Children are naturally curious, through a process of experimentation, analysis, problem solving and supported scientific processes; children can make sense of their world. Each curriculum area has its own knowledge base, but for children learning isn’t compartmentalised, so designing science units with connections to literacy, numeracy, ICT and art just add to a holistic learning approach. Considering this concept allows students to produce multi modal representations of their understandings.
In the development of this unit I have the Australian curriculum documents, this has given me the guidance necessary for structuring a unit that is both sequential and cumulative and aligned with current Queensland Curriculum.
I have approached this unit from an inquiry base, I believe it will provide the opportunity to monitor learning, develop multimodal representations, discuss observations and ideas, and develop scientific explanations and language. I have also used a constructivist approach discussed by Goodrum, Hacking and Rennie 2001; Logan and Skamp 2008, that advocates constructing the students ideas and competencies. One of the methods I have used is the social construction of small groupings; this type of co-operative learning not only gives a more effective learning but also can contribute to better classroom management and improved self-confidence. All students in the group will have the opportunity to share leadership roles and responsibilities, which will give students, will all levels of abilities the same opportunity. Grouping will also give me better management of the classroom enabling students to move quickly and quietly into their working groups.
The materials that I have provided are intended to ensure that students of all diversities are engaged in the process of learning, I have attempted to set challenging learning goals to enable students to extend their particular areas of interest to encourage this engagement. There is value in diversity in the classroom, with this in mind I have actively facilitated learning experiences outside traditional boundaries to access learning at all levels, while still maintaining the human hand of the teacher.
This unit utilises graphic organisers, charts and diagrams as tools for students to visually organise ideas and information. For my purposes graphic organisers are a great way for me to determine the students understanding of concepts and identify the connection between ideas. And as I have experienced they are great way to facilitate classroom discussions. As discussed in Ellis, 2004, Graphic organisers are about more than putting information into little boxes. Ellis also emphasises the importance of utilising the correct type of organiser for the purpose, when used appropriately they guide inquiry. This idea is supported by the Australian Curriculum document to aide in the general capabilities requirement of supporting creative and critical thinking.
This unit will utilise the 5 E teaching and learning model. Teaching and learning through the five phases: Engage Explore, Explain, Elaborate, and Evaluate. For the components of the teaching material and sequencing of this unit I have considered the case study discussed in Skamp (2012 p 201-204) and Light Fantastic (Australian Academy of Science 2008). I have individualised these resources with numerous digital resources. I have considered
· What do my students already know and can do?
· What do my students need to learn? How do I teach it?
I will start with what students already know and set goals for the next steps for learning.
I will provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.
I will use the 5 E model suggested by both Skamp (2012 p 201-204) and Light Fantastic (Australian Academy of Science 2008). These phases being:
Engage.
This is designed to stimulate the students curiosity and create questioning that will both elicit understandings and create a framework for adjustments based on those understandings or misconceptions.
Explore:
The students will use hands on strategies to collect evidence and learn how to discuss observations and journal them using appropriate language and concepts. This phase lends itself to students working in groups and sharing ideas.
Explain:
Students will consider existing scientific views and deepen their own understanding. They will discuss interactions within their observations and develop scientific explanations. I will be able to monitor their understandings and provide feedback.
Elaborate:
Students will conduct an investigation that will enable them to apply and extend their theoretical understandings and extend them to a new context. I will use the students reports to assess their achievements and learning outcomes for this unit.
Evaluate:
This phase will give the students an opportunity to reflect on their learning’s. I will as the students to generate a literacy conclusion that will represent their understanding. I will then access all of the evidences to identify the extent of the students achieving and learning outcomes for the unit.
My belief is that at this stage I have planned and resourced a unit that I have only partially tested on students, the most important process will be the reflection. What worked, why did they work? How can I improve the activities or plan and have I adequately catered for differentiation?
What I have learnt, as an emergent teacher is that the strength of meticulously planned lessons is the flexibility it provides. I have used these resources in a number of ways to produce meaningful lessons at short notice. I didn’t have to be a scientist to demonstrate scientific inquiry and practice, and my enthusiasm was fuelled by the engagement and curiosity of the students.
References:
Australian Academy of Science 2008, Light fantastic, [Rev. ed.], Canberra, ACT Australian Academy of Science
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10 <www.australiancurriculum.edu.au/Science/Curriculum/F-10>. Retrieved 22nd September 2013
Bybee, Rodger W 1997, Achieving scientific literacy: from purposes to practices, Heinemann, Portsmouth, NH: Heinemann
Education Queensland, Department of Education Training and Employment 2013, ‘ Assessment’, Retrieved 10th November 2013.
http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html
Ellis, Edwin, 2004. Q&A: What’s the big deal about graphic organisers http://mcs.monet.k12.ca.us/Academics/el712/Graphic%20Organizers/Q%20and%20A%20about%20G%20O.pdf
Hackling, M. W. & Prain, V. 2005. Primary Connections: Stage 2 research report. Canberra: Australian Academy of Science.
Retrieved 22nd September 2013http://www.acer.edu.au/documents/RC2006_Hackling.pdf
Kelly, Lois 2013, Enhancing Primary Science: Developing Effective Cross-Curricular Links, e-book, accessed 28 September 2013, <http://deakin.eblib.com.au.ezproxyf.deakin.edu.au/patron/FullRecord.aspx?p=1107486>.
Miles, Susie; Ainscow, Mel 2010, Responding to Diversity in Schools : An Inquiry-Based Approach, e-book, accessed 28 September 2013, <http://deakin.eblib.com.au.ezproxy-f.deakin.edu.au/patron/FullRecord.aspx?p=574476
Skamp, Keith 2012, Teaching primary science constructively, 4th ed, Cengage Learning, South Melbourne, Vic
In the development of this unit I have the Australian curriculum documents, this has given me the guidance necessary for structuring a unit that is both sequential and cumulative and aligned with current Queensland Curriculum.
