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Science is fun. Sharing that with students so they want to know more about it

Making a difference to the world. A job where you feel that you do that.

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Contribute equally
Respect for other's opinion
Effective discussions

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1) Who will I be as a science teacher?
- A mentor
- Inspiring
- Engaging
- Passionate
- Collaborative
- Approachable

2) How will I teach it?
- with skill
- Using different resources eg. ICT
- Making it relevant
- Cater to individual learning
- Macquarie based
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3) Why we teach in this way?
- Improving attention
- To inspire
- Evidence-based approach

4) What will I teach?
- Curriculum
- Life skills
- Practical knowledge
- Relevant content
- Age and cognitive appropriate content
- Teach to students' interests

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Assessment activities should:
- be based on syllabus outcomes
- be a valid instrument for what they are designed to assess
- include criteria to clarify for students what aspects of learning are being assessed
- enable students to demonstrate their learning in a range of task types
- be reliable, measure what the task intends to assess, and provide accurate information on each student's achievement
- be free from bias and provide evidence that accurately represents a student's knowledge, understanding and skills
- enable students and teachers to use feedback effectively and reflect on the learning process
- be inclusive of and accessible for all students
- be part of an ongoing process where progress is monitored over time.

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Teachers may plan for and gather evidence about student achievement in a variety of ways at key points during, and at the end of, a unit, a term or a semester. This evidence can assist teachers in making professional judgements about a student’s progress and achievement of syllabus outcomes, and provides feedback about how students can improve their learning.

Can be in a variety of forms.

needs to be manageable

may be formal and/or informal

should focus on student progress in relation to outcomes, particular strengths and areas for improvement.

But ultimately needs to benefit the teaching and learning process.

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Teacher feedback about student learning is essential for students and integral to teaching, learning and assessment. Feedback is essential to reflect on how their knowledge, understanding and skills are developing in relation to the syllabus outcomes and content being addressed. It can also be used as a tool to improve their learning.

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Paragraph 1 notes
Science is collaborative, creative and constantly revised.
It provides an empirical explanation for a variety of phenomena and enables us to make sense of the natural world

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A teacher can gather evidence about students in a variety of methods… its helps to Making professional judgements about a student’s progress that is important feedback to the student and informs parents on their child’s progress

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A teacher can gather evidence about students in a variety of methods… its helps to Making professional judgements about a student’s progress that is important feedback to the student and informs parents on their child’s progress

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In the 10 minute lesson about mass vs weight, I assumed that the previous lesson taught the students about gravity. I posed the question "what words come to mind when you hear the word gravity?" and went around the room allowing each student to respond as my prior knowledge diagnostic test.  I was happy to hear words associated to gravity suggesting to me that it is not a foreign concept. I then had a student read the definition of gravity that I pinned up on the whiteboard. Thinking back to my diagnostic test, I should have made the question more specific to properly diagnose their prior knowledge as the their answers did not give a clear sense of their depth of knowledge about gravity or any misconceptions held. Next time I could allow students to define gravity in their own words in their notebooks and have some read their definitions aloud. This will provide me a better gauge of where they are at in the programme and lesson sequence and my lesson can then be taught at the appropriate cognitive and skill level.

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Positive:
Sufficient information on the topic was discussed so that students could answer that question correctly in the future.

Negative:
- Breaks and pauses in talking broke the concentration of people listening. Breaks and pauses can cause talking to be boring and less able to encode into a students memory
- No use of assessments when teaching

Interesting aspect
The breaks and pauses in speaking led to accidental repeating of content. Material that is overly repeated becomes boring and students lose concentration

Interesting Question
- How can I improve my delivery of content with less breaks and pauses

Reflection
My lesson lacked creative forms of media to communicate content more effectively. I didn't have a powerpoint with animations, diagrams and videos. No assessments during the lesson also didn't let me how the students knowledge of content

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Pluses
Timing & flow of lesson
Interaction with students
Variety of learning styles addressed

Minuses
Closing the lesson was anti-climactic/rushed. The students' understanding was probably more advanced than the lesson outcome (which was based around Gravity on Earth, but they were talking about Gravity generally). It didn't flow naturally from the previous activity.
Make outcomes clearer at start of lesson

Interesting
Include a practical demonstration (i.e. kinaesthetic). Could be done as opening rather than asking them to define gravity
Re-phrase lesson closing to relate back to sketches.
Have a quiz to close?

Reflection
There should be more connection between the summative activity and the diagnostic activity that preceded it. This would be assisted by using the same language throughout the lesson, rather than introducing new terminology at the end. The question for the final activity needed to clearly make the link back to the diagrams they'd just drawn.
To avoid this occurring in future I should put myself in the students' place and think about how they will interpret questions.

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+ve - class was engaged, made the lesson relevant to students, lesson was well structured

-ve - diagnostic test did not test for the right thing, may have rushed or skipped a few things that i intended to do as per lesson plan, did not explain units of measurement as clearly as id hope

interesting - i could have done the investigation task first to see what misconceptions they hold and teach them the right way by demonstration, could have demonstrated or gone through the calculations with the class before letting them complete it themselves.

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Positive:
Introduction covered the outcome and basis for the lesson
Engaging exercise
Closure
Pace of the lesson

Negative:
Introduction could have had a greater diagnostic assessment to better differentiate and at the end I could have included a formal definition for students
Greater assessment for closure

Interesting:
More examples for the survival in an unfavourable environment or for the adaptation exercise.

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Using measurement

Science uses the universal language of measurement to communicate ideas and research

Recognising and using patterns and relationships

Finding correlations and patterns when analysing data

Interpreting statistical information

Scientists commonly evaluate how valid or valuable a report is by the statistical information used

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Incursion idea - compare Korean and Australian wetland

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Incursion idea - compare Korean and Australian wetland

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A student:

SC4-14LW

relates the structure and function of living things to their classification, survival and reproduction

LW1

There are differences within and between groups of organisms; classification helps organise this diversity.
A student:
SC4-7WS

processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

A student:

SC4-9WS

presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

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Yes - most people die from secondary bacterial infection once the flu weakens their immune system.
No - antibiotics won't work on viruses and we don't want to make the problem of anti-biotic resistant bacteria worse by giving unnecessary antibiotics.

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No antibiotics cannot cure viral infections

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She can still see the doctor, however the antibiotics will not be useful against the cold (they might help with secondary infections)

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- understanding numeracy - being fluent and can reproduce with confidence
- pattern recognition
- analysis of data and other information - creating and interpreting data in different forms such as graphs and tables
- application of algebra

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- different densities of the plastics
- how plastic can affect sea life and the environment
- relate the densities of the plastics to the density of the metals. do they float or sink?
- density of water due to the temperature

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The production of new materials with new chemical combinations has many ethical considerations. Are the new materials going to negatively affect the environment or allowed to be disposed of without consequences.

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Many religions = many different views

its a very controversial topic due to the uncertainty of when a life starts. iPS bypasses this by not using embryos

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There has been lots of controversy about destroying human embryos for stem cell research. However recent developments has allowed scientists to create artificial stem cells called (IPS cells) and can replace human cells in research