5.Assessment+Part+B

> > =Note that colours of Aims are coloured coordinated with : Teaching and learning activity to signify links=
 * [[image:albert_einstein.JPG width="480" height="311"]]Year 4 Content Descriptions **
 * Science Understanding **
 * 1) =Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)=
 * Science Inquiry Skills **
 * Questioning and predicting **
 * 1) ==1. With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge [|(ACSIS064)]  ==
 * Processing and analysing data and information **
 * 1) ==1. Compare results with predictions, suggesting possible reasons for findings [|(ACSIS216)]  ==
 * Communicating **
 * 1) ==1. Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple  [|reports] [|(ACSIS071)]  ==
 * 2) == **Aims ** The Australian Curriculum: Science aims to ensure that students develop:  ==
 * an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live
 * an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things
 * an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analysing data; evaluating results; and drawing critical, evidence-based conclusions
 * an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims
 * a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge. <span style="font-family: Calibri,sans-serif; font-size: 11pt;">(Acara, 2011)


 * <span style="font-family: 'Century Schoolbook',serif; font-size: 14pt;">media type="custom" key="13915776"

= **<span style="font-family: 'Century Schoolbook',serif;">Earth and space sciences ** = =<span style="font-family: 'Century Schoolbook',serif;">(ACSSU075) = = **<span style="font-family: 'Century Schoolbook',serif;">Questioning and predicting ** = =<span style="font-family: 'Century Schoolbook',serif;">[|(ACSIS064)] = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;">(Acara, 2011) > > = = = = = = || * =<span style="color: #0000ff; font-family: 'Century Schoolbook',serif;">Watch uTube video above as hook = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > (Frangenheim, 2007) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Fleer, Jane, & Hardy, 2007; Frangenheim, 2007) > > = = (Frangenheim, 2007) || > **<span style="font-family: 'Century Schoolbook',serif;">Processing and analysing data and information ** > <span style="font-family: 'Century Schoolbook',serif; font-size: 14pt;">[|(ACSIS216)] > > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;">(Acara, 2011) > > = = =<span style="font-family: 'Century Schoolbook',serif;">. = || * =<span style="color: #404040; font-family: 'Century Schoolbook',serif;">Students to read Newspaper articles about the flooding here in Mackay = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Fleer, Jane, & Hardy, 2007; Frangenheim, 2007) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Fleer, Jane, & Hardy, 2007; Frangenheim, 2007) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Fleer, Jane, & Hardy, 2007; Frangenheim, 2007) > > = = = = || > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;">(Acara, 2011) > > = = || * =<span style="font-family: 'Century Schoolbook',serif;">Teacher explanation to access concepts and terms that will be useful in interpreting evidence and explaining the phenomenon = > (Frangenheim, 2007) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Fleer, Jane, & Hardy, 2007; Frangenheim, 2007) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > (Frangenheim, 2007) > > = = = = = = || =<span style="font-family: 'Century Schoolbook',serif;">. = <span style="font-family: Calibri,sans-serif; font-size: 11pt;">(Acara, 2011) = = || * =<span style="color: #008080; font-family: 'Century Schoolbook',serif;">Groups to present their poster, oral report, formal written report or PowerPoint to peers,teacher ( invite grade 1 to see presentation) = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) > > = = = = = = || <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Marzano, 2000) (Marzano, 1997) = = =2. <span style="font-family: 'Century Schoolbook',serif; font-size: 12pt;">Provide evidence for changes to students’ understandings, beliefs and skills. = <span style="font-family: Calibri,sans-serif; font-size: 11pt;">(Acara, 2011) = = || * =<span style="font-family: 'Century Schoolbook',serif;">Teacher summaries this unit with a PowerPoint presentation = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Fleer, Jane, & Hardy, 2007; Frangenheim, 2007) > > = = = = > (Frangenheim, 2007) > > = = > <span style="font-family: Calibri,sans-serif; font-size: 11pt;"> (Fleer, Jane, & Hardy, 2007; Frangenheim, 2007) > > = = || =Referencing=
 * =Phase= || =Purpose= || =Teaching and learning activity= ||
 * =Engage= || = **<span style="font-family: 'Century Schoolbook',serif;">Science Understanding ** =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Generate interest and stimulate scientific interest =
 * 2) =<span style="font-family: 'Century Schoolbook',serif;">Set learning within a meaningful context =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Raise questions for inquiry =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Reveal students’ ideas and beliefs, compare students’ ideas. =