I have approached this unit from an inquiry base, I believe it will provide the opportunity to monitor learning, develop multimodal representations, discuss observations and ideas, and develop scientific explanations and language. I have also used a constructivist approach discussed by Goodrum, Hacking and Rennie 2001; Logan and Skamp 2008, that advocates constructing the students ideas and competencies. One of the methods I have used is the social construction of small groupings; this type of co-operative learning not only gives a more effective learning but also can contribute to better classroom management and improved self-confidence. All students in the group will have the opportunity to share leadership roles and responsibilities, which will give students, will all levels of abilities the same opportunity. Grouping will also give me better management of the classroom enabling students to move quickly and quietly into their working groups.
The materials that I have provided are intended to ensure that students of all diversities are engaged in the process of learning, I have attempted to set challenging learning goals to enable students to extend their particular areas of interest to encourage this engagement. There is value in diversity in the classroom, with this in mind I have actively facilitated learning experiences outside traditional boundaries to access learning at all levels, while still maintaining the human hand of the teacher.
This unit utilises graphic organisers, charts and diagrams as tools for students to visually organise ideas and information. For my purposes graphic organisers are a great way for me to determine the students understanding of concepts and identify the connection between ideas. And as I have experienced they are great way to facilitate classroom discussions. As discussed in Ellis, 2004, Graphic organisers are about more than putting information into little boxes. Ellis also emphasises the importance of utilising the correct type of organiser for the purpose, when used appropriately they guide inquiry. This idea is supported by the Australian Curriculum document to aide in the general capabilities requirement of supporting creative and critical thinking.
This unit will utilise the 5 E teaching and learning model. Teaching and learning through the five phases: Engage Explore, Explain, Elaborate, and Evaluate. For the components of the teaching material and sequencing of this unit I have considered the case study discussed in Skamp (2012 p 201-204) and Light Fantastic (Australian Academy of Science 2008). I have individualised these resources with numerous digital resources. I have considered
· What do my students already know and can do?
· What do my students need to learn? How do I teach it?
I will start with what students already know and set goals for the next steps for learning.
I will provide multiple opportunities for all students to explore and consolidate ideas, skills and concepts by considering how students learn best and by using a variety of teaching strategies.
I will use the 5 E model suggested by both Skamp (2012 p 201-204) and Light Fantastic (Australian Academy of Science 2008). These phases being:
Engage.
This is designed to stimulate the students curiosity and create questioning that will both elicit understandings and create a framework for adjustments based on those understandings or misconceptions.
Explore:
The students will use hands on strategies to collect evidence and learn how to discuss observations and journal them using appropriate language and concepts. This phase lends itself to students working in groups and sharing ideas.
Explain:
Students will consider existing scientific views and deepen their own understanding. They will discuss interactions within their observations and develop scientific explanations. I will be able to monitor their understandings and provide feedback.
Elaborate:
Students will conduct an investigation that will enable them to apply and extend their theoretical understandings and extend them to a new context. I will use the students reports to assess their achievements and learning outcomes for this unit.
Evaluate:
This phase will give the students an opportunity to reflect on their learning’s. I will as the students to generate a literacy conclusion that will represent their understanding. I will then access all of the evidences to identify the extent of the students achieving and learning outcomes for the unit.
My belief is that at this stage I have planned and resourced a unit that I have only partially tested on students, the most important process will be the reflection. What worked, why did they work? How can I improve the activities or plan and have I adequately catered for differentiation?
What I have learnt, as an emergent teacher is that the strength of meticulously planned lessons is the flexibility it provides. I have used these resources in a number of ways to produce meaningful lessons at short notice. I didn’t have to be a scientist to demonstrate scientific inquiry and practice, and my enthusiasm was fuelled by the engagement and curiosity of the students.
References:
Australian Academy of Science 2008, Light fantastic, [Rev. ed.], Canberra, ACT Australian Academy of Science
Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10 <www.australiancurriculum.edu.au/Science/Curriculum/F-10>. Retrieved 22nd September 2013
Bybee, Rodger W 1997, Achieving scientific literacy: from purposes to practices, Heinemann, Portsmouth, NH: Heinemann
Education Queensland, Department of Education Training and Employment 2013, ‘ Assessment’, Retrieved 10th November 2013.
http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html
Ellis, Edwin, 2004. Q&A: What’s the big deal about graphic organisers http://mcs.monet.k12.ca.us/Academics/el712/Graphic%20Organizers/Q%20and%20A%20about%20G%20O.pdf
Hackling, M. W. & Prain, V. 2005. Primary Connections: Stage 2 research report. Canberra: Australian Academy of Science.
Retrieved 22nd September 2013http://www.acer.edu.au/documents/RC2006_Hackling.pdf
Kelly, Lois 2013, Enhancing Primary Science: Developing Effective Cross-Curricular Links, e-book, accessed 28 September 2013, <http://deakin.eblib.com.au.ezproxyf.deakin.edu.au/patron/FullRecord.aspx?p=1107486>.
Miles, Susie; Ainscow, Mel 2010, Responding to Diversity in Schools : An Inquiry-Based Approach, e-book, accessed 28 September 2013, <http://deakin.eblib.com.au.ezproxy-f.deakin.edu.au/patron/FullRecord.aspx?p=574476
Skamp, Keith 2012, Teaching primary science constructively, 4th ed, Cengage Learning, South Melbourne, Vic