ENERGY TRANSFER THROUGH DIFFERENT MEDIUMS CAN BE EXPLAINED USING WAVE AND PARTICLE MODELS

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ENERGY TRANSFER THROUGH DIFFERENT MEDIUMS CAN BE EXPLAINED USING WAVE AND PARTICLE MODELS

Task instructions

To complete this task, you are required to choose one (1) of the following specified Year levels:

Year	Australian Curriculum	Scootle Resource
Year 1	Light and sound are produced by a range of sources and can be sensed	Look! Listen! (Primary Connections)
Year 5	Light from a source forms shadows and can be absorbed, reflected and refracted	Light shows(Primary Connections)
Year 9	Energy transfer through different mediums can be explained using wave and particle models	Light, Sound, Action(Science by doing)

Format

You have been provided with theWORD document,SciLessonPlan_A1Template.docxon the EDX2260 StudyDesk to download and save to your computer. This template MUST be used for Assignment 1. You are required to fill in the template (currently 10 pages)with two (2)science investigation lesson plans that use an inquiry approach.To provide evidence of your science inquiry skills you will need to trial and take photographs of two (2)different science investigations (preferably at least one of which is a fair test). Each science investigation needs to form the body of each lesson plan. The completed template must not exceed 10 pages andthe last or 10th page in your assignment is for your references withapproximately 10 supporting sources in APA style.

Presentation (hypothetical)

The lesson plansshould meet the needs of learners for a specified year level that you have selected from the table above. Thelesson plan needs to fulfil the objectives for two (2) constructivist science investigations.Eachlesson plan must be presented professionally with sufficient information about the learning experiences that another teacher could safely implement it.This assignment ishypothetical and there is NO requirement to actually teach students using the lesson plans. However, this is a practical document which must include your results andphotographic evidence that you have actually trialled and tested the science investigations to ensure their suitability and safety.

Purpose

The purpose of this assignment is to produce two (2)engaging lesson planswith age-appropriate content and learning experiences forone (1) of the specified year levels of theAustralian Curriculum:Physical sciences. In the lesson plansyou must provide science learning experiences that are investigative and consistent with an inquiry approach together with evidence that you have actually trialled the science investigations that you describe.You need to identify and justify the inquiry approach in your lesson plans. The learning experiences should identify and address relevant student misconceptions.Youshould include safety precautions and examples of resources that are used in each lesson plan.In each lesson plan, youshould provide strategies that support Science as a Human Endeavour and develop thestudents’ critical and creative thinking, scientificliteracy and ICT capabilities.

You are required to demonstrate specific pedagogical content knowledge and evidence of your science inquiry skills to address the following four criteria:

Demonstrate an authentic pedagogical approach to teach the science content, that is relevant to a specified year level from the curriculum and consistent with an inquiry approach, so that another teacher could use the two lesson plans safely
Provide learning experiences using science content knowledge that meets the needs of learners in a specific year level to address prior knowledge and common misconceptions
Present evidence of inquiry and investigative skills using simple equipment with your own photographs and results from the science investigations
Select resources and apply strategies that supportan appreciation of Science as a Human Endeavour and the students’ general capabilitiesfor creative and critical thinking, scientific literacy and ICT.

Submission

You should submit your two (2) science investigation lesson plans (maximum 10 pages) using Moodle assignment submission with your surname saved as part of the file name. For example, my assignment would be named spencekedx2260assign1.docx.Moodle will accept a word document such as doc or docx. Only the completed template is required; an assignment cover sheet is NOT required and it is NOT necessary to upload this task sheet into Moodle. Assignments that are submitted after the due date will be deducted 3 marks for every day, or part day, that they are late. The marking rubric which includes marks and comments for your feedback will be returned to you via Moodle. Comments will not be made on the actual assignment and you should keep a copy of your assignment, and feedback, for possible future reference.

