Metalanguage Tables Microsoft Powerpoint & Word Think, pair & share
applications; presentation skills
Grammar Graphs Brainstorm
Researching skills (Books & Internet)
Comprehension Correct measurements Experiments
Simulators
Research Symbols Researching
Presentations
Discussions
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
General Capabilities
Information and Intercultural Literacy Numeracy Personal and social
Critical and creative Ethical
communication technology
thinking understanding understanding capability
capability
Outcomes
Values and Attitudes
Outcomes
Appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them (SC5-1VA)
Skills
Strand Outcomes Content
Questioning Develops questions or hypotheses to be WS4 – Students question by:
and predicting investigated scientifically (SC5-4WS). b) Prediticting outcomes based on observations and scientific knowledge.
Planning Produces a plan to investigate indentified WS5.2 - Students plan first-hand investigations by:
investigations questions, hypotheses or problems, a) Planning and selecting appropriate investigation methods including fieldwork and laboratory
individually and collaboratively (SC5-5WS). experimentation, to collect reliable data.
WS5.3 - Students choose equipment or resources for an investigation by:
a) Identifying appropriate equipments and materials.
b) Identifying the appropriate units to be used in collecting data.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Processing and Processes, analyses and evaluates data from WS7.1 - Students process data and information by:
analysing data first-hand investigations and secondary b) Selecting and extracting information from tables, flow diagrams, other texts, audiovisual
and information sources to develop evidence-based
arguments and conclusions (SC5-7WS) resources and graphs, including histograms and column, sector or line graphs
Problem Applies scientific understanding and critical WS8 - Students solve problems by:
solving thinking skills to suggest possible solutions to e) Using models to explain phenomena and make predicitons
identified problems (SC5-8WS)
Communicating Presents science ideas and evidence for a WS 9 Students communicate by:
particular prupose and to a specific audience, a) Selecting and using in presentations, for different purposes and contexts, appropriate text types
using appropriate scientific language, including discussions, explanations, expositions, procedures, recounts or reports.
conventions and representatons (SC5-9WS).
b) Selecting and constructing an appropriate table , type of diagram, table or graph (histogram or sector,
column or line graph) to present information and show relationships clearly and succinctly using digital
technologies as appropriate.
c) Using appropriate units for physical quantities, and symbols to express relationships including
mathematical ones.
d) Proposing ideas that demonstrate coherence and logical progression.
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.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Duratio Knowledge Working Scientifically Teaching and Learning Strategies Assessment For Learning Resources
n: & Content
Understandi
ng Content
Wk 1 CW2 WS 7.1 Students process 1. Demonstration: Teacher brings 3 forms of 1. Discussion: Through Element
Lesson a) Identify the
data and information by: matter a solid, liquid and a gas to class. discussing with their peers, Bingo:
s 1-3 (3 atom as the students further develop their https://www.
2. Discussion: Teacher asks students to identify
hrs) smallest unit b) selecting and extracting knowledge and understanding michigan.gov
what each item is with the person beside them.
of an element information from tables, flow of the concept being taught. /documents/e
and that it diagrams, other texts, 3. Explanation: Teacher explains to the class what xplorelabscie
2. Questions (Kahoot Quiz):
can be audiovisual each item was and what it was made of, atoms. nce/Periodic_
represented resources and graphs, Through attempting to solve Table_Bingo
4. Size & structure of an atom video: Students
by a symbol. including histograms and textbook problems, students _403152_7.p
watch a video on the size and structure of an
column, sector or line are using their prior and df
atom.
graphs current knowledge of the
5. Kahoot Quiz: Students are assessed via this Atom video:
concept to answer the
fun and engaging quiz to determine how much https://www.y
question. This form of
they have learned this far into the topic. outube.com/
assessment helps the teacher
watch?v=yQ
6. Element Bingo: Students play an engaging to see the students current
P4UJhNn0I
game where they learn to familiarize themselves level of understanding.
with all the elements. Kahoot
3. Informal Questioning:
Quiz:
7. Informal questioning: Teacher asks class Class discussions enables
questions about atoms to determine whether https://embed
students to share their
they have retained information. .kahoot.it/6ef
knowledge and understanding
ad01f-442f-
of the concept with the rest of
4a6d-b838-
the class and where
7540ee66cd2
applicable, the teacher can
8
correct any
misunderstandings.
