Understanding Animal Habitats: A Guide for Year 1 Science

Year Level 1– Biological Sciences≥ Animal Habitat Australian Curriculum Content Descriptions Science Understanding Living things have a variety of external features (ACSSU017), Living things live in different places where their needs are met (ACSSU211) (ACARA, 2022) Science as Human Endeavour Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021) Science Inquiry Skills Choose at least one of the sub-strands to focus on: Participate in guided investigations to explore and answer questions (ACSIS025) Science Achievement Standard By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things. Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others (ACARA, 2022).

Introduction/Rationale (150-200 words) This lesson aims to introduce young learners to the concept of animal habitats, helping them develop an appreciation for the diversity of animal life and the environments in which they live. By exploring different habitats and their characteristics, students will gain a foundational understanding of the interplay between animals and their surroundings. Living things live in different places where their needs are met. Recognising that different living things live in different places such as land and water. Exploring what happens when habitats change, and some living things can no longer have their needs met (Scootle, 2023). They engage in hands-on activities, such as drawing or writing about habitats, which allow them to express their ideas and observations. This process promotes critical thinking and creativity as students imagine the different environments where animals make their homes (Skamp & Preston, 2020). Knowledge has been shared through teacher-led discussions, allowing students to learn key characteristics of each habitat. Overall, this lesson on animal habitats not only introduces young learners to the concept of habitats but also encourages curiosity, critical thinking, and appreciation for the natural world. Phase Activities, resources and experiences Justification for choices made

Engage https://youtu.be/Xj1ASC-TlsI To start, we needed to learn about what a habitat is and the different places where animals live. We watched some short videos on YouTube to help us understand better. These videos showed us different animals in their homes and the different environments they live in. We discussed what we saw and shared our thoughts and questions. It was a fun way to learn about habitats and the animals that live in them. As the videos play, the teacher can guide the students by asking thought-provoking questions to encourage their active engagement. Some possible questions include:  "What types of animals did you see in the By incorporating videos into the lesson, students are exposed to visual and auditory stimuli that enhance their learning experience. These videos can feature natural habitats, showcasing the diversity and unique characteristics of different environments. This utilization of ICT and subsequent discussions aimed to actively engage students, develop their critical thinking skills, enhance their observational abilities, and establish a foundational understanding of habitats (Livingstone, 2011). This multisensory approach promotes comprehensive understanding and accommodates diverse learning styles. It is also rooted in constructive pedagogy (Warwick.et.al, 2006)

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video?"  "What did you notice about their habitats?"  "How do you think these animals are adapted to their specific habitats?" Explore Activity: we engaged in a collaborative activity where we worked together to create an anchor chart. The anchor chart served as a visual representation of our collective knowledge. we discussed and identified distinct habitats, such as forests, oceans, and deserts. Each habitat was represented on the anchor chart. we shared words that described each habitat. For example, under the forest category, we wrote words This collaborative activity not only helped us expand our vocabulary but also deepened our understanding of the unique characteristics of each habitat. It allowed us to explore the diverse environments where animals live and the specific features that make each habitat suitable for different animal species. Overall, this collaborative activity facilitated meaningful discussions, encouraged active participation, and enhanced our knowledge about different habitats and the words associated with them (Troussas.et.al., 2023).

like "trees," "dense," "green," "shade," and "squirrels." For the ocean habitat, such as "water," "waves," "coral," "fish," and "sharks." Students actively contributed and discussed their ideas, justifying the suitability of words for different habitats. Explain Bring the students back together as a whole class and discuss their observations from the exploration activity. Explain the key characteristics of each habitat, including the type of environment, climate, and the types of animals that live there. Provide an opportunity for each group to share their Animal Habitat flip book with the class. Students can take turns presenting their research findings, showcasing their drawings, and explaining. The process of generating meaning from experiences is a fundamental aspect of learning. It empowers learners to construct their understanding, make connections, and develop higher-order thinking skills (Skamp, 2015). Elaborate Activity- 1: Give students the opportunity to choose an animal they would like to research. Allow them to select their own animal of interest. Divide students into small groups and provide them with resources such as books. They will work together to gather information Pre-writing activities for animal research and gathering facts offer a holistic learning experience. They engage students, develop research and writing skills, foster collaboration, stimulate creativity, and promote effective communication. These activities lay the groundwork for a well-structured and

