Basics project Lesson Plan



Download 30.96 Kb.
Date conversion27.05.2017
Size30.96 Kb.
BASICS Project - Lesson Plan

Class: P2 Date: 6th May 2008
Topic Waterproofing Lesson no. 4
Learning outcomes:
Science (Science concepts addressed)
The children will understand the meaning of the term waterproof and will be able to pick out materials that are waterproof.
The children will revise their learning about floating and sinking and absorbency.
Literacy (Literacy skills addressed)
The children will be able to retell a story from the point of view of one of the characters.
The lesson will also help develop positional language, for example, first, next, after that, last.
The aspects of science enquiry (Planning, Obtaining and presenting evidence, Considering evidence and evaluating) addressed in this lesson are,
The children will predict what will happen then consider the evidence and draw conclusions.
Resources:
Basin of water

Trainer


Puppet

Plastic bags

Wellies

Umbrella


Raincoat

Goggles


Watering can

Paper bags

Oil

Bees wax


Candles

Waterproofing spray

Wilf’s story board

Box of materials

Scissors & Glue

Teddy’s umbrella sheet



Introduction:

How is the book/story used to introduce lesson

We decided to try a recount of a story that the children had heard earlier in the week. This took the form of one of the characters telling the story from his point of view. The children had to think about the story. What characters were in it? What happened first, next, after that? The character was Wilf. His picture was in the middle of the board and the children had to recall what he did and what he said. As the story continued lots of things happened to Wilf and we tried to explain why they happened using our science knowledge and skills.

Development:
The children used their knowledge from the previous lesson about floating and sinking to predict what would have happened to Wilf’s trainer when it was thrown in the pond.
The next problem was how could we waterproof Wilf’s foot? The children suggested using a plastic bag, so we put a bag around the puppets foot and tested it in the water to see if it was waterproof. Thankfully it was! Then he lost his other shoe and we didn’t have any more plastic bags only paper ones. Wilf asked us to try to think of a way to help him make the paper bags waterproof.
Activities
The children then experimented with paper bags and tried to decide how to make them waterproof. They used candle wax, bees wax, oil and waterproof spray being careful to cover the whole bag. We then tested all the bags and found that they were all waterproof.
But when we talked about Wilf doing this we decided it would take too long and he didn’t have any of these things with him so we wanted to investigate waterproof materials to see what we could find in the classroom.
They sorted through all the materials to find something waterproof to stick on their pictures to make teddy’s umbrella waterproof.
Conclusion of lesson

How is the lesson concluded? How is the book/story used in conclusion of plenary?

We had a discussion about all the things that we had found that were waterproof. We talked about what we might put on if we went out in the rain to make ourselves waterproof. One of the children puts on all the items as the children think of them (Wellies, rain coat, goggles, umbrella). Then we predicted what would happen if it rained. What would happen to the floor? We put down an absorbent mat on the floor. What will happen to the floor now if it rains? Lets experiment and see if you are right. Pour water from watering can over waterproofed child and absorbent mat on the floor. Ask the children to explain what has happened to the water? The child’s clothes, the floor?

What have we been doing today? What have you learned? What did you enjoy?

Classroom organisation
Whole class together on the carpet for the story and discussion.
Half of the class did each of the activities and then swapped over.
Whole class together on carpet for plenary and discussion.
Key Vocabulary developed
Absorbent

Waterproof

Floating

Sinking
Key Questions during lesson


What characters were in the story?
What happened first, next, after that?
What would have happened to Wilf’s trainer when it was thrown in the pond?
How could we waterproof Wilf’s foot?
What we might put on if we went out in the rain to make ourselves waterproof?
What would happen if it rained? What would happen to the floor?
What good will that do, its not waterproof?
What will happen to the floor now if it rains?
Ask the children to explain what has happened to the water?
The child’s clothes, the floor?
What have we been doing today?
What have you learned?
What did you enjoy?
Additional information
Not all the children will get time to waterproof the paper bag. They should all watch the experiment and listen when the children talk about what they did. They will all get a chance to do this activity during structured play over the week but the oil and spray need adult supervision.

Lesson Evaluation

This evaluation should reflect on how the book or story enhanced the science lesson.

