Exploring Misconceptions Heat and Temperature

Explore misconceptions about temperature. 

How confident are you in explaining this concept?

Click on the link below

Misconception interactive Heat and temperature.

Image from: https://s-media-cache-ak0.pinimg.com/236x/f3/0e/e6/f30ee670a6d818d978ad2dfca38fcbe5.jpg

Forensic Science : Solving what the mystery powder is using inquiry.

Australian Curriculum Year 7 Chemical Sciences : Forensic Science

Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques.

In Year 7 we want our students to understand mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques based on their properties.

Let’s look at the concept of the Properties of Matter in Year 7 through the Science Bringing it to Life questions.

Left behind at the crime scene is a mystery white powder.

What do you notice?
What equipment might help you with your observations? What different materials do you notice? What happens when the powder is mixed with water? How does this change the materials?

What do you think?
Could there be any substances that you don’t notice? What similarities and differences might there be in the substances? How are their properties different?

What do you predict?
How might you separate the substances in this mixture? How could you separate the larger particles from the rest? What other properties could you use to separate them? What do you already know or what have you observed that led to your prediction?

How can you test it?
Can you separate a mixture without equipment? What are the safety risks? Using what you already know, how could you separate the mixture? Which way will be best? How do you separate a mixture where the two substances look alike?

How can you review and communicate?
What are the advantages and disadvantages of the method you used? How does the data support science ideas? Why? Did you experience any difficulties separating the mixtures?
How could you improve your investigation? How did you separate the mixture? What did you learn from this investigation about the properties of substances? How can the properties of substances be used to separate them from a mixture? After substances are separated, do they maintain the same properties as before? Why did you choose to separate the mixture the way you did? Draw a flowchart to show how you separated the mixture.

So what? What next?

What people do you think would know about the separation of mixtures or the properties of substances? Why would a chemist need to know about the properties of substances? How could you use the different separation methods to separate other types of mixtures?

www.acleadersresource.sa.edu.au 

Brining it to Life Science

‪#‎BITL‬ ‪#‎Science‬ ‪#‎Forensic‬ ‪#‎mixtures‬ ‪#‎chemistry‬ ‪#‎Year7‬

Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating mysteries, making predictions and solving problems.

Australian Curriculum SCIENCE Rationale: COLLABORATION

Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating mysteries, making predictions and solving problems.

Have you set up structures to help your students work together effectively?
Are the teams inclusive of ability, gender, cultural background? Do they have enough time to work together successfully?
Do you encourage students to participate in all aspects of team investigations, including doing the hands on activities and taking intellectual risks?

• Collaboration helps your students to build a deeper understanding of science concepts.
• Collaboration on a shared purpose brings diverse thinking and skills that they might not have as individuals.
• Collaboration as part of the investigation process: from posing a question to investigate, collecting data, interpreting and evaluating the findings.
• Through collaboration, students can develop a sense of how collaborative investigations might affect scientists’ ideas and processes.

Physical Sciences: Forces
How much wind does it take to fly a kite? Can you have too much wind?
What is the best shape to make a kite fly? What other factors do you need to think about? Size, weight, trees….
Can you have too much wind? Can you measure how much wind is needed to fly your kite? If so, what will you measure?
How can you work as a team to find out?

image from http://www.askaboutsports.com/kite-flying/

Australian Curriculum Year 3 and 4 Integrated Science and HASS

A peculiar large hopping animal!

Australian Curriculum Year 3 and 4 Integrated Science and HASS 

Australian Curriculum Year 3 HASS
How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)

Australian Curriculum Year 4 HASS
The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084)

Australian Curriculum Year 3 Science
Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)

Australian Curriculum Year 4 Science
Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

Who was the first explorer to report Australia's peculiar large hopping animals to Europe? In what year? In which part of Australia was he reporting from? Why was he there? What is the significance of this explorer? How might we find the answers to these questions? What sources might you use? What else could you do?

Which country was he from? What other societies did he contact on his journey to Australia? What stories might he have shared with people he met?

How did the explorer use the regular changes of the Earth’s rotation in their journey to Australia? How did this affect their way of life? What things would the sailors notice in the rotation of the Earth in Europe and in Australia? What poems do you know explain navigation and the effects of the Earth’s rotation?
What do you think might happen on a new moon? Was the explorer concerned about a full moon?

There is a town named after this explorer. If we visited that town today how has the Earth’s surface changed as a result of human activity?

How the community has changed? What features have been lost and what features have been retained? How has the diverse backgrounds of the people living in this town played in developing the character of this town?

Image from : http://gutenberg.net.au/aust-history.html

Pedagogical Questions improve Science Learning

Using technology as a pedagogical tool to foster deep learning with students.

Using this ZAPTION tool you can capture what your students are thinking. What understandings, knowledge and experiences do they bring?
Do they have misconceptions?

Instead of just watching a video and hoping that students see the concepts that you intended for them to learn, this tool helps the students to STOP and THINK.
You can add a question so they explore or share their opinion before you reveal the answer, they can make predictions, share their observations and importantly as a teacher you can capture their questions.

This tool can be used as a presentation for a whole class discussion or can be self paced for each student.

If you have time, let me know what you think. Have a go!
http://zapt.io/th35pvue

Nocturnal Animals