Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
| Writer | Warren Bruce and Scott Wolfe |
| Year level | Years 5-8 (Levels 3 and 4) |
| Who are my students and what do they already know? | WHAT DO THE STUDENTS KNOW ALREADY? Tin Can Telephone What You Need The ideal is to have enough equipment for one between two students.
What You Do Prepare by puncturing a small hole in the centre of the base of the tins. This hole needs to be just big enough for the string to pass through.
Push the string through the hole of one can and tie two large knots to stop the string being pulled back through the hole. Take the other end of the string and put it through the base of the other tin and tie two knots.
Explore what happens if you pluck the string harder. Is there any connection between the volume and the size of the pluck?
What to Look For
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Learning Outcomes(What do my students need to learn?) |
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| Learning area(s) | Science, English and Literacy |
| Curriculum achievement objectives for: | |
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Speaking Writing Presenting
Level 3
Level 4 |
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Nature Of Science
Investigating in Science Physical World
Level 3 and 4 |
| Overall language and literacy learning outcomes | Literacy Learning Progressions End of Year 6 generate content that is usually relevant to the task, supporting or elaborating their main ideas with detail that has been selected with some care; selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image); End of Year 8 Create content that is concise and relevant to the curriculum task, often including carefully selected detail and/or comment that supports or elaborates on the main points; Using language that is appropriate to the topic, audience, and purpose (e.g., expressive, academic, or subject-specific vocabulary) and discussing these language choices using appropriate terms, such as register and tone; |
Teaching and Learning(What do I need to know and do to meet the range of identified learning needs of my students?) |
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| 1-2 related professional readings or relevant research | |
| Learning task 1 | |
| Learning task 2 | |
| Learning task 3 | |
| Learning task 4 | |
| Learning task 5 | |
| Learning task 6 | |
Assessment and Evaluation(What is the impact of my teaching and learning?) |
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| Provision for identifying next learning steps for students who need:
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Assessment is ongoing and embedded in each of the tasks at a self, peer and teacher level. An expectation that students understand and explain how scientists work.
An expectation that students can use science specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form
Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model Opportunities for new knowledge to be shared across the class by students based on experiences Class use and understanding of scientific vocabulary in context with tasks Multiple opportunities for learning and of reinforcement of conceptual understandings. |
| Tools or ideas which, for example, might be used to:
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Oral, Peer and Self Assessment opportunities in relation to the Learning Intentions and learning tasks Students ability to comment on their own understandings in relation to the tasks Students ability to share and justify their understanding with peers in relation to the tasks |
Resources to complement this unit
Picture Books
MOE Teacher Resources
e-asTTle Writing Indicators
For each writing purpose, the writing indicators comprise:
Teacher Resource Support
Online Teacher and Student Writing
Other Websites
Ruby Sings the Blues book, postcard and science activities
If you are not able to access the zipped files, please download the following individual files.
Published on: 20 Jan 2011
