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Transcript of Science
My chosen content description has
no Cross Curriculum Priorities.
compared to AusVELS.
Year Level Grade 1
Curriculum Area - Science
Strand - Science Understanding
Sub Strand - Physical Sciences
Content description - "The way
objects move depends on a variety of
factors, including their size and shape
(Australian Curriculum Assessment
Reporting Authority, n.d.)
Critical & Creative Thinking
observing the way different shaped objects such as balls, blocks and tubes move
comparing the way different sized, but similar shaped, objects such as tennis balls, golf balls, marbles and basketballs roll and bounce
observing how the movement of different living things depends on their size and shape
The photo "Lesson 2" (Australian Academy of Science, 2012).
ON THE HUNT FOR THINGS THAT MOVE
This resource is directly related to the children's school and classroom environment that is relevant to their learning, and makes a direct connection with their familiar environment. This resource encourages children to venture out into their playground and collect materials and information that can be classified, grouped and presented in a portfolio. It is important to note that within this activity there is an emphasis placed on other areas of learning that are missed by AusVEL and ACARA which include ethical behaviour, social competence, Intercultural understanding and sustainability (Australian Academy of Science, 2012). This is integrated learning at its best enabling children to be extended through an array of learning areas. This resource works in conjunction with the ideas of Warden (2012), who values outdoor play for learning that encourages working in collaboration, comparing and observing. This in turn promotes children to learn about similarities and differences that encourage children to create new learning experiences and cognitive development.
Enhancement in planning
The limitations may be in maintaining a balance in math's and science learning, as learning may not be equal, due to children being drawn to the subject where they are more comfortable. For example a child who is more confident in science than math's, may avoid the math's experiences and learning, and not reach the required standard level. Educators also require the skill to ensure that they have the knowledge to meld numeracy and science into the curriculum that strengthens both subjects ability to educate children. Therefore the teacher will need to understand different approaches and strategies to incorporate, to progress the children's education that involves child focused learning strategies (Brady & Kennedy, 2014).
Unit: Curriculum Planning
and Assessment for Primary Prac 2
Unit Code: SO2-EDU20006
Student Name: Belinda Reyes
Title: Assessment 1:
Presentation on curriculum and
Within the foundation years the achievement standard states "By the end of the Foundation year students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.Students share observations of familiar objects and events" (ACARA, n.d.).
The content description aligns with the achievement standards in that it addresses and educates the children how environment and living things can alter movement, size and shape of objects.
Within the Australian Curriculum Assessment Reporting Authority (ACARA, n.d.) and Victorian Assessment And Curriculum Authority (AusVEL, n.d) the content description and elaborations read identical. The difference that exists between the two as seen in the diagrams below is that ACARA extends the learning by offering two other learning areas. These include critical and creative thinking, and Literacy.
investigate how in nature the size and shape
of living objects changes according to different
changes in environmental conditions.
Using portfolios to assess children's learning and level of knowledge would be beneficial for science. ACARA (n.d) states that "Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems". Within a portfolio children would be able to collect data and present findings in a visual format that would assist them in reflecting on what they have learned and how they can take their learning to the next level. The children would have the opportunity to use ICT to record and collect images of different shaped objects moving in a variety of ways that they could place in their portfolio in a creative and planned manner. For example, children can take photo to make a story board that outlines particular experiments that the children set up and were involved in. This may include taking images of setting up the experiments, the group members involved and of a step by step procedure followed. From here children also have the opportunity to address the elaborations in the curriculum that is supportive of learning through literacy and critical and creative thinking. The educator is able to observe and has a visual record of the evidence of children's learning. For successful portfolio usage by children it is important that the educator provides tools for using portfolios that focuses on goals that promote learning (Mueller, 2014). The other benefit of a portfolio is that it can be shared amongst other children, educators and parents. Parents can be a part of observing their children's work and view the progression (The New Teacher Advisor, 2015). Work samples supported by ACARA (n.d.), can also be incorporated into portfolios to assist the educator in judging children's achievement of standards.
Incorporating a rubric can be a successful assessment tool that assists the educator and child with guidelines and specific goals to achieve (Department of Education and Training, 2015). The children and educator together can work on the Rubric developing criteria that needs to be met to achieve particular standards. For example one criteria may be for the children to be able to group collected objects that move in similar ways and describe this movement. The criteria can also be based on the elaborations found within the Science curriculum (ACARA, n.d.). Students can also have the opportunity to assess their own work against the rubric beneficial for building motivation and understanding the way they learn (Duchesne et al., 2013).
