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media type="custom" key="15465438"media type="custom" key="18204322". You need to create four digital ‘task cards’, __one for each Science Understanding sub strand__ of the Australian curriculum. Your four task cards must consist of: Hi Maureen, Really great to see you have added a focus question, I think this is important, sorry if you think I am too fussy but I think this is an important part of an investigation. Bron. =3. Card 3 for use with Upper Primary students. This card must scaffold the use of an online science simulation. = =An example will be provided for you in class (or online for distance students) on how to scaffold such = =an activity. =

Remember, design of the digital ‘task card’ needs to: · Take into account the appropriate declarative content/year level alignment · Be consistent with general literacy levels for the age group · Provide an intellectually challenging approach · Encourage engagement with ICT · Scaffold learning of how to work scientifically · Be inclusive of a range of science learners · Be motivational

The ‘digital card’ must have a link (or ‘button’) that provides access to information about : 1. The relevant Science Understanding sub-strand including content descriptions from the Australian <span style="color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">curriculum. <span style="color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">2. Deconstruction of the declarative and procedural knowledge to be learned in each investigation. <span style="color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">3. Suggestions for use in the classroom.

<span style="color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">Your choice of software for creating the interactive ‘task cards’ is to be negotiated with your lecturer so that your lecturer will be able to access them easily for marking. You are to use software/applications with which you are familiar or with which you <span style="color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">are ready to work with independently. Possible software ideas will be listed on the Moodle site for this course.

3. Teachers page
Change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117) []

OVER VIEW OF SCIENCE CURRICULUM YEAR 7

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Card 3. for use with Upper Primary students. This card must scaffold the use of an online science simulation.

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(Maureen usually the Declarative Knowledge is on the left becuase it states what they will know and the Procudural on the right because it is what they are going to do. Have you found this to be the case?) Thanks Bron This is one area I just dont seem to get my head around :( media type="custom" key="15468582" width="374" height="374" = Found this great resource have decided to go with this as I feel it is more engaging and allows the student to work independently Maureen = Working scientifically
 * Procedural knowledge || Declarative knowledge ||
 * Students follow procedures to develop investigable questions || How systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, ||
 * Students follow procedures to develop design investigations ||  ||
 * Identify variables to be changed and measured || Be able to consider the interaction between multiple forces when explaining changes in an object’s motion. ||
 * Collect, organise and interpret their data, ||  ||
 * Describe and analyse relationships in data using graphic representations and construct multi-modal texts to communicate ideas, methods and findings. ||  ||
 * Investigating the effects of applying different forces to familiar objects || understand relationships through increasingly complex representations. ||
 * Investigating common situations where forces are balanced, such as stationary objects, and unbalanced, such as falling objects || Students know scientific knowledge is used in decision making ||
 * Use models to predict and explain events ||  ||
 * Students will be able too make accurate measurements and control variables ||  ||
 * //Objectives//**


 * 1) To learn to ask questions that can be investigated scientifically.
 * 2) To know to plan a fair test by changing one factor while keeping other factors the same.
 * 3) To use measurements to draw conclusions and use scientific knowledge to explain them.
 * 4) To understand that friction, including air resistance, is a force that slows moving objects.
 * Resources**
 * On-line** **activities:**Bitesize forces in action section: [|play], [|quiz]
 * **Other resources:**
 * Investigation process cards (question, prediction, hypothesis, fair test, results, conclusion, evaluation) for each group
 * Computers (one for each group or pair)
 * Interactive whiteboard
 * [|Quiz] **
 * [|Read] **

Students watch this video and record as many forces as possible. Science Year Level 7

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I couldn't really see what the focus question might be and what they are suppost to investigate. Bron.
Investigate the planets of the solar system and compare how long they take to orbit the sun. Maureen

<span style="background-color: #ffffff; color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">The ‘digital card’ must have a link (or ‘button’) that provides access to information about : <span style="background-color: #ffffff; color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">1. The relevant Science Understanding sub-strand including content descriptions from the Australian <span style="background-color: #ffffff; color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">curriculum. <span style="background-color: #ffffff; color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">2. Deconstruction of the declarative and procedural knowledge to be learned in each investigation. <span style="background-color: #ffffff; color: #333333; font-family: Verdana,sans-serif; font-size: 8.5pt;">3. Suggestions for use in the classroom. Maureen

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Year 5 Level Description
The // Science Inquiry Skills // and // Science as a Human Endeavour // strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the // Science Understanding // strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher. Over Years 3 to 6, students develop their understanding of a range of [|systems] operating at different time and geographic scales. In Year 5, students are introduced to cause and effect [|relationships] that relate to form and function through an exploration of [|adaptations] of living things. They explore [|observable] phenomena associated with light and begin to appreciate that phenomena have sets of [|characteristic] behaviours. They broaden their [|classification] of [|matter] to include gases and begin to see how [|matter] structures the world around them. Students consider Earth as a component within a solar [|system] and use [|models] for investigating [|systems] at astronomical scales. Students begin to identify stable and dynamic aspects of [|systems], and learn how to look for [|patterns] and [|relationships] between components of [|systems]. They develop explanations for the [|patterns] they observe. []

<span style="background-color: #f8f8f8; color: #898989; font-family: Arial,Helvetica,sans-serif; font-size: 0.75em; vertical-align: baseline;">Earth and space sciences
code [] code [] media type="custom" key="18181820"media type="custom" key="18182238" []media type="custom" key="18203764"
 * 1)  The Earth is part of a [|system] of planets orbiting around a star (the sun) [|(ACSSU078)]