Assignment cover sheet Approved ARC 02/09 meeting

Transcription

Approved ARC 02/09 meeting
Assignment cover sheet
Note: (1) The attention of students is drawn to:
the Academic Regulations,
the Academic Honesty Policy and
the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy/136703
(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
benchmarking or moderation.
Student ID Number/s:
Student Surname/s:
Given names:
S00096907
Beattie
John Samuel (Sam)
Course: Master of Teaching (Primary)
School: School of Education (Strathfield Campus)
Unit code: EDST512
Unit title: Science and Technology Education
Due date: 12/11/10
Date submitted: 6/11/10
Lecturer-in-Charge: Dr Phil Keys
Tutorial Group/Tutor: Vicki McHenry Bredin
Assignment Title and/or number: Assessment Three, Instructional Program Unit of Work
DECLARATION OF ORIGINALITY
1. This assignment is submitted in accordance with the Academic Regulations and the Academic Honesty
Policy.
2. No part of this assignment has been copied from any other source without acknowledgement of the source.
3. No part of this assignment has been written by any other person, except to the extent of collaboration and/or
group work as defined in the unit outline.
4. This assignment has not been recycled, using work substantially the same as work I have completed
previously and which has been counted towards satisfactory completion of another unit of study credited
towards another qualification, unless the Lecturer-in-Charge has granted prior written consent to do so.
5. I have made and retained a copy of this original assignment.
Signature of student(s): ___________________________________________
Last updated:
Approved by:
February 2010
University Learning and Teaching Committee
EDST512 Science and Technology Education – Assessment 3, Instructional Program Unit of Work
Submitted by John Samuel Beattie (S00096907)
Date:__6_/_11__/_10__
1 Rationale: Earthquake Explorers – A Stage 3 Science and Technology Unit of Work
This unit of work utilises an inquiry-oriented approach to learning, underpinned by a constructivist
framework. The 5 E’s (Engage, Explore, Explain, Elaborate and Evaluate) instructional model
employed in this unit of work, as prescribed by the Primary Connections Earthquake Explorers
module (Australian Academy of Science, 2009), was initially developed by Rodger Bybee, and
provides students with the opportunities to “redefine, reorganize, elaborate, and change their initial
concepts through self-reflection and interaction with their peers and their environment” (Bybee, 1997,
p. 176). This unit of work has been adapted from the 5 E’s model that is presented in the Primary
Connections Earthquake Explorers module, and this will be illustrated in the Unit Overview and
Engage Lesson Plan. Please use the hyperlinks in this document to connect to relevant areas in the
class website.
Constructivism and Cooperative Group Learning
The constructivist framework underpinning this unit of work is an “active learning process” (Yager,
1991, p. 53) in which the learning outcomes are “an interactive result of what information is
encountered and how the student processes it based on perceived notions and existing personal
knowledge” (Yager, 1991, p. 53). The teacher as a facilitator “guides” (Yager, 2010) the students
learning as they construct knowledge for themselves through a process of creating “viable
explanations of… experiences” (Wheatley, as cited in Fleer, 1999, p. 123) through “first-hand
knowledge gained from new explorations” (Miami Museum of Science, 2001, para. 2) with an
emphasis on cooperative learning, in which students work in small groups to enhance their learning
(Australian Academy of Science, 2010).
Cooperative group learning is an integral component of the constructivist approach in this unit of
work, and there are numerous sources that outline the benefits of cooperative group learning. Some
of the benefits include positive interdependency and an increase in communication skills through
peer-to-peer interactions (Brady, 2006), the development of the “skills of awareness of others,
effective communication, decision making, compromise and conflict resolution” (Johnson and
Johnson, as cited in Brady, 2006), and opportunities to focus on higher order thinking tasks while
participating in group work (Barry and King, as cited in Brady, 2006).
An Inquiry-Oriented Approach to Learning Science – The 5 E’s
The inquiry-oriented approach employed in this unit of work enables students to “develop an
understanding of the nature of science and scientific evidence” (Australian Academy of Science,
2010, p. 13) through the use of Bybee’s 5 E’s instructional model. Each phase of this model “builds
upon the previous as students construct new understanding and develop new skills” (The Sanguaro
Project, 2001, para. 1). Below is brief overview of each phase of the 5 E’s instructional model:
2 •
Engage – engage and motivate students, and elicit prior knowledge about the topic area.
•
Explore – students explore their ideas through concrete and meaningful experiences.
