Sydney School of Education and Social Work

The University of Sydney

EDMT5617
Science Curriculum 1

Unit of Study Outline

Session 1, 2019
Last revised: Wed, 20 Feb 2019 12:35:43 +1100

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© Copyright 2019, The University of Sydney

MTeach (Secondary) University of Sydney

Unit of Study Details

Credits: 6
Prerequisites: A major in one science and a minor in a second science
Preparation:

Teaching Staff Details

Unit of study coordinator: Dr. Louise Sutherland
Room and building: 806 A35
Phone number: 9351 6258
Email: louise.sutherland@sydney.edu.au
Arrangements for student consultation:
Please contact me via email if you would like to make an appointment
Other staff:
Mrs Trisha Stockbridge:

What is the unit about

Rationale
This unit of study is the first of two 'core' units undertaken by all candidates who are seeking
accreditation as a Science teacher in Australia. These core units, together with another
'elective' unit focusing on a specific science discipline (and prior or concurrent content studies
in the science disciplines) address the Australian Professional Standards for Teachers-
Subject Content Requirements in one Science method area.
This first 'core' unit introduces the contemporary themes in science teaching and learning:
the central ideas of science in K-12 science education, integrated science syllabus (with a
focus on Stage 4 Science and Stage 6 Senior Science), children's learning of science and its
implications for curriculum and pedagogy in science teaching, the diversity of learning styles
and needs of students in Stage 4 & 5 in science, cross-curriculum perspectives in learning and
teaching science, and planning science lessons.
Key themes in the unit will be:
• the place of science in the broader school curriculum and the aims of contemporary
school science education K-12 (including a consideration of the National Science
Curriculum and international science profiles for schooling);
• the nature and structure of NSW school science syllabuses and their implementation in
the context of the system and the school;
• inquiry as a key feature of science instruction;
• children's development of science concepts and the implications for teaching;

Australian Teaching Standards

1. Know students and how they learn
Assessment Tasks 1, 2,3, 4 & 5 provide opportunities for the students to demonstrate their
knowledge and understanding of research into how students learn and the implications
for teaching science (1.2.1); & to demonstrate knowledge of teaching strategies that are

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responsive to the learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds (1.3.1)
2. Know the content and how to teach it
Assessment Tasks 2, 3 & 4 provide opportunities for students to demonstrate: their knowledge
and understanding: of the concepts, substance and structure of the content and the teaching
strategies of teaching science (2.1.1); their abilities to organise content into an effective
learning and teaching sequence (2.2.1); Assessment Tasks 2 & 3 provide the opportunity
for students to demonstrate: their use of curriculum, assessment and reporting knowledge
to design learning sequences and lesson plans (2.3.1); to know and understand literacy and
numeracy teaching strategies and their application in teaching science (2.5.1)
3. Plan for and implement effective teaching and learning
Assessment tasks 3 & 4 provide opportunities for students to demonstrate: their abilities
to plan for effective teaching and learning by being able to: set learning goals that provide
achievable challenges for students of varying abilities and characteristics (3.3.1); demonstrate
their abilities to plan for effective teaching and learning by demonstrating they are able to
plan lesson sequence using knowledge of student learning, content and effective teaching
strategies (3.2.1) & include a range of teaching strategies (3.3.1).

Priority Areas
4. Literacy and numeracy
Students will have the opportunity to develop their awareness of the literacy and numeracy
requirements in teaching science. They will have the opportunity to demonstrate their
understanding of Assessment Tasks 3 & 4.

