Primary Science Essay Sample

  • Pages: 6
  • Word count: 1,466
  • Rewriting Possibility: 99% (excellent)
  • Category: activity

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Introduction of TOPIC

For this assignment you will:

1. Identify a topic from the NSW K-6 Science and Technology syllabus, or from the relevant syllabus from your own state or relevant country. The topic must be relevant to real world contexts and the learning needs and interests of children. For example, the topic may be linked to an aspect of education for sustainability, e.g. energy use (insulation, electricity, transport and fuels), use of materials (functions, properties and recycling) living things and ecosystems, food and health; 2. Describe the science (conceptual) knowledge that a teacher would need to teach this topic; 3. Identify possible children’s questions and misconceptions related to the topic; 4. Develop a FIVE (5) lesson teaching sequence relating to your chosen topic for a class of children within a single stage level (either ES1, S1, S2, or S3), using the 5Es framework from Primary Connections, with one lesson addressing each E. Each lesson should:

• have a title (preferably something fun that young children can relate to) and the relevant stage. • be linked to: a learning outcome(s) from the relevant State Syllabus (include one or more indicators); • include hands on activities (the engage, explore and elaborate lessons at least) that helps children develop their conceptual understanding of the topic – brainstorming and or web based research can form part of the lesson but CANNOT be the central or core activity. You should try out each activity and include a digital photo of this (try it out with children if you can, but that is not essential);

5. Explain how you would assess the children’s learning with reference to the stated learning outcome and indicator(s). 6. Provide a justification of your activities with reference to appropriate literature. In particular, explain how they incorporate constructivist principles and cater for any safety issues that may be important. ‘Normal’ classroom activities will not have extra safety implications. Activities that are potentially hazardous, such as heating materials, should be supervised or demonstrated under safe conditions, while any outdoor visits require a safety risk assessment. If safety issues are significant, you should provide a risk assessment, which can be located in the appendix, but it must be labelled and referred to in the text (see Topic 9 on the website for guidance).

Assignment Presentation

Use the following six subheadings to structure your assignment:
Topic and relevance
Scientific knowledge required
Children’s questions/misconceptions
Lesson Sequence

A possible lesson structure/plan to use in the Lesson Sequence section could be as follows: Title
Outcome statement from the NSW DET syllabus
Indictors e.g.: By the end of this lesson students should be able to: Identify the main parts of a plant;
State the function of each part they identify.
This structure is only a suggestion and you may wish to use your own.

Note: It is fine to use individual activities sourced from the web or elsewhere AS LONG AS YOU ACKNOWLEDGE THEIR SOURCE AND DESCRIBE THEM IN YOUR OWN WORDS. It is not acceptable to present the entire lesson sequence sourced from elsewhere.

Use of an appendix

The main text must provide the essential analytical substance of your assignment, and markers will expect the assessment criteria to be addressed with

in the main text. However, you may wish to include appendix material as supporting evidence for your

main text. Use of an appendix is not a requirement, but it may give you an opportunity to build up resources to support your future teaching.

Such appendix material could include, for example: a copy of the learning outcome or outcomes and indicators from the K-6 Science and Technology Syllabus for New South Wales, or your own state, or a relevant national syllabus; a detailed outline of the chosen activities (though the main text must contain the main elements); supplementary, follow on activities; a detailed risk assessment, if needed; and, details of any background extra material that supports the activities.

As appendix material is supplementary to your assignment, it will not be included in the word count. Note also that the reference list will also not be included in the word count, so the word allowance (with 10% leeway) is fully available for the main part of the assignment.

All appendices must be clearly labelled and referred to in the main text to explain why they are included.

Please ensure that the main text includes the essential analytical material you wish to present to answer the assignment criteria.

Submission options

1. You are advised to keep a copy of all of your assignments. 2. Ensure that you save the assignment as a pdf file (ALSO add Assignment 3A) and submit as a pdf file. This is important, as there is a range of file types it is most efficient to have a single type for access. 3. For information about extensions, special extensions of time, re-marking and re-submissions of failed assignments etc – see the appropriate section below. 4. Assignments must be submitted by online submission by the due date at latest. If you have any problems, please contact IT Service/Help Desk [email protected] or the appropriate coordinator.

Science Activity Presentation
Due Date: Friday 25th May, 2012, submitted with assignment 2 (add to assignment 2, make a pdf file of both assignments and submit one file through online submission)

Weight: 5%
Length: A one sheet summary of the activity and evaluation should be presented with assignment 2.

(Please also present your summary on the Blog section of the website so that other students can have access to your details. You may provide as much detail as you wish on the Blog if you have gone beyond one sheet. By sharing your activities, the whole group will have access to an excellent set of ideas and resources for teaching.)

Learning outcomes and NSWIT standards addressed by this assignment: Learning Outcomes Assessed: 1, 2, 3, 4, 5, 7
Standards: 1.1.1, 1.1.2, 1.1.3, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.1.6, 4.1.5, 5.1.7. Assessment guidance (You will have addressed much of this in assignment 1) You will present one of your assignment 1 activities to a small group of up to five children or adults with the intention of gaining evaluative feedback about your plans and your teaching.

You can use the following structure to guide your presentation to children. 1. Identify the Strand and Stage Level for which it is intended 2. Identify the outcome and indicator that it is addressing. 3. Introduce the activity to the children and establish its relevance to a real life context. 4. Find out what the children already know about the ideas involved, and use their ideas to influence how you respond during the activity. 3. Present the activity, ensuring that the children are actively involved in the process. 4. Assessment: Find out what the children have learnt from the activity in relation to the learning outcome(s) and informed by the learning indicator(s) you identified. 5. Evaluate the effectiveness of your teaching through your assessment of the quality of children’s learning in the activity.

You can use the following structure to guide your presentation to adults (peers). 1. Introduce the activity by stating the Strand and Stage Level for which it is intended. 2. Provide an indication of relevance of the activity, such as a student question and a real life context that link. 3. Present the outcome it is addressing.

4. Provide an indicator relevant to this activity.
5. Present your activity.
6. Show how the activity fits into the overall sequence of four activities. 7. Outline the science behind the activity. This will involve you providing an explanation. 8. Describe how you would assess the activity

The following structure will aid your reflection on your Science Activity Presentation:

Identify which activity you presented and write up a critical reflection of your experience. Say what you intended and to what extent this was achieved, including what went well, what went not so well and how you may modify it in future. This gives you the opportunity to identify the thinking you went through in preparing the activity, how you felt from presenting it and getting feedback from the children or adults involved, and how you might change the activity for future presentations. Reference to the student questions and outcome/indicators you were addressing will aid your reflection context.

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