Welcome to my learning tasks portifolio. These activities cover Literacy, Numeracy and Working Scientifically outcomes from the NSW stage 4 and 5 science syllabus. My activities are listed below:
Working Scientifically
Photosynthesis Experimental Design
Health Discoveries Research Task
Modelling Natural Selection
Literacy
Cloze Passage on Plants and Photosynthesis
Antibacterial Resistance Summary Task
Organelles Vocabulary Task
Numeracy
Newton's Second Law Simulation and Calculations
Graphing Half-Life
Scale Modeling in Space
Friday 21 August 2015
Literacy: Antibacterial Resistance Flowchart
Activity
This activity
requires stage 5 students to read the article linked below and use this to
create a flowchart of series of diagrams to illustrate the steps in bacterial
resistance. Students will complete this activity after learning about the
process of natural selection, so this way they can apply their prior knowledge
to the article. Some key words students
should include will be listed on the board as they do this activity (such as
resistance, mutation, selection, selective pressure). This way all students
will have equal access to the activity and know the expectations the teacher
has set for this activity. Furthermore, as students are creating their own
summaries, they will be able to add as much or as little detail as they wish
to.
Syllabus Dot points Covered
LW4 c. explain,
using examples, how natural selection relates to changes in a population, eg in
the
development of
resistance of bacteria to antibiotics and insects to pesticides
Activity Link
Numeracy - Scale Modelling and Time in Space
Activity
Aimed at stage 5
students, this mathematical modelling exercise allows students to visualise the
distances and time taken to travel to the moon and to the star Sirius. This
numeracy activity will be highly engaging for students, as it allows them to
learn to perform simple scale and distance calculations but also model it,
bringing an abstract concept closer to home for them. This activity would best
be done in pre-selected groups with students of varying ability. This way,
students who are more confident with the mathematics and calculations aspect of
the investigation will be able to demonstrate this to the students who are
weaker at maths.
Syllabus Dot Points Covered
ES1
c. use appropriate
scales to describe differences in sizes of and distances between structures
making up the universe
WS6 Students conduct
investigations by:
a. individually and
collaboratively using appropriate investigation methods, including fieldwork
and laboratory experimentation, to collect reliable data (
d. using appropriate
units for measuring physical quantities
Activity Link from Science Works (museums Victoria), pages 1-2.
Literacy: Organelles Vocabulary Test
Activity
This stage 4
literacy activity is an online quiz where students match the term to their
explanation. This allows students to revise both scientific concepts and
vocabulary. By using this online quiz to revise the terms, students are able to
work through these terms at their own pace, and students who wish to advance
their knowledge or feel the need to do more study are able to go back and
revise terms they feel they need to improve their understanding in.
Syllabus Dot Points Covered
LW2
b.
identify structures within cells, including the nucleus, cytoplasm, cell
membrane, cell wall and chloroplast, and describe their functions
Thursday 20 August 2015
Numeracy: Newton's Second Law Simulation
Activity
Stage 5 students
will use this simulation as a basis for calculations to invesigate Newton's
Second law of Motion: F = m x a. Students will use the simulation to compare
the effects of different forces on the same mass and the impact this has on the
acceleration of the skateboard. Using the equation, students will be able to
understand the relationship from a numerical point of view. More advanced
students who are able to complete the task faster can then repeat the
calculations, changing the mass and making predictions about its effect using
the equation. Students who struggle with mathematical concepts will be able to
do the work without the calculations, visualising Newton's second law.
Syllabus Dot points Covered
PW2 a. describe qualitatively the relationship
between force, mass and acceleration
c.
relate acceleration qualitatively to a change in speed and/or direction as a
result of a net force
d.
analyse qualitatively everyday situations involving motion in terms of Newton's
laws
Additional Content
•
relate quantitatively, force, mass and acceleration, and apply to everyday
situations
WS4 Students
question and predict by:
b.
predicting outcomes based on observations and scientific knowledge
WS6 Students conduct
investigations by:
d.
using appropriate units for measuring physical quantities
e.
reporting data and information, evidence and findings, with accuracy and
honesty
WS7.1 Students
process data and information by:
c.
accessing data and information by using a range of appropriate digital
technologies
d.
applying numerical procedures and mathematical concepts and using digital
technologies, where appropriate
WS7.2 Students
analyse data and information by:
b.
describing relationships between variables
Activity Link
Students will use
this PhET simulation (motion) to complete their calculations, using four different
forces of their own choosing.
Working Scientifically: Photosynthesis Experimental Design
Activity
In this activity for
stage 4 students, students are required to write their own method to
investigate the effect of either light or water on photosynthesis and therefore
plant growth. Students are given an aim and are expected to come up with their
own hypothesis and method. They will need to consider thing such as:
replication, minimising uncontrolled variables and measuring their results. By
coming up with their own method, students can make their investigation as
simple or complex as they like, fitting to their ability level.
Syllabus Dot Points Covered
WS4 Students
question and predict by:
b.
making predictions based on scientific knowledge and their own observations
WS5.2 Students plan
first-hand investigations by:
a.
collaboratively and individually planning a range of investigation types,
including fieldwork, experiments, surveys and research
b.
outlining a logical procedure for undertaking a range of investigations to
collect valid firsthand data, including fair tests
c.
identifying in fair tests, variables to be controlled (held constant), measured
and changed
d.
describing safety and ethical guidelines to be addressed
WS5.3 Students
choose equipment or resources for an investigation by:
b.
selecting equipment to collect data with accuracy appropriate to the task
WS6 Students conduct
investigations by:
a.
collaboratively and individually conducting a range of investigation types,
including fieldwork and experiments, ensuring safety and ethical guidelines are
followed
b.
assembling and using appro
d.
following the planned procedure, including in fair tests, measuring and
controlling variables
e.
recording observations and measurements accurately, using appropriate units for
physical quantities
g.
assessing the method used and identifying improvements to the method
Activity Sheet
Students
are not given a specific sheet for this activity, however they can make use of
the summary sheet and website shown below. The aim "Investigate the effect
of light or water on photosynthesis" will be written on the board.
