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EDS4403Assignment 2 2020 Assessment Assignment 2 DUE: Monday 26 October Part 1 This Assignment requires you to develop a unit of work for Year 7 based on the following curriculum content descriptors: Science Understanding Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117) Science as a Human Endeavour Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119) Science Inquiry Skills Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125) Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126) Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130) Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131) Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132) Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133) Using the template on Study Desk, develop an inquiry-based unit for the Year 7 curriculum content descriptors, based on the 5Es approach by: a) Developing a context for the unit and an inquiry question/s as the focus/foci for the unit. (The elaborations of the Science Understanding content descriptor give a range of contexts for possible units.) b) Listing the specific science sub-concepts and science content to be taught for the selected Science Understanding, Science as a Human Endeavour and Science Inquiry Skills statements. (You will need to research and unpack the curriculum content descriptors.) c) Briefly describing TWO key learning experiences for each phase of the 5Es. The learning experiences should be pedagogical stages appropriate for inquiry-based learning. The description of each activity has an absolute limit of 50 words. d) Including an ICT game, simulation or digital technology as one of your learning experiences. There should also be at least two hands-on experiments/investigations in the unit. The activities must reflect the intent of the 5Es stages, as described on the template. e) Describing Diagnostic, Formative OR Summative assessment opportunities and assessment criteria for each of the 5Es stages on the template, and in NO MORE than 100 words. (Complete assessment tasks are not required, only provide a brief outline.) f) Including full referencing to all materials and resources using APA7 style. Please note that you unit plan should not be a copy of published teaching units, but should be your own work which synthesises your ideas with those from available resources. The substance of each learning experience must be transparent to the reader. This means you must provide a link to a publically available resource or, alternatively, clearly describe the activity in no more than 50 words. For example, if a concept map is nominated, you must include the concepts; if a quiz, ICT simulation, practical activity or investigation is included, provide a link to the questions, simulation, activity or investigation. Units of excessive length will be penalised. As the unit plan is a document for use by a teacher, the information should be able to be read at a glance by the marker. Please use headings and dot points to facilitate interpretation of the unit plan. Markers will be looking for clear organisation of information on the template. The intent and nature of the teaching strategies and learning experiences should be unambiguous. The markers should be able to view the detail of the chosen activities through a working hyperlink to the source of the activity. Please reference all sources. APST 1.1, 1.2, 1.5, 1.6, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 4.5, 5.1, Part 2 Select an experimental investigation from the unit you designed in Part 1 above that is suitable as a summative assessment task for the unit. This investigation should contribute to answering the inquiry question(s) of the unit and should assess relevant aspects of Science Understanding, Science as a Human Endeavour and Science Inquiry Skills. You are facilitating this investigation for a Year 7 class of 26 students comprising 12 boys and 14 girls. This class has one boy who is hearing impaired, two boys with ADHD, three students who have ESL and two students with behavioural issues. (a) Write a set of instructions for students on how they should conduct the experimental investigation, including special instructions or modifications for diverse students and those with special needs. The instructions should not be a direct copy of a published investigation, but one modified for the focus of the unit and the nature of the diverse student cohort. Please reference the source of your investigation. (b) Conduct a full risk analysis of the investigation and write safety instructions for students to be included with the set of student instructions for the investigation. Include a copy of the risk analysis and risk mitigation strategies. Include any relevant MSDS. (c) Write an assessment rubric for the investigation by modifying/adapting the QCAA Standards Elaborations for Year 7. (d) For reporting purposes, explain how the assessment meets relevant aspects of the Year 7 Australian Curriculum achievement standard Present Part 2 in sections (a) to (d). Please include the documents supporting your risk analysis in an Appendix or via hyperlinks. Reference all other sources. APST 1.1, 1.2, 1.5, 1.6, 3.3, 3.4, 3.6, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.5, 7.2 Part 3 The APST Standards 6 & 7 are about Professional Engagement. Part of the learning experiences of this course involves professional online dialogue with your peers on the Module Forums. You are required to make an initial online posting to each designated weekly Assessable Forum by the due date shown in the Study Schedule. Your initial post should: · demonstrate understanding, analysis or evaluation of the science activity or issue Your follow-up posts to others in your team should: · be made within 24/48 hours · promote significant discussion · be constructive and supportive For Part 3, make a copy of ONE complete discussion sequence with your Team members from ONE of your Assessable Forum discussions. Include all Forum Posts and highlight your contributions to the discussion. In no more than 500 words show how your contribution to the discussion demonstrates · your understanding, analysis or evaluation of the science activity or issue · your promotion of significant and sustained discussion with your peers · how you were constructive and supportive · how the discussion contributed to your Professional knowledge (APST Standards 1 & 2) and Professional Practice (Standards 3,4 & 5) Include dates and names on the copied postings so that you can clearly reference them in support of your argument. APST 6.1, 6.2, 6.3, 6.4, 7.1 For all Items Where appropriate, include reference to relevant sections of the Australian Curriculum: Science and other sources of information used to support your responses to all items. All references must be in APA7 style. Task grading The assignment is graded against the appropriate sections of the combined rubric for Assignment 2. All criteria on the rubric are of equal value or weighting. Elements of the rubric that can be evidenced in the response to the task will be highlighted and an on-balance judgement to determine the overall grade. To receive an A* grade, the assignment must be awarded an A on all aspects of the rubric. Conversion of final marks to grades According to the final score out of 50, grades will be assigned as in the following table. Overall Grade for Assignment 1 Mark/50 A* 44-50 A 38-43 B 33-37 C 25-32 F<25 please submit the assignment in three documents using the provided template for part 1 and new documents for parts 2 and 3. although no overall word limit is specified for parts 1 and 2, these items should be presented succinctly. assignments of excessive length will be penalised because they reveal lack of discrimination in the selection and prioritisation of material. upload your assignment as three .doc or .docx files without the rubric attached. late assignments will be penalised according to usq policy. extensions will be approved only in exceptional circumstances (e.g. illness, family crises) supported by documentary evidence. the relevant form is on study desk. 4 please="" submit="" the="" assignment="" in="" three="" documents="" using="" the="" provided="" template="" for="" part="" 1="" and="" new="" documents="" for="" parts="" 2="" and="" 3.="" although="" no="" overall="" word="" limit="" is="" specified="" for="" parts="" 1="" and="" 2,="" these="" items="" should="" be="" presented="" succinctly.="" assignments="" of="" excessive="" length="" will="" be="" penalised="" because="" they="" reveal="" lack="" of="" discrimination="" in="" the="" selection="" and="" prioritisation="" of="" material.="" upload="" your="" assignment="" as="" three="" .doc="" or="" .docx="" files="" without="" the="" rubric="" attached.="" late="" assignments="" will="" be="" penalised="" according="" to="" usq="" policy.="" extensions="" will="" be="" approved="" only="" in="" exceptional="" circumstances="" (e.g.="" illness,="" family="" crises)="" supported="" by="" documentary="" evidence.="" the="" relevant="" form="" is="" on="" study="" desk.="">