1. 1. QUESTION

       Science education    

      1.https://www.australiancurriculum.edu.au/f-10-curriculum/science/

      2.https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

      3.https://www.youtube.com/watch?v=cavz05XYWyk

      4.http://digital.nsta.org/publication/?i=429899&article_id=2849747&view=articleBrowser&ver=html5

      5.Skamp, K. & Preston, C. (2017). Teaching primary science constructively (7th ed.). South Melbourne, Victoria: Cengage Learning Australia.

      6.https://online.cdu.edu.au/bbcswebdav/pid-3719505-dt-content-rid-21193779_2/xid-21193779_2

      7.https://online.cdu.edu.au/bbcswebdav/pid-3725114-dt-content-rid-21299299_2/xid-21299299_2

      please watch this video for assignment 1 science 2000 words. And make sure both assignments should be for children till year 1 to 4. If you have any questions please let me know.

      A message from Professor,

      Dear all

      Please note that the deadline for Assignment 1 is Sunday 19 September. Don’t wait until the last minute. I shall appreciate your early submission.

      Thank you for your emails – I understand that you are busy with your Assignment 1. Please note that there is no face to face or online session this week, however, I encourage you to view the recorded session (i.e. Assignment 1 and Q & A Assignment 1) at your convenience that may cover your possible questions about the assignment.

      Assignment 1: https://au-lti.bbcollab.com/recording/740ca14b1e544877889329abe4fce112

      Q & A Assignment 1: https://au-lti.bbcollab.com/recording/8fa3028f65ff43ef86a86d11b01f1c7e

      I hope this helps

      Best wishes

      pfa

       

       

       Part: A – Alternative Conceptions in the Science Sub-Strands

      Investigative Activity 1

      Overview

      Substrand: Earth/Planetary Sciences

      Grade level: Year 3

      Context: Revising seasons (year 2 mathematics, ACMMG040 [Australian Curriculum, Assessment and Reporting Authority {ACARA}, n.d.a]), a student questioned why seasons aren’t the same all over the world at the same time. The video Why are there seasons? (SciShow Kids, 2015) was shown to the students, however, after watching, many students were confused about how the tilt of the Earth impacts the seasons.

      Because the alternative conception has arisen alongside a pre-planned unit, an individual activity will be necessary to dispel the alternative conception in minimal time. Gowin’s V will provide structure to the pre- and post-discussions around the investigative activity, as well as a V-map format on which to display the activity’s summary (Hackling, 2005).

      Alternative Conception: Summer is hot because the hemisphere that is tilted toward the Sun is closer to its heat and is therefore hotter (SciShow, 2014).

      Curriculum Connections:

      – Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048). Elaboration: “Recognising the sun as a source of light” (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.b).

      – Name and order months and seasons (ACMMG040) (ACARA, n.d.a)

       

      Objective of Activity: To dispel the aforementioned alternative conception by comparing the Sun’s direct and indirect light distributions on the Earth’s surface as it progresses through its annual orbit, thus affecting the temperature between the different seasons.

      Safety and Student Management:

      – Explicitly enforce boundaries about the use of the torch and consequences for any misuse. Particularly, students are not to shine the torch in their own or anybody else’s eyes.

      – Protect the desks and floor from paint by using drop sheets

      – Protect students from paint by ensuring they wear smocks

       

      Gowin’s V (Hackling, 2005, pp. 5-6)

      Pre-Practical Discussion:

      1. Refer to previous discussion about the cause of higher temperatures in the Summer and assist students in articulating a relevant question, for example, “How does the tilt of the Earth affect the temperature in Summer?”

       

       

      2. Examine the elements to be investigated, such as the change in seasons as the Earth rotates around the Sun.
      3. Elicit the students’ understandings and conceptions about the topic. As seen, many students believe that it is the proximity of the Earth to the Sun that causes the temperature changes between the seasons (SciShow, 2014).

       

      Practical Activity:

      1) Materials: measured amounts of paint, a torch and cardboard.