Students may use this link or this sheet to assist in their experimental design:
Working Scientifically: Modelling Natural Selection
Activity
In this activity,
students use matchsticks to model natural selection. Working on a blue carpet,
they try and pick up as many matchsticks (coloured blue and pink) as they can
in a limited time. This demonstrates the effect of camouflage on predation and how
this changes the ratios of the model organism over time. This prac is aimed at
a lower ability stage 5 class, as such it is very highly scaffolded. The
practical itself means that students who struggle with the concept of natural
selection are able to model it and see it for themselves. Students of a higher
ability who complete the work earlier will be able to continue modelling
natural selection over further generations.
Syllabus Dot points covered
WS4 Students
question and predict by:
a.
formulating questions or hypotheses that can be investigated scientifically
WS6 Students conduct
investigations by:
e.
reporting data and information, evidence and findings, with accuracy and
honesty
f.
evaluating the effectiveness of the planned procedure, co
WS7.1 Students
process data and information by:
e.
identifying data which supports or discounts a question or hypothesis being
investigated or a proposed solution to a problem
f.
describing specific ways to improve the quality of the data
WS8 Students solve
problems by:
d.
using cause-and-effect relationships to explain ideas
e.
using models to explain phenomena and make predictions
LW4
a.
describe scientific evidence that present-day organisms have evolved from
organisms in the past
c.
explain, using examples, how natural selection relates to changes in a
population, eg in the development of resistance of bacteria to antibiotics and
insects to pesticides
Activity Sheet
Working Scientifically - Health Discoveries Research Task
Activity
This activity is a stage 4 research project where students are required to research an important health
discovery, different people's views on it, and draw their own conclusions about
it's effectiveness and ethical issues based on their research. Students are able
to choose from a number of different health issues, therefore all students will
be able to find something they are interested and engaged in to look at. The questions are also specific to the health issue, therefore students will be able to use these specific questions to frame and assist with their research.
Students are also required to present their work creatively, including making a
worksheet for the class. By working in groups, there is room for delegation
where students can pick a task that plays to their strengths. These could
include: researching, creating a visual aid, presenting to the class, managing
the group etc. Students are also given a marking rubric so they understand
exactly what the teacher's expectations are of them in this project.
Syllabus Dotpoints Covered
WS7.1 Students
process data and information by: d. accessing information from a range of
sources, including using digital technologies
WS8 Students solve
problems by: c. using scientific knowledge and findings from investigations to
evaluate claims
WS9 Students
communicate by: a. presenting ideas, findings and solutions to problems using
scientific language and representations using digital technologies as
appropriate (ACSIS133, ACSIS148)
LW4
a. research an
example of how changes in scientific knowledge have contributed to finding a
solution to a human health issue
c. describe, using
examples, how developments in technology have contributed to finding solutions
to a contemporary issue, eg organ transplantation, artificial joints/limbs,
treatment for diabetes, asthma, kidney or heart disease
d. give examples to
show that groups of people in society may use or weight criteria differently in
making decisions about the application of a solution to a contemporary issue,
eg organ transplantation, control and prevention of diseases and dietary deficiencies
Activity Sheet
The Marking Rubric Sheet can be downloaded from this link
Listed below are the different topic assignment sheets
The Marking Rubric Sheet can be downloaded from this link
Listed below are the different topic assignment sheets
Assignment Sheet: Organ Transplants
Assignment Sheet: Prosthetic (Artificial) Limbs
Assignment Sheet: Genetically Modified Foods
Assignment Sheet: Food Irradiation
Assignment Sheet: Ebola
Tuesday 18 August 2015
Numeracy: Graphing and Radioactivity
Activity
This activity is a
worksheet to teach half-life to students as well as recalling graphing and
numeracy skills. This activity also has a very small research component,
allowing students to have an element of choice and adding interest to the task.
The worksheet itself is very highly scaffolded, so students will hopefully not
become confused whilst working through the sheet. This worksheet will also be
done in class, so students who are struggling will have a chance to ask for
help. If some students finish their work early, they will be encouraged to pick
another element and graph that, so they will be able to conclude for themselves
that radioactive decay follows the same pattern, regardless of the length of an
isotope's half-life.
Syllabus Dot points Covered
CW1 d. identify that
natural radioactivity arises from the decay of nuclei in atoms, releasing
particles and energy
WS7.1 Students
process data and information by:
a. selecting and
using a variety of methods to organise data and information including diagrams,
tables, models, spreadsheets and databases
Activity Sheet
Students will access information from http://www.iem-inc.com/information/tools/half-lives
Page 1
Page 2
Page 3
Literacy: Cloze Passage on Plants and Photosynthesis
Activity
This
activity is part of a summary worksheet made for a high-achieving year 8 class.
Cloze passages are a literacy and content activity which gives students a
chance to revise content and practice their literacy skills, particularly
vocabulary and contextualising
the passage. This cloze passage summarises the work from several lessons, and covers content on plant systems
and photosynthesis, and links it back to animal systems content.
