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Mature Monique
Scientific Sam
Educational Eddie
Marvellous Muska

1. Light bulb moment
2. We all love teaching people science and are doing the same major!!

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1. No running.
2. Inclusive.
3. No shouting - inside classroom voice.
4. Respect for everyone.
5. Participation.

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Who will i be as a science teacher
- Be an inspiration to students,
- Facilitate learning
- Create enjoyable class

What will i teach
- Everyday experiences combined with the curriculum to create relevance
- Cross-curriculum points (ATSI, Asian engagement, Sustainability)

How will i teach it?
- Inspire there minds, not just fill their heads
- Inquiry based learning
- Multiple media approaches

Why do we teach that in that certain way
- To help them become active individuals in their society, making them informed citizens.

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1. Practical experiences to develop their skills.
2. Relating content/syllabus points to everyday situations for a deeper understanding.
3. Students are not required to complete all of the content to demonstrate achievement of an outcome. (They can achieve a part of the outcome).
4. Life skills content is related to the relevant stage outcomes.

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1. Students need to demonstrate honesty, ethical principles and respect for differing viewpoints on scientific issues.
2. Students that actively engage in the processes of Working Scientifically, gain an increased appreciation and understanding of the importance of science in their own lives and society, locally and globally.
3. The study of Science enables students to build and develop a positive self-concept and gain increased confidence.
4. Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world.
5. Science is a collaborative subject - groups needed to complete and conduct experiments!

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Positive:
- The use of the worksheet to explain the concept of classification keys. Helped students to demonstrate their understanding of the concept.
- Asking students questions at the beginning to help them recall prior knowledge.

Minus:
- The types of questions asked needed to be improved to target what I was wanting the students to know and recall.
- Additionally, they need to target the students level of knowledge.
- Student engagement could be improved.

Interesting:
- Interesting to see the worksheet can be used for guided learning, however the level of questioning was not encompassing the various levels of student knowledge. Thus, may affect student engagement.

Question:
- How to engage students with the varied questioning technique, in discussions and the worksheet?

ONE ASPECT AND REFLECT:
- My method of questioning needed to be improved to be more effective in teaching the concept of classification keys and their importance. The questioning I had did evoke a response from the students, however it could have been better worded, using BOSTES key verbs to get students in that mind of thinking when writing and speaking responses. Also the type of questioning used needs to be improved; varied questioning would of been an effective technique in this 10 minute lesson to gauge the students level of knowledge.

Note: planning questions in advance may help.

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1 negative was I did not create the right environment for enough group discussion.
1 positive was the worksheet created a good learning experience.
It was interesting to see everyone students own food chain

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Plus
- Going through answers post worksheet to ensure content is fully understood
Minus
- Clarity on worksheet given and what tasks I wanted them to complete needed improvement.
Interesting
- Students may have been restricted by having the rock cycle graphics in the worksheet, allowing students to make up their own from scratch could allow greater understaind

Question
How to capture more student diverse thinking, and allow more challenging work for more advanced student

One aspect
- Use of worksheet in the micro-teaching lesson. The use of the worksheet within the lesson provided structure to the class to accurately follow the lesson plan. However the structure of this restricted more advanced students in working out processes between rock formations by themselves, as they were provided with a graphic that instead needed labelling. In future providing a scaffold approach

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Positive:
-Use of chemical changes worksheet to help students demonstrate their understanding of the concepts.
-Direct questioning to create student engagement
-Going through some of the answers to the worksheet as a class
Negative:
-Too much reliance on powerpoint slides
-more preparation was needed

Interesting:
Interesting to see how direct questioning helped with students understanding, later reflected by their completion of their worksheet.

One aspect:

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- Students need to make the most of digital technologies available to them.
- Students need to learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively.
- ICT: creating with ICT, investigating with ICT and communicating with ICT.
- Useful for technologically advancing society, skills of the 21st century.
- It's a vital platform for all KLA subjects, ESPECIALLY SCIENCE.
For example; students directed research activities, using google forms in a form to 'assess' students knowledge etc.

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- socratic questioning builds on students current understanding.
- use it to gain a range of student opinions and understanding instead of just the student who raises their hand first.
- engages and challenges all students.
- leads students to re-examining their assumptions rather than telling them they are wrong. (Correcting students misconceptions).

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IRE - teacher
- what is the natural state of a body? is it clear? do you know what it means?

IRF - student
- what do you mean by a body?
-

Pumping
How did you stop it?
With my hand.
Why did you put your hand out?
to stop it.
Why di

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Related dot point from stage 4:
e. explain, using examples, how scientific evidence and/or technological developments contribute to developing solutions to manage the impact of natural events on Australian ecosystems

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Code breaker: text is a newspaper article about a portrait.
Text user: X-ray mapping was conducted on the portrait to determine the nature of the paint.
Text participant: pigments in the paint made of various metal elements from the periodic table.
Text analyst: Being able to determine the composition of the paint used to create the portrait is exciting for artists and scientists alike, allowing art to be valued in Science. The synchroton allows art work to be viewed in a new light.
- highlight main points to students.
- allow students to search meaning of words they are unsure of.

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No, antibiotics only works for bacterial infections and not viral infections like a common cold. Taking antibiotics for anything other than a bacterial infection will increase the likelihood of antibiotic resistance and create "super bugs" which and resistant to antibiotics.

However if it is a bacterial infection, strongly recommend taking the full course of antibiotics to treat it. If you do not take the full course, antibiotic resistance may still occur.

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Mathematical outcomes: "Collect, represent, analyse, interpret and evaluate data, assign and use probabilities, and make sound judgements"

^ We are always doing this in Science as we are conducting experiments eg. determining the boiling point of water. We can then represent this data recorded in a form of a graph or table, and then evaluate the patterns observed from the data.

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Students can demonstrate numeracy through collection of the data and calculating the density using the formula. Then compare their density to the actual density and they will be able to calculate their error. Teachers can help students through this by demonstrating it through step by step method.

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Students can relate the density of the bags to the density of the metals they calculated during an experiment. The higher-density bag will sink, meaning the bacteria will colonise slower.

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Science Stage 5:
Living world
1. describe, using examples, how developments in technology have advanced biological understanding, eg vaccines, biotechnology, stem-cell research and in-vitro fertilisation
2. discuss some advantages and disadvantages of the use and applications of biotechnology, including social and ethical considerations

Chemical world
3. describe examples to show where advances in science and/or emerging science
and technologies significantly affect people's lives, including generating new career opportunities in areas of chemical science such as biochemistry and industrial chemistry (ACSHE161, ACSHE195)

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Stem cell research is being used to treat a number of medical conditions and diseases. This should be something taught after students have learnt about the stages of pregnancy so they have a clear understanding of what has developed at each stage of pregnancy, particularly the difference between embryo and foetus.

IPS has provided an alternative to embryonic stem cells, which scientists and religious perspectives agree with. So that it's not considered as 'destroying a life.'
The narrator describes the embryo before implantation as a bundle of cells, only once it's implanted is it then able to develop into a foetus.