amyleamooreportfolio.weebly.com · web viewlesson plan and ‘elaborate’ task include various...

PART A

Lesson Plan 1

Stage and Topic

Stage 4: Changes in Motion

Big Ideas Associated with the Topic

Balance or unbalance in invisible forces, such as gravitational forces, affects the motion of objects. The law of falling bodies, where objects fall at the same rate regardless of their mass, provides a lens for these concepts to be explored.

Alignment with Outcomes

Knowledge and Understanding Domain

Stage 4, PW1: Change to an object's motion is caused by unbalanced forces acting on the object.

Students: a. identify changes that take place when particular forces are acting b. predict the effect of unbalanced forces acting in everyday situations

Working Scientifically Domain

Stage 4, WS 4.b. making predictions based on scientific knowledge and their own observations

Stage 4, WS 7.1.a summarizing data from students’ own investigations and secondary sources

Stage 4, WS 7.2.d using scientific understanding to identify relationships and draw conclusions based on students’ data or secondary sources

Lesson Objectives

- Introduce following concepts: gravitational force, its relationship to mass, acceleration due to gravity through experiential investigation of students’ misconceptions on falling objects

Materials and Preparation Before Class

- Print one copy of a. the first page of the Keeley probe ‘Dropping Balls’ (Keeley, Eberle & Dorsey, 2008) and b. the recording handout for the experiment per student

- Draw five columns on the board, and title these Prediction A/B/C/D/E.

- Measure several locations around the room where students can uniformly drop their designated objects from during the practical lesson. Locate safety steps where required.

- Ensure following equipment is available in room: stopwatches, basketballs, medicine balls, tennis balls, oranges. Put one stopwatch and one type of object at each location where a height is measured.

Safety Issues Addressed

- Students will be participating in a practical lesson and so must be prepared with appropriate PPE as required e.g. leather shoes, safety glasses.

- Students will be dropping objects from reasonably high heights during the lesson. Provide safe apparatus for them to do so e.g. safety steps.

Time Teacher’s Work Students’ Work Assessment0 - 5 - Greets students at the door and

directs them to line up whilst engaging in conversation with them. - Tells students that they must be prepared to start learning as soon as they enter the classroom, and that means that they take a seat quickly, pull out pens and paper from their bags, put any distractions in their bags (such as phones, headphones, food), and put their bags on the ground. Students must then be quiet for the roll to be taken.- Marks roll once students have followed these instructions

- Line up as requested- Enter classroom and follow instruction as requested- Respond to roll when requested

N/A

5 - 10 ENGAGE- Provides each student with a copy of the Keeley probe ‘Dropping Balls’ (Keeley, Eberle & Dorsey, 2008) and asks them to make predictions as it instructs.- When most of the class is finished, directs whole class discussion to elicit their predictions by asking:

Raise your hand if Prediction A/B/C/D/E was most likely (record numbers in column on board). I want a few of you to volunteer why you think this prediction is most likely.

(It is expected that many students will predict that the ball will hit the floor in order of highest to lowest mass)

Ensure responses are recorded for use in Lesson 3.

Reviewing Keeley probe and writing down predictions. Contributing to class discussion.

Diagnostic assessment to reveal prior knowledge and/or misconceptions about mass and forces

10 - 15 EXPLORE- Collect Keeley probe predictions off students. Let them know we’re going to try and answer the question it poses!- Ask students to form groups of 3. Provide a. one experiment instruction sheet and b. one handout for recording results to each student, and ask one group member to read the instruction sheet aloud to the group.- Ask each group to move to a location around the room where a height is measured, and ensure one stopwatch and one object is available in this location.

Form groups and following instructions as directed to help prepare for experiment.

Students’ literacy may be informally assessed at this stage

15 - 40 - Visit different groups on their second rotation and provide feedback on their safe use of equipment and accuracy in task completion. Ask each group the following questions:

1. What difference have you noticed between the time taken for the object at your first station to reach the ground, and the time taken for the object at your second station to reach the ground? (Students are expected to discover the difference is minimal, no matter how many times they repeat it).

