Lesson number: One

Lesson title: What about heat?

ENGAGE

To capture students interest and find out what they think they know about the key concepts.
To elicit students questions about the key concepts.

Inspiration taken from the Primary Connections unit planner

Assessment Diagnostic

Selected
Learning
Outcomes
(AC)

Learning Experiences

Resources

Students will:

See Appendix for resources

1. Discuss the questions and

implications of The Learning Chef's
letter to the class

Images and objects related to heat e.g.

gloves, jacket, kettle, hairdryer placed on
chart paper (appendix 1.1)

2. Show what they think they know

about heat by responding to
images, statements and objects
that relate to heat.

The Learning Chef's letter to the class

(appendix 1.2)

Science
ACSSU049
ACSIS053
ACSHE050
English
ACELY1676
ACELY1792

2.
Learn
new
heat-related
vocabulary to add to a vocabulary
wall

Heat-related statements along a continuum

(appendix 1.3)
'The Mitten' story book (Brett, 1989)
Different coloured post-it notes

ACELA1476

3. Participate in class discussion

about
heat,
providing
ideas, Chart paper
strategies
and
identifying
how/where heat exists
Vocabulary topic board (appendix 1.4)
4. Brainstorm what they know about
different objects and how they are
related to heat
5. Contribute to completing a class
Know/Want to Know chart about
heat.
6. Introduce individual science
journals. Discuss features, purpose
and how students should record
observations and results in.

Teaching Strategies and Group Structure

(whole class, small groups or individual)
Engagement and Heat continuum activity
(whole class)
Display heat-related statements on a continuum
and students move to a position on the
continuum they currently feel, giving reasons
why.
Suggest reasons for why students feel different
despite consistent temperatures in the room.
Questioning and discussion (whole class)
Pose questions after book reading:
Why are the animals climbing into the mitten?
How does this help to keep them warm? Are the
mittens hot; is that why it keeps them warm?
How can we find out if a mitten is a source of
heat?
Rotating stations (group activity)
Students rotate to different task stations with
different objects and images. They write and
draw ideas on post-it notes and place post-its on
the object's chart paper.
Keep it open-ended to maintain intent of the
"Engage" phase lesson.
Write/draw what you know about the
object and how it relates to heat
Vocabulary wall/topic board (whole class)
Brainstorm and write down vocabulary
associated with heat
Know/Want to know chart (individual then
compiled as a class chart)
Children write what they know and what they
want to know about their prior experiences and
this lesson's experiences with heat on post-it
notes then place it in appropriate column in class
chart. Discuss some responses:
Why do you think a heater is hot? How does a
jumper keep you warm? When do we need heat?
Why do we need heat?
Differentiation

Find out what students already think they know and

understand. This allows you to take account of students
existing ideas when planning future learning experiences.

Post it notes
Different coloured notes to assess
different groups' prior knowledge and
ideas
Class Know/Want to know chart
Use as diagnostic assessment to assess
any prior knowledge, misconceptions and
to inform future teaching points (appendix
1.5)

Provide picture cues for students

Teacher to summarise and scribe student
responses for class chart for selected students
Teacher to assist students with brainstorm and
reading of thermometers etc.

Lesson number: Two

EXPLORE
Inspiration taken from the Primary Connections unit planner

Lesson title: Where does heat come from?

To provide hands-on experiences of the phenomenon or concept.

To provide shared experiences of thephenomenon or concept.

Assessment Formative
Selected
Learning
Outcomes
(AC)

Learning Experiences

Students will:

Resources

ACSSU049
English
ACELY1676
ACELA1476
Maths
ACMSP069

1. Explore heat in familiar contexts What's Hot worksheet for each student
with
hands-on
experiences
of (appendix 2.1) (Australian Academy of
identifying heat sources in the Science, 2014)
classroom and classify them
Collection of objects or pictures of them
2. Record observations in a table -Computer
and
start
keeping -Mobile phone
records/worksheets
in
science -Warm cup of water
journal
-Heater
-Hot water bottle
3. Identify how heat can be -Computer
produced in many ways and the -Hairdryer
temperature scale that different -Glass on window
objects can have e.g. warm, hot, -Light bulb
very hot
-Person
-Sunlight
4. Use oral and written language to -Fridge
record
and
discuss
their
observations of heat sources
Class T-chart with column headings 'heat
producers' and 'heated by something else'
5. Discussion to compare and
contrast ideas about heat sources
Coloured Post-it notes
iPad or cameras to take pictures of objects if
available

Identification of heat sources (group work)

Students work in teams to find different objects
and pictures of objects in the room that give off
heat. Take pictures of these to present later. They
identify and decide whether the objects are
warm, hot, etc.

