EDX3160 Assignment 2 Science Unit Overview and Technologies Design report Weighting: 50% Part A Task description This task requires you to develop three lesson outlines for part of a 5Es unit is situated within a Year 6 unit. And which is based on the Year 6 Chemical Sciences statement (AC9S6U04) and its elaboration

• discussing what makes a change reversible or irreversible, using everyday examples.

The inquiry question for the unit is How do we tell the difference between reversible and irreversible changes that occur in everyday life? Background information For scientific background information about reversible and irreversible changes, please consult the following

• https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/physchem5.aspx#:~:text=For%20example%20salt%20dissolving%20in,the%20species%20in%20solid%20salt.
• https://www.thoughtco.com/physical-and-chemical-changes-examples-608338

For teaching ideas and activities, please consult:

• the separate document, Conceptual Narrative Science: Changes of matter (https://www.acleadersresource.sa.edu.au/features/conceptual-narrative-printables/science/Year_6_Change_of_Matter.pdf), for teaching ideas and activities.
• Course Modules
• Skamp textbook

Task requirements Using the information and activities described in the references listed in the Background information above, you are to prepare outlines for an Explore lesson, an Explain lesson, and an Elaborate lesson, that will form part of a sequence of lessons for a 5Es unit for Year 6, based on (AC9S6U04). The lesson outline sequence should lead to an answer to the inquiry question, How do we tell the difference between reversible and irreversible changes that occur in everyday life? . It should consist of a cohesive sequence of learning activities that also engage students in relevant Year 6 science inquiry skills. Each lesson outline must include the following:

• lesson objectives derived from the Chemical Sciences elaboration and relevant Science Inquiry Skills

• assessable learning outcomes and how they will be assessed. The learning outcomes should clearly describe how students will demonstrate what they know and can do
• a list of resources, including a working link or cited reference to the source of the activity in the above list (please provide specific page numbers in multi-page or text-based references)
• a logical sequence of key activities with effective transitions between the three lesson outlines
• key teacher questions or instructions designed to engage students in higher order cognition and challenge their thinking, and scaffold students as they work through activities.
• a sample of expected student work (with responses) to show alignment between the learning objectives and assessable learning outcomes for the lesson.
• integration of literacy, ICT, or numeracy
• relevant safety instructions
• suggested modifications for students with learning needs/advanced skills.

In addition,

• the EXPLORE lesson outline MUST be a trialled PEOE showing your predictions, observations, and reasoned explanations. The PEOE must show formative assessment of the learning outcomes.
• the EXPLAIN lesson outline must challenge or/ and extend students understanding elicited in the PROE activity. The lesson should include a worked example of a cognitively engaging activity (e.g., worksheet, simulation, concept map, model, labelled drawing etc) that builds on or consolidates students scientific understanding. The worked example should show formative assessment of the learning outcomes
• the ELABORATE lesson outline must include a trialled fair test, plus a link to a 1-minute video with audio showing you explaining and conducting the trial, plus a table/graph of results and a reasoned conclusion. The fair test should show summative assessment of the learning outcomes,

A full risk analysis using the CARA generic risk analysis must be included. Part A presentation Part A should be completed in the Part A section of the template and has a limit of FOUR pages, including references. Working links must be provided for the risk analysis, the worked examples for the Explore and Explain lessons, and the video link for the trialled investigation. Part B This task requires you to present a model of the development, communication, and reporting to an audience of teachers and preservice teachers of a completed Year 6 design technologies task using a design thinking approach. Your design will respond to the following design brief: You are a student in Year 6 in a very low socio-economic area. As a fundraiser for your Year 6 camp, your class is going to produce a number of educational resources for students in any year level at the school which are going to be sold at the school fete. The item must be safe for children of all ages, should have no harmful components, and should be reasonably durable. It should be approved by the P&C and the school leadership team for its educative function. Of course, the more you sell, the more money you make but you must be sure you recover your costs plus profits. There are numerous things to think of. What do you need to make this item? What process will be used to make it? How will you test it? Who is the audience and likely purchaser? Who is the item for? Should you work in teams? You have four weeks to finalise your item design for evaluation by your class and the fete organisers. Hence you should have a full report including a prototype ready at the end of four weeks. You will use the Assignment 2 template (Part B) provided on Study Desk to document:

• Your context analysis responding to the design brief and establishment of criteria/specifications.
• Your research and selection of three alternatives, and then selection of your preferred product through a decision-making process based on your criteria/specifications.
• Your workplan and production plan for manufacture including cost analysis. This should be a comprehensive plan that can be followed without additional information being provided. Hence it should document materials, tools, equipment, manufacturing process, testing of product.

• Your response to this design task should evidence the pedagogical approaches that the teacher would take so you need to be explicit about what you are doing at each stage using appropriate terminology. Hence, you must include reference to the relevant key elements outlined in Assignment 1, namely:
  1. Project management
  2. Preferred futures/sustainability
  3. Systems thinking
  4. Designed solutions
  5. Design criteria

• These references should be included as side bar comments.

You must provide a reference list for this section in APA7 format. You must cite the course materials, The Australian Curriculum: Technologies, and Albion, P. et al. (2022). Technologies education for the primary years. Part B has a page limit of SIX A4 pages, not including references. Presentation advice for Part A and Part B This Assignment task is an outline only, containing sufficient key information that will allow individual teachers to plan their own more detailed lessons from this 5Es Science Unit plan and Technologies Design task. You would not expect a Year 6 student to prevent comprehensive background and research in their challenge, and the task should be differentiated to suit every students interests. Hence you do not need to provide everything you can think of in your report. You need to be concise and edit it carefully to provide clear instructions to guide the intent of the unit. The use of dot points and short, precise sentences is appropriate. Please retain the formatting within the template (Calibri, size 10, single-spaced). The word limits will guide the amount of detail required for each section. The A4 document should be a maximum of 10 pages in length (not including references). Task Submission You should upload your completed Unit Overview Template (.docx) to the assessment submission link on Study Desk. Your submitted assignment must utilise EDX3160 course material. An academic style is expected, with accurate in-text referencing and reference lists that are correctly formatted in APA7 style. It will be assumed that you are familiar with all the Assignment 2 documentation, that is, the Assignment 2 task sheet, template, and rubric. Note that the criteria in the Assignment 2 Rubric are equally weighted. Assistance can be obtained from the Examiner by posting queries in the Assignment 2 Q&A Forum. Additional assistance can be obtained in drop-in sessions or consultation (by arrangement).

Attachments:

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