Wk 2 CW2 WS 8 Students solve 1. Presentation: Teacher plays a PowerPoint 1. Observation: Through PowerPoint
Lesson problems by: presentation that talks about atoms and how they observing the students, the Presentation
s 4-6 (3 b) Distinguish are the building blocks of everything. teacher gain a better insight :
e) Using models to explain
hrs) between the into how the students are
phenomena and make 2. Group Activity: Students form groups http://www.w
atoms of progressing and understanding
predicitons comprised of 3-4 members and are set-out 3 orldofteachin
some the task at hand as well as
random elements from the periodic table of g.com/power
4
Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
common elements. Groups have to label elements in the letting the students take control points/chemi
WS 9 Sudents
elements by correct category (i.e. metal, gases, non-metals of their ‘own’ learning. stry/atoms2.p
communicate by:
comparing etc.), determine the number of protons, neturons pt
2. Discussion (Brainstorm):
information
c) Using appropriate units and electrons the element has, build elements from
or
for physical quantities, and scratch using Lego blocks and show to class the Through brainstorming,
about the alternatively
symbols to express differences and similarities of all 3 elements. students further develop their
numbers of click on
relationships, including knowledge and understanding
protons, 3. Brainstorm: Students work together and try to http://www.w
mathematical ones. of the topic at hand and gives
figure out why similar elements vary with one orldofteachin
neutrons and the teacher a better insight into
d) Proposing ideas that another. g.com/chemi
electrons the students learning and
demonstrate coherence and strypowerpoi
4. Lecture: Teacher explains to students the understanding.
logical progression. nts.html
reason behind the variance and brings their
3. Informal Questioning: This
attention to an elements number of protons, and then
form of assessment helps the
neutrons and electrons. click on
teacher gain an insight of how
‘Atoms2'
5. Simulation: Students use their devices or the the class in general is coping
schools devices to play an interactive simulation with the task without the
that allows students to create their own atom and teacher having to be too
Simulation:
element and then test their ideas. intrusive.
https://phet.c
olorado.edu/
en/simulation
/build-an-
atom
Wk 3 CW2 WS 9 Students 1. Think-Pair & Share: Teacher asks students 1. Discussion: Students Video:
Lesson communicate by: how they think elements are organized on the further develop their
c) Describe https://www.y
s 7-9 (3 Periodic Table. understanding and knowledge
the c) Using appropriate units outube.com/
hrs) of the task at hand by sharing
organization for physical quantities, and 2. Online Class: Students do an online class. watch?v=O-
their ideas with their peers in
of elements symbols to express Students are taught the theory of how the elements 48znAg7VE
think, pair & share activites
in the relationships including are organized and the use a simulator that shows
and this permits the teacher https://www.y
Periodic mathematical ones. the classification of elements.
some insight into the students outube.com/
Table using
d) Proposing ideas that 3. Elaborate + Concept Map: Students work learning and understanding of watch?v=fPn
their atomic
demonstrate coherence and together in groups and create a concept map of the content. wBITSmgU
number
logical progression. what they have understood on how elements are
2. Worksheets: A formative Online
organized (i.e. atomic number, weight, groups).
e) Presenting scientific type of assessment that aims Class:
ideas and information for a 4. Periodic Table: Teacher gives students a black to test a students knowledge http://cdac.ol
particular purpose, including periodic table of elements and they have to colour and understanding of a abs.edu.in/?s
constructing evidence- in the metals, non-metals and noble gases. particular concept. ub=75&brch=
5
Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Wk 5 CW2 WS 9 Students 1. Periodic Table history: Students watch an 1. Presentation: This Video:
Lesson communicate by: engaging Ted Ed video on the history, assesses a students ability to
f) Outline https://www.y
s 13-15 development and scientists that contributed to work collaboratively in a group
some a) Selecting and using in outube.com/
(3 hrs) modern Periodic Table of Elements. with other students, IT skills via
examples to presentations, for different watch?v=O-
creating a presentation and
show how purposes and contexts, 2. Textbook reading: Teacher set’s out readings 48znAg7VE
public speaking skills when
creativity, appropriate text types for students to gain a better insight into the history
presenting.
logical including discussions, of the Periodic Table.
reasoning explanations, expositions, 2. Group Questioning: By https://www.y
3. Brainstorming: Students get into groups and
and the procedures, recounts or allowing students to question outube.com/
focus different aspects of the development of the
scientific reports. each other in their respective watch?v=fPn
Periodic Table over time (i.e. first person to
evidence groups, the teacher is wBITSmgU
b) Selecting and categorise elements, Mendeleev’s contribution etc.)