EXPLORE

Correct identification of objects into their

respective categories of heat producers
or otherwise

Demonstrate an object that feels heated but is

not a heat producer e.g. a hot water bottle that is
heated from pouring hot water into it.

Post it notes
Using different coloured notes for
different groups to assess different
students' understanding.

Class discussion and completion of T-chart

(whole class)
Groups to classify objects found into 'heat
producers' and otherwise, writing these onto
post-it notes. Stick these onto the class T-chart.
Groups can also present pictures taken. Teacher
encourages discussion and dialogue by asking
questions:
Who agrees with what this team as found?
Why/why not?
Can you think of any other sources of
heat?

Inspiration taken from the Primary Connections unit planner

Lesson title: Race to disappear

'What's hot' worksheet

Used as formative assessment by seeing
whether students correctly organise
information into a table with correct
columns, heading and information.

Modelling of group investigation (whole

class)
Model completion of student worksheet. Teacher
lights a candle and asks students to write this
object in the correct column of their worksheet.
Class discussion on its temperature (warm/hot?)
and whether it is a heat producer or not. How do
they know?

Differentiation
For selected students, compose a worksheet that
already has the object column filled out.
Explicit demonstration for students with some
objects, guiding them to touch objects and ask
them to describe what it looks like/feels like.

Lesson number: Three

Look for evidence of students use of appropriate ways to

represent what they know and understand and give
them feedback about how they can improve their
representation.

See appendix for resources

Science
ACSHE050

Teaching Strategies and Group Structure

(whole class, small groups or individual)

To provide hands-on experiences of the phenomenon or concept.

To provide shared experiences of thephenomenon or concept.

Class T-chart
Assess students' understanding of heat
concepts and ability to classify objects
into heat producers or otherwise

Assessment Formative
Selected
Learning
Outcomes
(AC)

Learning Experiences

Resources

Teaching Strategies and Group Structure

(whole class, small groups or individual)

'Temperature: Heating up and cooling down'

book (Stille, 2004)

Reading/Brainstorming/questioning (whole
class)
Children to do think-pair-share on temperature give definitions and examples, distinguishing the
difference between heat and temperature.
Highlighting different heat sources in our
environment, distinguishing between heat
producers and objects that receive heat from
another source
Focus example: A blanket is not hot so how does
it keep you warm?

Look for evidence of students use of appropriate ways

to represent what they know and understand and give
them feedback about how they can improve their
representation.

Students will:
Science
ACSSU049
ACSIS215
ACSIS057
English
ACELY1676

1. Explore the effect of heat in and

observe changes
2. Identify different sources of heat
that may have the biggest/fastest
effect to induce a temperature
change
3. Participate in group and class
discussion to predict and analyse
observations and results from
investigation

ACELA1476
Maths
ACMMG061

4. Record observations and results

in science journals, as well as
identify ways to improve and reflect
on investigation if conducted again

A relatively large block of ice in a zip lock

bag for each group of students
Different heat-producing objects for students
to use in their investigation e.g. hairdryer,
candle, portable heater
Timer

Group discussion and activity (planning

and activity to be done in groups)
Students identify different methods to melt their
group's ice cubes as quickly as possible. They
select one method to investigate. Ask students
to predict which one they think will be most
effective. Put on a timer and students record the
time taken to melt their entire block of ice.
Different method examples:
Putting the ice in the sun
Holding it next to a heater
Putting it on a hot/warm surface indoors
Putting it in warm water
Holding it over a candle
Blowing it with a hairdryer
Using body heat
Class discussion (whole class)
Ask questions on results after student
investigation.
What was the best/fastest heat source to
melt ice?
Did it need to touch the heat source to
melt? Why?
What will you change for next time?
Science journals (individual)
Students to record results and observation in
their science journals, as well as reflection on
improvements for next time
Differentiation
Explicit and direct instruction and scaffolding for
selected students. Consideration into forming
science learning groups.

