Numeracy
Who's the fastest?This is a hands-on activity aims to apply the concept of speed to students' running times. It also engages the students as an element of friendly competition is added with low stakes results. Students are first grouped into groups of 3 with given roles; timer, recorder, runner. On a field, 10 meters is measured out whereby timer will be situated at the end. As the runner finishes the run, the correspondent timer records the time taken to run the given distance. After 3 trials, the data is then gathered, averaged and used to calculate and compare the speeds of each of the runners.
Differentiation for Gifted Students Students that finish calculations early are asked to think about and write down answers to a few higher order questions you will ask to follow up after the calculation (e.g. What is the relationship between speed and time? Does this data indicate runner was going at a constant speed? Why or why not? How can you find out if they were?) Outcomes: SC4-6WS - follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually WS6 - Students conduct investigations by: a. collaboratively and individually conducting a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed d. following the planned procedure, including in fair tests, measuring and controlling variables e. recording observations and measurements accurately, using appropriate units for physical quantities f. performing specific roles safely and responsibly when working collaboratively to complete a task within the timeline SC4-7WS - processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions WS7.1 - Students process data and information by: e. applying simple numerical procedures, eg calculating means when processing data and information, as appropriate SC5-10PW - applies models, theories and laws to explain situations involving energy, force and motion PW2 - The motion of objects can be described and predicted using the laws of physics. b. explain qualitatively the relationship between distance, speed and time
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Atmosphere Pie GraphThis activity is used as a preface to content concerning natural resources within the atmosphere and is a useful tool in developing students' graphing skills. After being given the composition percentages of the atmosphere, students are to represent those percentages by accurately colouring in a 20 sector circle with different colours. The teacher also explicitly teaches the process by which to convert percentages into sectors of a pie graph.
Differentiation for Kinaesthetic Learners Students who prefer to learn in a hands-on fashion can be catered to by providing labelled cut outs of different segments of a circle representing different percentages to better understand how percentages can be converted to segments. Outcomes: SC4-7WS - processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions WS7.1 - Students process data and information by: e. applying simple numerical procedures, eg calculating means when processing data and information, as appropriate SC4-9WS - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations WS9 - Students communicate by: d. constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets and databases SC4-12ES - describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system
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Microscopy CalculationsResearch tasks provide students with the opportunity to develop the ability to judge the validity of a secondary source which is a necessary scientific skill. In this activity, students are grouped into groups of 4 whereby each group member is given a role. Each group is to research their given natural resource from reliable sources and then present the information to the class based on a few given questions.
Differentiation for Visual Learners Students who learn visually can be catered for by differentiating the content using the triangle method as a means of rearranging the equation. Care needs to be taken to use this explanation in conjunction with traditional means of teaching algebraic rearrangement so they don't just rely on the tool. Outcomes: SC4-7WS - processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions WS7.1 - Students process data and information by: e. applying simple numerical procedures, eg calculating means when processing data and information, as appropriate SC4-9WS - presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations WS9 - Students communicate by: d. constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets and databases SC4-14LW - relates the structure and function of living things to their classification, survival and reproduction LW2 - Cells are the basic units of living things and have specialised structures and functions. Students: a. identify that living things are made of cells b. identify structures within cells, including the nucleus, cytoplasm, cell membrane, cell wall and chloroplast, and describe their functions
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