about the animal. Encourage them to take notes and write down key details that they find interesting or important. Provide each group with an Animal Habitat flip book template. Each page will focus on a different aspect of the animal's habitat.  Picture of their chosen animal.  Draw the habitat where the animal lives, such as a forest, ocean, or desert.  Write about the three key points of a good habitat: food, water, and shelter. Activity- 2: informative written piece about the animal and its habitat. These activities foster engagement, teamwork, and the development of research and communication skills (Duchesne & McMaugh, 2018). By incorporating hands-on activity of creating habitats, the activity not only reinforced the students' understanding of animal habitats but also fostered their creativity, problem-solving skills, and teamwork (Guha, 2012). It provided a memorable and interactive way for students to connect their research to a visual representation of the animal's home.

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To provide a hands-on and creative experience, the students were given shoeboxes as the foundation for their animal homes. They were also provided with a variety of materials to use for constructing the habitats, including tissue paper, construction paper, popsicle sticks, hay, little rocks, fun foam, and aluminum foil. The students can use materials to design and decorate the shoebox, simulating the natural elements and features of their chosen animal's habitat. Evaluate The students will assess and communicate their final reflections to the class. Students will show their habitat dioramas and they can discuss their findings, share ideas, and support each other in gathering information. Involving parents in this learning experience through student presentations not only informs them about the progress and achievements of their children but also fosters students' presentation skills, public speaking abilities, and confidence. It aligns with the Australian Curriculum outcome of sharing

Student can take their habitats home and show to the parents. observations and ideas and provides a platform for students to showcase their learning in a meaningful and engaging manner (ACARA, 2022).

Year Level 2- Chemical Sciences Mixture and Solution Australian Curriculum Content Descriptions Science Understanding Different materials can be combined for a particular purpose (ACSSU031) Science as Human Endeavour Choose at least one of sub-strands to focus on: Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034 - Scootle) Science Inquiry Skills Choose at least one of the sub-strands to focus on: Participate in guided investigations to explore and answer questions (ACSIS038 - Scootle Science Achievement Standard By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives. Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways. Introduction/Rationale (150-200 words) The lesson on mixtures and solutions is designed to provide Year 2 students with a hands-on and engaging learning experience to develop their understanding of the properties and behavior of different substances (Morgan & Ansberry, 2010). This lesson is important because it introduces students to fundamental concepts in chemistry and lays the foundation for their future scientific investigations. Lessons aligns with the curriculum objectives for Year 2, which include describing objects and events encountered in everyday life, understanding the effects of interacting with materials and objects, and identifying changes in the local environment (ACARA, 2022). It connects the concepts of mixtures and solutions to real-world contexts. Students encounter mixtures and solutions in their everyday lives, such as saltwater, oil and water, or sugar dissolved in water. By exploring these examples and conducting experiments, students can relate the concepts learned in the classroom to their own experiences, deepening their understanding and making learning more meaningful (Skamp, 2020). This multisensory approach caters to diverse learning styles and facilitates a more comprehensive understanding of the topic.

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PHASE Activities, resources and experiences Justification for choices made Engage https://www.youtube.com/watch? v=7Vh_tL67FLY To start, all the students will watch the video about mixture and solution on YouTube. Children will engage in a discussion where they shared observations, expressed thoughts, and asked questions about the mixtures and solutions we observed. As the videos play, the teacher can guide the students by asking thought-provoking questions to encourage their active engagement:  What do you see happening in the video?  How would you describe a solution?  What are some examples?  Can you identify any mixtures in your This interactive approach made learning about various mixtures and solutions in our daily lives enjoyable and engaging. By discussing what they saw and sharing their thoughts and questions, students had the opportunity to deepen their understanding of different mixtures and solutions that they encounter in their everyday lives (Livingstone, 2011). The questions posed by the teacher during the discussion encourage students to think critically and analyze the concepts of mixtures and solutions. They are prompted to consider the reasons behind their observations, make connections to real- life examples, and evaluate the information presented.