•
Explain – students “develop scientific explanations for observations and represent developing
conceptual understanding” and have the opportunity to “consider current scientific explanations”
(Australian Academy of Science, 2009).
•
Elaborate – students expand on their conceptual understanding and make connections to other
related concepts.
•
Evaluate – students reflect on the entire learning experience and demonstrate their
understanding of key concepts.
Research into the effectiveness of inquiry teaching and learning methods, when compared to
‘traditional’ instructional methods (as per the Iowa Chautauqua Professional Development Program;
Yager & Akcay, 2010), revealed a number of distinct advantages for students partaking in inquiryoriented learning, including:
•
An enhanced ability to apply concepts;
•
A significant increase in the application of ‘creativity skills’ (for example, unique student
questioning);
•
A greater ability to develop process skills.
Misconceptions
“Throughout our lives we are bombarded with information and images of science” (Bloom, 2006, p.
36), so it is hardly surprising that students will more than likely have formed different views about
science and scientific concepts long before stepping into the ‘science classroom’. Fleer, Jane and
Hardy (2007) identify that students “develop mini-theories about their environment, based on their
own cultural or everyday experiences” (p. 19).
The teacher plays an important role in guiding the students through the organisation of basic
ideas into more coherent concepts, although there is some debate as to “whether this involves
discarding and replacing the initial knowledge, or reorganising and developing it” (Pine, Messer & St.
John, 2001, p. 79). This unit of work will attempt to take into consideration the students’
‘reorganisation and development’ of their initial knowledge of the topic area (earthquakes).
Misconceptions that are specific to this unit of work could quite probably be attributed to
misrepresentations in popular culture (for example, ‘disaster’ movies such as ‘10.5’) or ‘urban myths’,
such as animals being able to ‘detect’ earthquakes or that earthquakes occur in conjunction with
certain types of weather (State of California Department of Conservation, 2007). The Primary
Connections Earthquake Explorers module also addresses a number of ‘students’ conceptions’
(misconceptions), such as the common conception that earthquakes do not occur in Australia or that
3 “an earthquake measuring six on the Richter scale has twice the magnitude of an earthquake
measuring 3” (Australian Academy of Science, 2009).
Earthquake Explorers and the NSW Science and Technology K-6 Syllabus
The Primary Connections Earthquake Explorers module is described as being the equivalent of a
Stage 3 (5th or 6th grade) unit of work as per the Science and Technology K-6 Outcomes and
Indicators (NSW Board of Studies, 1999). Upon referring to this NSW Board of Studies document,
the Earthquake Explorers unit of work would fulfil the Stage 3 Science and Technology Outcome ES
S3.6. There is also the potential to fulfil the ‘Learning Processes’ outcomes of ‘Investigating’ (INV
S3.7) and ‘Using Technology’ (UT S3.9) through the activities undertaken during this unit of work.
This unit of work also provides a number of opportunities to integrate with other Key Learning Areas
(KLAs), with a particular emphasis on literacy (English KLA). Descriptions of the relevant NSW
Board of Studies Outcomes can be located in Appendix 1 - Curriculum Links (p. 13).
References (Rationale)
Australian Academy of Science (2009). Earthquake explorers. Stage 3, Earth and beyond.
Canberra: Author.
Australian Academy of Science (2010). Minds-on, hands-on: creating competent and confident
teachers of science and literacy. Retrieved October 14, 2010, from
http://www.science.org.au/primaryconnections/professional-reading/index.html Bloom, J. (2006). Creating a classroom community of young scientists (2nd ed.). New York:
Routledge.
Board of Studies NSW (1999). Science and technology K-6 outcomes and indicators. PDF retrieved
August 15, 2010, from http://k6.boardofstudies.nsw.edu.au/go/science-and-technology
Brady, L. (2006). Collaborative learning in action. Frenchs Forest, NSW: Pearson Education
Australia.
Bybee, R. (1997). Achieving scientific literacy: from purposes to practices. Portsmouth, NH:
Heinemann
Fleer, M. (1999). Children’s alternative views: Alternative to what? International Journal of
Science Education, 21(2), 119 – 135. Retrieved August 29,2010, from
http://ezproxy.acu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true
&db=a9h&AN=3838079 Fleer, M., Jane, B., & Hardy, T. (2007). Science for children: developing a personal approach to
teaching (3rd ed.). Frenchs Forest, NSW: Pearson Education Australia.