Syllabus Dot points
Covered
Stage 4
LW3 a. identify the
materials required by multicellular organisms for the processes of respiration
and photosynthesis
LW3. b. explain that
the systems in multicellular organisms work together to provide cell
requirements, including gases, nutrients and water, and to remove cell wastes
Activity Sheet
Differentiation Strategies
In this
cloze passage, the words needed are listed at the bottom. This way, students
who find that they need prompting are able to read through the list to help
them. Furthermore, students who need extra help will be able to move into a small group with me where I will go through
it with them slowly if they have any further problems. Lastly, students who
want more of a challenge in their learning would have been set this near the
beginning of the unit as a way to see what they'll be learning. An idea
following on from this is that these more advanced students could use this
sheet at the start as a prompt to research and find the answers as a means of
learning the content.
Friday 24 April 2015
Google Sheets
Link to sample google sheet
Introduction
Google sheets is google's alternative to excel. It works particularly well for group assignments activities, as multiple can edit the sheet at one time. This will engage students as there is less need to for the traditional need to go and enter things on the teacher's computer or on the class whiteboard.
Instructions
Google spreadsheets can be easily acsessed and used if the user has a google account. The creator of the sheet simply needs to upload a link to the class online learning system (such as edmodo) and students can enter their own data. The blank google sheet looks like this:
The following activity is called "Genetic Roulette" and it starts students thinking about genes and heredity in stage 5. By entering their own traits and comparing that to the rest of their class, they are engaged in the task and will hopefully be able to relay this activity to the information they learn later on in the topic.
First, ask students to answer questions about traits they have. I have listed some example question below:
1. Can you roll your tongue?
2. When you fold your hands, does your right thumb or left thumb end up on top?
3. Do you have a cleft in your chin ?
4. Do you have free or attached earlobes ?
5. Is your second toe longer than your first ?
6. Do you have mid-digital hair on your fingers ?
7. Do you have a widow's peak?
8. Do you have thin, flat nails or curved nails?
9. What is your height measured in centimetres?
10. What is the length of your little finger on your right hand in millimetres?
Introduction
Google sheets is google's alternative to excel. It works particularly well for group assignments activities, as multiple can edit the sheet at one time. This will engage students as there is less need to for the traditional need to go and enter things on the teacher's computer or on the class whiteboard.
Instructions
Google spreadsheets can be easily acsessed and used if the user has a google account. The creator of the sheet simply needs to upload a link to the class online learning system (such as edmodo) and students can enter their own data. The blank google sheet looks like this:
The following activity is called "Genetic Roulette" and it starts students thinking about genes and heredity in stage 5. By entering their own traits and comparing that to the rest of their class, they are engaged in the task and will hopefully be able to relay this activity to the information they learn later on in the topic.
First, ask students to answer questions about traits they have. I have listed some example question below:
1. Can you roll your tongue?
2. When you fold your hands, does your right thumb or left thumb end up on top?
3. Do you have a cleft in your chin ?
4. Do you have free or attached earlobes ?
5. Is your second toe longer than your first ?
6. Do you have mid-digital hair on your fingers ?
7. Do you have a widow's peak?
8. Do you have thin, flat nails or curved nails?
9. What is your height measured in centimetres?
10. What is the length of your little finger on your right hand in millimetres?
Then, get student to enter their information on the class google spreadsheet (link above), a screenshot of which is shown below:
Lastly, compare class results and get the students analysing the traits with question such as the following:
Lastly, compare class results and get the students analysing the traits with question such as the following:
1. Identify which traits are continuous and discrete
2. Explain which traits are likely due to one gene or many genes working together
3. List five types of variation you see in humans
4. After examining the class data, draw a histogram to represent the range of heights in your class. Determine appropriate class intervals before constructing your graph.
Outcomes Covered
LW3 b. identify that during reproduction the transmission of heritable characteristics from one
generation to the next involves DNA and genes (ACSSU184)
c. identify that genetic information is transferred as genes in the DNA of chromosomes
WS5.1 Students identify data to be collected for an investigation by:
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
f. describing specific ways to improve the quality of the data
WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
b. describing relationships between variables
c. assessing the validity and reliability of first-hand data
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
f. describing specific ways to improve the quality of the data
WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
b. describing relationships between variables
c. assessing the validity and reliability of first-hand data
Createrly
Link to homepage
Introduction
Createrly is an app which allows the user to create mindmaps, flowcharts and other diagrams with which to present information. It is free to sign up with and allows users to use a preexisting template for their ideas or create a new one. This shows great potential for student engagement as it's a good alternative to the traditional mind map on a whiteboard or piece of paper idea. This means that the mind map can be saved (which it couldn't be on a whiteboard) and sent around the class (which it couldn't on a piece of paper), enabling students to go back and look at it again.
Instructions
Createrly is very easy to use, and doesn't require registration if you don't wish to save your work. Simply click on the link above and then on the "try createrly now" button on the homepage. Next, a user can select a template they wish to use or if they wish to begin with a blank page. Here, I clicked on the Mind Map templates section and selected my preferred design.
As a class activity, createrly would be a great tool to use at the start of a unit as part of a class discussion. Students could offer things they already know about a topic. This could be really useful with a topic such as genetics in stage 5. Students may have heard about genetic diseases or heritable traits and use these as a basis for a discussion to start the unit off.
Outcomes Covered
Stage 5
SC5-15LW explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society
LW3 b. identify that during reproduction the transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
c. identify that genetic information is transferred as genes in the DNA of chromosomes
Introduction
Createrly is an app which allows the user to create mindmaps, flowcharts and other diagrams with which to present information. It is free to sign up with and allows users to use a preexisting template for their ideas or create a new one. This shows great potential for student engagement as it's a good alternative to the traditional mind map on a whiteboard or piece of paper idea. This means that the mind map can be saved (which it couldn't be on a whiteboard) and sent around the class (which it couldn't on a piece of paper), enabling students to go back and look at it again.