everyday life? Explore Set up few stations representing different mixtures and solutions. Station 1: Salt and water mixture Station 2: Oil and water mixture Station 3: Sugar and water solution Station 4: Sand and water mixture In small groups, students will rotate through these stations, at each station, students will have the opportunity to interact with the materials and explore their characteristics. They may notice differences in color, texture, solubility, and the ability to separate the components. By engaging in hands-on activities and encouraging active discussions, this activity promotes student engagement and provides a concrete and tangible experience for students to explore the properties and behavior of mixtures and solutions. (Farrow, 2006). It allows students to develop their observational skills, make connections between theory and real-world examples, and actively participate in the learning process. They will have the opportunity to share their observations, compare the characteristics they noticed, and engage in meaningful discussions about the nature of mixtures and solutions. This collaborative discussion allows students to learn from each other, consider different perspectives, and deepen their understanding of the topic. Explain Gather the students together and facilitate a discussion where they can share and explain their observations. By engaging in this discussion and reviewing the concepts and vocabulary, students solidify their understanding of mixtures and solutions. They can reflect on their observations, clarify

Encourage students to describe what they observed at each station. Prompt them to share the characteristics they noticed. Introduce and define key vocabulary terms related to mixtures and solutions, such as solute, solvent, dissolve, and separate. any misconceptions, and develop a shared understanding of the topic. This discussion also promotes communication skills, critical thinking, and the ability to articulate scientific concepts. Elaborate Activity-1 Provide students with some substances such as salt, sugar, sand, baking soda, food coloring, oil, and vinegar. They can measure out small amounts of each substance and mix them with water, observing whether they dissolve or form a mixture. They should record their observations and discuss the results within their groups. Activity-2 To further promote a deeper understanding of mixtures and solutions, divide them into pairs and provide them with mixture and solution activity sheet – The first activity promotes the scientific thinking, curiosity, and collaboration among students. It allows them to apply their knowledge of mixtures and solutions to real-life scenarios and develop their experimental and analytical skills (Australian Academy of Science, n.d.). Engaging in the classification activity through a worksheet helps reinforce the concepts of mixtures and solutions and work as formative assessment. Students can apply their knowledge and demonstrate their understanding by categorizing different materials accordingly . It promotes critical thinking, observation, analysis, and self- assessment, while providing a documented record of their progress.

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Instruct the students to examine each material and classify it as either a mixture or a solution based on their understanding of the concepts discussed earlier. Encourage them to provide reasons for their classification. . Evaluate Students in pairs will discuss their worksheet with whole class. They will give explanations for their classification based on factors such as the ease of separation or the uniformity of the mixture. Assess their ability to classify and explain their The completion of the worksheet provides the teacher with an opportunity to assess the students' learning progress during the activities. Through this assessment, the teacher can determine the extent to which the intended learning outcomes have been achieved (DET, 2022). The formative assessment at the end of the lesson provides an

choices, as well as their understanding of the properties and behavior of mixtures and solutions. Teacher will provide the feedback and explain the concept again. opportunity to consolidate students' learning and evaluate their comprehension of mixtures and solutions (Smith, 2022). Feedback provides students with clear expectations about their performance and understanding. It helps them understand the criteria for successful classification of mixtures and solutions and the rationale behind it (Hattie & Timperley, 2007).

