Teaching Science A1

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Swinburne University of Technology *

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Biology

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Jan 9, 2024

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Teaching Science – Assignment 1 Year level: Year 3/4 Content area: Different living things have different life cycles and depend on each other and the environment to survive, VCSSU058. Key concept(s):  making and recording observations of living things as they develop through their life cycles, for example, insects, birds, frogs, and flowering plants.  recognising that environmental factors can affect life cycles, for example, fire and seed germination.  investigating the roles of living things in a habitat, for example, producers, consumers, or decomposers.  predicting when living things do not have food or if frog die out in an area. Learning objectives:  I can investigate living things and their individual needs.  I can use technology to research key information.  I can draw a picture of a frog.  I can collaborate with peers or independently to investigate frogs.  I can identify similarities and differences in different breeds of frogs.

Teaching Science – Assignment 1 Activity 1: Are all frogs the same? https://www.vcaa.vic.edu.au/Documents/viccurric/science/Science-Bio-in-Context- Foundation-Level6_final.docx Resources:  IWB.  Laptops.  Coloured drawing pencils.  Grey lead pencils.  Plain paper.  Post it notes.  Writing books.  Video - Happy learning - FROGS | Educational Videos for Kids.  Video - Australian Wood Frogs and the sounds they make.  Online Field Guide – Frogs online field guide. Introduction: Students have been investigating living things, including animals, insects, plants, and trees. They are understanding their specific needs for example, habitat, life cycle, environmental factors and feeding relationships (Victorian Curriculum and Assessment Authority [VCAA], n.d.). Students will examine the variations that occur between Victorian frog species and explain how wetland environments are a suitable environment for frogs to live in and carry out their life cycle.

Teaching Science – Assignment 1 Watch the video about the Australian Wood Frogs and the sounds they make https://wildambience.com/wildlife-sounds/australian-wood-frog/  Students independently draw a picture of a frog, paying particular attention to its shape, its colour, and the environment it lives in.  Whole class, have students hold their pictures up and compare all the similarities and differences. Body:  Individual or small group.  Students will first answer; are all frogs the same?  What do they look like, eats and their habitat?  Brainstorm ideas and record on post it notes.  Hook – Watch short video, https://youtu.be/g9RkRyvjF2s  Student to use a table to compare the similarities and differences of the two selected species.  Students in their small groups, using their laptops they will investigate and consider scientific name, size, colour, shape, call, and location in Victoria. Information could come from an online field guide such as https://www.nccma.vic.gov.au/sites/default/files/publications/frogs_field_guide.pdf

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Teaching Science – Assignment 1 Key questions:  What are the key similarities and differences between the two types of frogs?  What features are used to identify each?  Are there things that you notice that are common for all frogs? If so, why do you think they have these things in common?  Why are there physical variations between frogs? Conclusion:  Students to pack up laptops and materials.  As a class, discuss some of the facts each of the student groups identified in the field guide to the key questions.  Before leaving class, teachers will ask each group an exit ticket. The exit ticket: Without looking at your answers, name a fact you have written down.  Formative assessment - The exit tickets and diagrams draw upon what they have learnt and what information they have retained. Overview: This activity provides students with the opportunity to learn about living thing, students begin to understand the science behind nature and investigating life cycles of living things on earth. Students will look at the physical processes that explain life cycles, behaviours that exist and how different living things will develop in different ways. Students are given the resources to investigate each element of a frog’s transformation, so they understand the processes involved (VCAA, n.d, a).

Teaching Science – Assignment 1  ICT is encompassed throughout this activity to ensure students can confidently use and demonstrate their technological skills, through data collection, representation, interpretation and understanding concepts (VCAA, n.d, b).  In this unit of work, students are investigating living things, their needs and life cycle. Students will learn about frogs in this lesson, though students will cover a variety of living thing over the entire unit; the 5E instructional model can be applied to the variety of lessons taught. The 5E model will determine what students know and think about the topic; developing a smooth process of the learning cycle, creating an even flow of knowledge being acquired and the application required to develop their understanding (Turan, 2021).  To assess students’ abilities for this activity, teachers can use sample of work as evidence and questioning to successfully identify understanding or what further support is needed.