available at providing the students an Textbook
constructing an appropriate and create a Powerpoint presentation.
the time, oppurtunity to ask specific reading:
table , type of diagram,
contributed 4. Presentation: Groups come to the front of the questions that require other
table or graph (histogram or Whalley, K.
to the class and do their presentations. students to think deeply and
sector, column or line (2004). Scien
development 5. Question time: At the end of each groups critically and provide a succinct
graph) to present ce focus. 2nd
of the presentation, teacher allows other students to ask response to that question. This
information and show ed.
modern questions to presenting groups. assesses a students public
relationships clearly and Melbourne:
Periodic speaking skills.
succinctly using digital 4. Kahoot Quiz: Students complete a Kahoot quiz Pearson
Table.
technologies as appropriate. 3. Observation: As the
on the history of the Periodic Table. Education
students are working in their Australia,
5. Final Unit Assessment: Teacher gives students groups and working pp.9-10.
a notice that there will be a final exam on the unit collaboratively with one
and the time will be advised. The final exam will another, the teacher is able to Kahoot Quiz
assess a students knowledge and understanding of monitor a students progress (modified):
the whole unit. The teacher will advise of the individually and in a group. https://kahoot
specific topics, if so happens, that will be examined
.com/blog/20
in the exam.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
16/01/17/kah
4. Final Exam: This final
oot-day-
formative assessment will
periodic-
assess a students overall
table/
knowledge and understanding
of the unit.
f) Outline some examples to show how creativity, logical reasoning and the
scientific evidence available at the time, contributed to the development of the
modern Periodic Table.
Evaluation of Teaching and Learning:
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Justification
The primary aim of this unit was to create a fun, engaging and informative classroom lessons whilst also incorporating
inquiry-based learning strategies in the process. Inquiry-based learning (IBL) as referred to by Cantillon, Wood & Yardley
(2017), is utilising a range of teaching techniques and methods that allows a student to demonstrate their critical thinking
when answering questions that require them to think deeply about a question, actively explore and critically examine data
that they are presented with, this approach sometimes requires teachers to tap into a student’s prior knowledge of the
content and build-on from there. This teaching strategy allows students to reap benefits such as: communication skills,
problem-solving skills, socio-behavioural skills, team working skills and negotiation skills. Students that attain these
essential life skills are better prepared for further studies, work, family and life in general. Furthermore, differentiated
learning strategies were also implemented in the unit and this was primarily done to accommodate for all diverse learners.
Strategies such as: think, pair & share, brainstorming, experimenting, researching, presenting and discussing, were
integrated horizontally across the unit to further enhance and optimise classroom learning. Additionally, the 5 E’s concept
was also incorporated into the lessons and this would enable students to formulate their own hypotheses, analyse and
collect data, and generate their own conclusions; an essential component in inquiry-based learning.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
The 5 E’s learning model stands for: engage, explore, explain, elaborate & evaluate; in the initial steps of an inquiry-based
learning activity it is essential for a teacher to start the lesson off with something that gets the attention of the students as
this will then provide them an opportunity to share their prior knowledge on the content and create stronger links with
their prior and current knowledge and understanding (5Es Teaching and Learning Model - PrimaryConnections: Linking
science with literacy, 2017). In week 4 in the unit outline, the lesson begins with a think, pair & share activity that requires
the students to ask the person beside them which items are reactive to water and are good conductors for electricity, this
is an example of the students engaging in the lesson as they are required to share their knowledge with one another.
Sequentially, the ‘explore’ phase requires students to carryout hands-on activities such as an experiment, during this
phase they gain some experiences that they can use towards learning the new content. In week 4, once the students have
completed the experiment the teacher then ‘explains’ to them the phenomenon they witnessed and the reasoning behind
it. During activities such as discussions and brainstorms students get the chance to ‘elaborate’ what they have learned
with each other (Lederman, 2009). In the final phase, ‘evaluate’, the students reflect on their new learning experiences it
is also a time where students bring forth evidence for changes in their understandings, skills and beliefs.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
To monitor students learning progression there needs to be some form of assessment, be it formative, summative or both,
that will give the teacher an insight into how much the students knows and/ or has understood (Guskey, 2003).
