# data[].attributes.body
Juvenile Jacob (Leader)
Just Jason
Lucky Luke
Amazing Amanda
Shaun da Sheep
Jazzy Josh

# data[].attributes.body
It will enhance our teaching skills
We are passionate about science - e.g. genetically bio-engineer unicorns

# data[].attributes.body
No food or drink in the laboratory
Keep your belongings out of the walkways
Be respectful to each other

# data[].attributes.body
Communication is essential
Build on our strengths and work on our weaknesses
Being positive and proactive
We're all in this together

# data[].attributes.body
1. Engaging, enthusiastic, happy, approachable, inspiring, knowledgeable
2. Relevant information, why its cool, how it relates to the world, science as a method
3. Exciting, collaborative, student focused, inquiry-based, real-world situations
4. Infectious excitement, get students involved, make students feel the science, holistic understandings

# data[].attributes.body
Who will I be as a science teacher?
AITSL - accreditations
qualifications
reflections - professional and personal

What will I teach?
The NSW Science Syllabus - NESA
Topics and themes of relevance to adolescents - your students
Topics and themes you enjoy
Science inquiry processes

How will I teach it?
Engaging and relevant
Active  inquiry
High expectations
Accountable
21st century learning

Why do we teach it in a certain way?
Evidence-based practice
Reflection on action

These four questions are imperative in discerning the effectiveness of your teaching and what makes you a good teacher in your subject/discipline.

"Reflection is the noblest path to wisdom." - Confucius

# data[].attributes.headline
This is a handy reference for designing assessments!

# data[].attributes.subject
This is a handy reference for designing assessments!

# data[].attributes.body
https://syllabus.nesa.nsw.edu.au/support-materials/designing-programming/

# data[].attributes.body
https://syllabus.nesa.nsw.edu.au/science/science-k10/rationale/

Key Ideas:
- Science is dynamic and continuous
- Integrated into real-life applications that are relevant and contextual
- Engagement and participation in the wider scientific community
- Build a scientific skill set that allows individuals to be active citizens and foster an innovative drive in improving the world

# data[].attributes.headline
Another helpful resource in understanding the curriculum!

# data[].attributes.subject
Another helpful resource in understanding the curriculum!

# data[].attributes.body
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

# data[].attributes.body
DNA and inheritance

# data[].attributes.body
Energy conservation and efficiency

# data[].attributes.body
Jacob Knowles
Plus
Very little students downtime. I managed to keep the students engaged for a majority of the class.
Minus
The visibility of the efficiency powerpoint was poor
Interesting
The responses given on the students exit tickets were highly varied but all of them I felt were great research questions that could be investigated further.

# data[].attributes.body
Positive
Built on student responses to supplement understanding of content into discussion

Minus
Poor consistency in content - jumping between points and causing confusion
Assumptions were inconsistent between assumed prior knowledge and actual prior knowledge

Interesting
Students found the use of the whiteboard in explanations more effective than I anticipated

# data[].attributes.body
Plus: Students were active for most of the lesson, which 'should' translate as engagement.

Minus: The demonstration was not smooth, the content initially was not presented consistently.

Interesting: Asking students to write their names on worksheets is a good idea!

Generally, the responses addressed the outcomes, however this could be attributed to prior knowledge and not because of the lesson. I also could not discern who wrote what in the event that a name wasnt provided on the worksheet.

More investigation required!

One aspect:

Fluency of delivery. I am not experienced in a group-teaching environment, but I AM experienced in a 1v1 teaching environment. My experience tutoring music and maths 1v1 for several years has taught me that there as 'an art' to teaching, and that nailing down the art allows for greater fluency and engagement on the part of students. I realise that this comparison is anecdotal [will have to consult research as to determine what this suggests about pre-service vs service teacher differences in delivery], and that this will come in time and with practice.

All in all, it was an illuminating experience trying it a group lesson for the first time!

# data[].attributes.body
Plus - students were listening and engaged in the content.

Minus - during my lesson my expectations should have been more based on the students speed rather than my own. Once completing my lesson I should have stated my expectations

Interesting - Students prior knowledge was more than what I expected.

