Unit of work: Temperatures and procedural texts.Unit of work overview:The Unit of Work was created for implementation within a Year 2/3 classroom, at Level 3 of the Australian Curriculum (ACARA, 2012a). The Unit provides a primary curricular focus within the Australian Curriculum Learning Area of Science, with a secondary curricular focus being within the Australian Curriculum Learning Area of English (ACARA, 2012a). Learning opportunities in the Areas of Mathematics and The Arts, in addition to links to the General Capabilities and Cross Curricular Priorities sections of the Australian Curriculum have also been incorporated into the teaching and learning sequence to afford students the opportunity to engage in a fully integrated Unit of Work (ACARA, 2012a).  Elements of this Unit of Work has been adapted from the Primary Connections Units Melting Moments that focuses on chemical sciences and Heating up that focuses on physical sciences. (Australian Government, 2012).

The Unit was designed to present students with opportunities to investigate temperature and how this can cause change to items in their every day lives. Students engage with a number of hands on activities to develop an understanding of how solids and liquids are influenced by temperature, heat sources and their effects and conductivity of materials. Additionally, with a strong link to literacy, students will understand the purpose and structure of a procedural text. Students will have the opportunity to experience a range of procedural text through exposure to alternate modalities such as videos, incursions / excursions and books. At the heart of this unit is the intention for students to have the opportunity to undertake independently driven, exploratory activities, whilst fostering an appreciation of the correlation between what is learnt at school and its connection to everyday life (Partington, 1998). The culminitive assessment is the students following oral and visual instructions to create a slice of their choice, incorporating the chemical and physical sciences, and then documenting the procedure using ICT in the correct format.

The Year 3 Science Achievement Standard states: They describe how they can use science investigations to respond to questions and identify where people use science knowledge in their lives. Students use their experiences to pose questions and predict the outcomes of investigations. They make formal measurements and follow procedures to collect and present observations in a way that helps to answer the investigation questions. Students suggest possible reasons for their findings. They describe how safety and fairness were considered in their investigations. They use diagrams and other representations to communicate their ideas. (ACARA, 2012a).

The Year 3 English Achievement Standard states: By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. (ACARA, 2012a).

Pedagogical approachThe lesson plans have been created around a creative exploratory learning approach; deliberately designed to align with constructivist learning theory and aimed at empowering students to develop a deep connection to the unit and the individual tasks therein. Learning programs based on the constructivist model, whereby students develop deep understanding by combining prior knowledge with new information, consequently self-discovering explanations of new concepts through varied learning experiences, are believed to be a valuable tool in fostering a love of learning in

students whilst creating capable, autonomous learners (Enhancing Education, 2002; Hackling, 2005). This approach is believed to be beneficial all students; providing suitable differentiation opportunities and making activities adaptable to all levels and learning styles. My pedagody will be based on supporting students in their engagements in the world, with the understanding that students must see purpose in the tasks (Lian, 2014). Ken Robinson (2002) discusses that education must engage people personally otherwise, most won’t learn because they won’t want to. Activities will provide students opportunities to engage with a range of texts and technologies to discover unit themes which will, consequently, allow students of differing learning levels and styles the opportunity to engage in a manner suited to their individual needs. (Winch, 2010). These opportunities will empower students to become rulers of their own knowledge through investigative and student driven activities, and can be a powerful tool in promoting student engagement (Lian, 2013). By acknowledging the differing learning needs of the student group, whilst being considerate of diversity and identifying the role culture may play in interpretation of meaning, teachers can create activities that allow students to apply new understandings to familiar concepts (Lian, 2013).

Lessons within this unit have been developed in line with Tyson Yunkaporta’s ‘8 Aboriginal Ways of Learning’ pedagogical approach. Yunkaporta’s approach was chosen because of its adaptability to constructivist learning theory in its strong focus on drawing upon prior knowledge to build understanding; facilitating the creation of deep, personal connections to one’s learning. Due to the high population of Indigenous Australians in the classroom was another reason this approach was chosen.