Additionally, they also reflect the skills and concepts that were taught by the teacher in the classroom and assessments
can also utilised for teachers to see whether their teaching strategies are effective. Formative assessment is used during
the development phase when a unit is being taught (Nicol & Macfarlane‐Dick, 2006), in the unit outline there are
examples such as: quizzes, observations, informal questioning and worksheets, which are used to assess and determine
students learning progress at a given time in the development phase. According to (Taras, 2005) summative assessment is
a form of assessment that if focused on the outcome of a program, in this instance an experiment, group presentation and
final exam.
According to Warren (2016), integrating the use of ICT in classroom environments improves student engagement,
communication skills, increase participation of students, promote critical thinking skills and problem solving skills. It is
evident that ICT can be used to further assist in the overall learning development of students and can be used as a skill in
future studies and the workplace. Used in conjunction with inquiry-based learning activities, ICT can further add to
creating a more effective learning experience for both the students and the teacher. In week 3, an online class activity
follows a think, pair & share activity, in it the students are required to understand the theory behind how elements are
organised in the Periodic Table of elements and see first-hand how they are arranged through using a simulator.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Furthermore, in week 5 there is a researching task for the students to undertake and at the end they are required to
create a presentation on different aspects of the development of the Periodic Table of elements over the course of time.
This uses a range of teaching strategies to ensure that it caters for the learning requirements for a diverse range of
students.
As everybody has a unique fingerprint, so too do students having unique learning styles. It is thus essential that a diverse
range of teaching strategies and methods are incorporated beforehand into lessons to help differentiate learning and to
better effectively cater for different types of students (Morgan, 2013). Differentiated learning strategies such as: think,
pair & share, brainstorms, collaborating, experiments, researching, presenting and discussing were incorporated into the
unit outline to provide different avenues for students to reach the same destination, understanding the content and
learning or improving upon a skill. Students with learning impairments, for instance, such as autism spectrum disorder
(ASD), dyslexia and dyscalculia that have difficulty learning can attain a more enriched learning experience as the content
is delivered in different ways (Vlachou & Drigas, 2017). Students with a learning disability do not have to feel shy or
embarrassed because all the other students are learning something according to their learning capability level.
Additionally, gifted and talented students are continuously being challenged and are not just sitting around waiting for
their peers to catch-up.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Conclusively, this unit has successfully incorporated teaching strategies such as IBL, assessments, differentiation and the
use ICT to help cater for a diverse range of students and enable them to demonstrate their critical thinking skills,
communication skills, bring up prior knowledge and apply that to current learning activities or even build upon it.
However, the primary objective was to create an engaging and stimulating learning environment through the various
learning activities as aforementioned in the unit outline.
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
References
Cantillon, P., Wood, D. and Yardley, S. (2017). ABC of learning and teaching in medicine. 3rd ed. Oxford: Wiley, pp.11-12.
Guskey, T. (2003). Educational Leadership:Using Data to Improve Student Achievement:How Classroom Assessments
Improve Learning. Ascd.org. Retrieved 3 October 2017, from http://www.ascd.org/publications/educational-
leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx
Lederman, J. S. (2009). Levels of inquiry and the 5 E’s learning cycle model. National Geographic Science.
Morgan, H. (2013). Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal Of Educational
Strategies, Issues And Ideas, 87th ed., 34-38. http://dx.doi.org/10.1080/00098655.2013.832130
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Elias Arsalah (17708946) Secondary Curriculum (102087) 1A
Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of
good feedback practice. Studies In Higher Education, 2nd ed., pp.199-218.
http://dx.doi.org/10.1080/03075070600572090
Taras, M. (2005). ASSESSMENT – SUMMATIVE AND FORMATIVE – SOME THEORETICAL REFLECTIONS. British Journal Of
Educational Studies, 4th ed., pp.466-468. http://dx.doi.org/10.1111/j.1467-8527.2005.00307.x
Vlachou, J., & Drigas, A. (2017). Mobile Technology for Students & Adults with Autistic Spectrum Disorders
(ASD). International Journal Of Interactive Mobile Technologies (Ijim), Retrieved 3 October 2017, from http://online-
journals.org/index.php/i-jim/article/view/5922
5Es Teaching and Learning Model - PrimaryConnections: Linking science with literacy. (2017). Primaryconnections.org.au.
Retrieved 3 October 2017, from https://primaryconnections.org.au/about/teaching
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