Science journals
To assess student knowledge and
understanding
in
their
predictions,
methods, reflection
Observation and anecdotal notes
Record observations and notes on
student thinking and explanations as
teacher goes around to assist different
student groups

Lesson number: Four

Lesson title: Power of the sun

EXPLORE

To provide hands-on experiences of the phenomenon or concept.

To provide shared experiences of thephenomenon or concept.

Inspiration taken from the Primary Connections unit planner

Assessment Formative

Selected
Learning
Outcomes
(AC)

Learning Experiences

Resources

Teaching Strategies and Group Structure

(whole class, small groups or individual)

Look for evidence of students use of appropriate ways

to represent what they know and understand and give
them feedback about how they can improve their
representation.

Students will:
Science
ACSHE050
ACSSU049
ACSIS215
ACSIS058
English
ACELY1676

Brainstorming (whole class)

Review findings on prior lesson on different
1.
Investigate how heat energy
sources of heat and its effect on the ice cube.
from the sun can change the Different objects/materials to investigate: Ask students to suggest materials or substances
temperature of objects made out of chocolate, ice, jelly, tile, aluminum can, they think will be affected by heat energy from
different materials/substances
water, candle, marshmallow, ice cream
the sun and how they think they will change.
Discuss factors such as appearance,
2. Participate in group investigation Thermometers for each group
composition, etc.
and discussion to make predictions,
perform
experiment,
make Prediction and Results Table worksheet for Student investigation (group work)
observations and record results.
each student (appendix 2.2)
Students are shown the materials and objects
they will be conducting the investigation with
3. Class discussion on the effect of 'What Can You See?' worksheet for each (placing the objects in direct sunlight to absorb
heat on different objects and how it student (appendix 2.3)
heat energy). They make predictions on what will
changes
happen and fill it in the Prediction table
worksheet.
Plates or trays for each group of students

ACELA1476
Students set up trays with materials. They
record initial observations and check
temperature of each material at regular intervals
(every 5 minutes) and record observations on
any changes to the material on the 'What Can
You See?' worksheet.

Maths
ACMSP069

Student
responses
to
class
discussions
To assess student understanding of
requirements needed for a 'fair test' in
science
investigations
to
achieve
accuracy in data
Completed tables in worksheets
Whether students are able to correctly
record information and present it in
tabular form, and how they use
observation and experiment results to
inform their understanding.
Observation of students
Ability to accurately read temperatures
from thermometers and use correct units
of measurement to record results

ACMMG061
Completion of table after investigation
(individual work)
Students use their Heat observation table
worksheet, students complete the last 2 columns
on their 'Prediction and Results Table' worksheet
on what happened to each material and why
they think this happened.

ACMSP068

Class discussion (whole class)

Class comes together to compare and discuss
results of experiment. Ask students what
materials seemed to change the most?
Discuss any differences between different
groups' results.
Ask students for suggestions on what is required
for a fair test. Was this experiment a fair test?
e.g. all groups to have same quantity of
materials, all groups to have the same surface in
which to place materials onto etc
Differentiation
Less materials given to selected students. Pre-fill
some boxes in the table to guide student
thinking. Explicit demonstration and work
individually with students.
Lesson number: Five
EXPLAIN

Lesson title: How Hot is your Colour?

To support students to develop explanations for experiences and make representations of developing conceptual understanding.

To introduce current scientific views.

Inspiration taken from the Primary Connections unit planner

Assessment Formative

Selected
Learning
Outcomes
(AC)

Learning Experiences

Students will:

Resources

See appendix for resources

Science
ACSHE050
ACSSU049
ACSIS215
English
ACELY1676

1. Explore the relationship between 'Hot and Cold: My World of Science' book
different colours and whether they (Royston, 2004)
enhance or reduce the transfer of
heat
Coloured paper or paint for each group
-Black, white
2. Conduct an investigation to
identify the different effects that Heat
Colour
Investigation
worksheet
different colours have on the (appendix 3.1)
heating of a substance
Same number of cans for each different colour
3. Discuss results and provide
explanations for observed results
Thermometer for each group

ACELA1476
Maths
ACMSP069
ACMMG061

4. Use gained knowledge and Coloured clothing - black, white etc

understanding
from
experiment
with different colours to apply it to Water
real life situations
Rubber bands to hold paper on jars
5. Represent results of investigation
as a graph