Desired outcomes
As a result of successfully completing this unit of study students should be able to:
1. Demonstrate a research-based knowledge of appropriate strategies for learning science
including the key role of scientific inquiry in the development of students' understanding
of concepts (2.1.1, 2.3.1, 4.4.1, 6.2.1)
2. Demonstrate a research-based knowledge of appropriate pedagogies for catering for the
diverse needs of students learning science, including literacy and numeracy. (1.2.1, 1.5.1,
2.1.1, 2.2.1, 2.5.1, 2.6.1)
3. Analyse the suitability of a range of resources and materials to support students' learning
(1.2.1, 1.3.1, 1.5.1, 2.1.1, 2.2.1, 2.5.1, 2.6.1, 3.1.1, 3.3.1, 3.4.1)
4. Evaluate the impact of selected curriculum resources and teaching strategies of high
school students engagement and learning (1.2.1, 1.3.1, 1.5.1, 2.1.1, 2.2.1, 2.5.1, 2.6.1,
3.1.1, 3.3.1, 3.4.1, 4.4.1, 6.2.1, 6.3.1)
5. Work collaboratively to plan and evaluate learning experiences that cater for the diverse
needs of students and integrate these into lesson plans that incorporate the elements of
Quality Teaching (2.2.1, 2.3.1, 3.3.1, 3.2.1, 3.4.1, 4.4.1, 6.2.1, 6.3.1)
6. Demonstrate strategies to incorporate literacy, numeracy within a science inquiry project
(1.2.1, 1.5.1, 2.1.1, 2.2.1, 2.5.1, 2.6.1)
7. Demonstrate professional competence in their written communication skills including
academic writing and the development of materials for Stage 4- 5 high school students.

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Graduate Qualities
As a result of successfully completing this unit of study students should be able to apply
knowledge, skills and values with appropriate aims and outcomes of the University of Sydney
Graduate Qualities. In particular, this unit supports those skills and qualities relating to:
1. Depth of disciplinary expertise
2. Broad skills: critical thinking and problem solving;
3. Broad skills: communication (oral and written)
4. Broad skills: information/digital literacy
7. Interdisciplinary effectiveness
8. An integrated professional, ethical and personal identity
9. Influence

Topics
1. Theme 1: Reflecting on your approach to teaching science
• The place of science in the broader school curriculum and the aims of contemporary
school science education K-12: from science for experts to science for all, and beyond;
the Australian Curriculum: Science; NSW Syllabus (2003) and the revised NSW
Syllabus (2012)
• The nature of science and the extent to which students can be engaged in scientific
practice in school classrooms
• The nature of science; teaching science to assist students to understand science as a
unique discipline
• Engaging students in the practice of science; inquiry as an approach to support students
to achieve science literacy, a key outcome of science education
2. Theme 2 Engaging students in doing science: the implications for your practice
• Current understandings of children's concept development and the implications for
science teaching and learning
• Current understandings of the impact of pedagogical approaches on students' learning
outcomes; sociocultural perspectives
• The role of students' aptitudes, attitudes, interests, prior learning and their implications
for teaching and learning;
• WH&S issues in the planning, teaching, and learning of science and for the career
science teacher.

Timetable and Teaching Mode

The Sydney School of Education and Social Work requires attendance of at least 90
percent of all seminars, workshops or lectures. Where a student is unable to attend at the
required rate evidence of illness or misadventure may be required and the student may
be required to undertake extra work. Students should discuss the circumstances of their
absence(s) with the co-ordinator of the unit of study. Further details are provided in the
School canvas site: https://canvas.sydney.edu.au/courses/13426
Theme 1: Reviewing your approach to teaching Science
Week 1: Introduction