2. What similarities have you noticed between the objects at the two stations? (It is likely that students will identify objects as similar in size or shape, and perhaps not mass)

- Let students know that they will be asked to share these answers with other class members.

Conducting experiment, recording results and answering questions from teacher.

Students may rotate through all stations depending on the time available.

Informally monitor skills of students’ in data collection and interpreting relationships

40 - 50 - Request that students finish what they are doing and return to their seats with their handouts for recording results.- Split students into new groups of 5: one member whose group started by dropping tennis balls, one whose groups started by dropping oranges, and so forth. Ask students to a. take their recording handout to this new group, b. obtain results from these group members for stations they didn’t rotate to, and c. discuss and record answers to the following questions:

1. What is similar or different when comparing the results of the basketball/medicine ball to the results of the tennis ball/orange?

2. What do we think caused these similarities or differences, and why?

- Visit different groups to evaluate progress. Prompt students to consider what forces may be acting on the objects if this has not already occurred.

Finishing experiment and returning to seats. Participate in jigsaw activity by recording results from peers from stations they didn’t rotate to, and discussing and recording answers to assigned questions.

50 - 55 Ask students to return to their original group of 3 to share and discuss results from their group of 5.

Sharing and discussing results from jigsaw activity.

N/A

55 - 60 - Collects recording handouts from students and advises these will be supplied again at the next lesson where their findings will be explained.- Asks students to tidy up their surroundings- Dismiss class

Listen to teacher requests and information, pack up and leave classroom

N/A

Adaptations / Accommodations for Students’ Needs

Whilst comprehension difficulties have partly been accounted at the introduction of the experiment, further measures could be taken to incorporate visual material into the lesson (Vella et al., 2014), such as a role play to represent each prediction in the opening activity, which would provide further support for students with these challenges.

Participation by students who do not engage easily is encouraged through the practical activity which requires collaboration with their peers (Vella et al., 2014).

Gifted students may be asked to compile their findings from the experiment into a graph prior to its completion.

References

Keeley, P., Eberle, F. & Dorsey, C. (2008). Uncovering student ideas in science: Another 25 formative assessment

probes: Volume 3. Arlington, Va.: National Science Teachers Association.

Vella, N., Bennet, C., Makisimovic, B., Varghese, A., Puleo, C., Parker, N., … Simpson,

K. (2014). Teaching for Inclusion. Model Farms High School. Retrieved from http://web1.modelfarms-

h.schools.nsw.edu.au/

PART B

Experiment Instruction Sheet

Steps to follow:

1. Drop your assigned object to the ground from a height of 1.0m, recording the time it took

from being dropped to hitting the ground.

2. Repeat this exercise another 4 times.

3. Repeat this exercise from a height of 2.0m.

4. Repeat this exercise from a height of 3.0m.

5. Rotate to another station. If you started by dropping the basketball rotate to the station

with the medicine ball (and vice versa); if you started by dropping a tennis ball rotate to

the station with the orange (and vice versa).

6. Return all equipment to its original location once finished.

SAFETY FIRST!

The balls and safety steps must be used for the purposes of the experiment only.

Anyone who chooses not use this equipment safely will receive a ZERO in their assessment task.

PART B

Record your measurements from the experiment in this table.

Object Height Time taken for ball to reach ground (s)1 2 3 4 5

Basketball 1.0m2.0m3.0m

Medicine Ball 1.0m2.0m3.0m

Tennis Ball 1.0m2.0m3.0m

Orange 1.0m2.0m3.0m

Write down answers from your jigsaw group here:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART A

Lesson Plan 2

Stage and Topic



Balance or unbalance in invisible forces, such as gravitational forces, affects the motion of objects. The law of falling bodies, where objects fall at the same rate regardless of their mass, and the real life task of sky diving, provides a lens for these concepts to be explored in different contexts.