Success Criteria Science represent what they know about the way a change of state between solid and liquid can be caused by adding or removing heat create a story board to explain how the objects presenting in lessons 2-4 changed shape – in book make claims about the way materials change with temperature increases and decreases – written/verbal assessment find, list and categorise things that produce heat – cut & paste, circle, put in table – written assessment participate in class discussion to reflect on their learning during the unit. – each lesson

Success Criteria English represent what they know about content being organised using different text structures depending on the purpose of the text recount a procedure after creating slice using a procedural text template – draft copy create a procedural text that includes writing to express information, that others can follow use class computers and software to present their final procedure contribute actively to class and group discussions, asking questions and providing useful feedback

Learning adjustment/Planning approach

In preparing for these lessons I have taken into account each students strengths and abilities. There are adjustments made for each lesson. Each section is deliberate and planned, from my introduction to final work sample. I have given clear instruction and reason for the learning task. I have based this unit of work on the recommendation of my mentor teacher who suggested this would suit the students’ interest, with some having experience with similar Units of Work that they enjoyed, therefore appealing to their motivation and prior knowledge of the subject. There are short and long term goals for this unit of work that can be achieved by each student. In modern day classrooms there is a diversity of learning needs that must be considered when delivering a unit of work. Mainstream verified learning disorders considered in adapting the deliveries of this unit are; Autism Spectrum Disorder, Speech and Language Disorder, Dysgraphia, Hearing and Sight impairments, Intellectual Disability. Strategies in adjusting the delivery of the learning tasks of this unit are highlighted in the table below.

Teaching/ Learning Adjustments and Strategies

Disability/impairment

Difficulties Strategies

Austism Spectrum Disorder

Understanding instructions, grasping new concepts, task focus, cooperatively working with peers

Use visuals for instruction, scaffold the delivery of the task, keep consistent routine in the delivery of tasks, If possible pre-expose students to the concepts being taught in the classroom, find numerous ways to introduce new concepts, incorporate the use of graphic organizers and sequencing tools, use visual strategy for turn taking in group work, allow varied methods of presentation of work, utilise apps noted for story telling that can incorporate photos and pictures.

Speech and Language Disorder

Understanding verbal instructions, using verbal communication

Use visuals for instruction, scaffold the delivery of the task, partner the student with others of mixed abilities, If possible pre-expose students to the concepts being taught in the classroom, incorporate the use of graphic organizers and sequencing tools, allow students to draw or demonstrate visually their understanding, utilise apps noted for story telling that can incorporate photos and pictures

Dysgraphia Hand writing and fine motor activities

Within this unit I have incorporated varied learning tasks, when implementing reduce writing required in tasks, allow students to demonstrate their understanding verbally or utilise apps for photo taking and voice recording of stories.

Vision Impairment Difficulties with following written instructions, understanding new concepts, following or completing new and unfamiliar tasks

With this unit I have consider how real activities, objects, places, and people can be incorporated. Make learning experiences as concrete, interactive, and multi-sensory as possible. Implement this by using real things, when possible, so the students can use all of their other senses to supplement their loss of vision. When presenting objects to the student, be sure to provide plenty of time and physical guidance to gently explore the object.

Hearing impairment Understanding verbal instruction, the introduction of new concepts

Ensure student is visual & you have their attention when delivering instruction, scaffold the delivery of instruction, pre-teach concepts, use visuals, use a buddy student for support, check for understanding, allow student to use visuals for presentation of work.

Intellectual Disability/Global Developmental Delay

Task focus, learning new concepts, understanding verbal instruction

Pre-Teach new concepts, scaffold the delivery of instruction, use visuals, review the curriculum from the year below to modify set work, use cooperative learning strategies, explicitly teach and model the required outcomes, utilise apps and technology to vary the culminitive task.

