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UC CoEd Unit Plan /Mahere Aho

Learning Area:
Te Arotanga Marautanga:

Science
Chemistry

School / Kura:

Topic

Kaupapa:

Chemistry, chemical
reactions

Year:
Lessons:
Taui : 7/8
ako: 4

Number of Children:
Tokohia ng tauira: 30

Date /Te W

Number of
E hia ng mahi Taui

Big Understanding
Ng Ari Matua

Students will learn the chemical reaction that occurs when an acid and a base come together. Make sherbet to see chemical
reaction.
Key Competencies
Achievement Objectives
Ng Pkenga Matua: (highlight and describe)

Whinga Paetae:

Science
Thinking making sense of new information
Material world
Properties and change of matter
Using language, symbols and text learning new science
observe, describe and compare physical and chemical
language and symbols
properties of common materials and changes that occur when
Managing self self-motivated to work through
materials are mixed, heated, or cooled.
worksheet.
Relating to others listen actively and recognise different
points of view while working in peers.
Participating and contributing working in peers to make
the sherbet
Learning Intentions/ Specific Objectives
Academic Learning Needs
Success Criteria
Nga Whinga P:
Ng Pkena Akoranga: -whole
Paearu Angitu: (2/3 for each learning intention. Highlight
those you intend to use for assessment)
I
am
learning
to
identify
an
acid
and
a
base.
class & specific individuals
Students can identify when the chemical
I am learning to identify a chemical change
reaction occurs when making/eating
I am learning to identify when a chemical
sherbet.
reaction occurs by making sherbet
Students
Socials & Behavioural
When students describe physical, chemical
Needs
change and acid and bases they have
Ng Pkena whakawhanaunga:
achieved the AO
-whole class & specific
individuals
High behavioural needs class
Assessment Methods /Tikanga Aromatawai: (Circle or add
TEPP220/TEPP221planningformatdevelopedfromTEPI220:June2013

What have you collected and analysed as evidence of

others)

the childrens learning? He aha ng hua kua puta?


Pre assessment sheet, before unit and after unit.

Observation of the learning; interviewing & conferencing;


work sample analysed; test; audio/video recording with
analysis;
What will the children
learn?
He aha ng mahi ako?

Knowledge , Understandings
Concepts and Skills to be
taught.
Mtauranga, mhiotanga an
me ng pukenga.

Date: 6/05/2015

How will the knowledge, skills and /or understandings


be developed?
Me phea te whakapaki mhiotanga?

Lesson Plan /Mahere Ako

Learning Intention:

Over the next 3 Science lessons we will be learning


about chemical reaction that happens when an acid and
a base are mixed together. Then we will do an
experiment to see the chemical reaction with sherbet.

ng Whinga P

Success Criteria:
Paearu Angitu:

Discuss expectations of the next lessons


Development /Whakawhanaketanga:

Ng pkenga Matua:

Changes &
considerations
for next
lesson
Titiro
whakamua

Introduction/ Timaianga:
1,Pre assessment

TeW:

Key Competency:

Resources and
Organisation
Rauemi
whakarite

Pre assessment

Bicultural Perspective Hand out a pre assessment sheet of questions to do with


Kkano Ruatanga:

Is assessment evidence
being gathered during
this lesson?
Aro matawai?

Yes/No
Aa/kao
(circle)
Collect in and analyse pre
assessment sheet to assist
in planning the rest of the
unit.

TEPP220/TEPP221planningformatdevelopedfromTEPI220:June2013

chemical change and chemical reactions to find out what


they already know using the key words. Acid, base,
neutrals etc.
Students work individually to complete
What I think about science sheet, gauge how students
feel about science

Closure /Whakamutunga:
An acid and base game

Pre
assessment
sheet

Today the
lesson went
well students
dont have a
big
understanding
of acids and
bases so I can
continue to
plan the rest of
the unit
starting at
basics.
Students loved
the acid and
bases game.
Some students
now have an
understanding
of the
differences as I
used common
household
products they
would have
been aware of.

Date:

Introduction/ Timaianga:
I2,Introduction
Introduce the key words from pre assessment, and go
into more detail of these.
Ask students
what Is a base?
What is an acid?
Write these on board
YouTube clip on acid and bases. Tim and Moby acid and
bases

TeW:

Learning Intention:
ng Whinga P

I am learning to identify an
acid and a base.

Success Criteria:
Paearu Angitu:

Key Competency:
Ng pkenga Matua:

Bicultural Perspective
Kkano Ruatanga:

Ako

Development /Whakawhanaketanga:
Show PowerPoint on acid and bases
After PowerPoint ask students same questions and write
new answers on board
Students copy what they thought before and what they
think now into their book, making it clear which is
correct.

Is assessment evidence
being gathered during
this lesson?
Aro matawai?

Yes/No
Aa/kao
(circle)
Observations of learning
Analysing what students
wrote about before and
now knowledge.

TEPP220/TEPP221planningformatdevelopedfromTEPI220:June2013

Closure /Whakamutunga:
An acid and base activity flash cards

acid and base


powerpoint
Students
started to pick
up the
difference
between and
acid and a base
very quickly
when we
started
discussing the
differences
between the
two, and what
products go
under each
category.

What will the children


learn?
He aha ng mahi ako?

Knowledge , Understandings
Concepts and Skills to be
taught.
Mtauranga, mhiotanga an
me ng pukenga.

Date:
Learning Intention:

Lesson Plan /Mahere Ako

Recap on what an acid and base is

ng Whinga P

I am learning to identify a
chemical change

Ask students what they think a chemical change is, write


on board
YouTube clip on chemical change
Chemical change activity

Success Criteria:
Paearu Angitu:

Ng pkenga Matua:

Me phea te whakapaki mhiotanga?

