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- Cheerful Chaarvee
- Super Sam
- Enthusiastic Elyse
- Radiant Rebecca

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COMMUNICATION!!

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- be punctual. - be enthusiastic in class.- be considerate of other is class.

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- Fair & Passionate
-Biology and Chemistry
- Project based learning/ Practical work to demonstrate the realness to science and make it relatable
- We are going to teach in multimodal ways so that all students are able to understand the lessons and learn from it. Multimodal ways targets all the students in the class and not just some. It brings about fairness in education and classroom. Learning is EQUAL.

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- The Study of Science is a collaborative, creative endeavour.
- Students gain an increased appreciation and understanding of the importance of science in their own lives.
- The study of Science enables students to develop a positive self-concept as learners and gain confidence in and enjoyment from their learning.

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https://drive.google.com/drive/u/0/folders/1g19wt2gqozD-SVLKBnGkdLi1FV5b0yH8

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Plus: Students were occupied with the tasks and the powerpoint. - Overall it was a doable task. Not too hard that the students struggled and too easy that it wasn't challenging enough.

Minus: Change the colours in powerpoint so that is easily readable. Also include activities that are more technology based as it keeps the students engaged and interested in the topic learning. Also next time I wont assume students knowledge as some of the elements present seemed to be hard for students to figure out. This was shown through their repeating answers.

Interesting analysis- Real world linking helped the students do the element quiz/task. Students gave their everyday example which made it easier for them to tie to the lesson.

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PMI table

| Positive  | Minus | Interesting
(P) I was able to include a diagnostic, summative and formative assessment. This was to ensure learning was effective and if the pedagogy style need to change for future reference.  The diagnostic assessment was a brainstorm task about the topic before anything was taught. The formative assessment was a card game played directly after the delivery of content. The formative assessment was the homework task summing up the whole lesson content in students own words.

(M) I made assumptions about student knowledge. This may have left students very confused within the lesson. I assumed the students would know basic chemical formulas for oxygen and carbon dioxide, if not they would be foreign to them. Also the slides I created were not as engaging as they could be, as they didn't contain enough images.

( I) I incorporated a card game that included the whole class.  It was related to the content, and abled the students to demonstrate their learning applied to real world experiences. It was a formative assessment completed directly after the delivery of the content.

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Positive: Diagnostic assessment ('brainstorming activity), students were thinking of the correct things i.e. activated the right schemas, and gave a good idea of prior knowledge, the slides were pretty cool also
Negative: Engagement - felt students weren't as involved as they should have been, needed more activities to engage them/over lectured certain points
Interesting: students knew more than what was assumed and asked question thinking above the level planned for e.g. "does energy get lost between transfers"

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I created a yes no card game based on physical changes. This allowed for the whole class to play together responding to the questions I presented on the slides. I would present a real world scenario and ask the students if it was a chemical change or not? The children would then present their answer via their card. I would ask the students to state why they chose that answer. This allowed them to demonstrate their learning. This game allowed students to present their learning about chemical changes, whilst also recognising the common misconception of physical changes. The two are separate and the students recognised this via the game as both chemical and physical changes were presented as scenarios. The interesting fact about this game was that it was a formative assessment. It demonstrated to me as the teacher whether or not the children had learnt from this lesson. This could influence my future pedagogic teaching style based on this lesson.

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Positive
- incorporated diagnostic tests at the beginning to test student knowledge of prior content
- worksheets can test student knowledge and understanding of concepts spoken about in class.

Negative
- made assumptions when it came to what the students already knew
- did not think about how much time it would take with student/teacher discussions/questions
- difficult words for students to understand, with lots of definitions
- student engagement / timing

Interesting
- students will benefit more from having a glossary of all the new words they will be learning

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Focus= negative (student engagement)

when the lesson was planned i assumed there was enough room for student engagement with things such as diagnostic assessment as assessment FOR learning (activities) incorporated in the plan however when i came to delivering the lesson i felt there wasn't enough to continue to hold attention and engage the students fully in the topic, i felt i spent too much time actually lecturing which caused student attention to fade. i also feel part of this is due to a time pressure. the activities could have possibly been organised better within the constricted time-frame to accommodate student participation and overall increase their interest in the selected topic, this could have been done by getting the students to read definition or even activities that included more participation, there is also the consideration the outcomes selected was to ambitious for the time frame and too much was expected of myself and the students in the set time period

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Aspect Focus - difficult/new vocabulary 

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Aspect Focus - difficult/new vocabulary 

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When I was planning my lesson, I was incorporating a variety of key words such as chemical weathering, erosion, oxidisation, etc, and many of these words may have been difficult for students to understand or know the meaning off. As i was teaching a new concept, it is important that I do not over work their short term memory, otherwise students will be unable to move this new information into their long term memory. To overcome this, a previous homework task of researching specific vocabulary may be an effective way for students to understand these new concepts and ideas. Then provide students with a glossary when they come to class.

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Students use IT to share ideas and knowledge to construct knowledge and digital solutions.

Learning continuum of ICT:
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/learning-continuum/?element=Communicating with ICT

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what is its natural state?
what is a natural shape?
teacher is asking students if they understand and if they have any questions about the questions he is asking. This tests if students are aware and paying attention.
do things tend to keep moving, or eventually rest?
encouraging discussion (force of a rocket in space)
-use of questioning to prove reasoning
asks students for their opinion

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Physical World - Stage 5 - describe the occurrence and some applications of absorption, reflection and refraction in everyday situations

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To get a professional opinion.
To reduce symptoms
If she has a bacterial infection.

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Viral infection.
If the antibiotics are not needed they could do more harm than repair.

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Develop a thorough understanding of mathematics through investigating and , exploring mathematical concepts, applying problem-solving skills with mathematical communication and reasoning.

Develop efficient strategies for students to recognise patterns, describe relationships and apply algebraic techniques.

Identify, visualise and quantify measures and recognise shapes and objects, and explore measurement concepts and geometric relationships, applying formulas, strategies and geometric reasoning in the solution of problems.

Collect, represent, analyse, interpret and evaluate data, use probability theories, and make accurate judgements

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Show students examples of scientific equations so they can understand how to represent the data.
Assist students in becoming familiar and comfortable with using numbers and creating equations and formulas to help them understand data.

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How can students demonstrate NUMERACY as a cross-curricular skill in Science?

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How can students demonstrate NUMERACY as a cross-curricular skill in Science?

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They can apply the mathematics theories and relationships learnt from mathematics classes to the mathematical concepts found within all science areas. For example: density = mass/volume - requires division.

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How can we help students understand the role of numeracy in science?

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How can we help students understand the role of numeracy in science?

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We can help by applying students numeracy skills to appropriate contexts with the science classroom. We can also assist students with helping them choose which type of mathematics to use and extending their knowledge of mathematical and scientific formulas.
We can also help students to recognise  the role of mathematics within a science discipline

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Evolution stage 5 - conflicting religious beliefs
DNA structure - Franklin issue of recognition and women in Science.

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Apply scientific research and technology to contemporary society and the issues associated with it.