Observational assessment and work samples will be incorporated in the over all assessment of the unit of work. This is in line with Hyde, Carpenter and Conway (2010) beliefs that teacher assessment should be grounded on a varied range of examples. I use explicit instructions, presented in small, logical steps followed by modelling and time to respond, receive relevant feedback and practice the new skill. (Hyde et al 2010). I have incorporated group, individual and pair work, as all three would benefit students in engagement in this socio-cultural context. Increased motivation, engagement and academic achievement have been noted by various researchers as positive outcomes accomplished in a social learning environment. (Hattie 1992; Pintrich, Marx & Boyle 1993). Poorly motivated readers have the opportunity of rich reading engagement when they feel they belong and enter into group dialogues. Students with anxiety also benefit from small group work. During quiet work, music will be played as research has shown that playing soft music can help learners feel less anxious and calm down. (Hallam, Price & Katsarou 2002). I have incorporated the use of symbols – pictures, photos, written and spoken words to enhance or replace speech to engage all students.

ICT in education The Australian Curriculum supports the appropriate use of ICTs to access, construct and communicate knowledge and ideas, solve problems and work collaboratively. Confident users of ICT make the most of the digital technologies available, creating new ways of doing things as technologies develop (ACARA, 2014). The skills and knowledge required for lifelong learning can be attained if ICT supported education is planned and implemented correctly. When used appropriately, ICTs enable innovative ways of teaching and learning and not simply teachers and students doing what they have done before in a better way. Teacher centered pedagody is shifting towards constructivist theories, which supports learner centered pedagody. (Tinio, 2002).Current studies have shown an increase in motivation and enjoyment of learning as interactive whiteboards engage students’ more than traditional teaching (Jones, 2004). Objects and texts can be easily altered or transformed, allowing experimentation, revision, and feedback on student work and an abundance of motivating exchanges between educators and students. All drawings, screen captures, or other images can be stored and recovered in future lessons, allowing for an interminable sequence of exchanges across lessons or even school years. (Hennessy, 2014).

Science curriculum links & Yunkaporta’s ‘8 Aboriginal Ways of Learning’ incorporation

Strand Sub-strand Code Year 3 content descriptions 8 Aboriginal Ways of Learning’ScienceUnderstanding

Chemical sciences ACSU046 A change of state between solid and liquid can be caused by adding or removing heat

Physical sciences ACSHE049 Heat can be produced in many ways and can move form one object to another

Science as a Human Endeavour

Nature and development of science

ACSHE050 Science involves making predictions and describing patterns and relationships

Use and influence of science

ACSHE051 Science knowledge helps people to understand the effect of their actions

Science Inquiry Skills

Questioning and predicting

ACSIS053 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge

Planning and conducting

ACSIS054 Suggest ways to plan and conduct investigations to find answers to questions

Processing and analysing data and information

ACSIS057 Use a range if methods including tables and simple column graphs to represent data and to identify patterns and trends

ACSIS25 Compare results with predictions, suggesting possible reasons for findings

Evaluating ACSIS058 Reflecting on the investigation, including whether a test was fair or not

Communicating ACSIS060 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports

English curriculum links & Yunkaporta’s ‘8 Aboriginal Ways of Learning’ incorporation:

Strand Sub-strand Code Year 3 content descriptions 8 Aboriginal Ways of Learning’English – Language

Language for interaction

ACELA1475 Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning

Text structure and organisation

ACELA1478 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences)

ACELA1476 Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations

Expressing and developing ideas

ACELA1468 Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives

English – Literacy

Texts in context ACELY1665 Discuss different texts on a similar topic, identifying similarities and differences between the texts

Creating texts ACELY1674 Construct texts featuring print, visual and audio elements using software, including word processing programs

SCIENCE ENGAGE (to gain prior knowledge and introduce the topic) Lesson 1Resources: Handouts, smart board/TV, word wall title & cards, ice cream x 2, ice cubes x 2, ice blocks x2 containers x3, camera, and working class journal. Students on floor in a circle1. Introduce melted ice cream. 2. Introduce unmelted ice creamQuestion QuestionWhat do you think this is? What do you think this is?