Instructions
Createrly is very easy to use, and doesn't require registration if you don't wish to save your work. Simply click on the link above and then on the "try createrly now" button on the homepage. Next, a user can select a template they wish to use or if they wish to begin with a blank page. Here, I clicked on the Mind Map templates section and selected my preferred design.
As a class activity, createrly would be a great tool to use at the start of a unit as part of a class discussion. Students could offer things they already know about a topic. This could be really useful with a topic such as genetics in stage 5. Students may have heard about genetic diseases or heritable traits and use these as a basis for a discussion to start the unit off.
Outcomes Covered
Stage 5
SC5-15LW explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society
LW3 b. identify that during reproduction the transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
c. identify that genetic information is transferred as genes in the DNA of chromosomes
LW4 c. explain, using examples, how natural selection relates to changes in a population, eg in the development of resistance of bacteria to antibiotics and insects to pesticides
LW4 d. outline the roles of genes and environmental factors in the survival of organisms in a population
LW4 d. outline the roles of genes and environmental factors in the survival of organisms in a population
Prezi
Link to Homepage
Introduction
Prezi is an app which allows the user to create interactive presentations centered around a particular topic. This is an engaging tool for students as it allows them to be creative in their presentation and the bright colours and zooming should engage their classmates in their presentation.
Instructions
To use prezi you need to register a free account (paid accounts can be used, but are not necessary). Once loaded, click the "new prezi" button, select a template and get started!
A great use for a prezi in class would be as a tool to create a presentation on a topic like climate change, covering the science behind it and the ecological and societal impacts of it. The screencaps below are an example of a prezi on climate change:
Outcomes Covered
Stage 5
SC5-11PW explains how scientific understanding about energy conservation, transfers and
Introduction
Prezi is an app which allows the user to create interactive presentations centered around a particular topic. This is an engaging tool for students as it allows them to be creative in their presentation and the bright colours and zooming should engage their classmates in their presentation.
Instructions
To use prezi you need to register a free account (paid accounts can be used, but are not necessary). Once loaded, click the "new prezi" button, select a template and get started!
A great use for a prezi in class would be as a tool to create a presentation on a topic like climate change, covering the science behind it and the ecological and societal impacts of it. The screencaps below are an example of a prezi on climate change:
Outcomes Covered
Stage 5
SC5-11PW explains how scientific understanding about energy conservation, transfers and
transformations is applied in systems SC5-11PW
SC5-13ES explains how scientific knowledge about global patterns of geological activity and
interactions involving global systems can be used to inform decisions related to
contemporary issues
SC5-14LW explains how biological understanding has advanced through scientific discoveries,
technological developments and the needs of society
interactions involving global systems can be used to inform decisions related to
contemporary issues
SC5-14LW explains how biological understanding has advanced through scientific discoveries,
technological developments and the needs of society
ES3: People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere, biosphere, hydrosphere and lithosphere.
c. evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and loss of biodiversity
d. discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or predictions in making decisions about contemporary issues involving interactions of the Earth's spheres
PW4 Energy conservation in a system can be explained by describing energy transfers and transformations.
c. discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research in the area of increasing efficiency of the use of electricity by individuals and society
d. discuss viewpoints and choices that need to be considered in making decisions about the use of non-renewable energy resources
PW1 f. describe the occurrence and some applications of absorption, reflection and refraction in everyday situations
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.
d. analyse how changes in some biotic and abiotic components of an ecosystem affect populations and/or communities
e. assess ways that Aboriginal and Torres Strait Islander peoples' cultural practices and knowledge of the environment contribute to the conservation and management of sustainable ecosystems
f. evaluate some examples in ecosystems, of strategies used to balance conserving,
protecting and maintaining the quality and sustainability of the environment with human
activities and needs
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience,
using appropriate scientific language, conventions and representations
WS9 Students communicate by:
a. selecting and using in presentations, for different purposes and contexts, appropriate text
types including discussions, explanations, expositions, procedures, recounts or reports
e. presenting scientific ideas and information for a particular purpose, including constructing
evidence-based arguments and using appropriate scientific language, conventions and
representations for specific audiences
c. evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long-term effects of waste management and loss of biodiversity
d. discuss the reasons different groups in society may use or weight criteria differently to evaluate claims, explanations or predictions in making decisions about contemporary issues involving interactions of the Earth's spheres
PW4 Energy conservation in a system can be explained by describing energy transfers and transformations.
c. discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research in the area of increasing efficiency of the use of electricity by individuals and society
d. discuss viewpoints and choices that need to be considered in making decisions about the use of non-renewable energy resources
PW1 f. describe the occurrence and some applications of absorption, reflection and refraction in everyday situations
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.
d. analyse how changes in some biotic and abiotic components of an ecosystem affect populations and/or communities
e. assess ways that Aboriginal and Torres Strait Islander peoples' cultural practices and knowledge of the environment contribute to the conservation and management of sustainable ecosystems
f. evaluate some examples in ecosystems, of strategies used to balance conserving,
protecting and maintaining the quality and sustainability of the environment with human
activities and needs
using appropriate scientific language, conventions and representations
WS9 Students communicate by:
a. selecting and using in presentations, for different purposes and contexts, appropriate text
types including discussions, explanations, expositions, procedures, recounts or reports
e. presenting scientific ideas and information for a particular purpose, including constructing
evidence-based arguments and using appropriate scientific language, conventions and
representations for specific audiences
Edmodo
Link to homepage
Introduction
Edmodo is a social networking app (much like facebook) which allows the user to create an online learning system for a particular class. One of the best features about edmodo is it allows for quizzes, polls and assignments to all be uploaded to the one website, rather than using separate apps for each. The interface is also very similar to a facebook group which would be an excellent tool for student engagement, as this is something students can relate to and know how to use without too much instruction. Edmodo offers itself best to a single topic, due to it's scrolling nature, and would therefore be best used at either a stage 6 tool, or for a single topic in stage 4 or 5
Instructions
Teachers create an edmodo page and then invite students to participate in it. One of the best features of the site is allowing students to upload assignments. This saves paper and teachers having an influx of emails with student assignments.Below is a screengrab of the create assignment page.