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Lecture:
Curriculum, Syllabus, and School Programs & Lessons;
Workshop:
Unit overview
Expectations and Challenges for teaching science in the secondary school
Prework for Week 2: What does it mean to create meaningful contexts for students’ learning
You will be assigned one of the following areas from the Science Buddies Website. You will
use your analysis of the assigned topic as a model for thinking about how you can create
relevant contexts to engage your students in science lessons and units.
What you need to do:
a) Analyse how the context/ problem has been presented. To what extent do you think
this introduction would interest students in Yrs. 7 & 8?;
b) Identify one possible media resource (TV, newspaper, internet site), that you could use
to support your introduction to this context;
c) Analyse the background information provided and identify where students cover
similar concepts in Stage 4 & 5 syllabus documents;
Bring the summary of your topic for the class in Week 2
Topics from Science Buddies Website
• Can Aloe Juice Save Your Berries from Mould?
http://www.sciencebuddies.org/science-fair-projects/project_ideas/
MicroBio_p033.shtml#summary
• Sucrose & Glucose & Fructose, Oh My! Uncovering Hidden Sugar in Your Food
http://www.sciencebuddies.org/science-fair-projects/project_ideas/HumBio_p035/human-
biology/sugar-metabolism.shtml#background
• Air Particles and Air Quality
http://www.sciencebuddies.org/science-fair-projects/project_ideas/EnvSci_p009.shtml
• Too Much of a Good Thing? Study the Effect of Fertilizers on Algal Growth
http://www.sciencebuddies.org/science-fair-projects/project_ideas/
EnvSci_p054.shtml#background
• A Toxic Test: Can Plants Be Genetically Resistant to Heavy Metals?
https://www.sciencebuddies.org/science-fair-projects/project-ideas/PlantBio_p047/plant-
biology/plants-genetically-resistant-to-heavy-metals
• Are Fingerprint Patterns Inherited?
https://www.sciencebuddies.org/science-fair-projects/project-ideas/Genom_p009/
genetics-genomics/are-fingerprint-patterns-inherited#summary
• An Uplifting Project—The Buoyancy of Balloons
https://www.sciencebuddies.org/science-fair-projects/project-ideas/Phys_p074/physics/
balloons-buoyancy
• Breath of Life: Does Exercise Increase Vital Capacity?

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https://www.sciencebuddies.org/science-fair-projects/project-ideas/HumBio_p009/human-
biology-health/does-exercise-increase-vital-capacity#background

Week 2: Creating meaningful contexts as a critical part of teaching science

Lecture: Engaging student in doing science: inquiry, problem-based learning and 5E’s
Workshop: From the syllabus to your work as a teacher
You must have a copy of the syllabus either as pdf. document on your computer (not
your phone) or a hard copy.
Syllabus Area: Physical World (Forces and Motion, Stage 4)
Comparing the similarities and differences between Stage 2, Stage 4 and Stage 5 Motion.
How will you create a context so the concepts about forces are relevant for Stage 4?

Online discussion activity

1) Venville & Dawson Chapter 1: Discussion questions 1.1 & 1.4
2) Share your insights from the discussion of the analysis of the science buddies sites about
creating a context for engaging students in doing science.

Pre-work for Week 3:

McConnell, T., J. Parker, J., & Eberhardt, J., (2017) Problem-Based Learning In The Earth
And Space Science Classroom, K–12 NSTA Arlington USA downloaded from http://
static.nsta.org/pdfs/samples/PB408X1web.pdf
Read pg. 19- 28 and consider the following two questions
• How does this teacher use a PBL approach to engage her students in science? If you
were starting this unit with a Yr. 7 class this year how would you create a context that
was engaging for your students?
• You often hear about student-centred or teacher-centred lessons. What do you think
this term means? Identify the differences in the teacher’s behavior summarised in
table 3.1 (teacher as facilitator = student-centred lesson, teacher as an expert = teacher
centred lesson). Why might these differences have an impact on students’ engagement
and learning in science?
Week 3: Engaging students in learning science
Lecture: Helping my students develop their thinking & understanding of science.
Workshop: Inquiry in Science
Syllabus Area; Earth and Space (Astronomy) Stage 4.
Online discussion
As a future science teacher, what is your reaction to the statement “Bringing contemporary
science topics into the classroom can help students recognize the broad utility of scientific
practices and the active and dynamic aspects of scientific work”?
Prework for week 4: Reading & Resources

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• 5E’s http://www.kacee.org/files/Inquiry%20&%205E%20Instructional%20Model.pdf
• Read Practice Briefs 2 from the stem teaching tools (http://stemteachingtools.org/
tools), a set of short posts about how to teach.

Theme 2: From engagement to doing science to support students’ learning

Week 4: Identifying and sequencing concepts in a unit of work
Workshop: Please bring a copy of the sample unit, "Off the Planet" to the workshop. You
can download the resource from the NESA website:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/
science-7-10-2018
Syllabus areas: Earth and Space and Living World
Big Ideas in science – Big Ideas are a method of organising important ideas in science https://
www.ase.org.uk/bigideas.
https://www.stem.org.uk/best-evidence-science-teaching provides a summary of the
relationships among the “Big Idea” in each of the science disciplines and syllabus content
statements.