Do you think it always looked like this? Do you think it always looked like this?Why do you think it looks like this? Why do you think it looks like this?

In what ways are they similar/different? Why?Introduce working class journal: we will add to each lessonWrite descriptive words in working class journal on interactive TV

Repeat steps 1 & 2 with ice block & ice cube

3. Introduce individual science journals – hold up exampleWhy? To record what we see, hear, feel & think.What should be in it? Date & time, writing, drawings, photos, tables, labelled diagrams etc

Image of hand out on smart board (pg 2 class journal)We are going to be working like scientist to investigate our ideas & create new ideas.Move to desks & collect handouts. Hand out to be completedModel on board: Write date & time. Material: Ice cream/ block / cube Illustrate melted and unmelted material & describe – recall descriptive words – warm, running, sticky, hard, cold, solid, liquid etcStick in book.

4. Word wallQuestions – add to working class journal. What things have you seen melting/freezing?

Why do things melt/freezeWhat is happening when things melt/freeze

When do you or don’t you want thins to melt/freeze? Why?Do you have any questions about melting or freezing?

Recap: Place Melt & Freeze (any other words discussed) on word wall & explain that this will grow as we learn over the next few weeks.

We will be doing some experiments with heating materials next lesson

SCIENCE EXPLORE (hands on & introduce PROE vocabulary – Predict Reason Observe Explain) Lesson 2

Heating materials

Resources: Materials in labelled bags, before/after handout from Primary Connections, working class journal.

Students on floor1. Review previous lesson – journal & word wall – working class journal on TV (photos of word wall, lesson 1 handout, HEATING up title to intro lesson 2.)

2. Introduce collected material – labelled and in bags. – No eating or drinking!Ice cubes, honey, oil, milk, cheese, metal spoon, plastic spoon, rubber, peg, metho x 2

3. Explore words solid & liquids – add to word wallAsk what students think they are, look at collected materials as examples – categorise them, touch both, descriptive words.

4. Ask students to predict/guess what might happen to each material when heated up – write on working class journal. (pg 3) 5. Model handout to be completed.

Move to desk & collect handout – All complete the BEFORE section of all materials – illustration and prediction and reasoning

Explicit instructions how to heat – outside in sun 5-10 mins to heat up all materials, completing AFTER section as a group (2 groups, 1 teacher per group)

Students on floorPresent evidence to class in teams & compare to predictions.

Stick sheet in Journal

NOTE: Place materials in fridge to cool for next lesson.

SCIENCE EXPLORE Lesson 3

Cooling materialsResources: Materials in labelled bags, Storyboards, working class journal, interactive tv/smart board, brain pop junior website.

Students on floor :What happens when you boil water? In this movie, you'll explore how matter can change. Matter is anything that takes up space and it is made up of tiny particles. Matter can come in different states like solids, liquids, and gases. Different types of energy, including heat, can change matter. Why does ice cream melt on a sunny day? Watch the movie to find out

Add the words matter & gas to the word wall

Watch Jn Brain Pop video.

Discuss particles – Gas – further apart, liquids a little closer, solids very close.

Add Particle to word wall

Particles game – Call out a state of matter. Solid – close together, liquids – further away, gases – very far apart.

1. Review previous lesson – journal & word wall, melt, solid, liquid – working class journal on TV (photos of previous lesson, what they noticed, solids & liquids etc)

Have students complete class journal with what happened to the heated materials.

Before/after worksheet – did you complete it?

Predict (what does predict mean????)The same materials heated in the sun in previous lesson- solids & liquids (record in class journal/on board)

Reason (why)

Observe cooled materials – journal illustration and solid/liquid.

(next lesson) Explain Complete storyboards (transfer 4 materials from before/after) then complete cool space

Place in freezer – predictions (record in class journal)

SCIENCE EXPLORE Lesson 4

Frozen materials

Resources: Materials in labelled bags, Storyboards – stuck in students’ journals, working class journal, interactive tv.

