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

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

Article on antibacterial resistance 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

Activity Link

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

Assignment Sheet: Organ Transplants

Assignment Sheet: Prosthetic (Artificial) Limbs

Assignment Sheet: Genetically Modified Foods

Assignment Sheet: Food Irradiation

Assignment Sheet: Ebola

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.