	High Distinction HD > 85%	Distinction A > 75%	Credit B > 65%	Pass C > 50%	Fail F < 50%	Total
Authentic pedagogical approach	There is clear documentation for the planning, research and selection of the scientific content and how it would be taught in this context. The learning experiences have been provided so that another teacher could effectivelyuse the strategies in a similar context to teach the content safely.	There is evidence of the planning, research and selection of the scientific content and how it would be taught in this context. Most learning experiences have been provided so that another teacher could use the strategies in a similar context to teach the content safely.	There is some indication of planning and research ofthe scientific content and how it would be taught in this context. Some learning experiences are provided that could be implemented by another teacher to teachthe content safely.	Some indication of planning and research of the scientific content and some attempt to show how it would be taughtby another teacher.	Limited indication of planning, researching or identifying the correct scientific content. Limited, unsuitable or no attempt made to show how the content would be taught by another teacher.	/10
Learning experiences	There is clear justification provided for the scientific inquiry in the lesson plans. The students’ existing views and misconceptions are identified, monitored, challenged and changed by creative and imaginativelesson plans that also develop deep student understanding of the science concepts.	There is justification provided for the scientific inquiry in the lesson plans. Student prior knowledge and common misconceptions are identified and challenged by effective lesson plansthat progressively develop student understanding.	Some reasons are provided for the scientific inquiry in the lesson plans. Some student prior knowledge or misconceptions are identified. The lesson plansbuild on some student prior knowledge or address a misconception.	Abasic discussion is presented for the scientific inquiry in the lesson plans. Arelevant student misconception is identified. The lesson plans developsome student understanding.	Scientific inquiry is not evident ordoes not correctly identifywith the science content in the lesson plans. No or irrelevant student misconceptions are identified. The lesson plans do not adequately develop student understanding.	/10
Inquiry skills	Visual evidence in the form of photographsis provided of your successful and purposeful engagement with two science investigations and the results of the experiments. There is clear demonstration of investigative skills, awareness of safety and the correct use of equipment.	Visual evidence in the form of photographsis provided of you conducting two science investigations and the results of the experiments. There is demonstration of investigative skills, awareness of safety issues and the use of equipment.	Visual evidence in the form of photographs is provided of you conductingtwo science investigations.There is some demonstration of inquiry skills, safe handling of equipment and the results of the investigations.	Visual evidence is provided that demonstrates that you have engaged with the science concept by experimenting in the lesson plans.	Limited visual evidence to demonstrate that you have attempted an activity.	/10
Science as a human endeavour and general capabilities	The resourcesand strategies very successfully supportand promote the further development of critical and creative thinking, scientific literacy, ICT capability and the effective demonstration of Science as a Human Endeavour.	The resources and strategies successfully support critical and creative thinking, scientific literacy, ICT capability and the effective demonstration of Science as a Human Endeavour.	The resources and strategies support critical and creative thinking, scientific literacy, ICT capability and the demonstration of Science as a Human Endeavour.	The resources and strategies provide support forsome of the selected General Capabilities and Science as a Human Endeavour.	Inadequate resources and strategies to support the selected General Capabilitiesor Science as a Human Endeavour.	/10
Presentation, photographs, results and referencing	Excellent communication · Spelling · Grammar · Punctuation · APA style references Excellent presentation · Very cohesive and concise · Interesting context · Highly creative and original · Excellent photographs and results	Very good communication · Spelling · Grammar · Punctuation · APA style references Very good presentation · Cohesive and concise · Clear context · Creative and original · Clear photographs and results	Good communication · Spelling · Grammar · Punctuation · APA style references Good presentation · Mostly cohesive and concise · Relevantcontext · Creative at times · Relevant photographs and results	Satisfactory communication · Spelling · Grammar · Punctuation · APA style references Satisfactory presentation · Some cohesion evident · A context is provided · Some originality · Adequate photographs and results	Lapses in communication · Spelling · Grammar · Punctuation · APA style references Poor presentation · Lack of cohesion · Lack of detail or context · Lack of originality · Inadequate photographs and results	/10
	HD > 42.5/50	A > 37.5/50	B > 32.5/50	C > 25/50	F < 25/50	/50

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