Miami Museum of Science (2001). Constructivism and the five E’s. Retrieved October 14, 2010,
from http://www.miamisci.org/ph/lpintro5e.html EDST512 Science and Technology Education – Assessment 3, Instructional Program Unit of Work
4 Pine, K., Messer, D., & St. John, K. (2001). Children's misconceptions in primary science: a survey
of teachers' views. Retrieved August 29, 2010, from
http://ezproxy.acu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=
pbh&AN=4421927http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=442192
7 State of California Department of Conservation (2007). Earthquake myths. Retrieved October 17,
2010, from http://www.consrv.ca.gov/index/Earthquakes/Pages/qh_earthquakes_myths.aspx The Internet Movie Database (2010). 10.5. Retrieved October 17, 2010, from
http://www.imdb.com/title/tt0364146/ The Saguaro Project (2001). Curriculum design: the 5-E learning cycle. PDF retrieved October 14,
2010, from www.scieds.com/saguaro/pdf/saguaro_5e.pdf Yager, R. (1991). The constructivist learning model: towards real reform in science education.
The Science Teacher, 58(6), 52-57. Retrieved August 29, 2010, from
http://ezproxy.acu.edu.au/login?url=http://proquest.umi.com/pqdweb?did=1875313&
sid=1&Fmt=6&clientId=18921&RQT=309&VName=PQD Yager, R., & Akcay, H. (2010). The advantages of an inquiry approach for science instruction in
middle grades. Retrieved October 15, 2010, from
http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.2009.00002.x/full
5 Unit of Work Overview
Stage: 3
Year: 5
NSW Content Strand/s: Earth and its Surroundings (ES S3.6)
Topic: Earthquakes (Earthquake Explorers)
Instructional Design Model (IDM): 5 E’s
Additional Information: The class website will be used throughout this unit of work as a source of information, for obtaining resources, and for recording
observations/findings (such as images captured on the digital cameras). Students will use their science journals to record observations from group
activities, and add information to their individual glossaries and TWLH charts. As a class, the teacher and the students will add information to the class
TWLH chart, word wall and glossary. Each group will have access to a computer with internet access, and group task cards (with defined roles) will be
used during group activities. To ensure that all students have the opportunity to experience the various roles, the roles will be rotated with each activity.
Lesson No.
IDM Phase
NSW Outcome/s
Lesson
Outcome/s
Focus
Question/s
Lesson 1
Ss communicate
prior knowledge
and identify what
they ‘want to
learn’ about
earthquakes.
What do you
think you
already know
about
earthquakes?
(How do you
know that?)
Engage
Science &
Technology
ES S3.6
INV S3.7
UT S3.9
KLA integration
opportunities
English: TS3.1
& TS3.2 (group
activity &
presentation)
Lesson 2
Explore 1
Science &
Technology
ES S3.6
INV S3.7
Identifies and
develops tools
that will be used
to record
observations &
information (e.g.
science journals,
class website).
Reads, analyses
and understands
subjective and
objective
information
about
earthquakes.
What would
you want to
learn about
earthquakes?
How do you
think we
measure
earthquakes?
How do we
process
objective and
Activities
Resources
TWLH chart - Ss identify what ‘we Think we know’ (T
column); end of lesson - ‘what we Want to learn’ (W
column).
• Class website
• Computers with
internet access
• Science journals
• Class TWLH chart
• Visual stimuli
• Class word wall
• Class glossary
Class activities – view visual stimuli; end of lesson –
define and create a class word wall; define the glossary
(Ss individually record collective response for
‘earthquake’ definition in their science journals).
Group activity - post visual stimuli & what we think we
know (T); Ss represent the cause and effect of
earthquakes through modelling (plasticine or wooden
blocks), storyboarding (recorded individually in science
journals), and a group presentation. Ss will record the
processes and outcomes during this activity with digital
cameras. Refer Lesson Plan on p. 10 for more details.
TWLH chart – review T column from Lesson 1; end of
lesson – add information to the L column (what we
Learned) and additional questions to the W column.
Group activity – Ss (in groups) read a news report
about an earthquake (groups may wish to source
relevant images on the internet to be used in their
presentations). Groups will present their findings to the
EDST512 Science and Technology Education – Assessment 3, Instructional Program Unit of Work • Submitted by John Samuel Beattie (S00096907)
Group activity:
• Group task cards
• Chopping blocks
• Plasticine
• Wooden blocks
• Digital cameras
• Class website
• Computers with
internet access
• Class word wall
• Class glossary
Assessment
Indicators
Ss communicate
what think they
know and what
they want to learn
about earthquakes.