Stage 4, W.S. 7.2.e proposing inferences based on presented information and observations

Stage 4, W.S. 8.d. using cause and effect relationships to explain ideas and findings

Lesson Objectives

- Explain following concepts: gravitational force, its relationship to mass, acceleration due to gravity


- Have recording handouts ready to hand back to students.

- Ensure SmartBoard or ICT equivalent is working properly to show slides and video. Have one hard copy of slides available per student as back up.

- Print one copy of the skydiving task per student.


Nil identified.

Time Teacher’s Work Students’ Work Assessment0 - 5 - Greet students at the door and direct them to line up

whilst engaging in conversation with them. Hand recording handouts from previous lesson back to individual students.- Tell students that they must be prepared to start learning as soon as they enter the classroom, and that means that they take a seat quickly, pull out pens and paper from their bags, put any distractions in their bags (such as phones, headphones, food), and put their bags on the ground. Students must then be quiet for the roll to be taken.- Mark roll once students have followed these instructions


N/A

5 - 10 EXPLAIN- Briefly refresh students’ memory on previous lesson: We were evaluating predictions by testing at what point various objects hit the ground from various heights. - Ask for several class members to share the findings of the experiment from their recording handout with the rest of the class.

Sharing findings from experiment as requested.

Diagnostic assessment on:- the obtaining of accurate information in previous lesson and how it was evaluated- numeracy

10 - 25 - Present the ‘A Study in Forces’ slide show included in Part B, and ask students to take notes as they proceed.

- Pose these questions at each slide:

Slide 21. What would be the change to F if we were on the moon where g is less? Answer: Depends on the mass.

Slide 31. Which ball has more gravitational force on it when it is dropped?Answer: The 2.0kg basketball has more gravitational force because it has more mass.

Slide 41. Does the acceleration of the object decrease or increase if the force is increased? It may help to rearrange the equation.Answer: Increase2. Does the acceleration of the object decrease or increase if the mass is increased?Answer: Decrease

Slide 51. Which ball will accelerate faster? Answer: Neither – same rate2. So why did my objects land at the same time?Answer: Because they were accelerating at the same rate

Slide 61. We know that gravity is being applied to this stick figure man – so why is he not sinking into the ground?Answer: The ground is applying an upward force that

Taking notes from slides and answering questions as requested.

balances with the gravitational force (0N of force).25 - 30 ELABORATE

- Show students ‘Falcon Vs Skydiver - Ultimate Killers’ video, asking them to pay attention to what the skydiver says about his acceleration, and the speedometer about 2:25 minutes in. Stop showing at about 2:45.

Watch video. N/A

30 - 55 - Hand a copy of the skydiving task to each student (included in Part B).- Read the skydiving task out loud, highlighting specific requirements to focus on, such as using the scientific terms we have just learnt about to explain forces acting on the skydiver. Ask students to check in with you after they’ve finished the first three questions.- Remind students to refer to their notes from the slides. Put slides and/or video up at students’ request.- Add competition to the task – students who get their name on the board for right answers get to ‘jump out of the plane’ in the order they’re written! (This could also be used to order of presentation required for assessment after the task set in lesson 3).- Visit different students to provide feedback on their progress. Questions to elicit understanding are included in the task itself, and so the teacher may wish to avoid requiring students to answer any other questions, aside from those that may prompt their success in the task e.g. use of scientific terms.

Working through skydiving task, reviewing notes, slides and videos as required for prompts.

Students that finish early may complete the Word Bank task in Part B of Lesson 3.

Formative assessment of students’ conceptual knowledge, literacy and numeracy as they progress through task.

55 - 60 - Collect skydiving tasks from students and advises that we will continue to work on these at the start of the next lesson. - Ask students to tidy up their surroundings- Dismiss class

Listens to teacher requests and information, pack up and leave classroom

N/A


Lesson plan and ‘Elaborate’ task include various modalities to accommodate students’ learning preferences, such as direct instruction, text, video, writing, drawing. The breaking down of tasks and incorporation of technology in this manner is also appropriate when preparing lessons for learners who may struggle with information overload (Vella et al. 2014).