Year Level-3-Earth and Space Sciences Night and Day Australian Curriculum Content Descriptions Science Understanding Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048) Science as Human Endeavour Choose at least one of sub-strands to focus on: Science involves making predictions and describing patterns and relationships (ACSHE050) Science Inquiry Skills Choose at least one of the sub-strands to focus on: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054) Science Achievement Standard By the end of Year 3, students use their understanding of the movement of Earth, materials, and the behavior of heat to suggest explanations for everyday observations. Students use their experiences to pose questions and predict the outcomes of investigations. Students suggest possible reasons for their findings. Rationale (150-200 words) Explain the scientific concepts that will be covered within your plan. Explain which Australian Curriculum/Victorian Curriculum: Science key idea(s)/overarching idea (s) are being addressed within your plan Explain how your plan addresses the Australian Curriculum year level focus for Years 3-6. “Recognising questions that can be investigated scientifically and investigating them.” This lesson aligns with the Australian Curriculum's strand Earth and Space Sciences for Grade 3. Understanding Earth's rotation is a foundational concept in Earth and Space Science. By introducing this topic in Grade 3, students can start to develop a scientific understanding of the natural world and the physical processes that shape it. The concept of day and night is a daily experience for everyone (ACARA, 2022). By exploring the reasons behind this phenomenon, students can better understand the natural rhythms of our planet and how they impact our daily lives and activities. By providing a solid foundation in Earth and Space Science, this lesson enables students to develop scientific literacy and an appreciation for the natural world around them. It also prepares them for more complex concepts related to Earth and Space Sciences in higher grades .

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Through engaging activities and interactive experiences, the lesson 'Night and Day' offers students the chance to: Investigate and examine the sizes, shapes, positions, and motions of the sun, Earth, and moon through hands-on exploration. Describe the occurrence of night and day by explaining how the Earth rotates on its axis, resulting in the alternating periods of darkness and daylight ( Australian Academy of Science, 2020).

PHASE Activities, resources and experiences Justification for choices made Engage To initiate the lesson, the teacher starts by engaging the students through a thought-provoking discussion about day and night. By posing questions like:  What causes day and night?  Why does the Sun appear to rise and set?" To enhance understanding and generate interest, the teacher supplements the discussion with visual aids like videos of day and night (Skamp, 2012). https://www.youtube.com/watch?v=Wr- CRKsTYGs By asking questions the teacher encourages students to draw upon their existing knowledge and share their ideas with the class. This discussion not only activates prior knowledge but also stimulates curiosity and sets the stage for further exploration. These visual representations can showcase the Sun's movement across the sky, casting light and shadows on the Earth's surface, and the subsequent transition from day to night (Australian Academy of Science, 2020). By providing a visual reference, students are better able to grasp the phenomena and develop a deeper interest in the topic (Livingstone, 2011).

Explore In the next phase of the lesson, each student is given a globe or a small model of the Earth. This hands-on experience allows students to actively engage with the concept of day and night. By holding the globe or model, students can manipulate it and view it from different angles and positions, simulating the different positions of the Earth in relation to the Sun. As students observe the globe or model, they are encouraged to pay close attention to the lighting on the Earth's surface. They can carefully examine how the light falls on different parts of the globe and how shadows are cast. Through this observation, students can begin to make connections between the position of the light source (representing the Sun) and the resulting distribution of light and shadows on the Earth. By providing students with a hands-on experience and facilitating discussions, this part of the lesson aims to deepen their understanding of the relationship between the Earth's position, the Sun's light, and the resulting effects on the Earth's surface (Smith, 2022). It encourages critical thinking and observational skills as students explore the changes in lighting and shadows, further solidifying their comprehension of day and night (Australian Academy of Science, 2020). Explain Following their observations, students are prompted to describe and discuss what they have noticed. They are encouraged to share their observations with their peers and engage in discussions about the changes they observe, particularly how the light and shadows shift depending on the position of the light source. To facilitate a deeper understanding of Earth's rotation and its connection to the day and night cycle, the teacher conducts a whole-class discussion. The teacher guides the discussion by explaining the concept of Earth's rotation By engaging in a whole-class discussion, introducing relevant vocabulary, and utilizing visual aids, this part of the lesson aims to provide students with a clear explanation of how Earth's rotation influences the day and night cycle (Skamp, 2020). It helps students visualize and comprehend the complex interaction between the Earth, Sun, and the resulting phenomenon of day and night.