Ss individual
entries in science
journals (individual
TWLH chart and
storyboard).
Ss contributions to
class TWLH chart
and group activity.
Ss individual
entries in science
journals (L of
TWLH chart and
information
recorded from the
group activity).
6 UT S3.9
KLA integration
opportunities
English: TS3.1
& TS3.2 (group
activity &
presentation)
English: RS3.5
& RS3.6
(news report)
Understands the
difference
between the
magnitude and
intensity of an
earthquake, with
particular
reference to the
Richter and
Modified Mercalli
scales.
subjective
information
about
earthquakes?
class, describing features of the report that relate to the
earthquake (e.g. When and where did it happen? What
kind of damage was described? Is there any indication
or measurement of how strong the earthquake was?).
After the presentations, the Ss will be introduced to the
Richter scale. The class will discuss how this is a
measurement of the ‘magnitude’ of an earthquake
(‘objective’ data collected from a seismometer). The
class will then revisit the ‘damage’ described in the
news reports before being introduced to the Modified
Mercalli (MM) scale (‘subjective’ data – description of
intensity); groups will apply the MM scale levels to the
earthquake in their news report and present their
findings to the class, citing evidence from the reports.
Group activity:
• Earthquakes
news reports
(example here),
Richter scale and
Modified Mercalli
scale information
• A2/A3 paper for
presentations
Ss contributions to
class discussion
about the Richter
scale.
Glossary & word wall – update with new information.
Lesson 3
Explore 2
Science &
Technology
ES S3.6
INV S3.7
UT S3.9
KLA integration
opportunities
English: TS3.1
& TS3.2 (group
activities &
presentation)
Uses models to
represent and
discuss a
scientific idea as
a precursor to an
introduction to
the notion of
tectonic plates
and tectonic
plate movement.
What do you
think causes
earthquakes?
What do you
think the
effects are of
the movement
of tectonic
plates?
TWLH chart – review from Lesson 2; end of lesson –
add new information to the L and W columns.
Group activities – (1) (a) Ss, in groups, use 2 flattened
slabs of playdough to investigate how the slabs can
interact with one another (T may need to demonstrate,
e.g. slabs moving apart). Groups record their
observations. (b) Groups then make a ‘building’
(wooden blocks) where the two slabs meet and observe
the effect of the movements identified in (a) on the
‘building’. Groups present their findings to the class. (2)
Groups examine a cracked hard-boiled egg (explained
as a ‘model’ representing the Earth) and observe/record
the effects of what happens when parts ‘interact’
(pushed together, pulled apart, slid past one another).
These activities are a precursor to the introduction of
the term ‘tectonic plate’ and plate movement.
Group activity –
presentations
reflect an
understanding of
subjective and
objective
information about
earthquakes, and
how the MM scale
is used to ‘rate’ the
intensity of an
earthquake.
• Class website
• Computers with
internet access
• Class word wall
• Class glossary
Ss individual
entries in science
journals (L of
TWLH chart and
information
recorded from the
group activities).
Group activities:
• Playdough
• Wooden blocks
• Chopping blocks
• Hard-boiled eggs
• Digital cameras
Group activities –
presentation
reflects an
understanding of
the use of models
to represent a
scientific idea.
Ss contributions to
class TWLH chart.
7 Lesson 4
Explain
Science &
Technology
ES S3.6, INV
S3.7, UT S3.9
Uses models
and information
obtained from a
fact sheet to
represent and
describe tectonic
plate movement.
What are the
ways in which
tectonic plates
interact with
each other?
English: TS3.1
& TS3.2 (group
activity &
presentation)
English: RS3.5
& RS3.6 (fact
sheet)
Elaborate
Science &
Technology
ES S3.6
INV S3.7
UT S3.9
KLA integration
opportunities
English: TS3.1
& TS3.2 (group
activity &
presentation)
Maths: DS3.1
& SGS3.3
Class – revisit observations from the group activities in
Lesson 3 (‘plate interactions’) and the term ‘tectonic
plate’.
Group activity - Each group reads through a fact sheet
about tectonic plate movement, highlighting relevant
facts (in particular how the plates move). Groups will
model one of the three types of movement using the
playdough slabs (refer Lesson 3) and use digital
cameras to develop a sequence of the movement.
Groups will then do an oral presentation to the class
describing their model using the photo sequence as a
visual aid and information obtained from the fact sheet.
