Development Of Science Learning And Teaching

Development Of Science Learning And Teaching

Description of Assessment Task

This Assignment has two parts:

1. Literature review
2. Unit Portfolio

You are to produce a Unit Portfolio and Literature reviewthat contains details how one may teach a topic from any Year level from Years 7-10 of the National Curriculum (Science).
Your chosen topic must address each of the of the three interrelated strands: Science Understanding, Science as a Human Endeavor and Science Inquiry Skills, specified in the National Curriculum to be taught in a four to five week teaching and learning sequence. Assume there are three lessons per week, one single and one double lesson.

The lesson plans should follow:

1 worksheet for each single lesson x 4

1 worksheet for first half of each double lesson x 4

1 experiment/hands on activity for second half of each double lesson x 3

1 test for second half of final double lesson

Worksheets and end of topic test are provided with answers.

Part A: Literature review

You are to review the literature as it relates to two themes:

• Research on students’ understanding and learning of the key ideas that under pin your chosen topic,and (250 words)
• The implications of the research findings for the teaching the (250 words)

The literature inform the production of the Unit Portfolio and needs to be completed first.The literature review should be around 500 words.Two online resources that maygetyou started on this task include:

• Bibliography – Students’ and Teachers’ Conceptions andScience Education(STCSE) //www.ipn.uni-kiel.de/aktuell/stcse/.This bibliographyattempts todocument research on teaching and learningscience with a certain emphasisonresearch from constructivist perspectives. Theroleof various students’and teachers’conceptions in the teachingand learningprocess is given particularattention. Thebibliographyincludesabout 8400 entries.
• AAS Science Assessment //assessment.aaas.org/. This website list keyideas/misconceptions and related research for a varietyof science topics

 Part B: Unit Portfolio

Your Unit Portfolio will consist of a topic planning document, resources and student work samples to teach your chosen topic.

Topic Planning Document

The topic planning document needs to include:

• Rationale for teaching/learning the topic (what reasons are there for students to learn this topic?);
• Relevant curriculum statements from the National Science Curriculum (what elements of this curriculum are relevant to your 4/5 week teaching and learning sequence?).Each of the three strands need to be addressed;
• Key concepts and process skills to be learned bythe students in completing the unit.Concepts need to be in sentence form. For example, rather than writing“density” as the concept to be learned the concept should be written as “density is a property of an object that gives how much mass there is per size of the object”.By numbering each concept/skill you can refer to each by number;
• Lesson sequence outline which might be best presented in tabular form in 2-4 pages(full lesson plans are notrequired).Foreach lessonyou might indicate what aspectsof the curriculum are beingaddressed, keyideas/process skills, the types of activitiesto be undertaken,assessment, teachingstrategies.Onlya brief descriptionofactivities/assessment/strategies might begiven in the table – full details if known willbe part ofappendices/overall portfolio. For example,you might undertakea ‘states ofmatter role play’whichis specified in the table. Details of this role playmight bewritten up in an appendix;

The lesson plans should follow:

1 worksheet for each single lesson x 4

1 worksheet for first half of each double lesson x 4

1 experiment/hands on activity for second half of each double lesson x 3

1 test for second half of final double lesson

Worksheets and end of topic test are provided with answers.

*ideally lesson plan should include 1-3 experiments, poster making activity, computer activity, worksheets and test.

• Apart from addressing key ideas you also need to address process skills and so your teaching and learning sequence needs to include practical activities.If safety issues are associated with a practical activity these need to be outlined;
• Provide a justification for the teaching strategies employed. Try for a approaches. Examples might include: Role play,Debates, POEs, Posters,Drama/dance, Creative writing, Data logging, Model-building;
• Student Assessment- Consideration should be given to formative and summative assessment. Provide details of each summative assessment task and their weightingfor the unit.
• Discuss howyour teachingand learningsequenceaddressesaspects of thee5instructional model //www.education.vic.gov.au/school/teachers/support/pages/e5.aspx (please note: this is not the 5Es teaching approach; it is quite different to the e5instructional model).

 Student Work Sample

A Student Work Sample(produced by you), andassociated assessment rubric, that arisesfrom the major assessment tasks expected in thisUnit. For example;

• Student Sample Multimedia Presentation and assessment rubric;
• Experimental report andassessment rubric;
• Written test and marking scheme.

For this requirement you are to describe theassessment task that would be given to a student. Also, please include the instructions that are given to the student to complete the task (generally, this is given in a handout but could also be given in digital form).

Teacher Support Material

Teacher Support Material that is ICT based and produced by you. You are to provide an example of support material will be used by the teaching in teaching the topic. Examples include:

• Multimedia presentation that explicates some key concepts or introduces a topic and/or activity.
• Quizor questionnaire that elicits students’ pre-instructional or developing scientificideas.

Unit Portfolio

You are producing a portfolio which byits verynature containsa numberof elements. You need to present the elements in a coherentand logical manner.

You are quiteat libertyto use material that is currentlybeingused in schools or resourcesfound on the internet andbooks. However, pleasenote that copies of prepared material fromtexts and/or the internet should be appended toyour unit plan. Ensure thatyou correctlyreference all primarysource material (this includes those resourcesgiven toyoubypracticingteachers).

It is hoped that the document you produce will be such as to be ready to incorporate in your science classroom.

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