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and its significance in determining day and night. Key vocabulary terms like rotation, axis, and hemisphere are introduced to ensure students have a comprehensive understanding of the topic. Show some diagrams for better understanding. Elaborate Activity-1 Divide students into pairs or small groups and provide each group with a flashlight and a globe or model of the Earth. Instruct students to simulate the rotation of the Earth by moving the flashlight around the globe, representing the Sun's position at different times of the day. Encourage students to observe and discuss how the lighting on the Earth's surface changes as they rotate the globe. Activity-2 Understanding of Earth's rotation and the day/night cycle, a drawing activity is distributed to each student. Students are prompted to draw the position of the Sun in relation to the Earth during different times of the day with simple annotations. Encouraging active observation and discussion, the students engage in conversations within their groups. They describe and discuss the changes in lighting that they observe, noting how different parts of the Earth experience varying levels of brightness or darkness depending on the position of the "Sun" (represented by the flashlight) (ACARA, V9.0, 2023). These hands-on activities allow students to experience the effects of Earth's rotation firsthand (Smith, 2022). By physically manipulating the flashlight and observing the resulting changes in lighting on the globe, students can develop a deeper understanding of how the rotation of the Earth leads to the day and night cycle.

Encourage students to engage in discussions and exchange their drawings with a partner (Australian Academy of Science, 2020). This task assesses their understanding of how the Sun's position changes as Earth rotates, leading to the alternation between day and night. It also evaluates their ability to represent this relationship accurately in their drawings (Australian Academy of Science, 2020). Evaluate Provide students with worksheet to assess their learning which relates with the above topic- The subsequent review and clarification of answers contribute to the students' learning process, ensuring that any misconceptions are addressed, and students have a solid grasp of the concepts taught in the lesson (DET, 2022). The evaluation aims to gauge their comprehension of the key concepts covered in the lesson. It focuses on monitoring and providing feedback to students to enhance their learning and understanding (Australian Academy of Science, 2020).

Once the students have completed the worksheet activity, the teacher reviews the answers as a class. This collective review serves as a formative assessment to identify any misconceptions or areas of confusion among the students. The teacher addresses these misconceptions and clarifies any misunderstood concepts to ensure a comprehensive understanding of Earth's rotation and the day/night cycle.

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Year Level-4 - Physical Sciences Bounce the Ball Australian Curriculum Content Descriptions Science Understanding Choose at least one of the sub-strands to focus on: A push or a pull affects how an object moves or changes shape (ACSSU033) Science as Human Endeavour Choose at least one of the sub-strands to focus on: People use science in their daily lives, including when caring for their environment and living things (ACSHE035) Science Inquiry Skills Choose at least one of the sub-strands to focus on: Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039) Science Achievement Standard By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives. Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways. Rationale (150-200 words) Explain the scientific concepts that will be covered within your plan. Explain which Australian Curriculum/Victorian Curriculum: Science key idea(s)/overarching idea (s) are being addressed within your plan The lesson plan aligns with the Australian curriculum, as it addresses the concept of how various factors can directly impact an object's ability to bounce. It connects to the Physical Sciences strand, which explores how forces and energy are related to the motion and properties of objects (ACARA,2022). This lesson plan focuses on exploring how different factors, such as materials, sizes, weight, and mass of a ball, influence whether it will bounce when dropped from the same height. The objective is to introduce students to scientific concepts related to force, gravity, potential energy, and kinetic energy (Hubber & Kirkwood, 2011).

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his lesson plan engages students in scientific inquiry, introduces key concepts, provides hands-on experiences, and aligns with the Victorian Curriculum. By exploring the factors influencing bouncing objects, students develop a deeper understanding of the connections between force, energy, and the properties of different materials.