The ‘Elaborate’ phase may be improved through use of simulations to help low literacy or numeracy leaners.

References

British Broadcasting Corporation Worldwide (n.d.). Falcon Vs Skydiver - Ultimate Killers. Retrieved from

https://www.youtube.com/watch?v=PaOyrD1DGp4

The Physics Classroom (n.d.). Newton’s Second Law. Retrieved from

http://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-Second-Law




PART B

Skydiving and Assessment Task

You’ve going skydiving today! You can only exit the plane by answering the following questions.

1. Identify at least one force that acted on the objects in our practical lesson and would act on you when you exit the plane.

Expected response: Gravitational force and/or air resistance

2. Explain, by writing or drawing, how a parachute would help you as a skydiver to land safely. Use scientific terms.

Expected response: Opening the parachute significantly increases the upward force (air resistance)____________________________________________________________________________________________________________________________________________________________

3. How would the forces acting on you as a skydiver be different if you didn’t use your parachute?

Expected response: The force of air resistance would not be increased and would stay balanced with gravitational force – at significant speed – until you slammed into the ground. ____________________________________________________________________________________________________________________________________________________________

4. When will the forces acting on you as a skydiver be in balance? Use scientific terms.

Expected response: When the upward force of air resistance and the downward gravitational force are equal ____________________________________________________________________________________________________________________________________________________________

5. How much air resistance will a skydiver encounter before they step out of the plane?

Expected response: Air resistance only acts as an upward force on the skydiver once they exit the plane. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. You’ve taken a friend skydiving with you. Before you leave you both step on the scales – you’re 60kg and they’re 80kg. Who will be subject to more gravitational force, and why?

Expected response: When we consider that F = m x g the 80kg friend will be subject to more gravitational force. ____________________________________________________________________________________________________________________________________________________________

Using your responses above, you will create a presentation on the forces of skydiving. This is worth 10% of your total mark for the year.

You can be as creative as you like, as long as your presentation is in the following formats:- Oral speech (max. two minutes)- PowerPoint- Poster- Video with you as the actor (max. two minutes)

Syllabus Outcomes Assessed:

Knowledge and Understanding

PW1: Change to an object’s motion is caused by unbalanced forces acting on the objectStudents:a. Identify changes that take place when particular forces are actingb. Predict the effect of unbalanced forces acting in everyday situations

Working ScientificallyWS 7.2.d. Using scientific understanding to identify relationships and draw conclusion based on students’ data or secondary sourcesWS 8.d. Using cause and effect relationships to explain ideas and findings

YEAR 7

ASSESSMENT TASK

STAGE 4: SCIENCE

Marking Criteria Student Name:

CRITERIA

Mar

ks P

ossi

ble

Mark AllocationA B C D E

Out

stan

ding

(8

5-10

0)

Hig

h (7

0-84

)

Soun

d (5

0-69

)

Bas

ic (3

1-49

)

Lim

ited

(0-

30)

Completes all questions, and uses scientific terms in responses and presentation to compare forces acting on objects and skydivers to demonstrate an outstanding knowledge of concepts

10

Completes all questions, and uses scientific terms in responses and presentation to compare forces acting on objects and skydivers to demonstrate a sound knowledge of concepts Attempts all questions and/or presentation, and attempts to use scientific terms, and demonstrates basic understanding of forces acting on objects and skydivers Does not attempt all questions or presentation, and/or does not use scientific terms, and/or demonstrates limited understanding of forces acting on objects and/or skydivers

PART B

Slides

PART B

Screen shot of speedometer from ‘Falcon Vs Skydiver - Ultimate Killers’ video at 2:25 minutes

PART A

Lesson Plan 3

Stage and Topic



Balance or unbalance in invisible forces, such as gravitational forces, affects the motion of objects. The law of falling bodies, where objects fall at the same rate regardless of their mass, and the real life task of sky diving, provides a lens for these concepts to be explored in different contexts.