Students on the floor: Review last lesson. Look at word wall.

Particles game – Call out a state of matter. Solid – close together, liquids – further away, gases – very far apart.Show photos from heating up lesson

Predict (what does predict mean????)The same materials being cooled in fridge as previous lessons- solids & liquids (record in class journal)

Reason (why)

Observe Frozen materials

Look at materials as a whole class. See if matched predictions.

Students at desk: Explain: Complete storyboards frozen space

SCIENCE EXPLAIN Lesson 5

Heating upResources: Smart board, ideas map (orange cardboard), Websites: www.bbc.co.uk/learningzone/clips/penguin-huddle/12886.html (penguin huddle)

1. Show penguin huddle video. Ask: What do you think they are doing?Why do you think they are doing that?

How might this help them keep warm?

2. Students stand. Ask them to imagine the room is getting colder, colder and colder until it is freezing. Imagine the room is getting warmer, warmer, warmer until it’s extremely hot. Discuss: What did you do when the room was freezing/extremely hot?

Why do you think you acted that way?Have you ever been very cold/hot before?

3. Intro class ideas map. Record students’ answers to: What ways can you keep warm?Categorise: Go somewhere warm

Stand near something warmHold something warm

Put warm clothes onMove your body

4. Use guided questioning to find out what students think they know about heat and the movement of heat, for example:

Why do you think the heater is hot?Why does a blanket keep you warm?

Why do people need heat?How do we measure heat?

SCIENCE EXPLORE Lesson 6

Where’s the heatResources: Class ideas map (orange cardboard), what’s hot worksheet, candle & lighter

1. Review class ideas map from previous lesson looking at things students identified as those to stand next to when trying to warm up. (orange cardboard)

2. Explain will be working in teams to see how many different things they can find in the classroom that feel warm or hot. Discuss how to identify if things are warm or hot. – safe ways to test slowly moving hand towards source & withdrawing when too hot.

3. Intro what’s hot worksheet – on smart board.Model how to complete the table by using a candle. Ask questions:

Do you expect it to be hot? Why/why not?What does it nee din order to be hot?

Light the candle and complete the rest of the columns

4. Discuss last column of worksheet. Is the candle producing it own heat or heated by something else? (It’s own) How do you know? (I can see it burning)

5. Form teams at locate 3-4 items that produce heat (10 - 15 mins)As a class visit the staff room to identify other items that produce heat.

6. Come back & discuss our findings.

SCIENCE ELABORATE Lesson 7

Materials: 6 identical spoons, lighter, candle, hairdryer, hot cup of water, science journals, stop watch

1. Review previous lesson & heat sources

2. Discuss how most things around us do NOT produce heat. Ask for examples – a chair

3. Introduce the metal spoon – pass around for students to feel. Place in hot cup of water, asking for predictions. Will it stay the same get warm, hot or very hot?

4. Draw a picture of the spoon in hot water & heat moving from the hot water into the spoon using arrows.

5. Use 5 different heat sources & discuss it heating up while timing for 2 minutes:Candle/flameHairdrierHeld in students handsLying in the sunPlaced into warm sand

6. Students to complete create 6 boxes on 1 page in their science journals & draw each heat source touching the spoon, arrows to show the heat and how it was after the 2 minutes of heating.

SCIENCE ELABORATE Lesson 8

Melting test

Materials: 3 identical blocks of chocolate – white, milk & dark half in a block, half in pieces in labelled snap lock bags, stop watches, science journals

Review last lesson. Do all things melt at the same temperature?What happens to the shape of a material as it melts?

How can we tell when all of the material had melted?

Intro chocolate – explain we will investigate the time it takes each bag of chocolate to melt. Predictions?Discuss fair testing – SAME: Size & shape of the chocolate, heat source & the type of bag it’s contained in

MEASURE: TimeCHANGE: type & size of chocolate

Discuss what would happen if we changed the heat sources, if there was more chocolate in one bag than the others etc

Move outside and place bags in a row in the sun. 1 students stands behind each bag with a stop watch. They record the time when their bag has melted chocolate. Ask prompting/scientific questions while waiting.

