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Institute of Early Childhood

Experience Plan
Class: Stage 2

Date: TBC Time: 1 Hour
Prior Learning and Rationale:

This lesson is situated around student presentations. It is inclusive of prior learning children have done in the
past 5 lessons within this unit, including knowledge surrounding balance, gravity and construction. This
lesson allows children to present materials through abstract representations of the use of materials
(Charlesworth & Lind, p514, 2013) to conclusively demonstrate a project that demonstrates balance and

KLA (s): Science and Technology, English.

To have children successfully present a Science Fair demonstration to their peers, using their creations they
have been working on.

Outcomes & Content Processes
A student: describes everyday interactions between objects that result from contact and non-contact forces
- Students: observe the way the force of gravity pulls objects towards the earth, e.g. dropping objects
from different heights.

A student: investigates by posing questions, including testable questions, making predictions and gathering
data to draw evidence-based conclusions and develop explanations (ST3-4WS)
- Students: conduct investigations by accurately observing, measuring and recording data, using digital
technologies as appropriate.
- Students: conduct investigations by working collaboratively in conducting a range of appropriate
investigation methods, including fair tests, to answer questions or solve problems.

A student: identifies the effect of purpose and audience on spoken texts, distinguishes between different
forms of English and identifies organisational patterns and features (EN2-6B)
- Students: understand the use of vocabulary in discussing and presenting spoken texts in familiar and
unfamiliar contexts
(ACARA, 2014)

Resources & Equipment:
Science Fair projects
Access to the interactive whiteboard
Classroom organisation:
The classroom needs to be set up PRIOR TO THE
LESSON by having the tables and chairs arranged in
a semi-circle, conference style setting, to allow for
presentations to be set up by children, with the
teachers aid if requested.

Institute of Early Childhood

Lesson Development:

Prior to the lesson, send out invitations to parents, inviting them to view the Science Fair
Invite children in, assist to bring in projects where necessary
Allocate spots for children to set up their projects in the semi-circle
Allocate which groups present when
Allocate 5-10 minutes presentation time
Prior to commencement, speak to children about respectfully viewing others presentations
After all Science Fair projects have been presentenced, have children sit in a semi-circleto discuss how the
presentations went and to promote positive feedback.

Children should be asked to support their classmates
presentations, by giving back using feedback and
interacting with the science fair demonstrations. To
differentiate this lesson, support should be given to
all children to suit individual needs. Groups should
also be chosen in accordance to learning styles and
needs. The interactive whiteboard and the internet
will be used, as well as books from the library.
Children should also feel supported by their teacher
to maintain their own independence throughout the

To extend this lesson, if the science fairs are over and
done quicker than anticipated, children are asked to
sit down with each other in a conference type
manner, and talk and assess each others work in a
positive way. Early finishers in this circumstance can
quietly write down 5 positive things on a piece of
paper, and one negative thing for discussion.

Key Scientific Knowledge (KSK) Pertinent Loan of Knowledge (PLoK)
Science fairs provide students with an opportunity
to improve on this existing scientific processing
skills such as their ability to question, problem
solve, hypothesis theories, sequence procedures and
make conclusions based on evidence gathered
(Sinsel, 2008).

Science fairs provide students with an opportunity
to share their ideas and findings through fun,
interactive presentations and activities.

Institute of Early Childhood

Australian Curriculum and Assessment Reporting Authority. (2014). Science K-10 (incorporating Science
and Technology K-6). Syllabus. Retrieved from:

Charlesworth, R. & Lind, K. (2013). Math and Science for Young Children. 7
Ed. Wadsworth Cengage