Stage 4, W.S. 7.2.e proposing inferences based on presented information and observations

Stage 4, W.S. 8.d. using cause and effect relationships to explain ideas and findings

Lesson Objectives

- Apply following concepts: gravitational force, its relationship to mass, acceleration due to gravity


- Have skydiving tasks and Lesson 1 Keeley probe predictions ready to hand back to students.

- Print one Word Bank task per student.

- Ensure SmartBoard or ICT equivalent is working properly to show video.


Nil identified.

Time Teacher’s Work Students’ Work Assessment0 - 5 - Greets students at the door and directs

them to line up whilst engaging in conversation with them. Hands skydiving tasks from previous lesson back to individual students.- Tells students that they must be prepared to start learning as soon as they enter the classroom, and that means that they take a seat quickly, pull out pens and paper from their bags, put any distractions in their bags (such as phones, headphones, food), and put their bags on the ground. Students must then be quiet for the roll to be taken.- Marks roll once students have followed these instructions


N/A5- 15 Show students ‘Physics of Skydiving’

video, recommending that students take notes to add to their skydiving handout.

Watch video and take notes.

15 - 25 Ask students to spend 10 more minutes on skydiving task if needed after watching video.

Record predictions to the Keeley probe ‘Dropping Balls’ (Keeley, Eberle & Dorsey, 2008) on the board.

Complete skydiving task. Work on Word Bank task if completed.

25 - 35 EVALUATEAsk students to cease work on skydiving task. Hand back Keeley probe predictions to each student.

Ask student to raise their hands to show which prediction (A/B/C/D/E) they now think is more likely. Record numbers in column on board and compare to previous numbers.

Ask if anyone has changed their prediction, and if so why.

Reviewing Keeley probe and sharing current predictions. Contributing to class discussion.

Formative assessment of conceptual understanding gained during lessons series

35 – 55 - Give students rest of the lesson to work on their assessable presentation.

- Visit different students to provide feedback on their progress. Spend time with any students who made the incorrect prediction earlier in the lesson to discuss and evaluate the challenges with the concepts.

Planning and/or creating assessable presentation

Formative (and summative) assessment through presentation task

Informal diagnostic assessment to reveal challenges with concepts

55 - 60 - Collects skydiving tasks from students and advises that we will continue to use these next lesson to work on our presentations. - Asks students to tidy up their surroundings- Dismiss class

Listen to teacher requests and information, pack up and leave classroom

N/A


Incorporating choice into the assessment task encourages students who have difficulty expressing their ideas (Vella et al., 2014).

References

Keeley, P., Eberle, F. & Dorsey, C. (2008). Uncovering student ideas in science: Another 25 formative assessment

probes: Volume 3. Arlington, Va.: National Science Teachers Association.

Physics of Skydiving (n.d.). Retrieved October 3, 2016 from https://www.youtube.com/watch?v=ur40O6nQHsw

The Physics of Skydiving (n.d.). Retrieved October 2, 2016, from http://www.real-world-physics-

problems.com/physics-of-skydiving.html




PART B

Fill in the blanks using the words from the Word Bank.

The physics behind skydiving involves the interaction between ________ and ___________.

When a skydiver jumps out of a plane he starts ______________ downwards, until he reaches

terminal speed. This is the speed at which the drag from air resistance exactly ________ the

________ of gravity pulling him down. The final drag _______ the skydiver must experience is

from releasing his ________, which _______ his descent enough for him to land safely.

WORD BANK:

Gravity Air resistanceAccelerating BalancesForce Parachute Slows

PART B

Screen shot from ‘Physics of Skydiving’ video at …. Minutes, showing air resistance and gravity in balance

PART C

a. How does your sequence of lessons align with research-based educational theories or

principles? (e.g. pedagogical content knowledge, constructivism, formative assessment,

conceptual change).