KLA integration
Lesson 5
TWLH chart – review from Lesson 3; end of lesson –
add new information to the L and W columns.
Ss individual
entries in science
journals (L of
TWLH chart and
information
recorded from the
group activities).
Group activity:
• Fact sheet
• Playdough
• Chopping blocks
• Digital cameras
Group activity –
presentation
reflects an
understanding of
tectonic plate
movement.
Ss contributions to
class TWLH chart.
Understands the
relationship
between tectonic
plates and
earthquake
activity in
Australia and
neighbouring
countries,
through a
process of
interpreting and
comparing
data/evidence.
Where do you
think
earthquakes
occur?
How often do
earthquakes
occur in
Australia and
neighbouring
countries?
What patterns
can you see
emerging?
Class – revisit TWLH chart (L and W columns); review
group activities from Lessons 3 & 4 (tectonic plates &
movement) before displaying a world map with a
tectonic plate overlay on the IWB. Class discusses
features of the map - Ss are asked to identify areas
where they think earthquakes might occur (draw on IWB
with interactive pens).
Group activity - groups refer to a map of the region
surrounding Australia and an ‘earthquake info sheet’
(different for each group). Groups use stickers to locate
the earthquakes on their info sheets, recording the
magnitude of each earthquake on the stickers. Groups
then create 2 column graphs (‘Australia’ &
‘Neighbouring Countries’) that display the number of
earthquakes (y-axis) and magnitude (x-axis). Groups
will present their findings to the class.
• Class website
• Computers with
internet access
• Class word wall
• Class glossary
• Plate overlay map
• IWB
Class & group
activity
(presentation) –
identifies and
understands
relationships
between tectonic
plates and
earthquake activity.
Group activity:
• Regional map
• Earthquake
information sheet
• A2/A3 paper for
column graphs
• Stickers
• Class website
• Computers with
internet access
• Class word wall
• Class glossary
8 Lesson 6
Evaluate
Science &
Technology
ES S3.6
INV S3.7
UT S3.9
KLA integration
opportunities
English: WS3.9
(news & factual
reports)
Ss review
previous lessons
and consolidate
what they have
learned with the
completion of the
H (‘How we
know’) column of
the TWLH chart
and the
‘Earthquake
Poster’.
What have we
learned about
earthquakes?
Class – review previous lessons (TWLH chart, science
journals, glossary, word wall, group activities) before
adding Ss’ responses to the H (How we know) column
of the TWLH chart.
Individually – Ss to create an ‘Earthquake Poster’.
Posters will include: a ‘news report’ about a ‘fictitious’
earthquake (when, where, description of the damage
caused, an ‘eyewitness’ account); a ‘factual report’ that
includes the world map/tectonic overlay image, and
identifies the magnitude, intensity, and the type of plate
movement; supporting images and/or drawings. Please
note – this activity may require an extra session to allow
students the opportunity to successfully complete this
assessable activity.
• Class website
• Computers with
internet access
• Class word wall
• Class glossary
Activity:
• A2/A3 lightweight
board and/or
paper for posters
Ss contributions to
class TWLH chart
(H column).
‘Earthquake
Poster’ – individual
assessment that
reflects an
understanding of
what the Ss have
learned throughout
the unit of work.
Maths: SGS3.3
9 Unit Topic: Earthquakes (Earthquake Explorers)
Class: 5B
KLA & Stage: Science & Technology Stage 3
Lesson: Engage (Lesson 1)
Duration: 55 minutes
Date: 21/10/10
Recent Prior Experience: Although students (Ss) have not formally covered the topic of earthquakes in a classroom setting, they may have some
prior knowledge/experiences (these ‘conceptions’ will be identified during this lesson). In regards to Information and Communication Technology
(ICT), Ss have had prior experience using digital cameras, uploading content to a website and using an Interactive White Board (IWB). Ss have
also had prior experience using science journals, TWLH charts, storyboards, word walls, glossaries, and working in groups. In the advent of Ss not
having had prior experience with any of the previously mentioned items, the teacher (T) will need to explicitly model/demonstrate (refer to Appendix
2 – Preparation, p. 15).
NSW Science Syllabus Outcome/s: ES S3.6, INV S3.7, UT S3.9; Literacy outcome TS3.1 & TS3.2 (refer Appendix 1 – Curriculum Links, p. 13)
Lesson Outcome/s: Ss will: (1) Identify what they think they know about earthquakes prior to accessing visual stimuli (video and images); (2) Use
visual stimuli to observe and describe earthquakes; (3) Work collaboratively and individually to represent what they think they know about the cause
and effects of earthquakes; (4) Identify what they would like to learn about earthquakes.
