Krystl Brown - Assignment 2 - Folio

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Swinburne University of Technology *

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30012

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Arts Humanities

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Feb 20, 2024

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EDU30064 Teaching Science Assignment 2: Folio Krystl Brown – 103 469 507. EDU30064 Teaching Science Assignment 2: Folio Krystl Brown - 103 469 507 eLA Name: Deepali Shah Due Date: 02.10.2023
EDU30064 Teaching Science Assignment 2: Folio Krystl Brown – 103 469 507. Unit title and Year: Foundation - Make it Move. Science Understanding AC9SFU02. Describe how objects move and how factors, including their size, shape or material, influence their movement. (Australian Curriculum, Assessment and Reporting Authority, [ACARA]. (n.d). Science as Human Endeavour AC9SFH02. Explore the ways people make and use observations and questions to learn about the natural world. (ACARA, n.d). Science Inquiry Skills AC9SFI01. Pose questions and make predictions based on experiences. AC9SFI02. Engage in investigations safely and make observations using their senses. (ACARA, n.d). Overview: This unit has 4 lessons and will take four weeks to complete, (4 x 2-hour lessons x 1 lessons per week). Students have prior knowledge of objects that move, they are familiar with concepts through everyday activities; for example, swinging or pushing a swing, bouncing/rolling a ball. Students demonstrate movement and make things move in their everyday lives, but movement is complex, students must understand how in-depth movement is; teaching students about movement consists of breaking it down and focusing their attention on physical science, directing their attention to things that go unnoticed or hidden, they may not consider it movement, but through inquiry and investigation, students notice objects from their everyday environment through new eyes (Ashbrook, n.d). Inquiry-based learning help students participate in hands-on learning, exploring new ideas and concepts of different forces while collecting data to ensures learning is reinforced. Discovering movement gives students time to explore, and investigate different movements and objects, things they might not have notice. They are beginning their learning journey, expanding their inquiry skills, students need exposure to different experiences and tasks by asking questions and observing. Inquiry-based learning and play helps students learn how different forces help movement, they look closer at their immediate environments and identifying activities that relate to push and pull movements (Dale, 2015). This unit consists of hands-on experiences allowing students to investigate problems in real scenarios, through class discussions and activities; the aim is to incorporate Problem-Based Learning (PBL), the role of the teacher is to facilitate the content and present scientific problems students have the responsibility to investigate the science content, each students has opportunities of sharing and defending their ideas, PBL gives students time to think
EDU30064 Teaching Science Assignment 2: Folio Krystl Brown – 103 469 507. and display characteristics of scientist in a social construct (McConnell, Parker & Eberhardt, 2016). Assessment: Diagnostic Diagnostic assessments are supported through observations, as students engage in the hands-on learning activities, the teacher must be alert and observe who is struggling with the process of movement. There must be sufficient time given for students to understand the purpose of the lesson and demonstrate their abilities, it may require the teacher having 1:1 support with the student and slow down the process for the student to grasp the concept, this could be motor skills the student has not developed yet. For example, when students are bouncing a ball and the ball keeps rolling away, if the teacher observes this, they can go over to the student and offer their support (Sangster & Overall, 2006). Formative Formative assessments help teachers in that moment, interactions with the class from the lesson beginning, reviewing previous lessons ensures students have understood each lesson. Teachers asks open- ended questions to ensure they understand the concept before moving to the next lesson, teachers give students tasks and use formative assessments to ensure students are learning in that moment by observing engagement (Sangster & Overall, 2006. P, 21). Summative Once students finish the activity, teachers use their work to determine how they understood and assess completed work. This gives teachers an understanding if the topic needs to be revisited for further clarification or they have understood the content (Sangster & Overall, 2006. P, 19). Lesson 1: Engage - Rolling Aims/learning intention: • Observe properties of rolling. • Know the properties and movement of objects that help everyday decisions. • Collect data using anchor chart and K-W-L, write key terms (e.g., roll, spin, push, bounce, bounce), record objects that move and how they move. Safety considerations: • Safety when trying to manipulate objects, be mindful of other students and surroundings. • Ensure students use the objects for the intended purpose. ICT: • The video in this lesson is an accessible element for all students, it provides an engaging tool to process information and understand the content. Learning experience Intro: • Whole class discussion to grow our science brains and start investigating moving objects – Rolling. • Students watch video Let's Get Rolling!
EDU30064 Teaching Science Assignment 2: Folio Krystl Brown – 103 469 507. Body: • Resource movement cards, holds up cards and students to make predictions, record their ideas can this object roll (e.g., can, pencils, rolling pin, ball, tissue box, blocks, paper, marbles)? • In small groups students investigate if the objects will roll. • Teacher modelling terminology (e.g., force, motion, rolling, roll, rolling, push, pull, objects). • Ask students to think of other objects in the classroom that might roll? Investigate their theory. • Complete worksheet: Things That Roll. Conclusion: • Class discussion about today’s activity, what they learnt, and data collected. • Add associated words to their anchor chart (Teach This, n,d). Lesson 2: Explore/Elaborate - Spinning Aims/learning intention: • Investigate spinning objects. • Make spinning tops. Safety considerations: • Students will use scissors, ensure students are using scissors safely. • If spinning their bodies, ensure there is a safe distance between students. ICT: The video in this lesson is an accessible element for all students, that provides an engaging tool to process information and understand the content. Learning experience: Intro: • Review previous lesson, what they learnt, data collected, can they think of any other objects. • Teacher to explains today’s lesson, observing spinning movements and their properties. • Students watch How Do Helicopters Fly? Body: Teacher demonstrates a spinning top, how spinning works using correct terminology (e.g., direction, spin, spinning, motion, force) Use movement Sorting Cards, and complete the same way as lesson 1. Ask students to identify spinning objects in the class (e.g., chairs, fans, clocks, CD, toy cars, fidget toys). • Does the whole object move or only parts of it? Why?
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