Many teachers can identify with the present day definition of knowledge in our culture,

unofficially described here as informed by individual perspectives and judgement, as students

enter a classroom with strongly held perceptions about scientific principles. The original theory

of conceptual change (Posner et al., 1982), which identified that student misconceptions are

unlikely to be displaced unless anomalies are experienced that enable their accommodation of

new conceptions, forms a sound basis for the use of the 5E (Engage, Explore, Explain, Elaborate,

Evaluate) instructional model. Indeed, the successful use of the 5E model is supported by

research for teaching the Stage 4 subject matter in question (Necati, Muammer and Sabriye,

2011), and more broadly within science education. Within the prepared lessons, misconceived

ideas on gravitational force and mass are immediately confronted in the Engage and Explore

phases through the employment of a guided inquiry based learning approach that enhances

students’ skills in scientific processing whilst delivering content that is specific to the field

(Bunterm et al., 2014). Pedagogical strategies of questioning and class discussion used in the

Explain phase prompt metacognitive processing that can result in “significantly better conceptual

understanding of force and motion concepts” (Yuruk, Beeth and Andersen, 2009, pg 471).

Finally, by reinforcing the concept through contextual applications in the last two stages the

necessary conceptual change can occur within this lesson sequence.

The related educational theory of constructivism, where knowledge is constructed by the learner

as they make sense of their experiences through active investigation, has become increasingly

significant in science instruction in the last fifty years due to its proven influence on students’

understanding of scientific concepts (Minner et al., 2010). Vygotsky, one of the key contributors

to this theory, espoused that the cognitive development of learners occurs within a social context

as students interact with their teacher and peers (Vygotsky, as cited in Clarke & Pittaway, 2014).

Collaborative learning, defined as “an instructional method in which students work in small

groups to accomplish a learning goal under the guidance of a teacher” (Lin, 2006, pg 24), is a

particular teaching strategy based around social construction of knowledge which promotes

engagement, communication and analytical thinking required in science education (Lin, 2006),

which has thus been considered in preparation of these lessons. The first lesson in the sequence

requires students to participate in and execute a practical exercise in collaboration, before

employing a jigsaw structure to share their results as ‘experts’ (Lin, 2006). Scaffolds created

with this data in the following lessons are then gradually removed as the teacher use discussion

and questioning to guide the students’ inquiry and formatively assesses the use of scientific terms

introduced in the Explain phase (Kawalkar and Vijapurkar, 2013).

PART C

b. How does your sequence of lessons incorporate strategies to improve literacy and numeracy

skills of your future students?

Whilst submission can be in formats other than written response, the key literacy strategy

employed within these lessons is the use of the closing summative task to elicit a summary of

students’ comprehension. Educators that are effective link the inquiry of science to literacy

within science (Taylor and Duke, 2013), with many programs integrating the two by compelling

students through hands-on activities to engage with text and writing in response to subject

specific challenges. Upon reflection such evidence-based approaches could be further

implemented within the lessons prepared.

The key numeracy strategy employed within these lessons is the demonstration of the purpose of

mathematics outside the mathematics classroom, as recognised by the Australian Curriculum,

Assessment and Reporting Authority (ACARA) (n.d.) when defining mathematics as a general

capability for all students. In addition, the mathematical techniques students require to

successfully navigate this sequence, including algebra and multiplication, are consistent with

those used and taught in Stage 4 Mathematics. Indeed, research support that cross-circular

applications can positively influence mathematical literacy (Höfer and Beckmann, 2009).

PART C

c. Consider your 5E unit as being situated in a school term. How could your 5E unit connect to

other topics in the stage 4 curriculum to form a broader programme?

It is proposed that this sequence of lessons occur reasonably early within a planned Stage 4

Science curriculum. As teachers of science we must plan for our students to progress from

everyday ideas to complex scenarios requiring more abstract thought (Toplis, 2015), in

accordance with Piaget’s theory of cognitive development (Piaget, as cited in Clarke & Pittaway,

2014). Students are likely to demonstrate a logical process of thought using concrete problems or

objects at the start of Stage 4 and improve cognitively in their hypothetical reasoning throughout

Stage 4. For students to gain a prompt appreciation of the impacts on motion within everyday

tasks or on common items before they study the motion of different states of imperceptible

matter, which is also required knowledge and understanding of the chemical world in the Board

of Studies, Teaching & Educational Standards NSW (BOSTES) Science Syllabus (BOSTES,

2015b), is therefore considered appropriate.