Teaching Strategies and Group Structure

(whole class, small groups or individual)
Reading and discussion of book (whole
class)
Introduce scientific ideas by way of everyday
situations and objects that children are familiar
with and can recognise. Ask questions to think
about the concepts raised in the book and
encourage them to discuss examples.
Class discussion (whole class)
Review previous lessons where objects were
placed in direct sunlight and students observed
the effect of heat energy on the object.
What did you discover about the sun's heat
energy and the effects on the different objects?
Ask students to predict what the results will be
for the experiment, and why, in their journals.
Conducting the investigation (group work)
Following procedure in worksheet, students
conduct experiment to explore the effect of the
sun's energy on different colours. Students
record the temperature of water in different
coloured containers and use results to explain
how different colours impact on the water's
temperature.
Graphing and organisation of results
(individual)
Students to use recorded results from table to
graph the results of final recorded
temperatures of each jar of water
Class analysis of results (group and class)
Each group to present their findings to the
class.
Discuss any differences between different
groups' results.
Relate data and observation of experiment to
clothing colours. Show a range of different
coloured clothing and ask students to pick
which pieces of clothing are appropriate for
different seasons, in order to assess students'
understanding of conducted experiment.
Write understandings gained from experiment
in journal.
Differentiation

Look for evidence of students use of appropriate ways to

represent what they know and understand and give them
feedback
about
how
they
can
improve
their
representations.

Completion of student worksheet

Assess students' ability to observe,
measure, record data and represent
investigation results, as well as ability to
accurately graph results according to
recorded temperatures.
Class discussion
Students' ability to make claims and
explain results based on the evidence
collected, and monitor students' science
inquiry skills. Explain the impact on
changes in water temperature due to
differences in colour.
Science journals
Assess
students'
developing
understandings
on
the
topic
from
sequential lessons as ongoing formative
assessment

Limit the amount of coloured paper used for

selected students, only use one dark and one
light colour to show obvious difference in
temperature. Ask students to describe changes
verbally rather than using written strategies.

Lesson number: Six

EXPLAIN
Inspiration taken from the Primary Connections unit planner

Lesson title: The Speed that Heat Travels at

To support students to develop explanations for experiences and make representations of developing conceptual understanding.
To introduce current scientific views.

Assessment Formative
Selected
Learning
Outcomes
(AC)

Learning Experiences

Students will:

Resources

Teaching Strategies and Group Structure

(whole class, small groups or individual)

See appendix for resources

Class discussion (whole class)

Review prior lesson on the effect that colour
has on temperature of a substance. Ask
students what other factors could influence a
substance's temperature:
Length of time in heat, temperature of
environment, how much of the substance there
is, material, etc.
Identify factors needed for fair test
Students to identify goal of experiment:
investigating why The Chef's spoon was melting
the ice cream

Science
ACSSU049
ACSIS215

1. Represent and explain how heat The Learning Chef's Letter (appendix 3.2)
can move from one object to
another in everyday situations, in Cups for each group
response to Chef Pierre's letter
addressed to the class
Hot water

ACSIS058
ACSHE050

2. Conduct an experiment to
explore heat transfer and identify
relationships
within
their
observations

Spoons made out of different materials

-Metal
-Plastic
-Wooden

3. Use written and oral language to

demonstrate understanding of heat
transfer

Moving Heat worksheet (appendix

(Australian Academy of Science, 2014)

English
ACELY1676
ACELA1478
ACELA1476
Maths
ACMSP068

4. Learn about heat conductors and

insulators through the results of the
spoon experiment and relate this to
everyday examples and familiar
contexts
5. Complete a worksheet to
demonstrate understanding of heat
transfer from one object to another

3.3)

Conductor worksheet (appendix 3.4) (Origin

Energy, n.d.)
Chart: Examples of conductors and insulators
in The Learning Chef's Kitchen*
e.g. wooden spoon to stir hot liquid, oven
gloves to protect, plastic handles on pots
Coloured post-it notes

Conduct experiment (group work)