Move inside to record times in science journals, along with type of chocolate & drawing of block of pieces – model on board.

SCIENCE EVALUATE Lesson 9

Resources: Too hot worksheet, word wall,

1. Review previous lesson

2. Remind students of items introduced in lesson one & previous melted chocolate lesson. How did their shapes change when they melted?

3. Revisit word wall & explore definitions again.

4. Students to individually complete Too Hot! Worksheet to show understand of heat & it’s affect on materials shape

5. Reflection: What did you learn about?What activity did you like most?

What activity did you find the most challenging & why?How did you find out about …….

What are you still wondering about?

SCIENCE EVALUATE Lesson 10

Materials: Where’s the heat? Worksheet, word wall, smart board

1. Review previous lesson on heat. Discuss heat sources & movement of heat. Eg, friction is using 2 sticks to start a fire like in our last assembly.

2. Introduce Where’s the heat worksheet on smart board. Discuss the picture and what they think is happening

3. Students to complete to show their understanding of heat sources & movement

Name: _____________________________ Date: ____________________________

Story board.

Before (room temperature) Heated (in the sun) Cooled (in the refrigerator) Frozen (in the freezer)

Material: ___________________

It is a solid/liquidIt is a solid/liquid It is a solid/liquid It is a solid/liquid

Material: ____________________

It is a solid/liquidIt is a solid/liquid It is a solid/liquid It is a solid/liquid

Material: ____________________

It is a solid/liquidIt is a solid/liquid It is a solid/liquid It is a solid/liquid

Material: ____________________

It is a solid/liquidIt is a solid/liquid It is a solid/liquid It is a solid/liquid

Word wall

Cold Hot SolidLiquid FreezeMelt Matter Soft Hard Gas Particles

English – procedural text unit overview:1. Structure of a procedure2. Nouns & adjectives3. Present text verbs4. Modelled writing5. Follow a procedure6. Follow a procedure as a class 7. Create/recount the whole class procedure - draft8. Use computers to type up procedure – final product

ENGLISH ENGAGE (Gain prior knowledge) Lesson 1

Resources: Scissors, Smart board to display procedure of how to draw a shark using shapes.http://artforkidshub.com/how-to-draw-a-shark-with-shapes-young-artists/, PM reader 3 big book, various procedural text examples

Students on floor1. Display pages 26-27 of big book. Read title to students. Tell them that this text is a procedure (write on board)What do you think this procedure is for? To tell us how to make recycled paper.Can you think of any?

What might it be used for?Cook books, how to brush your teeth, how to put a bike together etc

2. Read the text. Explain meaning of unfamiliar vocabulary (hands up and write on board as whole class)

Look at structure: Title, goal, materials, steps.

Watch video instruction of how to draw a shark (stop at 8:07) – students may complete at desk or on floor as long as they are on task.

When completed can stick in book then look at small book examples

All students back to floor: Recap/reflect. Hand up is you learnt something new or interesting. Did you think of a procedure you would like to follow?

Explain final task of making a slice of their choice (4 options given) then writing a procedure of how you made the slice and present to the class.

ENGLISH EXPLORE Lesson 2

Materials: Wrapped food, PM reader 3 big book, white board marker, procedure WORD to cut out, and procedure sections.

Students on floorReview last lesson – what was it about? What did we do? What did you notice? What happened when you didn’t follow the steps? Did you reach the goal? Look at definition again:

Students at desksHand out letters P R O C E D U R E for students to cut out & paste in book write definition below (have written on board: Text that tells us how to make or do something.)