Within Science it is essential that children have specific goals that direct their learning providing opportunities for achievement. Using the Four Foundations Rubric will assist children in the development of their organisation, team work, forming resolutions and social interactions (Mackenzie, n.d.).
MOVEMENT & MATCH
This ICT game is from Melbourne Museum and is a movement and matching game where children are asked to observe, compare and choose what objects move in a similar way (Museum Victoria, n.d.). This resource focuses on an interactive approach where children have to listen, follow direction and make choices. This game is thought provoking and encourages development through making deductions, comparing, selection and grouping objects. Using this resource encourages children to ask questions and create a dynamic learning environment through the use of ICT, where they are provided with tools that they can take into other environments to extend their learning (Museum Victoria, n.d.). Santrock & Yussen (1992) promote matching test's that requires children to practice reflection. Reflection is beneficial for cognitive development and encourages critical thinking that is required before completing a task, and thus reducing impulsiveness. This assists children in encouraging them to develop their ability to process information (Santrock & Yussen, 1992), and skills in grouping, sorting, and classifying (Linden, 2005).
Numeracy can be considered an enhancement in planning as science assists in making maths relevant and builds conceptual understanding (Johnson, 2011). For example concepts such as weight, numbers and mathematical equations can be incorporated into Science activities and experiments. Australian Curriculum Assessment Reporting Authority (n.d.) mentions that children studying maths need to understand that maths skills can be used in varying situations. When Science and Maths are integrated there is more opportunity for experimenting, questioning and estimating that encourages problem solving and creative critical thinking (Gordon, 2012). Brady & Kennedy (2010) support this view and believe that "...big problems that matter to society but do not have simple solutions are better investigated through the lens of more than one subject area" (Dowden, 2013). Warden (2012) suggests that within maths, children can often feel restricted with the materials and activities offered. Warden (2012) presents a case study about Talking and Thinking Trees where children can explore numeracy but also include and share their own scientific knowledge within role playing. Furner and Kumar (2007, p.188) believe that educators should be instilling in children the idea that "Mathematics is the tool I use as a scientist".
The photo "Content, ACARA, n.d)
The photo "Movement Match" (Museum Victoria, n.d.)
Limitations in planning
The photo "Rubric" (Docstoc, n.d.)
The photo "Portfolio" [Image]. Ellenbrook Primary School.
The photo "Rubric" (Docstoc, n.d.).
The photo "Content" AusVEL, n.d.).
Australian Academy of Science. (2012). Lesson 2. On the hunt for things
that move. [Image]. Retrieved from http://www.scootle.edu.au/ec/
Australian Curriculum Assessment Reporting Authority. (n.d.) Overview.
Retrieved from http://www.australiancurriculum.edu.au/science/
Australian Curriculum Authority Reporting Assessment. (n.d). Overview,
Achievement Standards. [Image]. Retrieved from http://
Brady, L., & Kennedy, K. (2014). Curriculum construction (5th Edn.). Frenchs
Forest: Pearson Australia.Retrieved from http://
Cornell University. (2012). Using rubrics. Retrieved from http://
Docstoc. (n.d.). Rubric [Image]. Retrieved from http://www.docstoc.com/
Dowden, T. (2013). 'Understanding the curriculum'. In Hudson, P. (Eds).
Learning to teach in the primary school (pp. 37-48). Port Melbourne, VIC:
Cambridge University Press. Retrieved from http://
Lind, K. (2004). Exploring science in early childhood education (Vol. 4).
Albany: Thomson Delmar Learning. Retrieved from
Mueller, J. (2014). Authentic Assessment Toolbox. Retrieved from
Museum Victoria. (n.d.). Movement Match. [Image]. Retrieved from
Museum Vicotria. (n.d.). Classroom Implementation Video. Retrieved
Santrock and Yussen. (1992). Child development. (5th ed.). United
States of America: Wm.C.Brown Publishers.
The New Teacher Advisor. (2015). Student Portfolios as an
Assessment. Retrieved from http://www.educationworld.com/
Warden, C. (2012). Talking and thinking floorboards. Mindstretchers.
Curriculum & Assessment