I propose that the graphing assignment in this post be uploaded to the class edmodo.
Outcomes Covered
Using the graphing exercise, the course outcomes would be:
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
Instructions
Teachers create an edmodo page and then invite students to participate in it. One of the best features of the site is allowing students to upload assignments. This saves paper and teachers having an influx of emails with student assignments.Below is a screengrab of the create assignment page.
I propose that the graphing assignment in this post be uploaded to the class edmodo.
Outcomes Covered
Using the graphing exercise, the course outcomes would be:
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
PW2 The motion of objects can be described and predicted using the laws of physics. (ACSSU229)
b. explain qualitatively the relationship between distance, speed and time
c. relate acceleration qualitatively to a change in speed and/or direction as a result of a net force
d. analyse qualitatively everyday situations involving motion in terms of Newton's laws
WS5.1 Students identify data to be collected for an investigation by:
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate
b. explain qualitatively the relationship between distance, speed and time
c. relate acceleration qualitatively to a change in speed and/or direction as a result of a net force
d. analyse qualitatively everyday situations involving motion in terms of Newton's laws
WS5.1 Students identify data to be collected for an investigation by:
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
f. describing specific ways to improve the quality of the data
WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
b. describing relationships between variables
c. assessing the validity and reliability of first-hand data
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
f. describing specific ways to improve the quality of the data
WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
b. describing relationships between variables
c. assessing the validity and reliability of first-hand data
TedEd
Link to homepage and carbon cycle video link
Introduction
TedEd is a content based website with a large number of free videos covering a variety of topics. Although many of the science topics discussed are more of an extension of the content required in high school, there are a number of interesting videos which cover syllabus points. What's really cool about TedEd is the quizzes you can do after watching a video ("think") or the links to further information based on the video's content ("dig deeper"). This is great for student engagement as it allows the students to link what they're watching to potential questions in a test, and will hopefully motivate them to ask further questions and dig deeper.
Instructions
TedEd would be a great resource to use for revision or homework questions. Teachers could set a task where they ask students to watch the video and answer questions. This also offers an opportunity for differentiated instruction, as student looking for a deeper understanding can read the "dig deeper" page and gather more information. Below are screen shots of the three different activities related to the video.
Outcomes Covered
SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues
ES3 a. outline how global systems rely on interactions involving the biosphere, lihosphere, hydrosphere and atmosphere, including the carbon cycle (ACSSU189)
Introduction
TedEd is a content based website with a large number of free videos covering a variety of topics. Although many of the science topics discussed are more of an extension of the content required in high school, there are a number of interesting videos which cover syllabus points. What's really cool about TedEd is the quizzes you can do after watching a video ("think") or the links to further information based on the video's content ("dig deeper"). This is great for student engagement as it allows the students to link what they're watching to potential questions in a test, and will hopefully motivate them to ask further questions and dig deeper.
Instructions
TedEd would be a great resource to use for revision or homework questions. Teachers could set a task where they ask students to watch the video and answer questions. This also offers an opportunity for differentiated instruction, as student looking for a deeper understanding can read the "dig deeper" page and gather more information. Below are screen shots of the three different activities related to the video.
Outcomes Covered
SC5-13ES explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be used to inform decisions related to contemporary issues
ES3 a. outline how global systems rely on interactions involving the biosphere, lihosphere, hydrosphere and atmosphere, including the carbon cycle (ACSSU189)
Harvard DNA Replication
Link to simulation
Introduction
Harvard's DNA replication simulation is an interactive animation which allows the user to look at how DNA replication works in a variety of ways. They are also able to stop and start the simulation and move back and forth as they need to. What is really excellent about this simulation is that it allows the user to view the same simulation at four different levels of difficulty. For instance, see it as a simple replication fork, a replication fork with proteins and enzymes, concentrated replication and the trombone model. By doing this, students will be more engaged as they do not have to move onto a more complex level of understanding until they feel they are ready.
Instructions
Click the link above to be directed to the basic animation. Get students to work through the animation at their own pace, ensuring they understand all the information being presented to them.
When the students feel that they understand the content sufficiently, ask them to create a flowchart of the steps involved in DNA replication, with their own diagrams based on what they saw in the simulation.
Outcomes Covered
9.3.4.2.1 describe the process of DNA replication and explain its significance
9.3.4.2.1 explain the relationship between proteins and polypeptides
9.3.4.3.3 process information to construct a flow chart that shows that changes in DNA sequences can result in changes in cell activity
7.1 H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism
Introduction
Harvard's DNA replication simulation is an interactive animation which allows the user to look at how DNA replication works in a variety of ways. They are also able to stop and start the simulation and move back and forth as they need to. What is really excellent about this simulation is that it allows the user to view the same simulation at four different levels of difficulty. For instance, see it as a simple replication fork, a replication fork with proteins and enzymes, concentrated replication and the trombone model. By doing this, students will be more engaged as they do not have to move onto a more complex level of understanding until they feel they are ready.
