Year 6 Science

Learning Focus

Lesson 2 Here Comes the Sun

Administration

Copy (x19) PROE Template

Key Teaching
Focus

1. Focus on student-centred approach, especially when students

are working in their groups/pairs. Be mindful of teachercentred approach when needed early in the lesson dont let
that carry over too long. Be sure to know when to switch.
2. Focus on pedagogy and the outcomes are the students
using each other to learn? Are they getting enough
time/experience in their own discovery?
3. Calling on students is this providing a safe environment and
allowing all students to contribute as they feel best?

Duration

1 lesson

Essential
Question

Provide students with hands-on experiences of science phenomena.

Background

Teacher science manual p. 30.

Briefing & Set

up

Link back to previous work:

10 mins

1. Refresher on discussions from last lesson. Focus on solar use

of solar energy in the home (refer to appliance task). Discuss
energy costs and attempts to reduce costs through solar
energy.

Instructions:
2. Provide overview of the experiment: to see which can of water
heats up the fastest. Students will have one standard can of
water, and a can they can modify (given a range of resources to
use).
3. Discuss how to keep the test fair eg. Same amount of water,
same time of day, same location etc.
4. Discuss some starter ideas on what might make the modified
can heat up faster.
5. Divide the class into groups of 3. Hand out the PROE worksheet
and discuss the elements (predict, reason, observe & explain).
Explain how they are going to observe (take temperature etc).

Year 6 Science
Activity

Experiment

20 mins

1. Students to move down to the area outside the library and start
working on modifying their can.
2. Can prep time 5-7 mins; Guide students who might be off
track stuck for ideas.
3. Cans to be left for 10 mins while heating up.
a. Discuss hypotheses as to which method is going to work
ask students to show and discuss their approach.
b. During this time refer to discussion on solar energy
(teachers notes p. 31).
4. Guide students in measuring temperature.

Debrief results
1.

What worked well in this investigation?

2.

Why did certain cans heat more quickly than others?

3.

How can the design be improved in future?

4.

What didnt work well?

Focus:
1. Give the instructions in one set, upfront and then let them do the
work.
2. Check student progress as they start the activity to ensure
understanding of the instructions.
3. Move around the class and focus on student centred learning
(move away from teacher directed!).
Wrap up

Next week we move on to ideas such as water energy in more detail.

5 mins
Resources
Extension Work

NA

Homework

NA

Assessment
Absent
2

Year 6 Science