Online discussion activity

1. Students should be helped to develop the ‘big ideas’ of science to enable them to
understand the scientific aspects of the world around them and make informed decisions
about the applications of science. How does the concept of “big ideas in science”
contribute to your understanding of what it will mean to use as a science teacher?
2. Venville & Dawson Chapter 2, Discussion Questions 2.1 & 2.2.
Week 5: Creating lessons to support students’ learning
Syllabus Area; Living World; Environment
Workshop:
• Reading across the syllabus
Review Stage 2 and 3 syllabus outcomes for the Living World. What are the similarities and
differences between what your students will have learned in primary school and what they
will learn in Stage 4 and Stage 5?
• Planning a lesson to teach one of the concepts.
Using one part of the following resources as a starting point develop a lesson plan to engage
your students, support their development of a relevant scientific concept and one aspect of
their skills in working scientifically.
Access all these free resources at the STEM Centre UK
1. https://www.stem.org.uk/system/files/elibrary-resources/legacy_files_migrated/23484-
transportinglivingthings.pdf
2. https://www.stem.org.uk/system/files/elibrary-resources/2017/05/Healthy%20London
%20Living%20teaching%20pack.pdf
3. https://www.stem.org.uk/resources/elibrary/resource/178969/its-small-things-life

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4. https://www.stem.org.uk/resources/elibrary/resource/31865/sugar-and-spice-and-all-
things-nice
5. https://www.stem.org.uk/resources/elibrary/resource/28718/classification
6. https://www.stem.org.uk/elibrary/resource/34032#&gid=undefined&pid=3

Week 6: Challenging misconceptions & developing students’ understanding

Wednesday Workshop: Working with students’ prior knowledge & understanding;
misconceptions
Syllabus Area: Chemical World; Matter,
Reading & Resources
Yang L.-H., (2012) Cold water, warm ice? Science and Children 41(5) 33-37
Online discussion
Week 7: Developing students skills in working scientifically
Workshop: Scaffolding the development of skills in working scientifically.
You may also want to look at teaching strategies to support students’ data representation
skills
You can find activities and resources at https://www.stem.org.uk/resources/collection/3687/
skill-4-data-representation?page=2
Week 8: Language and science
Reading & Resources
Download
English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives (2018)
Author from
https://www.nap.edu/catalog/25182/english-learners-in-stem-subjects-transforming-
classrooms-schools-and-lives
(it is free, just register).
Read pages 55- 60, 90 - 91, & 99- 102

Online discussion
How might you create a culture of doing science in your science classrooms? How might this
culture of doing science impact of the development of your students' appreciation of the role
science plays in society as well as the development of their knowledge and understanding of
science concepts and the development of the skills in working scientifically?
Week 9: Developing students’ understanding: representations
Workshop: Using activities & representations to support the development of students'
understanding
Syllabus Area; Physical World (Electricity) Earth and Space (Water Cycle)
Reading & Resources
Hsu Pei-Ling (2016) Using multiple representations to teach science, Science Scope 40(2)

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Demir K., Wade-Jaimes, K., Qureshi, A., (2017) Reasoning from models using metacognitive
modelling in the physics classroom. Science Teacher, 84(6) 37-42
Review the concept of a model in science using the following resources
https://www.sciencelearn.org.nz/resources/575-scientific-modelling
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/
continuum/Pages/scimodels.aspx#top
Week
10: Argumentation
Workshop:
Syllabus Area:
Reading & Resources
Venville & Dawson Chapter 11
Week 11: Presentation
Week 12: Presentation