Students on floorDeconstruct the procedure in big book (28-29) looking closely at its structure and their purposes

Discuss the purpose of a TitleIdentify the Goal: tells the reader what is going to be made or doneIdentify the Materials: the use of dot points to create a listSteps: revise steps need to be in the correct order (eating wrapped food example – have students give you instructions on how to each wrapped food, most will say put it in your mouth before remembering to unwrap it first) Link the final step to the goal to indicate the procedure is complete

Model how to place parts in correct order. Students move to desks & apply learned knowledge

Early finishers, finish colouring/decorating shark from previous lesson

ENGLISH Text deconstruct Lesson 3Nouns & adjectives

Materials: Big book, Worksheets pg 18-19 Grammar for a purpose 2 (copy procedure), smart board, feeler bag & items

Students on floor:

Display pages 30-31 of big book. Re-read text.

What are nouns?? Examples – People, Places & thingsIdentify nouns in text – notice they are used in the goal.

Categorise under the headings People, Places or Things – on white board together.

What are adjectives? ExamplesFeeling bagIdentify adjectives

Adjective adds meaning to nouns.

Display worksheet to model (Scan and display on smart board)

Students at desk:

Grammar for a purpose activities

Follow instructions pg. 18-19 Grammar for a purpose 2.

ENGLISH Text deconstruct Lesson 4Adverbs and nouns

Adjusted lesson plan as students did not grasp the link adjectives had to nouns in previous lesson

Materials: Adjective & nouns matching cards, Rewriting sentences adding adjectives for each noun worksheet, The Bug Book, Dazzling descriptions cards.

Students on floor: Begin by recapping on last lesson – verbs (people, place & thing) & Adjectives (describing words)

Read The Bug Book focussing on adjectives used & asking for examples of adjectives for some bugs.

Students form a circle: 1. As a class place adjective & noun cards in centre of circle & take turns to categorise into adjectives & nouns.

Then ask to match 3 adjectives per noun that suit best – Write on smart/whiteboard.

2. Show dazzling description words & ask for 2 adjectives for each card

Model Sentence worksheet, do as whole class, then students move to desks.Students at desk: Complete sentence worksheet – rewriting by adding 2 adjectives per nouns.

Early finisher: Page 2 of previous lesson handout.

ENGLISH Text deconstruct Lesson 5Present Tense Verbs/Adverbial phrases

Materials: Big Book, Grammar for a purpose 3 pg 28-29, smart board

Students on floor:Game/Simon says: Give students action verbs. Jump. Clap. Hop.

Present verbs: What are they? Tell us what to do. Examples?They tell the reader what to do.

Look at big book & identify verbs – notice they are placed at the beginning of each step

Highlight verbs, nouns & adjectives on sheet/on board.

Adverbial phrases: a group of words to tell the reader when, where, how or why an action takes place. It adds meaning to a verb in the same way an adjective adds meaning to a noun. Display worksheet to model (Scan and display on smart board)

Students at desk:Glue then complete worksheets in book.

ENGLISH Modelled Writing/Reconstruct Lesson 6

Materials: play dough recipe & ingredients, smart board, white board & markers, snap lock bags.

Students on floor: Tell a story about a simple procedure I have followed (making play dough). Make sure I explain the steps clearly Talk students through writing the procedure down under the 4 headings of text structure. – write on board – questioning as I go.

Students write procedure in their books,

Follow procedure to make play dough as a class

ENGLISH Reinforce Lesson 7

Materials: Origami paper, smart board

Explain we will watch an instructional video on smart board of creating origami, follow the procedure together then write as a procedural text. Model writing procedure. Remind of procedure structures. Ask students if we missed any steps. Follow our written procedure as a class and see if others who did not see the instructional video could follow and successfully create origami.

ENGLISH Elaborate Lesson 8

Materials: Various procedural texts, whiteboard marker, ingredients, materials, recipe, microwave, refrigerator, camera, procedural text template

Students on floor: Explain we will be making hedgehog slice. They will need to recount what we have done through writing it as a procedure. Remind the structure of procedural text. Photos will be taken and added to a slide show as prompts/reminders of the ingredients, materials & steps. Make sure I explain the steps clearly.

Move to staff kitchen:Have students help create slice. Reminding of what information they will need to create their text.