Students to place the 3 different spoons into
the cup of hot water for 5-10 minutes.
Whilst waiting, students describe the material
of the spoons and predict what happens to
each spoon.
Record observations and results from
experiment into science journals
Which spoon felt hottest? Warm?
Coolest?
Which material conducts heat the best?
How do you know this is the best
conductor? Which material is the best
insulator?
What happens when two things with
different temperatures touch one
another?
Analysis of results (whole class)
Using students' understanding of heat
conductors and insulators, each team member
of each group to write down one example of
heat being conducted or insulated in The Chef's
kitchen. Use different coloured paper for each
group. Students take turns to place their
example on the class chart.
Moving heat worksheet (individual)
Model how to complete first activity on sheet,
showing how heat from the heat source moves
to the cooler object.
Students to use learned knowledge to complete
activity.
Differentiation
Fill in some blanks so students are able to see

Look for evidence of students use of appropriate ways to

represent what they know and understand and give them
feedback
about
how
they
can
improve
their
representations.

Post-it notes on class chart

Teacher to assess different students'
understanding
of
conductors
and
insulators through the different coloured
notes from different groups.
Worksheet completion
Assess individual students' knowledge on
how heat is transferred through two
objects with different temperatures
Science journal
Assess
students'
observations
and
explanations in journals as part of ongoing
formative assessment.

which object is the heat source and transfers

heat to cooler object for those who have
difficulty with the concept.

Lesson number: Seven

ELABORATE

Lesson title: There's a huge oven in the sky

To challenge and extend students understanding in a new context or make connections to additional concepts through a student-planned investigation.
To support students to plan and conduct an investigation.

Inspiration taken from the Primary Connections unit planner

Assessment Summative

Selected
Learning
Outcomes
(AC)

Learning Experiences

Resources

Students will:

See appendix for resources

1. Review their knowledge on heat

transfer, conductors, insulators and
the effect of colour from previous
lessons

The Learning Chef's letter (appendix 4.1)

Science
ACSHE050
ACSSU049
ACSIS215
ACSIS058
English
ACELY1676
ACELY1677
ACELA1476
Maths
ACMSP069
ACMSP068
ACMMG063

Investigation Planner worksheet (appendix

4.2) (Education Services Australia, 2013)

2. Apply their knowledge of types of Digital resource 'Energy from the

heat
transfers,
conductors, (Education Services Australia, 2013)
insulators and colours to solve The
Chef's problem
Student laptops

Jigsaw activity (group activity)

Divide class into groups of 3. Each student is
assigned to explore one of the concepts out of
conductor, insulator and colour. All students
exploring the same concept to review meaning,
explanation and examples.

Investigation planner worksheets

Correct
completion
of
student
investigation worksheets and displays
understanding of learnt concepts

Students resemble into original groups and

present their concept to their group, and every
student records information into science
journals.

Science journals
Correct identification and explanations of
heat conductors and insulators

See rubric (appendix 4.3)

sun'

3. Using their knowledge from prior Class camera to take photos of each group's
lessons, students design, plan and solar cooker
create a solar oven to cook dough
Dough mixture that rises (self raising flour)
4.
Conduct
the
investigation
through the stages of predicting, Assorted containers that food to be cooked
planning,
conducting,
recording can be placed in (cups, pizza boxes, etc)
data through using an Investigation
planner
Assorted materials of different colours (e.g.
black paper, aluminum foil, white paper,
coloured
paper,
plastic
cling
wrap,
newspaper etc) or different coloured paints
Elastic bands/sticky tape

Teaching Strategies and Group Structure

(whole class, small groups or individual)

Look for evidence of the extent to which students have

achieved the investigating outcomes.

Class discussion and brainstorm (whole

class and groups)
After showing students The Chef's letter,
brainstorm ideas how to overcome the chef's
problem. Ask:
How might we solve the problem? How do
people cook food in places without electricity
and gas?
Children to have a feel of the uncooked dough,
describing it through their senses.
Students to explore 'Build a Solar Oven' digital
resource in groups on their laptops
Children brainstorm the construction of their
solar cooker - design, materials, etc.
Each student to work through relevant sections
in their Investigation Planner worksheets
Solar cooker construction (group work)
Children to collect their chosen materials to build
their solar oven. Instruct children to leave an
uncooked dough out individually and compare
differences.
Describe differences from uncooked dough and
record in Science Journals
Differentiation
Students to verbally describe the procedure to
do the experiment and teacher scribes
instructions.

Provide help in construction of solar oven to

students.