Assessment
Assessment policies
All activities and assessments in this unit of study occur in conformity with the policies of the
Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences as
outlined in the Faculty and School canvas sites. Please refer to these sites for matters such as:
• Marking and Grading
• Questioning a Mark
• Submitting an Assignment
• Exams
• Seeking an Extension
• Penalties for Late Submission of Work
• Word Limit Penalties
• Plagiarism and Academic Integrity
• Use of Similarity Detection Software
• Seeking Special Consideration
• Seeking a Leave of Absence
• Student Appeals Process
All students enrolled in this Unit of Study are expected, without exception, to familiarise
themselves with these policies. They are available at the following canvas site: https://
canvas.sydney.edu.au/courses/13426
The University has adopted severe but fair procedures for dealing with plagiarism. It
is imperative that students understand what constitutes plagiarism. The threat of being
accused of plagiarism is generally relieved by expert referencing of your assignments. If
you are unsure on how to reference well, please refer to the following Canvas site: https://
canvas.sydney.edu.au/courses/13426

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Unless otherwise stated in the unit of study outline, word-limit penalties may be applied.
These penalties relate to all undergraduate, graded units of study where a word limit for an
assignment has been specified.
Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney
School of Education and Social Work requires the style guide of the American Psychological
Association (APA) to be used for citation and referencing purposes. The library's Complete
Guide to APA 6th style is a comprehensive, self-contained document that should be
consulted. Incorrect use of the required style, or the use of another style unless specifically
allowed, is likely to result in diminished assessment grades.

Assessment tasks in this unit of study

1.
Task Reflection -1
Assessment Type Submitted work – Assignment
Individual/Group Work Individual
Weight 10%
Word Count/Duration 500-750
Due week/date Week: 4
Date/Time: 21/03/2019 15:00
Exam/Quiz Type
Outcomes 1, 4, 7
Australian Teaching 2.1.1,
Standards
ACECQA Curriculum
Specifications

2.
Task What do I need to teach
Assessment Type Submitted work – Assignment
Individual/Group Work Group Work
Weight 20 %
Word Count/Duration 500-750
Due week/date Week: 6
Date/Time: 04/04/2019 15:00
Exam/Quiz Type
Outcomes 1, 3, 4, & 7
Australian Teaching 2.1.1, 2.3.1, 6.2.1
Standards
ACECQA Curriculum
Specifications

3.
Task Planning a lesson
Assessment Type Submitted work – Assignment
Individual/Group Work Individual
Weight 25%
Word Count/Duration 1,000

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Due week/date Week: 8

Date/Time: 18/04/2019 13:00
Exam/Quiz Type
Outcomes 1, 2, 3, 5, 6 & 7
Australian Teaching 1.2.1, 1.5.1, 2.1.1, 2.2.1 & 2.3.1,
Standards
ACECQA Curriculum
Specifications

4.
Task Presentation of a sequence of lessons in a unit of work
Assessment Type In-class assessments – Presentation
Individual/Group Work Group Work
Weight 25%
Word Count/Duration 1,000
Due week/date Weeks: 11 and 12
Date/Time: 24/05/2019 17:00
Exam/Quiz Type
Outcomes 1, 2, 3, 5. 6. & 7
Australian Teaching 1.2.1, 2.1.1, 2.2.1, 2.3.1, 2.5.1, 6.2.1
Standards
ACECQA Curriculum
Specifications

5.
Task Reflection -2
Assessment Type Submitted work – Assignment
Individual/Group Work Individual
Weight 20 %
Word Count/Duration 1,500
Due week/date Week: 13
Date/Time: 28/05/2019 13:00
Exam/Quiz Type
Outcomes 1, 2, 3, 4, 5, 6, & 7
Australian Teaching 1.2.1, 1.3.1, 2.1.1, 2.2.1, & 6.2.1
Standards
ACECQA Curriculum
Specifications

1. Reflection -1
Due date for completion: Week: 4. Date/Time: 21/03/2019 15:00.
Submission instructions:
Submit your assignment through Turnitin on the Canvas site.

Detail:
The purpose of this assignment is to support you to reflect on the issues covered in Theme 1
in the unit. You should refer to comments you or your colleagues have made on the online
discussion, the discussion in the classes as well as any further reading.

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The Australian Science syllabus has three components: (i) Science Knowledge and
Understanding, (ii) Science Inquiry & (iii) Science as a Human Endeavour. As a future
science teacher, what do you perceive as interactions and relative importance of these
three areas in your approach to teaching science?