Please include examples from the lesson to illustrate your comments.
Introduction
How did the children respond to the book or story?

The story went really well and the children were very good at remembering what characters were involved, what happened and sequencing the key events.

Did the story allow children to express their ideas and current understanding? Please give examples
The children were able to use ideas and vocabulary from the previous lessons about floating and sinking and absorbency. They were also able to use their knowledge of materials to predict what would happen when trying to solve the problems.
How did the story set the scene for the science activity?
The story provided us with problems to solve to explain why things had happened in the story. This gave the science a real life context and gave it more meaning.
Science Activity
During the activity is their any evidence of the children relating the activity to the story?

(From their talk, questions or comments)


The children were describing what materials the trainer was made of when predicting if it would float or sink. They also came up with ways in which Wilf could have got his trainer out of the water and give the pros and cons of their ideas.
They knew from the previous lesson what types of materials absorbed water and used this to decide what might be waterproof when deciding how to waterproof Wilf’s foot.
When they were waterproofing the paper bags they decided that the bags would rip too easily as the material was not strong enough.
Please comment on the children’s engagement during the activity
They enjoyed the activities but not as much as the previous ones where they had been responsible for planning their own experiments. The motivation was not as high as they did not have the same ownership over the investigation.

Conclusion of lesson

Is there any evidence of the children linking the science activity to the story during this part of the lesson. Please give examples
The children thoroughly enjoyed the conclusion. They were able to predict what would happen to the water, the child and the floor and got excited, and a little wet during the final experiment.
One of the children asked if skin was waterproof? Yes it is. He said Wilf should have taken off his socks and his skin would have been waterproof. We discussed this and decided that it would have been too sore to walk around in bare feet and dangerous in case there was anything sharp on the ground. (This would also have been a problem for using a plastic bag!)
Is there evidence of the book or story supporting children’s language? (Are they using terms or words from the book or story?)
The children were all using the words first, next and after when sequencing the events in the story. We then remembered something else that we had forgotten to put in the story and had to decide where it fit in. Was it first? After …. Or in between the pond and the park? The children remembered all the names of the characters and some tried to spell them. We recorded our ideas and the problems we had to solve on Wilf’s story board.
Is there any evidence of children transferring understanding or knowledge from the activity to a new or different situation (for example within another story or discussion). Please give examples

The children were describing what materials the trainer was made of when predicting if it would float or sink. They wanted to know if it was because the trainer was ‘Nike air Max’ and had an air cushion in the sole, that it floated and they were planning an experiment together to see if all trainers would float?

They also came up with ways in which Wilf could have got his trainer out of the water and give the pros and cons of their ideas. They knew from the previous lesson what types of materials absorbed water and used this to decide what might be waterproof when deciding how to waterproof Wilf’s foot.
What are the key ways in which you feel the book or story supported this lesson,

(please give examples), in terms of


  • Children’s motivation/engagement

The story gave the science a context and a purpose. The children knew what they were doing and why. However they were not as motivated as they had been in previous lessons were the science had been more inquiry based and they were responsible for planning their own investigations.





  • Supporting concept development

The children enjoyed solving the problems to help Wilf and were very good at recalling the science concepts learned in the previous lessons to help them solve the problems.


There wasn’t the same level of inquiry based science in this lesson although the children continued to show an interest in what they were doing, there wasn’t that sense of ownership and motivation to do things for themselves.

The children had remembered all the words which they had learned relating to floating and sinking and absorbency and use them all correctly in context in this lesson.

Their use of positional language was also developed during this lesson.

Pupils’ Comments (Please ask the pupils)
What were you doing in our lesson today?
“Telling Wilf’s story”
“Making things waterproof”
What did you enjoy in the lesson today?
“Helping Teddy make his umbrella waterproof”
“When the puppet had to test if the plastic bag was waterproof”
What did you find out in the lesson this morning?
“I’m good at remembering science stuff and my predictions were all right!”
“Trainers float”
“Some materials are good for keeping us dry”
What was your favourite part of the lesson?
“When are paper bags were waterproof and they didn’t let the water in”

“When Mrs Newnes made Zoe waterproof and poured water all over her and the floor!”




The database is protected by copyright ©hestories.info 2017
send message

    Main page