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https://docs.google.com/document/d/1Ae81u4RN__XX4-_jE0LYZm7-_v9qzlkEyBsGM9lVthI/edit?usp=sharing

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1. We all have pet dogs
2. We will all be teaching Biology
3. Awww bruuu...we've all been to New Zealand. It's sweet az!

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1. Learn more about reflective practice
2. Access to a variety of new ideas, resources and interesting activities
3. Gain hands-on experience

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Raise your hand if you have a question

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Juiceless Jared
Amazing Alex
Excitable Elayna

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fully engaged
adding notes/columns
Group contact details
Good collaboration with somewhat fun

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CSIRO - helpful for different types of science, educational tool for all age groups

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Has resources and materials for education programs, as well as helping to build teacher capacity.
Also has information regarding world news, not just strictly syllabus based.

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How cool were those videos?! I absolutely loved the chemistry rocket cars! I hope that my students enjoy participating in these sorts of activities. They look incredibly fun, engaging, and challenging.

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I think that inquiry in science learning can be enhanced by providing students with tasks/problems that relate to real life as much as possible, and providing them with the tools necessary to solve this - whether this be computers, lab equipment, etc. I feel that group work is best for this style of teaching, as students can bounce ideas off one another, evaluate these as they go, and solve the problem at hand using their collective understanding.

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I think it's going to take a lot of time and patience to guide students to a more independent inquiry practice. Because this teaching strategy is strongly student-centred, students need to realise that they play an incredibly important role in their own learning. They must recognise that the tasks/problems being set are challenging, that there are multiple ways to tackle them, and that the teacher is mostly there to help scaffold their thinking and extend them as required. I feel that this approach would work best in an environment in which the students feel safe and secure. Students need to know that all their ideas are valid, that thinks might not work the way they planned, and that mistakes are all part of this learning process. They need to understand that although this may be frustrating at times, the 'pay off' at the end is incredibly rewarding. I would introduce this method slowly (maybe with a single task), gradually build the task complexity and time required to complete it, and reduce my directions, as students become more familiar with these types of activities.

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https://docs.google.com/presentation/d/13Hgem_EO6PKKSU-ta3B74X5QfAFoRc4WFjhy8cqm4sg/edit?usp=sharing

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https://play.kahoot.it/#/k/8cbbcc09-35d7-4d41-b241-f1d6ef42e178

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Hi guys! Scenario and pedigree are attahced

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https://drive.google.com/drive/folders/1X_3cx3n38EXHiNY_TczZXAC8NRTIH7dQ

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Genetics Stage 4 Syllabus outcomes?
🤬 mystery - great idea to engage students. Need to infer murderer and victim from amount of blood - good creative activity. However, this activity would be very demanding for Stage 4 as they may not have covered the theory of genetics and pedigree because these are in Stage 5. So while the activity is creative and engaging, it may be better suited to a Stage 5 class.

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- Group members were fully engaged. We worked well as a group
- Padlet functions we learnt:
basic formatting of the page
adding comments, columns, links, uploading images, liking posts, changing the background
- Most of our group discussion was through Facebook Messenger. We found that this was an easier place to pose ideas and reply to each other quickly

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As a teacher, we're preparing our students for life in real world. Today, they are expected to enter society with a number of skills. They must be literate, be able to work effectively both independently and in groups, problem solve and find solutions to problems, think critically and creatively, act in an ethical manner, and be understanding of other cultures. These skills are recognised and listed by both ACARA and NESA.

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Making Scince Relevant With Current Events

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Making Scince Relevant With Current Events

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1. Allowing students to choose their own article - differentiation
2. Lots of positive feedback, no wrong answer, lots of scaffolding
3. Promotion of group discussion, asking those who had not presented to volunteer to present

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Why does it talk about an Assignment 3?
If we are still busy completing our days, do we get any consideration for it?

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1. First paragraph says 'you can use the same concept as assignment 2' yet this is assignment 2?

2.Where do we find time/are we allowed to stop out lessons to find evidence? Even when incorporating it into a normal lesson for a university task.

3. 800 word lesson plan, 1500 word report - 2300 total?

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I wasn't able to successfully submit my own video, so I used the sample one provided. This graph shows the velocity of the ball dropping in the video
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Logger pro definitely has the potential to be a useful tool in the classroom, using real time video analysis to depict physics concepts.
Students are able to make their own video depicting a range of physics concepts, and show them via graphing on the Logger pro application.
I think this is a very hands-on approach to the otherwise difficult to conceptualise subject that is physics!