Instructions
Click the link above to be directed to the basic animation. Get students to work through the animation at their own pace, ensuring they understand all the information being presented to them.
When the students feel that they understand the content sufficiently, ask them to create a flowchart of the steps involved in DNA replication, with their own diagrams based on what they saw in the simulation.
Outcomes Covered
9.3.4.2.1 describe the process of DNA replication and explain its significance
9.3.4.2.1 explain the relationship between proteins and polypeptides
9.3.4.3.3 process information to construct a flow chart that shows that changes in DNA sequences can result in changes in cell activity
7.1 H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism
EChalk
Link to peppered moth simulation
Introduction
eChalk is a website with lots of interactive games and simulations based around a variety of topics, from humanities to maths and science. Although you need a paid subscription to unlock the majority of the site, there are many simulations that can be accessed in the free version. As with many simulations, this has great potential for engaging students through its use of games and activities which allows students to see the scientific principle being demonstrated, but also have fun and feel as though they're playing a game at the same time.
Instructions
The simulation I chose is a visual representation of the peppered moth story. This is an example commonly used in biology as it's a great example of how natural selection works through selective pressures and also how humans have changed the environment and the impact this has on various organisms.
To play this game, click the link above.
Outcomes
Introduction
eChalk is a website with lots of interactive games and simulations based around a variety of topics, from humanities to maths and science. Although you need a paid subscription to unlock the majority of the site, there are many simulations that can be accessed in the free version. As with many simulations, this has great potential for engaging students through its use of games and activities which allows students to see the scientific principle being demonstrated, but also have fun and feel as though they're playing a game at the same time.
Instructions
The simulation I chose is a visual representation of the peppered moth story. This is an example commonly used in biology as it's a great example of how natural selection works through selective pressures and also how humans have changed the environment and the impact this has on various organisms.
To play this game, click the link above.
The user plays as a bird eating the peppered moth and clicks on a moth to eat it. The user can also select if they want to simulate the conditions prior to the industrial revolution and after the industrial evolution and compare how easy or difficult it is to eat the moths depending on the colour of the trees.
This is an excellent way to start a class discussion about the processes of natural selection and how it relates to human activity.
Outcomes
Stage 6
9.3.1.2.1 outline the impact on the evolution of plants and animals of: changes in physical/chemical conditions in the environment and competition for resources
9.3.1.3.2 analyse information from secondary sources to prepare a case study to show how an environmental change can lead to changes in a species
7.1 H2 analyses the ways in which models, theories and laws in biology have been tested and validated
7.1 H7 analyses the impact of natural and human processes on biodiversity
9.3.1.2.1 outline the impact on the evolution of plants and animals of: changes in physical/chemical conditions in the environment and competition for resources
9.3.1.3.2 analyse information from secondary sources to prepare a case study to show how an environmental change can lead to changes in a species
7.1 H2 analyses the ways in which models, theories and laws in biology have been tested and validated
7.1 H7 analyses the impact of natural and human processes on biodiversity
7.1 H8 evaluates the impact of human activity on the interactions of organisms and their environment
7.1 H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution
Science by Doing
Link to homepage
Introduction
Science by doing is a content based website which has the science syllabus split up into contexts. These contexts are complete with detailed activities for teachers and students alike. Although this website requires creating an account and having this account approved, it is completely free for anyone, regardless of if they have a university or school email. This website is engaging as it teaches students content through a combination of videos, interactive animations and quizzes. This should hopefully keep students engaged by having a variety of activities to learn content, as opposed to just being taught through direct instruction in the classroom.
Instructions
When undertaking a unit, students could spend roughly 50% of a class going through the activities in their topic, and spend the remainder doing pracs or having class discussions about the content they've learnt. Here the example I use is the stage 5 (year 9) topic "Light, Sound Action".
First, the teacher should download the teacher packs for the topic which can be found by clicking the teacher tab on the homepage, then scrolling down to "Light, Sound, Action" under the year 9 topics heading. The teacher can then use the activities pack as a guide for class practicals and experiments throughout the unit.
Students access the content through the "student" tab at the top of the screen, and can then download the student guide. The student guide works as a kind of an interactive textbook they can work through in class to learn all the content they need to for a unit.
They can then click on the "student digital" tab at the top of the screen and work through the videos, activities and animations under each section.
Outcomes Covered
Stage 5
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
PW1 Energy transfer through different mediums can be explained using wave and particle models. (ACSSU182)
Students:
a. explain, in terms of the particle model, the processes underlying convection and conduction of heat energy
Introduction
Science by doing is a content based website which has the science syllabus split up into contexts. These contexts are complete with detailed activities for teachers and students alike. Although this website requires creating an account and having this account approved, it is completely free for anyone, regardless of if they have a university or school email. This website is engaging as it teaches students content through a combination of videos, interactive animations and quizzes. This should hopefully keep students engaged by having a variety of activities to learn content, as opposed to just being taught through direct instruction in the classroom.
Instructions
When undertaking a unit, students could spend roughly 50% of a class going through the activities in their topic, and spend the remainder doing pracs or having class discussions about the content they've learnt. Here the example I use is the stage 5 (year 9) topic "Light, Sound Action".
First, the teacher should download the teacher packs for the topic which can be found by clicking the teacher tab on the homepage, then scrolling down to "Light, Sound, Action" under the year 9 topics heading. The teacher can then use the activities pack as a guide for class practicals and experiments throughout the unit.