      2) Students shine the light directly on the sheet of paper to make a concentrated circle of light.

      3) Next, the students draw around the outline of the circle.

      4) Then they hold the torch on an angle and trace around the beam of light with a pencil. Explain that the torch is still giving us the same amount of light, but it is spread out differently.

      5) Students use equal amounts of paint (metaphor for the light) to paint within the traced areas in order to observe the thinning distribution of paint across the larger area of the indirect light. Explain that the thicker the paint, the more heat there is generated by the light beam.

      6) Now, shine the torch on each hemisphere of a globe directly and indirectly to demonstrate the difference in light distribution for each season.

       

      Post-Practical Discussion:

      4. Raw data from the activity is to be collated. In this particular activity, this might entail descriptions of the students’ observations about the distribution of paint when spread on smaller or larger surfaces. Or, where the indirect light falls when the light is shone on each hemisphere.
      5. The raw data may be interpreted diagrammatically (see the diagram below, for example [copied from Skamp & Preston, 2014, p. 549]). Bring the students’ attention to their conceptions from step 3 and discuss them in relation to their diagram. The video, Earth’s Tilt 1: The Reasons for the Seasons (MITK12Videos, 2012), will further demonstrate the proximity of the Earth’s orbit to the Sun.

       

      Image 1: Figure 14.9 from Skamp and Preston (2014, p. 549)

      6. The findings from step five will be interpreted against the original student conceptions in step three (Hackling, 2005) then be described, for example, “the more direct the light on a surface, the more concentrated its heat is (e.g. Summer).”

       

      V-Map

      How does the tilt of the Earth affect the temperature in summer?

      The more direct the light on a surface, the more concentrated its heat is (e.g. Summer).

      The closer Earth is to the Sun, the hotter it is.

      The bigger the area to be painted, the thinner it becomes. The same happens for the Sun’s light.

      Changes in seasons and temperature as the Earth rotates around the Sun.

      Image 2: V-Map adapted from figure 3 in Hackling (2005, p. 6)

      Investigative Activity 2

      Overview

      Substrand: Biological Sciences

      Grade level: Year 3

      Context: Beginning a Living Things unit to address the characteristics of living things compared with non-living things. The 5E’s model will be used to span a series of lessons to assist students in constructing knowledge as they make connections between what they already know and new understandings drawn from their investigation (Hackling, 2005).

      Alternative Conception: “Plants and trees are non-living because they do not move (Pine, Messer & St. John, 2001, p.87).”

      Curriculum Connection: “Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)” (ACARA, n.d.b).

      Objective of Activity: To identify the students’ alternative conceptions and allow them to challenge and build upon their understandings about living and non-living things.

      Safety and Student Management:

      – Glass jars to be handled carefully by one student at a time. If necessary, one student may support the jar whilst another positions the seed.

      – Jars to be kept out of reach of children until observations are made, at which point, the teacher will bring them down from their storage area.

       

      5E’s Instructional Model (Hackling, 2005, pp. 7-8)

      Engage phase: The students will go on a scavenger hunt to find various items around the school grounds then determine categories for their collected items. A discussion about the students’ choice of classifications will be led by the teacher and guided towards questions about whether or not each item is living or non-living (Skamp, cited in Victoria State Government, 2018a). This activity serves the purpose of the engage phase by generating curiosity and questions, whilst illuminating the students’ pre-existing conceptions (Hackling, 2005).

      The students will record each item and their beliefs and reasoning about whether each is living or non-living in a table. This information will be kept by the teacher until the 5E’s final evaluate phase. Item name	Draw item		Is it living or non-living?		Reason
      Grass		Non-living		It doesn’t move.