# data[].attributes.body
I absolutely enjoyed my exit ticket exercise. The exercise was differentiated, engaging for students, there was no wrong answer and it gave valuable feedback to me as an assessment of student learning

# data[].attributes.body
Plus:
- Students satisfactorily grasped content, e.g. heritable traits and selective pressures
- Layout/sequence of content

Minus:
- Too much talking from me, not enough student participation
- No practical content, little student engagement
- Weak assessment material, not enough time and not very well thought-out
- Time management was not fantastic, went over the time limit
- Only one use of visual and/or auditory medium, needed more examples of differential instruction and variance in information delivery

Interesting:
- I noticed that students need a lot of time in assigned tasks, and the more specific the instructions, the better, as there was some confusion about the wording of my written task

# data[].attributes.body
Plus:
Used students’ knowledge/strengths (world experience)
Prepared for questions e.g. where do I start?/What should I do?
Good discussion
Interesting Topic

Minus:
Hard to connect specific science ideas to the discussion

Learning intention wasn’t clear from the start

Hard to summarise due to time constraints
Lack of visual aid

Interesting:

Topic was very deep, could’ve gone more in depth
Could be expanded to be a research topic/homework

# data[].attributes.body
I think beginning the lesson by stating that the learning intention would be to look at issues around the world and discuss how different groups would view them would have been effective at making the lesson seem less disjointed. Framing the 'spheres' section of the lesson as revision instead of focusing on it from the start would have made it clear what the point of the lesson was, and enabled students to begin thinking about the topic in advance. I thought the individual pieces of the lesson were good, this would help them mesh together to be a more cohesive lesson overall

# data[].attributes.headline
Level 6  Learning Continuum of Personal and Social Capability

# data[].attributes.subject
Level 6  Learning Continuum of Personal and Social Capability

# data[].attributes.body
By the end of Stage 5:
Students should have competency in:
- Appreciating diverse perspectives
- Contributing to a civil society
- Understand relationships

# data[].attributes.body
what is a body?
natural state?
whats it use?
clue...
trolley? bullet? rocket?
natural state of motion
using hand does what?
any forces on rocket?
everything on earth comes to rest, rockets don't
Why doesn't it seem right?
What force is stopping?

# data[].attributes.body
ST3-7PW : Transfer of light
Begin with constructable experiments that provide evidence of light travelling in straight lines. Ask students to design their own experiment to prove this.

# data[].attributes.headline
Light Exercise, related to Syllabus Outcomes

# data[].attributes.subject
Light Exercise, related to Syllabus Outcomes

# data[].attributes.body
ST4-PW3: Energy in different forms.

e. investigate some everyday energy transformations that cause change within systems, including motion, electricity, heat, sound and light

ST5 - Additional Content:

- relate scattering and dispersion of light to everyday occurrences

Conclusion: Light exercise does not align well with syllabus outcomes.

# data[].attributes.body
Colds are typically caused by viruses, and it is rare that microbes appear to be the cause of cold-like symptoms. Examination by a doctor can confirm whether someone has a bacterial infection.

Antibiotics only treat bacterial infections, NOT viruses. If someone has a cold, they should not take antibiotics, unless it has been confirmed that they additionally have a bacterial infection.

Of note: Viruses are not visible to the naked eye, unlike the cartoon would have readers believe. More likely, a doctor will default to assuming that one's cold symptoms are being caused by a virus after disproving a 'bacterial infection' hypothesis, rather than searching for a virus itself. :)

# data[].attributes.body
- She does not need antibiotics, as a cold is caused by a virus
- Antibiotics will not work in curing her cold
- She should get bedrest
- If it is bothering her, she should still visit the doctor for advice

# data[].attributes.body
A cold is a viral infection, antibiotics don't work against viruses.

If Jane has some other illness that feels like a cold she may actually need antibiotics

The doctor will be able to give the best advice.

# data[].attributes.headline
How to integrate Numeracy in the Science curriculum

# data[].attributes.subject
How to integrate Numeracy in the Science curriculum

# data[].attributes.body
Talking to students in understanding graphs and data from measurement
Putting such numerical problems in context of scientific analysis

# data[].attributes.headline
How to help students understand numeracy in science

# data[].attributes.subject
How to help students understand numeracy in science

# data[].attributes.body
- Establish contexts and applications. Numeracy can be used for data representation/graphs for e.g.
- Familiarisation with Excel!
- Connect use of numeracy in science to other areas. For e.g. numerical devices can be used to represent population distribution [geography], dating timelines [history], etc.

# data[].attributes.body
- Discuss the implications for society and the environment of some solutions to increase the efficiency of energy conversions by reducing the production of "heat energy".

Heat Energy - Climate Change? [more linked to CO2]. Generally, less warming = less sea level rise = less displacement of communities.

[Pollutants] E.G. China, Coal Burning, Solar Panel Mass Production?

# data[].attributes.body
Considerations on 'when does life start'?

What are people's positions? Evidence? Justification.

"Teach students how to entertain a thought, without excepting it."