Key Focus Question/s: What do you think you already know about earthquakes? (Extend Ss: How do you know that? Ss to indicate their point of
reference); What would you want to learn about earthquakes?
Indicators of Learning: Ss will: (a) ES S3.6 & INV S3.7 – work
collaboratively to represent and report on the cause and effect of
earthquakes, based on prior experience and observations of the visual
stimuli; (b) UT S3.9 – use of digital camera and class website for recording
observations; (c) TS3.1 – contributions to class discussions, TWLH chart,
glossary, word wall and post-activity group presentation.
Assessment Indicators: Diagnostic Assessment: individual (science
journal entries – TWLH chart and storyboard) and collaborative
(model for storyboard and group presentation of the model).
T observation: contributions to class TWLH chart, word wall, glossary
and discussions; use of digital camera and class website
(http://edst512earthquakes.wordpress.com/).
Safety Issues/Classroom Rules: Ss should be familiar with the classroom rules (Safety – movement around the classroom and using manipulative
materials during group work; Peer Respect – respectful of each other, especially individual’s contributions; Participation – all Ss are to be actively
involved and working as a part of a team in our ‘community of scientists’; Responding – hands up, wait for the T to acknowledge before answering;
Freeze – stop what you’re doing and eyes to the T). Ensure that all Ss are appropriately attired for the ‘science classroom’ (e.g. closed toed shoes).
Indicators of Learning
Time
Teaching Strategies/Learning Experiences
INTRODUCTION
Resources/Organisation
TS3.1 – Ss’
contributions to the
class TWLH chart (T).
10 min
Ss record 3 things they think they know in the T column of
the TWLH chart in their science journals. Ss and T then
discuss findings and T adds 1 entry per S to the class
TWLH chart (T to ask “How do you know that?”).
Re-establish class rules.
TWLH chart in science journals.
Class TWLH chart – T column (entries to be added
to class website at a later date).
TS3.1 – Ss’
10 min Ss record 3 things they think they know in the T column of Re-establish class rules.
10 DEVELOPMENT
INV S3.7 – Ss observe
5 min
the effects of
earthquakes using the
20 min
visual stimuli. This
coupled with their prior
knowledge will be used
in the group activity. Ss
individually record
observations in the form
of a storyboard.
ES S3.6 – Ss work
collaboratively to
represent and report on
the cause and effect of
earthquakes.
UT S3.9 – use of digital
camera to record
10 min
observations during
group activity.
TS3.1 & TS3.2 – Ss’
class TWLH chart (W) &
group presentation.
Ss view the ‘visual stimuli’ (see right).
Ss will partake in a group activity in which they will use
the information they have just observed (video and
images) coupled with their prior knowledge. Groups (4
Ss per group) will use either plasticine or wooden blocks
to represent the cause and effect of an earthquake.
Group members will be assigned a ‘role’ for the activity.
Once the model is complete, Ss will individually record
their observations in the form of a storyboard in their
science journals (a sequence of illustrations accompanied
by a brief description of each frame). Groups will then
present their models through the reports of the ‘Eye
Witness’ and ‘News Reporter’ with the assistance of the
other group members.
T asks Ss to now reflect on what they think they know (T
column of TWLH chart) and what they have just
experienced (visual stimuli and group activity). T asks Ss
to record 3 things they want to learn in the W column of
discuss findings and T adds 1 entry per S to the class
TWLH chart.
Visual stimuli - National Geographic ‘Earthquakes
101’ video; Christchurch 2010 Before & After
images.
Group activity – chopping blocks, plasticine,
wooden blocks, digital cameras, storyboards
(science journals), group task cards with ‘roles’.
Roles include: Director (motivate group members,
keep group on task); Eye Witness (presents the
‘emotive recount’ of the earthquake experience);
News Reporter (presents a ‘factual recount’ of the
earthquake experience); Construction Manager
(oversees model construction and safety). All Ss
should have the opportunity to assist with
‘construction’ and record the activity with the digital
cameras (images to be uploaded to the class
website at a later date).
Class TWLH chart – W column (entries to be added
to class website at a later date).
CLOSURE
TS3.1 – Ss’
class word wall &
glossary.
Diagnostic Assessment
T to refer to Ss science
journals – TWLH charts
& storyboards.