However, sequencing of lessons is also dependant on skills being attained within other

disciplines. For this reason, it is important for a science teacher to evaluate the program of

learning across the Stage 4 curriculum at their school. In this instance the teacher must be

cognisant of when students will address Algebraic Techniques in Stage 4 Mathematics

(BOSTES, 2015a), as these skills will benefit the students as they participate in guided

questioning and activities within the lessons prepared.

Within a unit of work for Stage 4 Science, the prepared lessons should occur within the first half

of its scheduled outline, which will enable the teacher to assess the students’ conceptual grasp of

forces before continuing through more comprehensive syllabic content related to such concepts.

It is recommended that this proposed unit commence with lessons that only focus on developing

students’ skills in working scientifically, so they can approach the practical activities in these

lessons with confidence. Sequencing lessons on other forces, such as friction, may occur prior to

these lessons in the unit, subject to teacher discretion.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) (n.d.). General

capabilities. Retrieved from

http://www.acara.edu.au/_resources/Information_Sheet_General_Capabilities_file.p

Board of Studies, Teaching & Educational Standards NSW (BOSTES) (2015a). Mathematics K–

10 Syllabus. Retrieved from

https://syllabus.bostes.nsw.edu.au/mathematics/mathematics-k10/

Board of Studies, Teaching & Educational Standards NSW (BOSTES) (2015b). Science K–10

(incorporating Science and Technology K–6) Syllabus. Retrieved from

http://syllabus.bostes.nsw.edu.au/science/science-k10/

Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., &

Rachahoon, G. (2014). Do Different Levels of Inquiry Lead to Different Learning

Outcomes? A comparison between guided and structured inquiry. International Journal

of Science Education,36(12), 1937-1959. DOI: 10.1080/09500693.2014.886347

Clarke, M. & Pittaway, S. (2014). Marsh’s Becoming a Teacher (6th ed.). Frenchs

Forest, Australia: Pearson.

Höfer, T., & Beckmann, A. (2009). Supporting mathematical literacy: Examples from a cross-

curricular project. ZDM, 41(1), 223-230. doi: 10.1007/s11858-008-0117-9

Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding Science Talk: The role of teachers'

questions in the inquiry classroom. International Journal of Science Education, 35(12),

2004-2027. doi: 10.1080/09500693.2011.604684

Lin, E. (2006). Cooperative Learning in the Science Classroom. The Science Teacher, 73(5),

34-39.

Minner, D., Levy, A., & Century, J. (2010). Inquiry‐based science instruction—what is it and

does it matter? Results from a research synthesis years 1984 to 2002. Journal of

Research in Science Teaching, 47(4), 474-496. doi: 10.1002/tea.20347

Necati, H., Muammer Ç., & Sabriye S. (2011). Effects of Guide Materials Based on 5E Model

on Students’ Conceptual Change and Their Attitudes towards Physics: A Case for ‘Work,

Power and Energy’ Unit. Journal of Turkish Science Education, 8(1), 139-152.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a

scientific conception: Toward a theory of conceptual change. Science Education, 66,

211–227.

Taylor, B.M. & Duke, N.K. (Eds.) (2013). Handbook of effective literacy instruction research-

based practice K-8. New York: Guilford Press.

Toplis, R. (Ed.) (2015). Learning to teach science in the secondary school: A companion to

school experience. Abingdon, England: Taylor and Francis.

Yuruk, N., Beeth, M., & Andersen, E. (2009). Analyzing the Effect of Metaconceptual Teaching

Practices on Students’ Understanding of Force and Motion Concepts. Research in

Science Education, 39(4), 449-475.

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