 * =<span style="font-family: 'Century Schoolbook',serif;">Pose key question =
 * =<span style="color: #0000ff; font-family: 'Century Schoolbook',serif;">The Noisy Round Robin (groups of 6) =
 * =<span style="color: #404040; font-family: 'Century Schoolbook',serif;">Each group will present their findings to the class =
 * =<span style="color: #008000; font-family: 'Century Schoolbook',serif;">Identify new vocabulary terms and learner to define these can use laptops or time in Library =
 * =<span style="color: #0000ff; font-family: 'Century Schoolbook',serif;">Individually design a cover sheet for this project (Words=woodle,drawing, collage) what will be your heading? =
 * =<span style="font-family: 'Century Schoolbook',serif;">Teacher to take picture of students with art work ( will hang up in classroom, so as to make students reflect on new knowledge ) =
 * =Explore= || # = =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Why did this happen? =
 * 2) =<span style="font-family: 'Century Schoolbook',serif;">What can we do to stop this? =
 * 3) =<span style="font-family: 'Century Schoolbook',serif;">Provide experience of the floods =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Explore and inquire into students’ questions and test their ideas. =
 * =<span style="font-family: 'Century Schoolbook',serif;">Pose question: Why did this happen? discuss with peers =
 * =<span style="font-family: 'Century Schoolbook',serif;"> Flood survivor comes in to talk about experience - students have opportunity to ask questions =
 * =<span style="color: #008080; font-family: 'Century Schoolbook',serif;">Individually write a page about what you have learned about the force of mother nature =
 * =<span style="color: #008000; font-family: 'Century Schoolbook',serif;">Experiment =what happens when you drop an orange into a bowl of water(outside) =
 * =<span style="color: #ff00ff; font-family: 'Century Schoolbook',serif;">Students make river system (with cardboard houses on the river banks) in a sand box (1m-1m) using soil. Test what happens when too much water is added to the river system? Record findings (use graphs,photo,video,) =
 * =Explain= || # **<span style="color: red; font-family: 'Century Schoolbook',serif; font-size: 14pt;">Communicating **
 * 1) <span style="color: windowtext; font-family: 'Century Schoolbook',serif; font-size: 14pt;"> [|(ACSIS071)]
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Introduce conceptual tools that can be used to interpret the evidence and give explanations of the floods =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Justify claims with the evidence gathered =
 * 2) =<span style="font-family: 'Century Schoolbook',serif;">Compare explanations =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Consider current scientific explanations =
 * =<span style="color: #ff00ff; font-family: 'Century Schoolbook',serif;">Group of 6 have discussion to generate explanations, compare ideas and relate evidence to explanations =
 * =<span style="color: #008080; font-family: 'Century Schoolbook',serif;">Individual writing, drawing and mapping to clarify ideas and explanations =
 * =<span style="color: #008000; font-family: 'Century Schoolbook',serif;">Students are given the opportunity to process the information they have gathered and present this in a number of ways allowing for a diverse range of outcomes. Representing science ideas and findings. =
 * =Elaborate= || # =<span style="font-family: 'Century Schoolbook',serif;">Use and apply ideas and explanations in new contexts to test their understanding =
 * 1) =<span style="font-family: 'Century Schoolbook',serif;">Recreate and cover explanations and understanding using and mixing different methods =
 * =<span style="color: #008080; font-family: 'Century Schoolbook',serif;">Class feedback to each group =
 * =Evaluate= || =<span style="font-family: 'Century Schoolbook',serif; font-size: 12pt;">1. Provide an opportunity for students to review and reflect on their own learning and new understandings and skills. =
 * =<span style="color: #008000; font-family: 'Century Schoolbook',serif;">KWL on black board ( students calling out answers ) assists students to examine effectiveness of their actions measured against the data collected =
 * =<span style="color: #008080; font-family: 'Century Schoolbook',serif;">Extend and challenge students’ understanding about the topic by doing a quiz =
 * =<span style="color: #404040; font-family: 'Century Schoolbook',serif;">Students reflect upon the information gained. Reflection of peer comments will formulate final self-reflection =

Acara. (2011). //Australian curriculum assesment and reporting authority.// Acara. Fleer, M., Jane, B., & Hardy, T. (2007). //Science for Children,Developing a personal approach to teaching.// French Forest NSW: Pearson. Frangenheim, E. (2007). //Reflecting on Classroom thinking stratergies.// Loganholme,9th Edition: Rodin Educational Consultancy. Marzano. (2000). //What works in classroom instruction.// Aurora: MREL. Marzano, P. (1997). //Dimensions of learning.// Colorado: ASCD.