10 min
T introduces ‘word wall’. All Ss contribute to adding ‘topic’ Class word wall (words and images related to the
words to the class word wall.
topic area).
T introduces the ‘glossary’. Ss (in groups) to create a
definition for the word ‘earthquake’. All groups present
Glossary (science journals and class website).
their definition; T and Ss choose a suitable definition
(added to science journals and class website).
T and Ss reflect on the experiences encountered in the
lesson, drawing attention to the T and W columns of the
TWLH chart.
11 References (Unit of Work)
Australian Academy of Science (2009). Earthquake explorers. Stage 3, Earth and beyond.
Canberra: Author.
Australian Academy of Science (2010). Curriculum Resources – Earthquake Explorers. Retrieved
October 17, 2010, from http://www.science.org.au/primaryconnections/curriculumresources/earthquakes.html/
Australian Academy of Science (2010). Earthquake hits Newcastle. PDF retrieved November 2,
2010, from http://www.science.org.au/primaryconnections/curriculumresources/earthquakes.html/#resourcesheets
BBC News (2010). Strong earthquake rocks New Zealand’s South Island. Retrieved November 2,
2010, from http://www.bbc.co.uk/news/world-asia-pacific-11183685
Beattie, J. (2010). Earthquake Explorers [website]: http://edst512earthquakes.wordpress.com/
Board of Studies NSW (1999). Science and technology K-6 outcomes and indicators. PDF retrieved
August 15, 2010, from http://k6.boardofstudies.nsw.edu.au/go/science-and-technology
Board of Studies NSW (2002). Mathematics K-6 syllabus. Sydney: Author.
Board of Studies NSW (2007). English K-6 syllabus. Sydney: Author.
Geoscience Australia (2010). Recent earthquakes measured by Geoscience Australia. Retrieved
November 4, 2010, from http://www.ga.gov.au/bin/listQuakes
CNN World (2010). 7.0 quake hits Haiti; 'Serious loss of life' expected. Retrieved November 2, 2010,
from http://articles.cnn.com/2010-01-12/world/haiti.earthquake_1_peacekeeping-missionpresident-rene-preval-haiti?_s=PM:WORLD
Federal Emergency Management Agency (2010). FEMA for Kids: Disaster Connection,
Earthquakes. Retrieved October 17, 2010, from http://www.fema.gov/kids/quake.htm
Feinberg, J. (2009). Wordle [online application]: http://www.wordle.net/
National Geographic (2010). Earthquakes 101 [online video]. Retrieved October 11, 2010, from
http://video.nationalgeographic.com/video/player/environment/environment-naturaldisasters/earthquakes/earthquake-101.html
National Geographic (2010). Earthquake Montage [online video]. Retrieved October 11, 2010, from
http://video.nationalgeographic.com/video/player/environment/environment-naturaldisasters/earthquakes/earthquake-montage.html
The Real Truth (2010). Earthquake in China Kills Over 1,900. Retrieved November 2, 2010, from
http://www.realtruth.org/news/100415-001-asia.html
U.S. Geological Survey (2010). Earthquakes for Kids. Retrieved October 17, 2010, from
http://earthquake.usgs.gov/learn/kids/
12 Appendix 1 – Curriculum Links
KLA
Science & Technology (Content Strand)
ES S3.6 Recognises that the Earth is the source of most materials and resources,
Outcome/s and describes phenomena and processes, both natural and human, that form and
change the Earth over time.
Lesson/s
Lessons 1 - 6
KLA
Science & Technology (Learning Processes)
INV S3.7 Conducts their own investigations and makes judgements based on the
results of observing, questioning, planning, predicting, testing, collecting, recording
and analysing data, and drawing conclusions.
Outcome/s
UT S3.9 Evaluates selects and uses a range of equipment, computer-based
technology, materials and other resources to meet the requirements and constraints
of investigation and design tasks.
Lesson/s
Lessons 1 – 6
INV S3.7 – refer to group activities.
UT S3.9 – use of digital cameras, interactive whiteboard and class website; use of
manipulative materials during group activities.
KLA
English (Learning to Talk and Listen) – KLA integration opportunities
TS3.1 Communicates effectively for a range of purposes and with a variety of
audiences to express well-developed, well-organised ideas dealing with more
challenging topics.
Outcome/s
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes
and composition, uses effective oral presentation skills and strategies and listens
attentively.
