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1. Go to Macquarie Uni
2. All do teaching
3. All super passionate about teaching

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1. Pass the unit
2. Learn how to apply the syllabus to all students learning needs
3. Learn more practical classroom management skills

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1. Respect
2. Dont steal
3. Work together

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1. Respect each other

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Making sure it is clear I was engaged

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- Yes we are engaged
- Add another super star group member
- Set clear goals/dot point

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- How to log in
- Change background
- How to converse with other group members
- How to transfer messages

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Drawing

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In Video 1, the classroom students showcase all 5 essential features of inquiry, while the teacher uses a student centered approach to learning. in video 2, again all students showcase the 5 essential features, whovere the teacher offers a teacher guided practice for engage students in the learning process (tell students properties of each state and to compare substances to the features of each). however in the second part of the activity student centered inquiry is used to discover the state of silly putty (previously unknown)

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To enhance inquiry learning from a classroom that has never experienced this type of learning before, a teacher could first; introduce inquiry based learning as group activities or group assignments with at least 4 students. Then to guide students to more of an independent practice, the teacher could start making group inquiry tasks with lesser and lesser student groups until the assignments get single student effort assignments, by this stage students should be confident completing inquiry based tasks independently.

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For our groups design activity, we incorporated inquiry learning through the use of experimentation. Being an essential aspect of science, experimentation allows students to apply their knowledge to physical content and it allows them to think scientifically and to test these thoughts. For our activity we have combined 4 small experiments to teach students the concept of physical and chemical changes. We as a group agreed to give them some explicit and broad starting questions to ensure they are on the right thinking path for each experiment.

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Our activity was to achieve outcomes in the stage 4 syllabus Chemical World. Specifically, we examine CW4. C. investigate some examples of chemical change that occur in everyday life.

Also, the syllabus outcome we aim to achieve is SC4-1VA, A student appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them.

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All members of the group met up in person on both Mondays and Tuesdays to discuss potential activities and modify existing ideas. All meetings were held in either the foodcourt over lunch or in the MUSE buildings

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Stage 4 chemical world
Syllabus content outcome stated but what about working scientifically outcome(s)?
Good variety of activities. Real demonstration?

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The activities were spread into manageable chunks for a stage4 class. It was realistic to expect you would only have 35 minutes for the body of the lesson. I think you would need good control of the class to be able to include all four experiments and the worksheet. Then again, it's better to have more content than less than you need.

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The experiments that make up activity 1 were all fun creative experiments that students would love doing and remain engaged through the lesson. The use of popplet in activity 2 is a great option, it allows students to display what they have learnt but also fill in any gaps in their own knowledge encouraging some self-reflection too.

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Shane - engaged
Jack - engaged
Jessica - engaged
We are engaged & collaborative learners

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Differentiation Strategies:
- Class/collaborative Discussion
- Independent learning (student-centred learning)
- Twitter usage - individual reflection & research

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Proton
Electron

Q1. What is the difference between these two?
Q2. Are they microscopic or macroscopic?

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For this project we have all decided that we will do a video of dropping a tennis ball to upload onto the LoggerPro program. 

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For this project we have all decided that we will do a video of dropping a tennis ball to upload onto the LoggerPro program. 

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macroscopic:  watching the particles move up the film paper, noticing the larger molecules not being able to move all the way to the top

sub-microscopic: ions moving and separating showing their colors

can be demonstrated through experiments or youtube videos

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Over the course of the 13 weeks of uni our group engaged in multiple discussions concerning all the weekly content. However, towards the start of the semester we lost a member who transferred to the Monday class.

All the discussions were noted on Padlet and it was shared equally between all members. One person always started the discussion post and then the remaining group members always commented on the main discussion thread. This is evident if you scroll through all the weeks of discussion.

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Advantages:
Multiple representation allows the different viewpoints of students to be explored. If these views are incorrect it allows teachers the opportunity to explain the concept and avoid the misconceptions that may be represented. Also it allows a diagnostic approach for the teacher to adjust their teaching.

Disadvantages:
For lower ability students, if the concepts is already deeply embedded in their schemas it may be hard to adjust their mindset. Also, it may be overwhelming for these students to adjust their point of view. Some concepts may be hard to represent using the 3 scales.