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Class/grade: 3
transdisciplinary theme
An inquiry into the natural world and its laws; the interaction between the natural
world (physical and biological) and human societies; how humans use their
understanding of scientific principles; the impact of scientific and technological
advances on society and on the environment.
Age group:
6 weeks
central idea
Natural materials can undergo changes that may provide challenges and benefits
for society and the environment.
What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change, connection, perspective,
responsibility, reflection) to be emphasized within this inquiry?
Students present their projects during the Science Fair, where explain their
investigations.
Goal: To conduct experiments on rusting, food preservation, bleaching and
ripening; To educate other people about the practical applications and ethical
dilemmas involved in their assigned topics
Role: As a scientist and resource speaker for their topics
Audience: Teachers, classmates and students from other levels
Scenario: People in the Science Fair need to be educated about how materials
come about, their practical applications and the ethical dilemmas involved in the
use and production of such materials
What are the learning experiences suggested by the teacher and/or students to encourage the students to
engage with the inquiries and address the driving questions?
Students dissect the central idea by highlighting the big words, and then
simplify them by creating a concept/mind map through identifying words
related to the big words. They try to express the central idea using their own
words.
What will be
assessed?
-Nature of
chemical and
physical changes
-Practical
applications and
implications of
change in
materials
-Ethical dilemmas
associated with
manufacturing
processes and
by-products
Tuning-in:
#1: Unpacking of concepts from the Central Idea
Students identify the words from the Central idea that they are not familiar with. Using those words, they tour the school to find
anything that represents them. (words such as temporary and permanent changes were unlocked through simple experiments;
words such as benefits and challenges were unlocked through pictures and videos)
Students identify statements from the Central Idea (smaller ideas) which they will unpack using words and illustrations. They share
this with the rest of the group through gallery walk.
Students restate the Central Idea using their own words.
Students come up with their wonderings (questions) about the Central Idea
#2: Nature walk. Students take a nature walk to find objects or things that are evident of change. They describe the object in its
original state. They also describe how it changed, mentioning the factors that caused the change.
(see continuation in Attachment A)
What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile?
A. Transdisciplinary Skills
thinking - Students enhance their thinking skills through gaining knowledge about the different concepts involving physical and
chemical change.
Application: Students apply what they learned in class as they perform experiments at home.
Synthesis: Students come up with ideas on how to be responsible in manufacturing considering the impacts of changes.
social - Students are able to develop responsibility, decide as a group and adopt a variety of roles as they engage in small group
work.
Accepting responsibility: Students demonstrate initiative in taking their responsibility after performing the experiments.
Resolving conflict: Students try to give suggestions on how to solve the negative impacts of manufacturing to the environment.
research - Students conduct research on the application of physical and chemical change in society, at home, in industry and the
environment.
Organizing data: Students organize the data that they gather from their own investigation for presentation.
Recording data: Students observe and record the data from the experiments.
B. Learner Profile
knowledgeable - Students conduct their own experiments to prove the indicators of physical and chemical change that they have
observed. They will also come up with appropriate hypotheses for every experiment.
risk takers - Students carry out science investigations and other experiments unknowing of the possible outcomes
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Materials will be gathered, displayed and observed as they undergo changes each day in the Unit of Inquiry Corner. They will serve as a spring board in focusing and understanding the first line of inquiry. This will be used in identifying different
changes that take place. Pictures that show changes will be posted on the Unit of Inquiry board for students to analyze the characteristics of physical and chemical change.
Tables that contain observable changes will be constructed and updated as the inquiry progresses.
9. Teacher notes
Challenge: Sending the investigation home without explicit instructions for parents.
At this point teachers should go back to box 2 What do we want to learn? and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.
Attachment A
Tuning-in continuation:
#3: Exploration tables. Set up stations for students to explore different materials; their properties, compositions and uses
A. Solid
Box 1: Different kinds of metals, copper, aluminum, steel, magnet
Box 2: Different kinds and forms of wood and paper
Box 3: Plastic, glass, rubber, textile/ cloth, porcelain
Box 4: Different forms and kinds of rocks, stone, pebbles
In groups of 3, students explore the properties and composition of the group of objects in their box. They use their senses to manipulate or investigate the
materials. They come up with a chart to show both.
#4. Wonderings. Questions of students are consolidated on a chart and grouped to find out categories of their interest.
Finding Out
Sorting Out
Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand data in a
range of ways (usually shared experiences)
Data collection
Students create a T-Chart that shows physical and chemical change, and the
different characteristics of physical and chemical changes. They update the
table after each of the experiments and other engagement.
Jigsaw Reading: Students will be grouped into 4 small groups. Each group
receives an article about a specific characteristic of physical or chemical change.
LOI #2- Practical applications and implications of change in materials
Students investigate changes that are happening inside their own homes. They
list down those changes and classify whether physical or chemical.
Donut Sharing: From the results of the homework, students share what they
know about the applications of changes.
Students create a graphic organizer that shows the applications of the changes
around us. They update the graphic organizer as they go through all the activities,
including the donut sharing and video analysis. They will add a category that would
include the impact of the changes to the environment.
From their understanding gained from the reading, the students create a poster
that shows the applications and implications of the changes that happen to
materials.
Video Analysis: Students watch videos that show the application of changes.
Video also shows other effects of changes especially to the environment.
In small groups students read articles about the applications and implications of
changes
LOI #3- Ethical dilemmas associated with manufacturing processes and
byproducts
Students view more videos about manufacturing, its benefits and its impacts on
the environment.
Through TUG O WAR(a visible thinking routine), the students share their opinions
when they are faced with the dilemmas of manufacturing.
Using a table, each of the students will identify the positive and negative aspect of
farming. The third column of the table will be used as a placeholder for their opinion
whether to continue farming or not.
From their learning about the dilemmas brought by the manufacturing processes and byproducts, the students understand that everyone needs to do everything in
moderation because of the negative impacts that changes can bring as we try to make changes in materials to get what we need and to have what we want.