TRIMESTER

 

1.Identify a specific concept area from the NSW K-6 Science and Technology syllabus (e.g. sound, electricity, plant structure)- .
2.Identify the science (conceptual) knowledge that is needed to teach this concept area;

3.Identify possible children’s questions and possible misconceptions related to the concept area;

4.Develop FOUR (4) lessons for different aged children (K-6) in a school – ONE (1) lesson for a class from each of the stages ES1 (K), S1 (Y1&2), S2 (Y3&4) & S3 (Y5&6).

5.Provide a justification of activities with reference to appropriate literature. In particular, explain how they incorporate constructivist principles, address the developmental needs of children as they progress through primary school and cater for any safety issues that may be important. ??�Normal’ classroom activities will not have extra safety implications. Activities that are potentially hazardous, such as heating materials, should be supervised or demonstrated under safe conditions, while any outdoor visits require a safety risk assessment. If safety issues are significant, provide a risk assessment, which can be located in the appendix.
6.Try each activity and include a digital photo .

Assignment Presentation

1.Concept area and how it is relevant to children
2.Scientific knowledge required for teacher
3.Children’s questions/misconceptions
4.Lesson plans (including any safety issues)
5.Justification of teaching approach
6.Evidence of trying out activity
For the Lesson plan section (part 4 above):

A possible structure for each of the four lesson plans in the Lesson plan section could be:

•Title (preferably something fun that young children can relate to);
•Syllabus Outcome: Note: while the Syllabus Outcomes must be directly drawn from the syllabus you may create your own Lesson Outcomes to fit with your particular lesson plan.
•Resources (e.g. list of necessary equipment)
•Activity(ies). This should comprise a ??�hands on’ activity for each stage that helps children develop their conceptual understanding of the area – brainstorming and or web-based research can form part of the lesson but CANNOT be the central or core activity.
•Assessment (could be observation of students, or a more formal form of assessment such as a test)

General examples of conceptual areas and how they might be developed

 

* ES1 Identify the things animals need to survive from pictures or a chart
* S1 Record changes in growth of a plant or animal
*S2 Sort objects into living and non-living
*S3 Designs a model animal to survive in a hypothetical environment

Use of an appendix
The main text must provide the substance of assignment, and markers will expect the assessment criteria to be addressed within the main text. However, include appendix material as supporting evidence for a text. Use of an appendix is not a requirement, but it may give an opportunity to build up resources to support future teaching. Such appendix material could include, for example: a detailed outline of the chosen activities supplementary, follow on activities; a detailed risk assessment.

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