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P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: What’s the Matter? Duration: 5 weeks

Subject/Course: Science, Literacy, Teacher(s): Kate, Veronica, Michael Grade Level: Stage 2

Other subject areas to be included, if any:

Maths and Art

Significant Content

(CCSS and/or others)

ST2-4WS Students conduct investigations by using a range of methods to record observations and measurements with care and honesty, including data obtained. Students process and analyse data and information by sharing their findings, reflecting on the investigation, including whether a test was fair or not.

Students communicate by sharing what they did and found out, including identifying some strengths and limitations of the method used and what could be done

differently to improve their investigation, including fairness as appropriate.

21st Century Competencies

(to be taught and assessed)

Collaboration X Creativity and Innovation

Communication X Other:

Critical Thinking

Project Summary

(include student role, issue,

problem or challenge, action

taken, and

purpose/beneficiary)

The Students will conduct a fair test, focusing on solids, liquids and gases. The students are to choose a topic to focus on, keep a

journal and then prepare a presentation suitable for a science fair. Each student will participate in a small group that will conduct

the experiment. They will also write a procedure, which will show how their fair test was conducted.

Driving Question What Experiment on solids, liquids and gases could we share at a science fair?

Entry Event Book the Science Lab and take a tour of it. Have a range of simple activities that involve changing states of matter that the kids

can try out for themselves.

Products Individual: Procedure Writing

Journal Writing

Specific content and competencies to be assessed: Write unassisted, a procedure based on the experiment/ fair

test that they have completed with their group.

Complete a journal detailing their experiment.

Team: Science Fair Presentation

Specific content and competencies to be assessed: Conduct a fair test

Discuss their findings with an audience

Active Listening skills

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P R O J E C T D E S I G N : O V E R V I E W page 2

Public Audience

(Experts, audiences, or

product users students

will engage with during/at

end of project)

University of Wollongong, Peers and Teachers who will evaluate their work

Resources Needed On-site people, facilities:

Science lab, Science technician and Computer Labs

Equipment: Safety goggles, Plastic containers of various sizes, Plastic sheets, cardboard, art supplies, iPods, cameras, small plastic

bags, pipe cleaners, string

Materials: Diet Coke, Hydrogen Peroxide, yeast, food colouring, mentos, detergent, vinegar, baking powder

Community Resources:

University of Wollongong,

Reflection Methods

(Individual, Team, and/or

Whole Class)

Journal/Learning Log X Focus Group

Whole-Class Discussion Fishbowl Discussion

Survey X Other:

Exit Ticket

X

Notes:

crystal geodes

Baking soda and vinegar

Mentos and Coca Cola

a

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P R O J E C T D E S I G N : S T U D E N T L E A R N I N G G U I D E

Project: What’s the Matter?

Driving Question: What Experiment on solids, liquids and gases could we share at a science fair?

Final Product(s)

Presentations,

Performances, Products

and/or Services

Learning Outcomes/Targets content & 21st century competencies

needed by students to successfully

complete products

Checkpoints/Formative Assessments to check for learning and ensure

students are on track

Instructional Strategies for All Learners provided by teacher, other staff, experts; includes

scaffolds, materials, lessons aligned to learning

outcomes and formative assessments

(individual and

team)

Procedure Writing

I can conduct a fair

test to show the

properties of matter

I know what a fair test 1. Summary of resources

2. Science journal

3. Exit ticket

Teacher model of note taking and

journal writing

Teacher model of fair test /video

I know what matter is and can identify the

properties of a solid, liquid or gas

1. Science journal

2. Reflective journal writing

3. Quiz/ Exit ticket

Teacher model research and note taking

Videos

I can explain my experiment using evidence 1. Outline of report

2. Draft of report/ peer feedback

3. Teacher Conference

Teacher model of summary

Writer’s workshop

Science Fair

Presentation

I can report on a

topic in a logical

way to support my

ideas

I can use visual aids to enhance the content and

message of my presentation

I can respond to audience questions clearly.

1. Draft of visual aids (peer/ teacher

feedback)

2. Practice Presentation

3. Charrette

Examination of exemplar visual aids

Watch a video

Questioning techniques with partner

practice.

Model a charrette

I demonstrate active listening skills 1. Active listening/ Peer feedback

2. Self-reflection Model listening skills and then practice

with a partner.