Literacy
Radiation DictoglossDictogloss refers to the practice of listening to a dictated text and attempting to accurately reconstruct that text. It aims to develop the reading, writing, speaking and listening skills of the student and can be very effective in strengthening grammar ability. For this activity, the teacher first instructs the students to pair up with a partner whereby each pair is given 2 passages of different uses of radioactive isotopes. Each pair then takes turns to dictate their passage to their partner for them to take notes and reconstruct the text. They then swap the passages and do it again so each student has notes on both passages given to them. Afterward, the teacher initiates a discussion with the class to summarize the findings of the class as well as correct any potential misconceptions.
Differentiation for EAL/D At the beginning of the class, the teacher can cater to EAL/D students by handing out a glossary sheet of key terms and explaining those terms to the students. Outcomes: SC4-9WS - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations WS9 - Students communicate by: a. presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate SC5-16CW - explains how models, theories and laws about matter have been refined as new scientific evidence becomes available CW1 - Scientific understanding changes and is refined over time through a process of review by the scientific community.a d. identify that natural radioactivity arises from the decay of nuclei in atoms, releasing particles and energy e. evaluate the benefits and problems associated with medical and industrial uses of nuclear energy
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Fossil SummarisingThis activity of brief summarising refers to having students write down the main points of what has just been taught. In this activity, teacher-directed instruction is given on the process of the formation of fossils along with class discussion on key concepts. Afterwards, students are asked to summarise the formation of fossils along with optimal conditions by which one can be preserved. While students are doing this, the teacher writes down key scientific terminology and after they have finished, asks if the students have included those key terms. The teacher then gives a bit more time for students to edit their summary using as many of those terms as possible so they can develop nominalisation skills. Students are then asked to read aloud their summaries.
Differentiation for Visually Impaired The student can be catered for by ensuring that he is sitting in the front of the class so that he can see what is written on the board as well as hear clearly what you are saying. A handout containing key terms as well on the conditions of fossil formation can also be prepared beforehand to give to the student during the summarising activity. Outcomes: SC4-9WS - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations WS9 - Students communicate by: a. presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate SC4-12ES - describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system ES1 - Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales. f. describe the conditions under which fossils form
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Letter Writing to the MoonThis activity utilises the creative writing abilities of students to connect with accurate scientific concepts. Here students are given this task to do over given period of time after learning about predictable phenomena caused by the Moon. This can be used as a formative assessment strategy to see how much the students understood the concepts taught
Differentiation for ATSI The use of story telling is an effective way to cater for Aboriginal students, and they are encouraged to use their cultural stories as long as they can relate back to the content. Sites containing such relevant information can be prepared and given to the class to choose if they want to incorporate it. Outcomes: SC4-9WS - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations WS9 - Students communicate by: a. presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate SC4-12ES - describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system ES2 - Scientific knowledge changes as new evidence becomes available. Some technological developments and scientific discoveries have significantly changed people's understanding of the solar system. Students: a. explain that predictable phenomena on the Earth, including day and night, seasons and eclipses are caused by the relative positions of the sun, the Earth and the moon (ACSSU115)
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