Lesson/s
Lessons 1 – 6 (refer to group activities and presentations)
KLA
English (Learning to Read) – KLA integration opportunities
RS3.5 Reads independently an extensive range of texts with increasing content
demands and responds to themes and issues.
Outcome/s
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of
text being read.
Lesson/s
Lesson 2 (news report), Lesson 4 (fact sheet)
13 KLA
English (Learning to Write) – KLA integration opportunities
WS3.9 Produces a wide range of well-structured and well-presented literary and
Outcome/s factual texts for a wide variety of purposes and audiences using increasingly
challenging topics, ideas, issues and written language features.
Lesson/s
Lesson 6 (news report, factual report)
KLA
Mathematics (Data) – KLA integration opportunities
Outcome/s
DS3.1 Displays and interprets data in graphs with scales of many-to-one
correspondence.
Lesson/s
Lesson 5 (earthquake information sheets, column graphs)
KLA
Mathematics (Space & Geometry – Position) – KLA integration opportunities
Outcome/s SGS3.3 Uses a variety of mapping skills.
Lesson/s
Lesson 5 (World map with tectonic plate overlay, Australia and surrounding region
map, group activity)
Lesson 6 (World map with tectonic plate overlay)
14 Appendix 2 – Preparation
Science Journal
The students will use their science journals throughout this unit of work. The science journals provide
the students with the opportunity to record their observations, ideas, thoughts, experiences and
relevant information, and can be used as a point of reference during the unit of work. Entries will be
made during the lessons and group activities, and will include written text, images, illustrations, tables
and diagrams. The science journals will contain a table for their individual TWLH charts and
glossaries, as well as a template for the storyboard activity (refer to Lesson 1).
4`:JPLUJL1V\YUHS
>OH[^L[OPUR^LRUV^
5HTL!FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF+H[L!FFFFFFFFFFFFFFFF
>OH[^L^HU[[VSLHYU
>OH[^LSLHYULK
/V^^LRUV^
Class Website
The class website will be used as a source of information, for obtaining resources, and for recording
observations/findings. Students may need assistance in understanding how to upload content or
create entries, how to navigate the site, or where to locate necessary resources.
TWLH Chart
This chart will be used, both individually and as a class, throughout this unit of work. The chart is
divided into four columns, with each column being used at various stages during the unit of work
(refer to the Unit of Work Overview). Below is an outline of the function of each column:
15 •
T (what we Think we know) – used to access students’ prior knowledge and document their
existing beliefs and understanding of a topic area.
•
W (what we Want to learn) – used to identify what the students would like to know more about
the topic area.
•
L (what we Learned) – used during the process in which students develop explanations for the
observations they have made or the information they may have encountered.
•
H (How we know) – used in conjunction with the L column; the evidence documented in the H
column supports the entries made in the L column.
What we think we know
What we want to learn
What we learned
How we know
Storyboard
Students will create an individual storyboard during the group activity of Lesson 1 (a template for this
is included in the science journals). Storyboards are used to identify key events in a story or process,
with these key events being represented in a sequential order. The storyboards will include drawings
(showing the important details in each frame) accompanied by a descriptive caption (an example is
provided below).
16 Word Wall
The word wall is used to display words (and images) that are related to the topic area. The word wall
will be on display throughout the unit of work and will be added to each lesson. The word wall
provides an easily accessible reference point for students during the lessons.
Glossary
The glossary will be used (both individually and as a class) to list topic area specific terms
accompanied by descriptions (refer to the example below).
Group Work
(as per ‘How to organise cooperative learning teams’, Australian Academy of Science, 2009, p. 57)
Introduce team skills and roles before starting the unit of work. Use the following ideas when
planning cooperative learning with the class:
• Assign students to team rather than allowing them to choose partners.
• Vary the composition of each team (e.g. ability level, sex, cultural background).
17 • Keep groups together for two or more lessons so that students have enough time to work
together successfully.
• Keep group sizes to no more than 3-4 students as it is difficult for students to work together
effectively in large groups.
• Keep a record of the students who have worked together to ensure that each student has the
opportunity to work with other groups in future units of work.
Group Roles
Students are assigned roles within their group, for example, in the Engage lesson (refer pp. 10-11),
group roles include a Director, a Construction Mananger, a News Reporter, and an Eye Witness.
Each member is accountable for the performance of the group and should be able to explain how the
group obtained its results. It is important to rotate group roles each time the group undertakes a
group activity to ensure that all students have the opportunity to perform different roles.
18

Assignment cover sheet Approved ARC 02/09 meeting

Transcription

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