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PHASE Activities, resources and experiences Explanation for choices made Engage To engage students and activate their prior knowledge about bouncing objects. Begin the lesson by asking students to share their experiences with bouncing objects. Prompt them with questions like:  Have you ever played with a ball that bounces high?  What do you think makes a ball bounce?  Can you give an example of a ball that bounces well? Encourage students to discuss their ideas and experiences, fostering a sense of curiosity about the topic. By allowing students to share their experiences and ideas, the teacher fosters a sense of curiosity and engagement with the topic. Students may offer insights based on their observations or personal experiments, which can serve as a starting point for the exploration and learning that will follow in the lesson. The engagement phase sets the stage for students to actively participate in the subsequent activities and investigations related to the factors affecting bounce. Explore To explore how different factors affect an object's ability to bounce. Provide students with a variety of balls, such as a rubber ball, tennis ball, foam ball, and beach ball. Instruct students to drop each ball from the same height onto a flat surface (e.g., floor or table) and observe how high it bounces. The balls should have distinct characteristics to facilitate clear observations and comparisons. This hands-on exploration allows students to directly observe and investigate the impact of these factors on the bouncing behavior of the balls. During the exploration, students are encouraged to experiment with different factors by altering one variable at a time. For example, they can investigate the impact of size by using different-sized balls, or they can compare the bouncing behavior of balls with

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Encourage students to experiment with different factors, such as the size, shape, weight, and material of the balls. Students are provided with a chart where they can record their observations. The chart may include columns for the ball type, size, shape, weight, material, and the height or characteristics of the bounce. different shapes or made of different materials (Allen, 2010). Such as comparing the bounce of a rubber ball to that of a beach ball or explaining how a heavier ball exerts more force when it hits the ground (Cross & Bowden, 2009). To promote systematic observation and data collection, the chart encourages students to document their findings and make connections between the different factors and the resulting bounces. They develop skills in making systematic observations, collecting data, and analyzing the relationships between different factors and the object's ability to bounce. Explain To explain the impact of different factors on an object's ability to bounce. Gather students together and facilitate a discussion about their observations from the exploration activity. Show them video about different factors can directly affect the force of an object when it meets the ground. Showing a video that demonstrates how different factors directly impact the force of an object when it meets the ground. The video can provide visual examples of how the size, shape, weight, and material of objects affect their bounce. This visual representation helps students visualize and reinforce the concepts being discussed. Incorporating diverse teaching resources in lessons increases student engagement and motivation, leading to active learning among students (Duchesne &

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https://www.youtube.com/watch?v=59HBehug6J8 McMaugh, 2018). Elaborate Activity Teacher divides the students into small groups and provides them with different objects that vary in size, shape, weight, and material. Examples of objects could include a small rubber ball, a plastic toy, a wooden block, and a feather. students conduct the actual tests by dropping each object from the same height and carefully observing the bounces. They record their observations and compare them with their initial predictions. During the activity, the teacher moves around the groups, providing support, asking probing questions, and encouraging discussion. Students discuss their findings, share their observations, and compare results within their groups. Throughout this process, students are actively engaged in scientific inquiry and critical thinking. They are encouraged to make connections between the concepts learned and their real-life experiences. By providing opportunities for exploration, prediction, testing, and reflection, students have a chance to deepen their understanding and apply their knowledge of how different factors affect an object's ability to bounce (Australian Academy of Science, 2022).

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Evaluate Students will complete a written reflection on their findings from the exploration and experimentation activities. The teacher provides guidelines for the written reflection, including prompts or questions that guide students in their reflection. Examples of prompts could include:  Describe the different factors you tested (size, shape, weight, material) and how each one influenced the bounce of the balls.  Explain which factors resulted in a higher bounce and which factors resulted in a lower bounce.  Reflect on any surprises or unexpected results you encountered during the testing. The teacher can assess the written reflections to determine if students have accurately described the factors tested, explained the influence of each factor on the bounce, and identified patterns or trends in their observations. By comparing the reflections across the class, the teacher can identify common misconceptions or areas where further clarification may be needed (DET, 2022). the teacher gains valuable feedback on the effectiveness of the teaching strategies and materials used during the topic.

