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Kind Kaydy
Dynamic David
Super Scott
Jolly Jerry

We had two common themes:

Two of us are scientists.
Two of us joined teaching later in our education careers.

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What can we do to ensure a successful year.

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What can we do to ensure a successful year.

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* share workload in group activity
* share knowledge if useful.

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Who
The answer depends on who you it would be differentiated by personality of the teacher.

- Hye-Eun's "Who" includes accreditations, interests, qualifications, reflections on readings and teaching standards. Personal reflection is important to learn from your experiences.

What
Enquiry based.
Encourage critical thinking
Develop scientific thinking

-Hye-Eun's "What" includes the syllabus, scientific inquiry and scientific thinking.

How
Meeting scientists - science in practice.
Multimodal  and inclusive teaching methods
Differentiated teaching for different learning styles.

-Hye-Eun's "How" includes engaging, relevant, high expection teaching, accountable

Why
To develop an understanding in people about the world around them
To develop scientific literacy
To make more scientists

-Hye-Eun's "Why" includes evidence based practice. 21st century needs ICT, Reflection on action.

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Background image. All images are creative commons or public domain.

See:
* Geology courtesy: travelwayoflife - https://www.flickr.com/photos/travelwayoflife/6164348161/in/photostream/
*  Biology courtesy: luke netwalker -https://www.flickr.com/photos/luke_netwalker/130370514/
* Chemistry: Mikk Mihkel Vaabel
* Physics (public domain)

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Syllabus more narrow and more specific. As a teacher is probably a more useful document -- the curriculum is broader and aimed teachers - but more specifically head teachers, academics, principals etc.

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Relate content to real world situations.

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Need to fair, valid etc.
Formative/sumative assement.
Linked to outcomes.
Should be differentiated.
Feedback - timely, useful. Not feedback about students - but about the tasks.

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Different students have different learning styles - making sure to provide material in a variety of ways.
Easy to talk about - tougher to implement.
There are more pronounced groups: e.g. special needs, gifted/talented/ESL - but everyone's differentiated in some way.

Should be mirrored in planning, teaching and assessment.

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General statements of attainment at x level.
Stage 5 (more enquiry based learning)
Stage 4 slightly lower order. e.g. using to use laboratory equipment.

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* What science is -
* Why it is important for individuals
* How to science -
* Good for society, humanity, self etc develops critical thinking, ethics, morality.

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Plus
* I thought the exercise was engaging i.e. making sherbet was a fun and interesting task

Minus
* I felt rushed at the end and didn't conclude the exercise very well.
* Lack of ICT meant I had some trouble scaffolding the order of tasks and the ending.

Interesting
* I felt the hardest part of the exercise was working without ICT.

Overall, I found the lesson to be difficult to manage without the support of a presentation e.g. powerpoint. This illustrated to me that perhaps I need to have a better idea of how to undertake activities without power point such that I can complete classes outdoors etc.

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Positive: I felt like I could successfully complete a lesson after watching others complete this task. I have reflected on the experience as a learning device.

Negative: Did not have necessary content required for the lesson, and the lesson was based on my plan with little interaction to the audience.

Interesting: Time went very fast as the lesson started. The content went very fast and it was hard to manage time without materials.

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Plus: Using lollies to visualise difficult concepts

Minus: Felt rushed, too much content to cover in too little time.
Lesson did not have a good enough closure.

Interesting: Being able to adjust the lesson plan is necessary depending on how the class is going presently.
Reflection:

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Plus - Group experiments were interactive and resulted in many questions
Minus - The recap at the end of the lesson was rushed and did not summarise the classes observations very well
Interesting - There was more interest in the hand specimens than I thought there would be

I think concluding the lesson was difficult as I was unable to properly collect my thoughts and conclude the lesson in a systematic way.

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This would be a useful diagnostic tool for checking for prior knowledge

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Outcome 1 Discussions of numerical experimental data

Outcome 4 Collect and analyse data, interpret what it means

Critical thinking

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brass 8.56g
brass volume: 1ml

copper 9.12g
cooper volume: 1ml

zinc 6.64g
zinc volume: 1ml

plastic 1g
volume of plastic: 1mL

wood 0.55g
volume of wood 1ml

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Some plastic floats but some plastics don't. This is because if the plastic (low density) is similar in density to water it will float.

This can have an effect on the animals such as fish as they can get trapped in floating plastic bags.

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* plastic is similar density - and it's therefore more mobile and can move in ocean currents?

* related to this are saltwater, freshwater - different salinities, different temperatures.

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- use of embryos
with discarded embryos should these be destroyed on discard or used for scientific causes?

- vs what could be achieved these embryos?

at the same time - we shouldn't provide a platform for unscientific views e.g. vaccine denial, flat earth etc

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Developing a gamete outside of the uterus may be helpful in allowing people who cannot bear a child naturally but can become too far in choosing what kind factors are taken into account and if science takes it too far by taking some natural and making unnatural in a way.

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What do you think about the ethical debate surrounding stem cell research?

What are the stem cell used for in medical research and treatment?

At what stage does an embryo develop into a fetus and how do embryos differ from fetuses?