements about their findings: “What 

is one thing that you know to be true now?” Teacher asks other questions that will lead the students 

into the next science lesson, for example: “What would you now write as a hypothesis about pond 

water?” and “What else would you like to know about animals in pond water?” 

Extension activity for early finishers: 

http://www.teachers.ash.org.au/jmresources/pond/life.html#ponds 

Assessment: Two forms of formative assessment will be employed. First, an observational checklist 

will be used to determine students‟ collaborative interaction, values and attitudes. Second, worksheets 

will be collected to provide evidence of students learning. 

Evaluation: The teacher will evaluate the benefits of going to the pond, any other safety hazards that 

may not have been considered, students‟ use of the microscopes and handling of slides, and the 

appropriateness of worksheets. 

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HOW CAN I IMPROVE MY PLAN? 

Evaluating your plan before implementation can provide a way to constructively refine the plan 

towards more effective teaching. Generally, teachers work collaboratively; they understand the value 

of interdependence. Many form collegial groups or partnerships as discussion forums for advancing 

their teaching practices (e.g., troubleshooting issues and bouncing ideas off each other). Another 

teacher can act as a critical friend, someone who can provide an objective account. Discussing or 

showing your teaching plans to a valued critical friend can help you to advance your teaching ideas. 

References 

Groundwork. (2001). How to measure the weather. Retrieved April 27, 2009, from 

http://www.4seasons.org.uk/projects/weather/measure.htm 

Commonwealth Bureau of Meteorology. (2004). Worksheet 16. Retrieved April 25, 2009 from 

http://www.bom.gov.au/lam/Students_Teachers/Worksheet16.shtml 

The Franklin Institute Online. (2002). The Wind: Our Fierce Friend. Retrieved April 27, 2009, from 

http://sln.fi.edu/tfi/units/energy/wind.html 

Danish Wind Industry Association. (2003). Wind Speed Measurement: Anemometers. Retrieved April 

28, 2009, from http://www.windpower.org/en/tour/wres/wndspeed.htm 

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Chapter 6 Planning science lessons - TEDD

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