Students access the content through the "student" tab at the top of the screen, and can then download the student guide. The student guide works as a kind of an interactive textbook they can work through in class to learn all the content they need to for a unit.
They can then click on the "student digital" tab at the top of the screen and work through the videos, activities and animations under each section.
Outcomes Covered
Stage 5
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
PW1 Energy transfer through different mediums can be explained using wave and particle models. (ACSSU182)
Students:
a. explain, in terms of the particle model, the processes underlying convection and conduction of heat energy
b. identify situations where waves transfer energy
c. describe qualitatively, using the wave model, the features of waves including wavelength, frequency and speed
c. describe qualitatively, using the wave model, the features of waves including wavelength, frequency and speed
d. explain, using the particle model, the transmission of sound in different mediums
e. relate the properties of different types of radiation in the electromagnetic spectrum to their uses in everyday life, including communications technology
f. describe the occurrence and some applications of absorption, reflection and refraction in everyday situations
e. relate the properties of different types of radiation in the electromagnetic spectrum to their uses in everyday life, including communications technology
f. describe the occurrence and some applications of absorption, reflection and refraction in everyday situations
Tickertape Graphing Excersise
Introduction
This exercise is designed to teach students both working scientifically and spreadsheet/graphing skills, but also forces. By doing this, students will get to see first hand how forces and motion can be calculated through excel (or google sheets or the school's preferred web apps). Students will be walked through step-by-step how to do the first graph and then will be expected to create the second graph themselves, giving them a chance to both learn the knowledge and have a way of showcasing their new skills
Instructions
The following is an example of the prac worksheet:
Aim: To investigate the motion of a trolley rolling down a ramp. Data for the motion
will be collected using a ticker timer, and graphs of displacement against time and
velocity against time will be plotted.
Equipment:
Ticker timer
Ticker tape
Power pack (set to 10 V AC)
Connecting wires
Dynamics trolley
Ramp
Adhesive tape
Method: Connect the ticker timer to the power pack using the connecting wires.
Check that the ticker timer vibrates when switched on. Thread a piece of ticker tape
about 2 m long through the timer, ensuring that it passes underneath the carbon
paper.
Attach a trolley to the end of the ticker tape using adhesive tape. Place the timer at
the top of the ramp, and release the trolley so that the tape can pass freely through
the ticker timer as it rolls. Start the timer, and allow the trolley to roll down the
ramp. Stop the timer.
The time between each of the dots is 1/50 of a second (0.02 seconds).
start
Draw a line through the first clear dot, then every fifth dot after that. There should
be five spaces per section. This represents a time of 5 x 0.02 = 0.1 seconds.
Measure the distance travelled by the rolling trolley from the start to each line . Fill
your values for time and distance into a table like the one shown over the page.
Construct a table of your results in a new spreadsheet
Get Excel to save you some time by automatically calculating the speed for you.
Double check your values with a calculator to compare to excel's calculations.
Using Excel, plot graphs of displacement from start against time and velocity against
time. Use X-Y scatter charts. Make your graphs large, and reduce the font on the
axes to a small size.
Questions relating to analysing the data and effectiveness of the experiment will follow with a full prac write up.
Syllabus Dotpoints
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
This exercise is designed to teach students both working scientifically and spreadsheet/graphing skills, but also forces. By doing this, students will get to see first hand how forces and motion can be calculated through excel (or google sheets or the school's preferred web apps). Students will be walked through step-by-step how to do the first graph and then will be expected to create the second graph themselves, giving them a chance to both learn the knowledge and have a way of showcasing their new skills
Instructions
The following is an example of the prac worksheet:
Aim: To investigate the motion of a trolley rolling down a ramp. Data for the motion
will be collected using a ticker timer, and graphs of displacement against time and
velocity against time will be plotted.
Equipment:
Ticker timer
Ticker tape
Power pack (set to 10 V AC)
Connecting wires
Dynamics trolley
Ramp
Adhesive tape
Method: Connect the ticker timer to the power pack using the connecting wires.
Check that the ticker timer vibrates when switched on. Thread a piece of ticker tape
about 2 m long through the timer, ensuring that it passes underneath the carbon
paper.
Attach a trolley to the end of the ticker tape using adhesive tape. Place the timer at
the top of the ramp, and release the trolley so that the tape can pass freely through
the ticker timer as it rolls. Start the timer, and allow the trolley to roll down the
ramp. Stop the timer.
The time between each of the dots is 1/50 of a second (0.02 seconds).
start
Draw a line through the first clear dot, then every fifth dot after that. There should
be five spaces per section. This represents a time of 5 x 0.02 = 0.1 seconds.
Measure the distance travelled by the rolling trolley from the start to each line . Fill
your values for time and distance into a table like the one shown over the page.
Construct a table of your results in a new spreadsheet
Get Excel to save you some time by automatically calculating the speed for you.
Double check your values with a calculator to compare to excel's calculations.
Using Excel, plot graphs of displacement from start against time and velocity against
time. Use X-Y scatter charts. Make your graphs large, and reduce the font on the
axes to a small size.
Questions relating to analysing the data and effectiveness of the experiment will follow with a full prac write up.