Assessment criteria:
1. Quality of the discussion of the relative importance of each of the aspects of the science
syllabus in students' education;
2. Quality of the discussion of the impact of the relationship among the three aspects of the
syllabus on students science education;
3. The organisation and professional standard in the presentation of this assignment

2. What do I need to teach

Due date for completion: Week: 6. Date/Time: 04/04/2019 15:00.
Submission instructions:
Under university policy, you are required to submit an electronic version of the assignment
through Turnitin on the Canvas site.
You should also submit a hard copy of this assignment in the Box outside 435 in the Teacher
College by 3.00 pm on

Detail:
The purpose of this assignment is to help you identify the knowledge and understanding you
will need in teaching one aspect of the NSW syllabus.
THIS ASSIGNMENT SHOULD BE COMPLETE IN PAIRS. Both names must appear
on the cover sheet for this assignment.
WHAT SHOULD BE SUBMITTED.
1. You will be allocated a content area of the syllabus by the end of the 2nd week.
2. Identify and accurately explain the relevant science concepts or ideas. (See Note A)
3. Write a brief (<50 words) description of a relevant context for the students
4. Construct a diagram/ concept map or mind map or other representation illustrating the
inter-relationships among these terms or ideas. On the links explain the relationship
between each of the terms or ideas.
5. In another colour identify and explain how these concepts or ideas will be extended in
the students' study of science in Stage 5.
Assessment criteria:
1. Quality of the identification and explanation of the scientific concepts
2. Quality of the context
3. Quality of the summary of relationships among the scientific concepts
4. Standard of the presentation of the assignment.
Additional notes:

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A: Include the content statement at the beginning of your assignment. In your analysis of the
syllabus, you need to identify the level of knowledge, students need to be able to demonstrate
and how they will demonstrate this knowledge through their actions.
You might refer to standard science textbooks and the "Big Ideas in Science" to identify the
depth of science content students are expected to know and understand.

3. Planning a lesson
Due date for completion: Week: 8. Date/Time: 18/04/2019 13:00.
Submission instructions:
Submit an electronic version of this assignment through turn-it-in.
A hard copy of this assignment needs to be placed in the assignment box outside room 435 in
the Teacher College by 1.00 pm Thursday, April 18.

Detail:
WHAT YOU NEED TO DO
Using the template provided write a lesson plan for a 50-minute lesson.
By the end of the lesson the students should have a greater knowledge and understanding of
a scientific concept (ie. the lesson should include the Explore and Explain components of the
5E's). In this lesson, the students should spend the majority of their time actively engaged in
doing science.
WHAT YOU NEED TO SUBMIT
1. Identify the purpose of the lesson
2. Write the outcome(s) you want the students to achieve by the end of the lesson. (See
Note A)
3. Outline what the students and you will be doing in each part of the lesson.
4. Explain why the activities the students complete in each part of the lesson will help
them to achieve the lesson outcomes.
5. Identify the relevant skill(s) in the learning process of Working Scientifically that
students will be using/ developing in the hands-on component of the lesson.
6. Explain how you will support them to develop this skill(s) (e.g identifying and
discussing the purpose of questions you might ask or the scaffolds you might use)
7. Outline how you will assess the development of the students' knowledge and
understanding of the science concept in the lesson (e.g. questions you might ask, an
activity such as a storyboard or a role play or poster that students might produce).
8. Complete a risk assessment for the practical component of the lesson.
9. Provide copies of any written materials you will be giving students. ( Any written
material you give to the students should be at their reading level, and the source of the
materials should be identified.)
Assessment criteria:
1. Quality of the lesson outcome(s);
2. Clarity of the components of the lesson;
3. Quality of the activities;
4. Quality of the supports provided to students (organisational, questions, scaffolds);

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5. Quality of the assessment task;

6. Organisation and professional standard of the work.
Additional notes:
A: A lesson outcome indicates what the students should be able to do at the end of the lesson.
In most cases, teachers, organise their lessons so that students achieve a syllabus outcome
after several lessons.