       

      ESC220 Assignment 1 Grading Criteria HD 100-85		D 84-75		C 74-65		P 64-50		F >50
      Context or narrative to frame the investigations relevant to the student levels	Context or narrative demonstrate highly creative ideas, stated in effective, sharp language Relevance is established for the student activities. Assumptions of relevance are clearly stated; highly developed structured argument for relevance and engagement; fully developed implications for student engagement		Context or narrative demonstrate creative ideas, stated in effective, sharp language Relevance is established for the student activities. Assumptions of relevance are clearly stated; A developed structured argument for relevance and engagement; A development of implications for student engagement		Context or narrative demonstrate ideas, stated in effective language Relevance is established for the student activities. Assumptions of relevance are stated; evidence of structured argument for relevance and engagement; evidence of the development of implications for student engagement		Context or narrative ideas are present. Relevance is established for the student activities. Some evidence of structured argument for relevance and engagement; Some development of implications for student engagement		Context or narrative ideas are absent. Relevance is not established for the student activities. No evidence of structured argument for relevance and engagement; No development of implications for student engagement
      Identify the strands/domains and outcomes			Science and Mathematics Strands/domains are identified correctly. Outcomes are appropriate				Strands/domains are identified incorrectly. Outcomes are inappropriate
      Identify the student misconceptions	Misconceptions and concepts are clearly articulated, complete and are appropriate for the stated activities. Highly developed connections made to prior learning, misconceptions and the stated activities. Presentation of activities has the potential to stimulate interest and motivate student to challenge their understandings.		Misconceptions and concepts are articulated, complete and are appropriate for the stated activities. Connections are made to prior learning, misconceptions and the stated activities. Presentation of activities has the potential to stimulate interest and motivate student to challenge their understandings.		Misconceptions and concepts are articulated and are appropriate for the stated activities. Connections are made between misconceptions and the stated activities. Presentation of activities has the potential to challenge student understandings.		Misconceptions and concepts are stated/implied for the activities. Connections are made between misconceptions and the stated activities, but some links are tenuous/implied. Presentation of activities has some potential to challenge student understandings.		Misconceptions and concepts are not stated for the activities. Connections are not made between misconceptions and the stated activities Presentation of activities has little potential to challenge student understandings.
      Science investigation planning framework activities engage students	Activities using the science investigation planning framework are highly integrated and clearly stated, with learners having a clear understanding of what is expected. Demonstrates a very highly articulated understanding Activities are creative and		Activities using the science investigation planning framework are clearly stated, with learners having a clear understanding of what is expected. Demonstrates a high level understanding Activities are designed to		Activities using the science investigation planning framework are clearly stated, with learners having a clear understanding of what is expected. Demonstrates an understanding Most activities are designed to		Activities using the science investigation planning framework are stated, with learners having some understanding of what is expected. Demonstrates some understanding Some activities are designed to		Activities do not use science investigation planning. Demonstrates little understanding of working scientifically, No activities are designed to stimulate, engage and motivated students

       

       

       

      Assignment 1
      Title	Conceptually Challenging Science Investigations
      Value	50%
      Week Due	End of Week 6 by Midnight
      Length	2000 words or equivalent
      Task Description PART A: This assignment requires the design and development of four science investigative activities. The four activities will be based on student alternative conceptions in science relating to the sub-strands: Chemical, Biological, Physical and Earth/Space sciences. This means: one alternative conception and activity per sub-strand. The activities will be designed to challenge student understanding. This is best done by assuming students hold an alternative conception and the activity will through the process of the investigation and its findings, challenge the students’ understanding of the alternative conception. The investigative activities will use a working scientifically approach. PART B: After you have designed the four activities you must demonstrate that you have conducted one investigation with students, family, and friends or by yourself. This demonstration should take the form of: □ Some digital pictures (no more than one or two, if they are of people besides yourself, you must get permission), and □ A one paragraph critique of the problems you solved in conducting/doing the investigation.   Your report will need to: □ Present an appropriate context or narrative to frame the four investigations relevant to the student levels, □ State the target level(s) of the students you are designing for; □ Identify the sub-strands and content descriptions you are using; □ Identify the student alternative conceptions; □ Present the activities using the working scientifically framework; □ Present a risk assessment for the activity you perform, and □ Demonstration of conducting one activity.

       

Related Samples