Syllabus Dotpoints
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
PW2 The motion of objects can be described and predicted using the laws of physics. (ACSSU229)
b. explain qualitatively the relationship between distance, speed and time
c. relate acceleration qualitatively to a change in speed and/or direction as a result of a net force
d. analyse qualitatively everyday situations involving motion in terms of Newton's laws
WS5.1 Students identify data to be collected for an investigation by:
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate
b. explain qualitatively the relationship between distance, speed and time
c. relate acceleration qualitatively to a change in speed and/or direction as a result of a net force
d. analyse qualitatively everyday situations involving motion in terms of Newton's laws
WS5.1 Students identify data to be collected for an investigation by:
b. explaining why certain types of information need to be collected in a range of investigation types
c. selecting possible sources of data, including secondary sources, relevant to the investigation
d. justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments
SC5-6WS undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively
WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
d. using appropriate units for measuring physical quantities
e. reporting data and information, evidence and findings, with accuracy and honesty
f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
f. describing specific ways to improve the quality of the data
WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
b. describing relationships between variables
c. assessing the validity and reliability of first-hand data
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases
d. applying numerical procedures and mathematical concepts and using digital technologies, where appropriate
f. describing specific ways to improve the quality of the data
WS7.2 Students analyse data and information by:
a. analysing patterns and trends, including identifying inconsistencies in data and information (ACSIS169, ACSIS203)
b. describing relationships between variables
c. assessing the validity and reliability of first-hand data
Major Differences: Open and Closed Circulatory Systems
Link to page
Introduction
Major differences is a content-based website which compares various biological phenomena, Although the website has many comparisons which seem to extend beyond the HSC curriculum, the website is engaging as it compares concepts in simple terms that are easy to understand, therefore will help them with revision.
Instructions
Students should browse the site and create their own diagrams of the two circulatory systems. This way, students can see the information presented in both formats, and use their preferred format for revision.
Below is a screengrab of the website
Syllabus Dotpoints
Stage 6
8.3.4.2.5compare open and closed circulatory systems using one vertebrate and one invertebrate as examples
Introduction
Major differences is a content-based website which compares various biological phenomena, Although the website has many comparisons which seem to extend beyond the HSC curriculum, the website is engaging as it compares concepts in simple terms that are easy to understand, therefore will help them with revision.
Instructions
Students should browse the site and create their own diagrams of the two circulatory systems. This way, students can see the information presented in both formats, and use their preferred format for revision.
Below is a screengrab of the website
Syllabus Dotpoints
Stage 6
8.3.4.2.5compare open and closed circulatory systems using one vertebrate and one invertebrate as examples
Iko Human Body Systems
Link here
Introduction
Iko.net's virtual human body allows people to look at the different systems in the body without having to perform a dissection on a model organism.
Instructions
Click on the link above and select the body system you wish to look at. For a class activity, get students to investigate a part of the human body and sketch it, as they would in a regular dissection. Look at certain transport systems and compare the role of each system. Below are examples of the respiratory, circulatory and excretory system.
Syllabus Dotpoints
Stage 6
8.3.4.2.1 compare the roles of respiratory, circulatory and excretory systems
8.3.4.2.3 explain the relationship between the requirements of cells and the need for transport systems in multicellular organisms
Introduction
Iko.net's virtual human body allows people to look at the different systems in the body without having to perform a dissection on a model organism.
Instructions
Click on the link above and select the body system you wish to look at. For a class activity, get students to investigate a part of the human body and sketch it, as they would in a regular dissection. Look at certain transport systems and compare the role of each system. Below are examples of the respiratory, circulatory and excretory system.
Syllabus Dotpoints
Stage 6
8.3.4.2.1 compare the roles of respiratory, circulatory and excretory systems
8.3.4.2.3 explain the relationship between the requirements of cells and the need for transport systems in multicellular organisms
Larrakia
Homepage here
Introduction
Larrakia is a website powered through CSIRO which has information relating to the Indigenous Australian's calendar of the seasons. Individuals can gather information about the current seasonal changes and the behaviours and actions of different native plants and animals at this time.
Instructions
This website is perfect for science life skills students as it perfectly covers one of their dotpoints (see below) and is also simple and clean to use with lots of interactive features.
For use in class, ask each student to collect data from a season of their choosing (a current season, the season their birthday falls in etc.). Ask them to copy down information about the plants and animals in their chosen season and present to the class as a short, one minute, informal presentation.
Syllabus Dot Points
Science Life skills: explore a seasonal calendar used by Aboriginal and Torres Strait Islander peoples
Students communicate by: presenting ideas and information gathered through a scientific investigation in a variety of forms, using digital technologies as appropriate
compare the timing of the seasons in the Southern and Northern hemispheres
presenting ideas and information gathered through a scientific investigation in a variety of
forms, using digital technologies as appropriate
SCLS-14ES explores features of the solar system, including the Earth’s position and movement
SCLS-9WS uses a variety of strategies to communicate information about an investigation
Introduction
Larrakia is a website powered through CSIRO which has information relating to the Indigenous Australian's calendar of the seasons. Individuals can gather information about the current seasonal changes and the behaviours and actions of different native plants and animals at this time.
Instructions
This website is perfect for science life skills students as it perfectly covers one of their dotpoints (see below) and is also simple and clean to use with lots of interactive features.
For use in class, ask each student to collect data from a season of their choosing (a current season, the season their birthday falls in etc.). Ask them to copy down information about the plants and animals in their chosen season and present to the class as a short, one minute, informal presentation.
Syllabus Dot Points
Science Life skills: explore a seasonal calendar used by Aboriginal and Torres Strait Islander peoples
Students communicate by: presenting ideas and information gathered through a scientific investigation in a variety of forms, using digital technologies as appropriate
compare the timing of the seasons in the Southern and Northern hemispheres
presenting ideas and information gathered through a scientific investigation in a variety of
forms, using digital technologies as appropriate
SCLS-14ES explores features of the solar system, including the Earth’s position and movement
SCLS-9WS uses a variety of strategies to communicate information about an investigation
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