4. Presentation of a sequence of lessons in a unit of work

Due date for completion: Weeks: 11 and 12. Date/Time: 24/05/2019 17:00.
Submission instructions:
Your and your partner should present your work at the allocated time.
The written outline should be submitted in the assignment box provided outside 435 in the
Old Teacher College

Detail:
Using the 5E's framework, prepare a program outlining the development of the science
concepts for a sequence of 8 sequential lessons for the topic allocated to you and your partner
for Assignment 2.
You will have 20 minutes for your presentation. You must be ready to start immediately
your names are called
During the presentation, you and your partner should provide an overview of how the unit.
You should explain how the sequence of lessons has been organised around one or more big
ideas. You should identify the main scientific concepts, ideas, and principles to be developed
within the 8 lessons.
As part of this part of the overall presentation, you should briefly discuss the following
aspects
1. The relationships between the science concept and the syllabus outcomes;
2. Opportunities to support the students' development of the skills in working
scientifically;
3. Opportunities for developing students' appreciation of the role science can play in
addressing problems or issues in society.
Each student should introduce one activity from one of the lessons (See Note A).
You should submit a hard copy of the scope and sequence of the lessons by 5:00 pm on
Friday, May 24

Assessment criteria:
1. The relationship between the science concepts and the syllabus outcomes;
2. Quality of the scope & sequence across the 8 lessons;
3. Quality of the learning experiences in supporting the development of students
knowledge and understanding of the relevant science concepts/ terms/ ideas;
4. Quality of the learning experiences in supporting the development of students' skills in
working scientifically;

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5. Quality of the learning experiences in supporting the development of the students'

appreciation of how science can be used to address issues and problems in society;
6. The overall organisation of the presentation.
Additional notes:
A: You must present a new lesson from the unit. You may not present an activity you have
already discussed in Assignment 3

5. Reflection -2
Due date for completion: Week: 13. Date/Time: 28/05/2019 13:00.
Submission instructions:
Submit this assignment through Turnitin on the Canvas.

Detail:
The purpose of this assignment is to support you to reflect on the issues covered in Theme 2
in the unit. You should refer to comments you or your colleagues have made on the online
discussion, the discussion in the classes as well as any further reading.
WHAT TO DO:
Review your and others contributions to the online discussion, the discussions in the class and
your wider reading.
Identify and discuss four (4) principles which you will use to guide your preparation of
science lessons to support your students' to achieve the syllabus outcomes. You need
to discuss how you will plan and conduct learning experiences to support your students'
development in the following areas;
• Their knowledge and understanding of science concepts;
• Their skills in Working Scientifically.
• How they can make scientifically informed decisions using their knowledge &
understanding of Science and their skills in Working Scientifically.
Assessment criteria:
1. Completeness of the logbook.
2. Quality of the documentation in the log book;
3. Selection and description of four pieces of evidence
4. Explanation of the classification of each piece of evidence
5. Quality of the discussion of your development of how to support the development of
high school students' knowledge and understanding of science concepts;
6. Quality of the discussion of your development of how to support high school students'
skills to undertake their own investigation using the learning process of Working
Scientifically;
7. Quality of the discussion of your contribution to supporting the development of
students’ science literacy
8. Organisation and professional standard in the presentation of this assignment
Additional notes:

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Statement of Academic Integrity

The University has authorised and mandated the use of a text-based similarity detecting
software (currently Turn-it-In) for all text-based written assignments. Therefore, all text-
based written assignments must be submitted electronically and checked with the designated
similarity detecting software (currently Turn-it-In). A copy of the assignment may be retained
by the University’s database and used to make comparisons with other assignments in the
future. If there is any exception to this requirement you will be advised by the Unit of Study
Co-ordinator.

