Please refer to file attached for assignment instruction. This assignment is for an Education student, studying to become a teacher. It needs to be based off the NSW Science and Technology Syllabus (which has been attached as well).
You need to choose a Primary School Stage, either Stage, 1,2 or 3. And based assignment around that.
Microsoft Word - EDEDTE4550_2021_assignment_09.02.21.docx EDTE4550 Assessment Task 1: How can a Unit of Work with sustainability as a context support the learning of Science and Technology concepts? Weighting: 50% Word limit: 2500 words (+/- 10%) – excludes references Date Due: 09/04/2021 @ 5pm The purpose … This assessment provides you with an opportunity to demonstrate your knowledge of the NSW Science and Technology (S&T) K-6 syllabus within a sustainability context while including digital resources that are ‘fit for purpose’. Specifically, you will need to demonstrate your understanding of: • an age appropriate sustainability context that promotes student understanding of syllabus science and technology concepts; • how to focus students’ attention on the syllabus skill strands of Working Scientifically and Design and Production through hands-on authentically-linked activities; • how to select ‘fit for purpose’ digital resources that support students to: o build their science conceptual knowledge related to a sustainability context; o share and communicate their learning from the topic; • how to integrate another Key Learning Area. What to submit through Turnitin: Part 1: [approx 700-800 words] Develop a rationale for conducting a Unit of Work that address a local sustainability issue while focussing on developing students’ capabilities in Working Scientifically (WS) and Design and Production (DP) for a particular Stage. Clearly address: • why the sustainability context has been selected; • which S&T outcomes will be addressed in the unit; • how student learning will be assessed; • specific details related to the sustainability issue that you expect students to produce to demonstrate their S&T understanding/learning; • specific details of which aspects of another Key Learning Area will be integrated. Part 2: [approx 800-900 words] Apply your rationale to a sequence of 10 learning experiences/lessons using the ‘5E approach’ to demonstrate how science and technology syllabus concepts can be used to solve/address a local sustainability issue. Each experience should be described as a teaching and learning activity consisting of no more than 4-5 lines per experience (include all 10 experiences). Part 3: [approx 700-800 words] Select, describe, and justify the inclusion of at least 2 ‘fit for purpose’ interactive digital resources (websites, apps etc) that meet the following criteria: • At least one resource supports students’ science concept development related to the sustainability issue; • At least one resource enables students to effectively communicate their learning from the unit; • The digital resources are appropriate for the student age group; • The digital resources coherently integrate with the unit to support learning; • The digital resources clearly link to relevant NSW Science and Technology K-6 syllabus outcomes. SECTION EDTE4550 TASK 1: Unit of Work (50%) ASSESSMENT/MARKING RUBRIC Fail level Pass level Credit level Distinction level High Distinction level RATIONALE (15 marks) Provides a clear and strong rationale for using a sustainability context to learn S&T concepts, grounded in the literature, with clear links to another Key Learning Area (KLA) Not or minimally evident Provides an appropriate rationale for using a sustainability context to learn S&T concepts, with some justification from literature. Assessment strategies, learning evidence, and links with another KLA addressed at a basic level. Provides clear, concise and thorough explanation for using a sustainability context to learn S&T concepts. Literature is used well to support ideas including some critical analysis. Assessment strategies, learning evidence and links with another KLA adequately addressed. Excellent explanation for using a sustainability context to learn S&T concepts in relation to research and other literature, including substantial critical analysis. Assessment, learning evidence and links with another KLA clearly addressed. Outstanding and original or unique conceptualizations for using a sustainability context to learn S&T concepts that synthesize and critique the research literature. Excellent assessment, learning evidence and links with another KLA LEARNING SEQUENCE (20 marks) 5E Pedagogy Infused throughout the10 step learning sequence Not or minimally evident There is some basic evidence of the 5E approach in a 10 step learning sequence. There is evidence of an appropriate inclusion of the 5E approach in the 10 step learning sequence. There is substantial and convincing evidence that the 5E approach effectively frames the 10 step learning sequence. The 5E approach is expertly used to frame the 10 step learning sequence. Digital Technologies are used appropriately and creatively to support knowledge sharing and/or creation Not or minimally evident Digital technologies have been used to support learning, but their use is limited in terms of and appropriateness for the task. Digital technologies are included in the learning sequence and are used appropriately to support knowledge creation and sharing A variety of digital technologies are used creatively in the learning sequence to support knowledge creation and sharing There is clear evidence of the insightful and creative use of a variety of digital technologies to support effective learning. Multiple tools are carefully integrated to support achievement of learning goals. S&T syllabus content (ES, LW, MW, PW) & processes (WS and DT) are used appropriately to support learning Not or minimally evident Appropriate science and technology content & processes have been included in the learning sequence. Science and technology content and processes are appropriately included in the learning sequence and support learning. Science and technology content and processes are creatively included in the learning sequence and effectively support learning. Science and technology content and processes are creatively and insightfully included in the learning sequence and support learning at high levels of thinking/processing, Sustainability context is appropriate for the selected audience and syllabus Not or minimally evident Efforts have been made to include an appropriate sustainability context and associated activities are appropriate for the selected audience and syllabus. The sustainability context and associated activities are appropriate for the selected audience and syllabus The sustainability context and associated activities are highly appropriate for the selected audience and syllabus The sustainability issue and associated activities are innovative and creative for the selected audience and syllabus DIGITAL RESOURCES (15 marks) Provides a clear and strong justification for including selected resources related to ‘task requirements’ (see Part 3 on previous page) Not or minimally evident Provides some justification for including selected digital resources related to ‘task requirements’. Provides clear, concise and thorough explanation for including selected digital resources related to ‘task requirements’. Literature is used well to support ideas including some critical analysis. Excellent explanation for including selected digital resources in relation to ‘task requirements’, research and other literature, including substantial critical analysis. Outstanding and original or unique conceptualizations for including selected digital resources related to ‘task requirements’ that synthesize and critique the research literature. Science and Technology K–6 Syllabus 2017 NSW Syllabus for the Australian curriculum Science and Technology K–6 Syllabus © 2017 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales. The NESA website holds the ONLY official and up-to-date versions of these documents available on the internet. ANY other copies of these documents, or parts of these documents, that may be found elsewhere on the internet might not be current and are NOT authorised. You CANNOT rely on copies from any other source. The documents on this website contain material prepared by NESA for and on behalf of the Crown in right of the State of New South Wales. The material is protected by Crown copyright. All rights reserved. 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[email protected] http://www.educationstandards.nsw.edu.au/ Contents Introduction.............................................................................................................................................. 4 Science and Technology Key..........