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Reference Australian Curriculum and Assessment Authority (ACARA). (2022). Science (Version 8.4)https://www.australiancurriculum.edu.au/f-10-curriculum/science/ Australian Academy of Science. (n.d.). The 5E model: a framework for guided inquiry. https://primaryconnections.org.au/resources-and-pedagogies/pedagogies/5e-model-framework- guided-inquiry Australian Academy of Science. (2020). Night and day. https://primaryconnections.org.au/resources-and-pedagogies/curriculum-units/night-and- day Australian Curriculum, Assessment and Reporting Authority (ACARA) (v9.0). (2023). Teacher background information. https://australiancurriculum.edu.au/TeacherBackgroundInfo? id=56601#:~:text=The%20Tanganekald%20Peoples%20of%20the,she%20journeys%20across %20the%20sky. Allen, M. (2010). Misconceptions in Primary Science. McGraw-Hill Education. Curiosity curve. (2020). Why do balls bounce? | Scientific Facts Behind Bouncing Ball [video]. https://www.youtube.com/watch?v=59HBehug6J8 Cross, A., & Bowden, A. (2009). Essential primary science : A toolkit. McGraw-Hill Education. DET. (2022). Dimension: evaluating impact on learning. Victoria State Government. https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/ dimension1evaluating.aspx#:~:text=Effective%20teachers% 20use%20assessment%20to,both%20teachers%20and%20their%20students. Duchesne, S., & McMaugh, A. (2018). Educational Psychology for Learning and Teaching. Cengage. Farrow, S. (2006). The really useful science book : A framework of knowledge for primary teachers. Taylor & Francis Group. Garson, Y. (1988). Science in the primary school. Taylor & Francis Group. Guha, S. (2012). It’s more fun than it sounds : enhancing science concepts through hands-on activities for young children. Teaching Science (Deakin West, A.C.T.), 58(1), 41–45. Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://www.proquest.com/scholarly-journals/power-feedback/docview/ 214113991/se-2 Hubber, P., & Kirkwood, V. (2011). Energy. In K. Skamp, Teaching Primary Science Constructively (pp. 174-215). Cengage Learning Australia.

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Learning junction. (2018). Day and Night || video for kids [Video]. https://www.youtube.com/watch?v=Wr-CRKsTYGs Learning junction[video]. (2017). Animal Habitats | Animal Homes | Animals video for kids|. https://www.google.com/search? tbm=vid&sxsrf=APwXEddhXACR0s2k2tIVNNzb9YXXaDzvgA:1685140202215&q=animal+habit ats+for+kids&sa=X&ved=2ahUKEwiOhpm5hJT_AhX5bGwGHXYrDI8Q8ccDegQIDBAH&biw=14 40&bih=694&dpr=2#fpstate=ive&vld=cid:7834607a,vid:Xj1ASC-TlsI Livingstone, S. (2011). Critical reflections on the benefits of ICT in education. Digital technologies in the lives of young people, 38(1), 9-24. Morgan, E., & Ansberry, K. (2010). Picture-Perfect Science Lessons : Using Children’s Books to Guide Inquiry, 3-6. NSTA Kids. Scootle. (2023). Science / Year 1 / Science Understanding / Biological sciences. https://www.scootle.edu.au/ec/search?accContentId=ACSSU211 Smith, J. (2022). Effective Assessment Strategies for Hands-on Activities in the Classroom. Journal of Education and Learning, 45(2), 123-145. Skamp, K., & Preston, C. (2020). Teaching primary science constructively. Cengage. Skamp, K. (Ed.) (2012). Teaching primary science constructively (4th Edn). South Melbourne: Cengage Learning Australia. Troussas, C., Giannakas, F., Sgouropoulou, C., & Voyiatzis, I. (2023). Collaborative activities recommendation based on students’ collaborative learning styles using ANN and WSM. Interactive Learning Environments, 31(1), 54–67. https://doi.org/10.1080/10494820.2020.1761835 Warwick, P., Wilson, E., & Winterbottom, M. (2006). Teaching and learning primary science with ICT. Open University Press.

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Assessment-2 discovering science

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