sharing and evaluating information, experiences and opinions (New South Wales Board of Studies, 2012, pp.98-99). EN3-2A: composes, edits and presents well-structured and coherent texts compose imaginative and informed texts that show evidence of developed ideas compose increasingly complex visual, multimodal and digital texts (New South Wales Board of Studies, 2012, pp. 100-101). EN3-9E: recognises, reflects on and assesses their strengths as a learner recognise that there is a language for discussing learning experiences formulate questions for specific purposes e.g. to clarify and reflect discuss and reflect on the and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal (New South Wales Board of Studies, 2012, p.114) construct column and line graphs of numerical data using a scale of many-to-one correspondence, with and without the use of digital technologies describe and interpret different data sets in context (New Wales Board of Studies, 2012, pp.253-254) MA3-9MG: selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length solve problems involving the comparison of lengths using appropriate units (New South Wales Board of Studies, 2012, p.223) KLA: Creative Arts Outcomes & Performance Indicators DRAS3.3: devises, acts and rehearses drama for performance to and audience (New South Wales Board of Studies, 2006, p. 26) KLA: History Outcomes & Performance Indicators HT3-5: applies a variety of skills of historical inquiry and communication identify different points of view in the past and present (New South Wales Board of Studies, 2012, p. 50)/ GOALS
Students are to use the observation table provided to document the type of light; the effect is has on the object provided and the transparency of them (Academy of Science, 2012). Allow students 5-10 minutes to discuss and write down the observations made. STUDENTS WORKING BEYOND STAGE LEVEL- tiered questions will be asked e.g. why is it important to determine the different effects light may have on materials? What is an example of one important aspect of this? Class discussion-comparing findings, adding to KWL charts and applying what they have found by identifying where they have viewed this phenomenon in real life. Students may also use iPads to document their findings through photos. The hands on activity addresses the non-verbal part of the 8 ways of learning and therefore cater for Indigenous students (8 Aboriginal ways of learning, 2014). EXPLORE and EXPLAIN – LESSON 3 In their science journals students write down all the things they know about reflections. Students then ‘think, pair, share’ their ideas with their partner. Students then share their ideas in their groups of four, and pose “I think…” questions to make predictions about reflection, and create a simple definition. Each group then shares their definition with the class, which the teacher writes on the board. The teacher demonstrates light reflection by using the projector light and holding a small rectangle mirror in front of it, allowing the light to bounce to another point in the room. By tilting the mirror at different angles the teacher demonstrates that light reflects off shiny objects at the same angle it hits the object. Multiple mirrors can then be used to bounce the projector light off each other to demonstrate how light reflects on multiple shiny objects. Students will explore the concept of light reflection through four rotational activities. Students document their findings by taking photos of things they find interesting. Rotational activities will include: Table one: students are provided with a torch and 3 mirrors that they use to explore shining the torch light onto one mirror: demonstrating and exploring how light reflects. two: Students are provided with multiple mystery objects, which are placed on the table in a box. One at a time, students sit underneath the table with a mirror. 1x rectangle flat mirror 6x hand held flat mirrors 1x convex mirror overhead projector 1x torch masking tape differentiated multiplication cards ipads sticky tape video IWB Word wall Science journal ST3-7PW ST3-4WS ST3-5WT ST3-1VA EN3-1A EN3-2A
Students take photos iPads or cameras at each stage to represent what is happening. Students write down observations and results to form a conclusion and explain why the gluestick casts a shadow. The investigation planner, tables, graphs and conclusion will be used for SUMMATIVE ASSESSMENT. Aboriginal and Torres Strait Islander students will be accommodated in this lesson as it includes the aspects of learning maps, as the lesson has a beginning, middle and end and includes scientific learning, and non-verbal, through the kinaesthetic activities, from the 8 ways of learning. EXPLAIN – LESSON 9 Excursion to the Powerhouse Museum for the “Glow Science Show” and to look at the Experimentations section of the museum. The Glow Science Show is “An engaging science show where students discover there are many different ways of generating light.” (Powerhouse Museum – ). In this show students explore fireworks, glow sticks and ultra violet light. Students will complete a work booklet whilst at the Powerhouse Museum. (Powerhouse Museum Primary Schools Program, 2014, p.10). If this excursion cannot be done, teachers can use the following lesson on waves. The teacher recaps what has been explored and explained in previous lessons. Students complete research with a partner (of different learning ability) on light waves to explain how these work. Students will find information from a range of websites and use these to help them explain how light waves work. STUDENTS WORKING TOWARDS STAGE LEVEL –will have a scaffold sheet that asks simple questions to be answered to make their research more effective. STUDENTS WORKING STAGE LEVEL–will receive a sheet asking them higher order thinking questions on light waves to challenge their thinking and extend their knowledge. Laptops/iPads Internet IWB Cardboard pens/pencils paper science journals ST3-7PW ST3-4WS ST3-1VA ST3-7PW ST3-4WS ST3-1VA EN3-1A