Teaching Science – Assignment 1 Activity 2 – Gardening Australia: Planting an orchard. https://www.abc.net.au/education/gardening-australia-planting-an-orchard/13898898 Resources:  IWB – Hook/Introduction.  Laptop – Group research.  Pencils.  Workbooks  Portfolio/PowerPoint to be developed of their findings.  Video - Clip to see how the Swan Valley Anglican Community School began creating their own orchard. Introduction: Students have been investigating living things and this includes plants and trees; students will begin their lesson by answering the questions about their previous lessons and what they have learnt. The aim of this lesson is to get students to understand the importance of plants and trees in our environment; this includes helping humans and animals’ breath and producing food. Students will begin their journey in creating their own orchard or vegetable garden and understand plants and trees needs in order to survive.

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Teaching Science – Assignment 1 Body:  Whole class conversations about previous lessons and discuss what they have learnt so far.  Asks students questions about plants and see what they know.  Hook - Watch the clip and observe the process of looking after an orchard, what is required to keeping your plants alive and healthy.  Individual or small group.  Record your information in your workbook.  Investigate why plants and trees are important.  Investigate plants and trees that produce food.  Small groups to choose plants they would like to plant in their orchard; investigate materials and resources you would need to keep the plant alive. How would you develop your orchard? Key questions:  Why are trees and plants important?  What do plants need to stay alive.  Why are there physical variations of plants and trees.  Are plants and trees a food source for humans.  What plants or trees would you like to grow.  How would you look after plants or trees.  What would be your routine look like to care for your orchard?

Teaching Science – Assignment 1 Conclusion:  Each group can come together and share how they envision their orchard and discuss all key elements to successfully maintain their orchards.  Provide students time to ask other groups about their orchard.  Discuss what students found easy, hard and what is something they learnt that they didn’t already know. Overview:  This lesson involves students working together in small groups, to investigate their scenario in a conjoint effort using Problem-Based Learning (PBL) method and create new knowledge of real-world context. This lesson provides students with a basic understanding of orchards and provides opportunities for students to extend their knowledge by investigating concepts to suit their own orchards needs. Students can use science to analyse their problems, plan, make decisions, problem solve and use technology to support their learning (Monsang, Srikoon, & Wichaino, 2021).  Integrating ICT and Technology into science supports students learning; at the beginning of the lesson students will be shown and given key concepts to understand to develop their thinking capabilities, students can use their computers to investigate living things and research the needs of their chosen plants. ICT improves student engagement and enjoyment, students can this means to self-sufficiently improve their knowledge acquisition by researching the required information to support their small group activity (Areepattamannil, & Santos, 2019).

Teaching Science – Assignment 1  Assessing student’s learning in this lesson, helps measure a student’s progression, what they have understood, formative assessments help teachers to identify what areas need further exploration or have they demonstrated the necessary skills. Teachers use their class time to observe students, use questioning strategies to gauge what students have understood and what methods they are using to complete set work. Teachers can use the student’s completed work to determine the level of understanding or if further exploration is necessary to understand the concept (Alonzo & Gotwals, 2012). Analyse of Assessment Strategies: The two lessons mentioned can be assessed differently depending on the purpose of the assessments; assessments gather crucial information that helps teachers to determine a student’s progress to find strengths and weaknesses. Teachers use assessments to navigate their teaching practices to ensure student’s learning is achieved (Bybee, 2002, p. 95). Formative assessments are completed in the classroom throughout the lesson and are ongoing, they are used directly to improve the students learning as they are learning new concepts. In these situations, it is important for teachers to identify what they already know and follow through with more complex questions. This gives the teacher opportunities to teach new concepts and assess their current understanding. It allows students to control their learning, analyse and critically think about the possibilities, questioning can highlight the facts of the lesson and give students time to think about what they will investigate further. Scientific inquiry begins with making predictions that allow students to engage in activities and have the abilities for further investigation (Bybee, 2002, p. 100). Key factors in formative assessment are making sure students understand what is expected to learn and set goals, what is the gap between what they know and what is expected through their teacher’s guidance and