Come back & begin draft.

ENGLISH Evaluate Lesson 9-11

Materials: Hedgehog slice slide show, procedural text templates, computers

Display hedgehog slice photos to assist.

Students write draft procedure on template.

Once edited, students type up procedure in Word. Take notes of how much assistance given at each stage. Use Rubric to mark.

Procedural Text Rubric

Assessment criteria Towards the level

Possible points 1-2

At the level

Possible points 3-4

Beyond the level

Possible points 5-6

Points Awarded

Ability to follow oral and visual instructions to make a slice with the class

Shows little or no understanding in following oral and visual instruction to

make a slice.

Understands the importance of following instructions to make a slice as

a means of organising thoughts for procedural text creation.

Highly developed understanding of following instructions as a means of

organising thoughts for procedural text creation.

Procedure is structured correctly and contains all elements

Shows limited ability to document their procedure, containing little or no

correct structure.

Understands parts of the structure of procedural text, but missing some

information.

Demonstrates a deep understanding of the structure of procedural text,

developing a comprehensive procedural text.

Ability to create a procedural text that others are able to follow.

Student shows little ability to create a procedural text that others are able to follow, needing strong guidance and

support

Student is able to create a procedural text that others are able to follow with

some guidance and support

Student is able to create a procedural text that others can follow will minimal

or no support

Time Management and Preparedness.

Student struggled to stay on task and manage time appropriately, often

requiring supervision.

Student was able to stay on task and manage time without constant

supervision.

Student managed time extremely well, working autonomously and staying on

task.Ability to utilise digital resources.

Shows limited understanding of digital resources such as computers, and the

role they play in documenting and presenting information.

Understands ways in which digital technology can be utilised to document

and present information.

Demonstrates highly developed skills when using multiple methods of digital

technology. Thoroughly understands how technologies relate to documenting

and presenting information.Participates in class discussions.

Student lacks confidence in putting forward ideas and opinions and is

unable to provide quality contributions.

Student adequately presents their ideas and opinions in class discussions.

Student confidently and coherently presents their ideas and opinions that

are of high standard during class discussions.

Ability to engage in the personal appraisal process.

Student shows little ability in appraising their own performance,

showing limited ability in identifying strengths and weaknesses.

Student is able to adequately appraise their own performance, identifying

strengths and weaknesses.

Student demonstrates a high level of during and post-production analysis,

Identifies intricate strengths and weakness in great detail.

Total Possible Score: 42 Points Actual score:

Procedure templateComplete the template below to create a procedure.

Things to remember! Title: 1 or 2 words about what the procedure is.Goal: 1 sentence telling the reader what the end result will be.

Materials: Use dot points to list your materials. Steps: 1. Use numbers to list your steps. 2. Begin each step with a present tense verb or a demand – example Pour.

Title:

Goal:

Ingredients:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Equipment:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Steps:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

U P E D E R O C RU P E D E R O C RU P E D E R O C RU P E D E R O C RU P E D E R O C RU P E D E R O C RU P E D E R O C RU P E D E R O C RU P E D E R O C R

1. Cut out each heading and box2. Place text in correct order under correct heading.

TITLEGOAL

MATERIALSSTEPS

You will need: a large bucket of warm water shredded paper a wooden spoon

Pour the pulp onto the screen and spread it out until it is smooth.

Let the extra water drain off.

Place a sheet if paper towel on the pulp and press gently.

Place the shredded paper into the bucket of warm water to soak.

Mix the paper and water with the wooden spoon.

a wire screen paper towels two dry towels a rolling pin.

To make new paper from used paper. Recycling Paper

Lift the paper towel off the pulp.

Remove the paper from the wire screen and place between two towels.

Roll the rolling pin over the towels.

Remove the towels and allow the new paper to dray in a warm place.

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speedy spottyhairy drinkbubbly frozensolid chairsoft largebouncy jungle

leafy darkwarm thinkwooden sharptoothpick paintblue runnythick