Resources and
Organisation
Rauemi
whakarite

Changes &
considerations
for next
lesson
Titiro
whakamua

Introduction/ Timaianga:
3,Chemical change

TeW:

Key Competency:

How will the knowledge, skills and /or understandings


be developed?

Bicultural Perspective
Kkano Ruatanga:

Is assessment evidence
being gathered during
this lesson?

Development /Whakawhanaketanga:
Show PowerPoint on chemical change
After PowerPoint and YouTube ask students same
questions and write new answers on board
Write new meanings on board
Students copy correct meanings into their book.
Liptus paper and students tst differ products around the
school eg, cooking room materials.

Aro matawai?

Yes/No
Aa/kao
(circle)
Discussion with students
to inform if any changes to
planning need to be made.

TEPP220/TEPP221planningformatdevelopedfromTEPI220:June2013

Closure /Whakamutunga:
Chemical change activity

Chemical
change
powerpoint

It was really
useful to use
using the liptus
paper as
students had a
hands on
activity. They
really enjoyed
discussing in
groups and
playing around
with different
products and
comparing the
colour of their
paper to the
chart.

Date:

Introduction/ Timaianga:
4,Sherbet
Today we are making sherbet working in peers that I
choose.
Ive made up a sheet to follow with the instructions.
Everyone in the group must participate.

TeW:

Learning Intention:
ng Whinga P

I am learning to identify when


a chemical reaction occurs by
making sherbet

Success Criteria:
Paearu Angitu:

Key Competency:
Ng pkenga Matua:

Participating and contributing


working in peers to make
the sherbet
Using language, symbols and
text learning new science
language and symbols

Bicultural Perspective
Kkano Ruatanga:

Ako? Working
together?

Development /Whakawhanaketanga:
Sherbet making
Hand out instructions to make sherbet, also with a couple
of questions about acid, bases and chemical change.
Ill model how to make it first
Students work in peers to make sherbet everyone must
participate
Correctly measure out each ingredient
observe what happens when put the acid and base
together
observe what happens what sherbet touches a liquidsaliva

This was a
great way to
end the unit.
After looking
through the
post
assessment
test I see most
students have
taken away
knowledge of
the difference
between an
acid and a
base, and can
identify
products
around their
house.

Students are to record the chemical reaction that


happens.
Accuratelydescribingandexplainingtheobservations

Is assessment evidence
being gathered during
this lesson?
Aro matawai?

Yes/No
Aa/kao
(circle)
Post unit assessment,
using the same sheet as
the pre unit assessment.

Closure /Whakamutunga:
Handoutthesamesheetthestudentsdidforpreassessment.
Selfassesssheetonwhattheyhavelearnttes.
Collectinattheendtoassesswhatstudentshavelearnt.

thechemicalreactionofsherbet:
Thefizzingsensationexperiencedwheneatingsherbetisaresultofthechemicalreactionbetweenthecitricacidandsodiumbicarbonate.Thisreactionalsoproducessmallbubblesofcarbondioxidebutonlywhenthedryingredientsare
wetbysalivainthemouth.

TEPP220/TEPP221planningformatdevelopedfromTEPI220:June2013

3. My teaching
1. Assessment data

2. The childrens learning

State the Learning Intentions you assessed.


From observations, and interactions with students I
was able to make changes to my unit to ensure I was
pitching my teaching at the correct level for the next
day,

Using your assessment information, state how well


the children developed this understanding and what
was indicating this?

List the assessment methods actually used to assess


childrens learning.

The BEST learning activity was


Making the sherbet

Pre assessment worksheet, then students re do


that sheet at end of unit, as well as a self-assessment
sheet, obervations, discussions with students
because
The children could experience the chemical
reaction
Explain how the assessment evidence demonstrates
the childrens development of the big understanding?

What strategies did you use to engage your


learners

I gave out a pre assessment worksheet asking


questions about acids, bases and chemical change to
see what they already know. Then at the end of the
unit, I gave them the same sheet again to see how
their answers differed from the first sheet.
I also handed out a worksheet what I think about
science where students had to circle some answers
on their thoughts towards science.

YouTube clips, PowerPoint with pictures and


games

The assessment evidence analysis is collated


(where?).

What surprised you during your teaching of


the unit? Explain why.

After collecting in the pre assessment worksheet, I


need to start from the start and explain what an acid
and a base is, with examples also explaining what a
chemical change/reaction is. Students indicated they

During the acid and bases lesson most of the


students were really into it asking a lot of really good
questions, that I couldnt always answer so re
capping on some of them next lesson and students

TEPP220/TEPP221planningformatdevelopedfromTEPI220:June2013

Highlight the significant aspects for you from the


list below, and add specific comment for the two you
have highlighted
Sequencing of the learning
Overall planning
Level of preparedness
Use of voice
Management of the learning
Organisation of the
learners/resources
Interaction with the learners
ie the quality of the
conversation
Feedback to the learners

Responsiveness to individual
needs
Questioning
Flexibility ie teaching the
children not the plan
Knowing the learning focus
rather than busy work
Being aware of teaching the
essential skills
Using assessment to improve
the learning throughout
the unit

all prefer doing the experiment themselves, so I need


to find some more activities to do throughout my
other lessons so there isnt too much sitting, writing
and listening.
Annotated notes left with my associate teacher.

TEPP220/TEPP221planningformatdevelopedfromTEPI220:June2013

researching for themselves.