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Teaching Science – Assignment 1 feedback. Students need to know how they can use this feedback and apply this to their learning intentions and be revised to support understand. Formative assessments have their limitations, it is difficult to determine how successfully students how understood the concepts being taught to a whole class and it doesn’t provide evidence that can be reflected on. For example, portfolios or PowerPoints cannot be used through formative assessment strategy and if they aren’t implemented well or if they are used for the wrong cohort of children (Bybee, 2002, p. 105). Through collaboration with peers, this provides opportunities of peer and self-assessments; peer and self-assessments help students to guide their peers learning and self-monitor their own understanding to determine if they are on the right path and develop a sense of what is expected (Mintzes, Novak, & Wandersee, 2005). Peer and self-assessments are not appropriate in all situations, students may collectively have the wrong interpretation and understanding of the concept. To ensure there is no confusion it is important for teachers to be vigilant about each of their students understanding (Bybee, 2002, p. 102) Therefore, teachers use these assessment strategies by integrating these aspects to determine the quality of work being produced through different means to measure their students understanding and success. Assessment strategies determine a student’s understanding overtime by gradually creating layers to their learning intensions; questioning is a powerful component to determining a student’s thinking and gives opportunities for students to articulate their ideas and for teachers to address any misconceptions the student may have. Through a student’s response it is crucial teachers to extend students to answers either through open-ended or follow on questions and not allow students to give short responses when answering questions. This will provide teachers with key information to determine if they have understood the different aspects of their lesson (Bybee, 2002, p. 109) Teachers can monitor their students understanding by giving instruction on how to formulate their work with pre-instructions, at

Teaching Science – Assignment 1 the completion of the lesson a teach will be able to determine their students understanding through the quality of work being handed in, for this reason it is important for teachers to monitor students progress in order to determine their students abilities (Bybee, 2002, p. 109).

Teaching Science – Assignment 1 References ABC Education. (n.d). Planting an orchard. https://www.abc.net.au/education/gardening- australia-planting-an-orchard/13898898 Alonzo, A. C., & Gotwals, A. W. (2012). Learning progressions in science current challenges and future directions (1st ed. 2012.). Sense Publishers. https://doi.org/10.1007/978- 94-6091-824-7 Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior, 98, 50– 58. https://doi.org/10.1016/j.chb.2019.04.005 Bybee, R. W. (2002). Learning science and the science of learning science educators’ essay collection. NSTA Press. https://ebookcentral.proquest.com/lib/swin/reader.action? docID=355249 Happy Learning English. (2022). Frogs, Educational Videos for Kids. [Video file]. https://youtu.be/g9RkRyvjF2s?feature=shared Mintzes, J. J., Novak, J. D., & Wandersee, J. H. (2005). Assessing science understanding a human constructivist view. Elsevier. https://librarysearch.swinburne.edu.au/view/action/uresolver.do? operation=resolveService&package_service_id=79796097760001361&institutionId= 1361&customerId=1350&VE=true Monsang, P., Srikoon, S., & Wichaino, N. (2021). The effects of problem-based learning for enhancing science problem solving skills. Journal of Physics. Conference Series, 1835(1), 12016–. https://doi.org/10.1088/1742-6596/1835/1/012016

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Teaching Science – Assignment 1 Turan, S. (2021). Pre-Service Teacher Experiences of the 5E Instructional Model: A Systematic Review of Qualitative Studies. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1994–. https://doi.org/10.29333/ejmste/11102 Victorian Curriculum and Assessment Authority [VCAA]. (n.d. a). Science. Rationale and Aims. https://victoriancurriculum.vcaa.vic.edu.au/science/introduction/rationale-and- aims Victorian Curriculum and Assessment Authority [VCAA]. (n.d. b). Technologies. Rationale and Aims. https://victoriancurriculum.vcaa.vic.edu.au/technologies/digital- technologies/introduction/rationale-and-aims Victorian Curriculum and Assessment Authority [VCAA]. (n.d.). Science. https://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10 Wild Ambience Nature Sounds. (n,d) Australian Wood Frog Sounds & Calls. https://wildambience.com/wildlife-sounds/australian-wood-frog/

Teaching Science A1

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