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  1. Hello and welcome to a mind map of ideas
  2. for planning in the year eight science classroom.
  3. My name is Fatima Bint
  4. Ahmed. And the topic for this mind map is physical and chemical changes.
  5. Key wiry questions were developed to ensure that
  6. students are able to meet the content descriptors.
  7. This topic will address three quantum descriptors.
  8. The first AC nine S eight U
  9. seven
  10. was taken from the Science Understanding strand. While the other two
  11. AC nine s 8 104 and AC nine s 8 108
  12. taken
  13. were taken from the Science inquiry strand,
  14. literacy and numeracy elements listed have
  15. been taken from the Australian curriculum.
  16. Many literacy and numeracy activities can be part of
  17. this topic including discussing among peers to pose problems,
  18. hypotheses,
  19. formulate questions and using authentic data gathered
  20. from experiments to create graphical representations.
  21. While studying this unit, students will encounter a wide range of texts.
  22. One example of these texts is online interactive simulations
  23. as this text form is digital based,
  24. it expects students to be digitally literate and
  25. to be able to use interactive Softwares.
  26. Another form of text that students may encounter are explanation videos and clips.
  27. These texts include a range of multimodal elements such
  28. as visual gestural and auditory and textual elements.
  29. However,
  30. they must be taken from authentic sources so
  31. that students do not come across misinformation.
  32. There are many texts that students can produce or design within this topic.
  33. However, before students begin to compose any text type,
  34. they must be aware of and understand the unique features of that text type.
  35. For example,
  36. when students write practical reports,
  37. they need to be able to formulate research questions and hypothesis
  38. record data and use it to create visual representations and discuss
  39. and analyze their findings to prove or refute their original hypothesis.
  40. If students are unaware of these conventions,
  41. they will be unable to successfully write their practical reports.
  42. As science is a subject that uses many subjects specific terminology.
  43. It is important that teachers teach
  44. their students about these specific vocabularies
  45. within science explicitly,
  46. teaching vocabulary will allow students to
  47. access and communicate scientific knowledge.
  48. It is important that teachers teach
  49. scientific vocabulary through different methods such as
  50. glossaries and teaching students to morphologically analyze different words.
  51. Students will be able to develop many numeracy skills.
  52. While learning in a science classroom.
  53. For example, within this activity,
  54. students will develop skills in recording scientific data
  55. accurately.
  56. Students will also learn how to use recorded data
  57. to create visual representations of data such as graphs
  58. which they can use to carry out mathematical analysis.
  59. They will also consider the scale used to represent data,
  60. which can affect the interpretation of their data.
  61. Students will also be able to critically analyze
  62. data to form conclusions on the mean medan
  63. mode and range of the data as well as large groups of gap,
  64. large gaps of data and outliers.
  65. There are many processes that students must engage in
  66. for literacy and numeracy learning within this topic.
  67. For example, when students are required to construct scientific reports,
  68. they can do this through modeled instruction from their teacher through cos
  69. construction
  70. of a text,
  71. which is when the students and teachers construct a text
  72. together as well as graphic organizers to provide scaffolding.
  73. However,
  74. this must also be aided with class discussions to allow
  75. students to fully benefit from what is being taught.