FORMATIVE ASSESSMENT RUBRIC EXCELLENT VERY GOOD GOOD WORKING TOWARDS Understanding of Concept Students have a clear and concise understanding of the concept. Students have a clear and developing understanding of the concept. Students have a sound understanding of the concept. Further work needs to be done to reach a better understanding. Students are working towards a sound understanding of the concept. Quality of Work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone to ensure quality. Provides work that usually needs to be checked/redone to ensure quality. Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Focuses on the task and what needs to be done some of the time. Rarely focuses on the task and what needs to be done. Problem-solving Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to solve problems or help others solve problems. Working with Others Almost always listens to, shares with, and supports the efforts of others. Usually listens to, shares, and supports the efforts of others. Often listens to, shares and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares or supports the efforts of others.
SHADOWS Data Collection Data was collected several times. It was summarized, independently, in a way that clearly describes what was discovered. Data was collected more than one time. It was summarized, independently, in a way that clearly describes what was discovered. Data was collected more than one time. Adult assistance was needed to clearly summarize what was discovered. Data was collected only once and assistance was needed to clearly summarize what was discovered. Variables Independently identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Independently identified which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Some feedback was needed to clearly define the variables. With adult help, identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Adult help needed to identify and define almost all the variables. Description of Procedure Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this. Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this. Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given. Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given. Measurements Measurements are estimated, recorded and compared accurately. Most measurements are estimated, recorded and compared accurately. Some measurements are estimated, recorded and compared accurately. Further assistance is needed to improve skills in this lesson. Measurements are rarely estimated, recorded and compared accurately. Further assistance is needed to improve skills in this lesson. Tables/Graphs Tables and graphs are correctly constructed incorporating all required elements. Tables and graphs are mostly correctly constructed and incorporate most required elements. Tables and graphs are constructed with some errors and some elements are not included. Tables and graphs are incomplete and with many errors. Omits many elements. Conclusion/ Summary Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s). Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s). Student provided a conclusion with some reference to the data and the hypothesis statement(s). No conclusion was apparent OR important details were overlooked.
SUMMATIVE ASSESSMENT – KALEIDOSCOPES/PERISCOPES Excellent Very Good Good Working Towards Modification/Testing Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles. Clear evidence of troubleshooting, testing and refinements. Some evidence of troubleshooting, testing and refinements. Little evidence of troubleshooting, testing or refinement. Scientific Knowledge Explanations indicate a clear and accurate understanding of scientific principles underlying the construction and modifications. Explanations indicate a relatively accurate understanding of scientific principles underlying the construction and modifications. Explanations indicate relatively accurate understanding of scientific principles underlying the construction and modifications. Explanations do not illustrate much understanding of scientific principles underlying the construction and modifications. Ability to Produce Solutions Students demonstrate an excellent ability to select a range of tools to manipulate and shape materials. Students demonstrate a very good ability to select a range of tools to manipulate and shape materials. Students demonstrate a ability to select tools to manipulate and shape materials. Students do not demonstrate an ability to select a range of tools to manipulate and shape materials. Journal/Log - Content Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and some reflection about the strategies used and the results. Journal provides a complete record of planning, construction, testing, modifications, and reasons for modifications. Journal provides quite a bit of detail about planning, construction, testing, modifications, and reasons for modifications. Journal provides very little detail about several aspects of the planning, construction, and testing process.