Important notice for students going on professional or field experience or

internship
If you are undertaking professional experience/field education placement as part of your
enrolment in this unit of study, please assess your specific needs and requirements for the
safe and successful completion of an external placement within a host organization. You
will be given the opportunity to disclose any health issues that have a work health and safety
significance before arranging a placement so that your safety, and the safety of others, can
be properly assessed. The Professional Experience Coordinator/Field Education Manager
will work to ensure that the workplace assignment to you is appropriate for your needs
and requirements. If you are experiencing disability, and require reasonable adjustments
to be arranged, please contact Disability Services as early as possible prior to commencing
the internship. Please note, in all cases, and for the purpose of organizing reasonable
adjustments, only the impact and not the nature, of your disability will be disclosed to the host
organization.

Student evaluation
We welcome feedback on this Unit of Study. Please take the time to offer constructive
written feedback at the end of the semester. The teaching team is committed to the
participation of learners in the process of planning and evaluation of courses.

References and readings

All students are expected to have access to
Board of Studies NSW (2012, rev 2013). NSW Syllabus for the Australian Curriculum
Science K-10. Sydney: Author.
Venville, G. & Dawson, V. (2012). The art of teaching science for middle and secondary
school (2nd ed.). Sydney: Allen & Unwin.
Recommended readings
Trefil J., & Hazen, R. (2010). The sciences: An integrated approach (6th ed.). John Wiley &
Sons.
This text will provide background information in areas of science not covered in your science
discipline studies. You might find it a useful reference in your future work as a science
teacher. The text provides useful insights into the development of scientific ideas and their
applications for society.

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References
Abel, S. K., & Lederman, N. G. (2007). Handbook of research on science education.
Mahwah, NJ: Lawrence Erlbaum Associates.
Aikenhead, G. (2006). Science education for everyday life. New York: Teachers' College
Press.
Committee on the Development of an Addendum to the National Science Education
Standards on Scientific Inquiry (2000). Inquiry and the National Science Education
Standards: A Guide for teaching and learning. Washington, DC: National Academic Press.
Driver, R., Guesne, E. R., & Tiberghein, A. (1985).* Children's ideas in science. Milton
Keynes: Open University Press.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994).* Making sense of
secondary science: Research into children's ideas. London and New York: Routledge.
Fensham, P. (2006). Student Interest in Science: The problem, possible solutions and
constraints. As found in Conference Proceedings for ACER Research Conference 2006.
Retrieved January 13, 2016 from http://research.acer.edu.au/research_conference_2006/
Gees-Newsome, J., Luft, J. A., & Bell, R. (2009). Reforming secondary science instruction.
Arlington, VA: National Science Teachers Association Press.
Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and
learning of science in Australian schools: A research report prepared for the Department of
Education, Training and Youth Affairs. Canberra: Commonwealth of Australia.
Hand, B., & Vaughan, P. (1995).* Teaching and learning in science: The constructivist
classroom. Melbourne: Harcourt Brace.
Luft, J., Bell, R. L., & Gess-Newsome, J. (2007). Science as inquiry in the secondary setting.
Arlington, VA: National Science Teachers Association Press.
Millar, R., & Ametller, J. (2006). Improving subject teaching: Lessons from research in
science education. New York: Routledge.
Monk, M., & Dillon, J. (Eds.) (1995).* Learning to teach science: Activities for student
teachers and mentors. London: The Falmer Press.
NSW Department of Education and Communities. (n.d.). Schools policies and procedures.
Retrieved January 13, 2016 from https://online.det.nsw.edu.au/policiesinter/category.do?
level=Schools
NSW Department of Education and Training. Animals in schools: Animal welfare
guidelines for teachers. Retrieved January 13, 2016 from http://www.schools.nsw.edu.au/
animalsinschools/resources/guidelines/index
NSW Department of Education and Training (1999). Chemical safety in schools: the safe use
and storage of workplace chemicals in schools. Sydney: Author.
Tytler, R. (2007). Re-imagining Science Education: Engaging students in science for
Australia's future. Melbourne Australian Council for Educational Research. Retrieved January
13, 2016, from http://www.acer.edu.au/research_reports/AER
Wellington, J., & Ireson, G. (2008). Science learning, science teaching. London & New York:
Routledge.
*Seminal or otherwise important works in the development of ideas on teaching and learning,
curriculum and assessment of science in schools.

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