Lesson number: Eight

EVALUATE
Inspiration taken from the Primary Connections unit planner

Lesson title: Time to Sun it all up

To provide opportunities for students to review and reflect on their learning and represent what they know.

Assessment Summative
Selected
Learning
Outcomes
(AC)

Learning Experiences

Resources

Teaching Strategies and Group Structure

(whole class, small groups or individual)

Students will:

See appendix for resources

1. Have opportunity to represent

accumulation of ideas, concepts
and findings through writing up an
explanation

Class chart with three columns:

a). Things that worked
b). Things that didn't work
c). Things that can be improved

Science
ACSSU049
ACSIS215
ACSIS060

2. Describe, illustrate and label Post it notes for every group of students
diagram
to
represent
their
construction of the solar oven
Topic board (appendix 1.4)

Topic board (whole class)

Add new vocabulary and revise over vocabulary
learnt over the sequence of lessons
-Ask students to explain words and give
examples
Questioning and discussion, creation of
chart (whole class)
Show video. What is the importance of solar
cookers in certain parts of the world we live in
today?

English
ACELY1676
ACELY1683

3.
Evaluate
results
and
communicate with other students
to share experiences and findings
to improve and reflect upon the
investigation

ACELY1679
ACELA1479

4. Compare results with their

predictions and suggesting possible
reasons for results

ACELA1476
5. Present their solar oven to the
class, explaining their design and
materials used

Video: 'Solar Cooking in Africa' (McArdle,

2010)
Explanation checklist
(appendix 5.1)

for

each

student

Review prior lesson on solar oven construction.

Reflect on what worked, what didn't work and
what improvements and changes students
would do.
Each group to contribute, writing what worked,
didn't work and ideas for improvement on postit notes. Present findings as a class chart.
Presentation (group work)
Students given time to put together a short
presentation to the class about their solar oven,
explaining their findings. They also try compare
results with their predictions and using their
understanding, explain any differences that
occurred and what they learnt as a result.
Example guiding questions: What material did
you choose to line your solar oven? Why? What
is the heat source? How did your dough cook?
Explanation write up (individual)
Students write up an explanation for the
investigation, following teacher scaffolding and
instruction on structure and features. Students
include a labelled diagram to represent their
solar oven, explaining how it works.
Suggest the benefits of solar cooking.
Reflect on learning about heat in science
journals.
Students use checklist to self-evaluate their
explanation
Differentiation
Work with individual students and ask them to
use oral explanation for their investigation
rather than written methods
Give written up templates of explanations for
students to write their explanations to identify
the structure

Look for evidence of the extent to which students have

achieved the conceptual outcomes.

Explanation write-up
Students are assessed on their ability to
present
their
knowledge
and
understanding behind the workings of
their solar cooker in the correct structure
of an explanation text.
Includes title, introductory paragraph,
body, conclusion and visual images, as
well as appropriate language features
See appendix
(appendix 5.2)

for

explanation

rubric

Science Journals
Assessed on how well information has
been gathered, presented and reflected
upon by students over the unit of work
Science journal rubric (appendix 5.3)

Science integrated program summary - Learning about heat through The Chef

Phase
Engage

Lesson
Lesson 1:
What about
heat?

Overview
To capture students' interests and to elicit prior knowledge about heat, its sources, uses and effects of it. Relating it to familiar experiences such as cooking, keeping
warm and a letter from The Chef.

Lesson 2: Where A hands-on experiences of identifying sources of heat in the classroom and at home. Introduction of heat-related vocabulary.
does heat come
from?
Explore

Lesson 3:
Race to
disappear

Extended experiences by investigating the effects of heat on common materials

Lesson 4:
Investigating how heat affects different materials in different ways and collecting evidence through observation and recording information
Power of the sun
Lesson 5:
How hot is your
colour?

Explore the relationship between heat and different colours through identification of the variables needed for a fair test

Explain
Lesson 6:
The speed that
heat travels at

Elaborate

Lesson 7:
There's a huge
oven in the sky

Evaluate

Lesson 8:
Time to sun it
all up

Extend understanding in a new context from the introduction of conduction and insulation through helping to solve The Chef's dilemma

Support students to plan, conduct, represent and discuss their investigations on solar cooking in order to help The Chef. They also develop scientific explanations for
their experiences as they develop conceptual understanding.

Develop students' understanding through the opportunity to represent their knowledge in a meaningful context and reflect on learning.