Science excursion by LH Liang https://padlet.com/lihualiang1020/pqjsc15yrml7 One day in Melbourne Science Museum - The First People Tour en-us 2019-10-12 15:56:23 UTC 2024-10-14 19:11:28 UTC hello@padlet.com Background information lihualiang1020 https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397001781 https://museumsvictoria.com.au/bunjilaka/
Please click above link for more information.]]> 2019-10-12 15:57:18 UTC https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397001781 River of Language lihualiang1020 https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397002588 Co-curated with VACL, ngulu wurneet, galada-al wurrung-u, parniwaru tyalingi, waran woorroong-ee, barringgi dyaling - River of Language encourages visitors to be immersed in Aboriginal Ways of Knowing, Being and Doing, and learn through listening and observation.]]> 2019-10-12 16:03:47 UTC https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397002588 Milarri Garden Trail lihualiang1020 https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397004221 On this family trail you will have the opportunity to explore sculpture, a cave with Indigenous paintings, and live animals.]]> 2019-10-12 16:14:43 UTC https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397004221 Follow up (Informal assessment) lihualiang1020 https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397004366 Students will be required to work in pairs and choose a focus culture. It does not have to relate to your own nation. 
Duration: 1 week
Marking: Peer review (50%) +teacher grading (50%)
Format: Presentation (you could use poster, ppt or video etc. to facilitate your presentation.

]]> 2019-10-12 16:15:56 UTC https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397004366 Content construction lihualiang1020 https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397004806 Worksheet-ecosystems
During the trail walk, students will be required to explore the local environment and record the biotic and abiotic factors observed. ]]> 2019-10-12 16:20:02 UTC https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397004806 Justification and Implementation lihualiang1020 https://padlet.com/lihualiang1020/pqjsc15yrml7/wish/397005442 Our theme is how to construct a culturally inclusive class using multimodal strategies. My teaching area is science so I will go through some useful resources and teaching strategies from this aspect. It is gradually recognised by science educators that cultural diversity should be awared during science teaching which does not only facilitate knowledge construction but also helps to achieve a culturally engaging class (Hernandez, Morales & Shroyer, 2013). Sometimes culturally related biases could be unconscious. Thus it is vital to have our students recognise this diversity before we can educate them about respecting different cultures (Boutte, Kelly-Jackson & Johnson, 2010). My teaching resource is a one day excursion to Melbourne Museum join the “First People Tour”. It does not only show how indigenous people develops their tools and artefact as a human endeavour but also allow students to discover local ecosystems (Earth science) which already covered two sub-strands in VCAA year 7&8 science curriculum (VCAA, 2019). Under VCAA protocol, schools and teachers should create a welcoming and engaging environment for indigenous people (VCAA, 2019). One aspects from cultural diversity could be indicated in language and the “River of Language” give students chances to immerse themselves into indigenous culture via mixed media activities. Students also get chance to play record any language (eg. First language) they speak in an audio device to show their identity of culture. This also indicates that this excursion does not only limit to exploring indigenous culture. Another aspects is the local environment which allow students to relate their theories to real context. Contextualise science learning has proved to significantly enhance science academic achievement (Ruiz, Barraza, Bodenhom, Ceja & Reyes, 2010). “Milarri Garden Trail” gives students opportunity to discover native plants and animals and students could complete a worksheet covering biotic and abiotic factors. After the excursion, students will be asked to work in pairs and showcase a focus culture in front of the class. By participating this follow up assessment, students encounter various culture and they start with studying, knowing, admiring and finish with respecting this diversity.

References:
Boutte, G., Kelly-Jackson, C., & Johnson, G. L. (2010). Culturally relevant teaching in science classrooms: Addressing academic achievement, cultural competence, and critical consciousness. International Journal of Multicultural Education, 12(2).
 
Hernandez, C. M., Morales, A. R., & Shroyer, M. G. (2013). The development of a model of culturally responsive science and mathematics teaching. Cultural Studies of Science Education, 8(4), 803-820.
 
Ruiz‐Mallen, I., Barraza, L., Bodenhorn, B., Ceja‐Adame, M. D. L. P., & Reyes‐García, V. (2010). Contextualising learning through the participatory construction of an environmental education programme. International journal of science education, 32(13), 1755-1770.
 
Victorian Curriculum and Assessment Authority. (2019). Foundation to Year 10 Curriculum: Year 7-8,  Science, Science Understanding, Earth and Space Sciences (VCSSU). Retrieved on 12th October 2019 from https://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10?y=A&y=B&y=C&y=D&y=F-2&y=3-4&y=5-6&y=7-8&y=9-10&s=science-understanding&layout=3#level=7-8
 
VCAA, “Learning about Aboriginal and Torres Strait Islander histories and cultures”. Retrieved on 12th October 2019 from:
http://victoriancurriculum.vcaa.vic.edu.au/static/docs/Learning%20about%20Aboriginal%20and%20Torres%20Strait%20Islander%20Histories%20and%20Cultures.pdf
 
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