Working Scientifically
Egg Drop ChallengeThe egg drop investigation is a commonly known activity in which students utilise their problem solving skills to choose materials to build a device that will protect an egg from cracking when it is dropped at a given height. Students who participate in this activity have the opportunity to develop multiple Working Scientifically Skills, i.e. Planning and Conducting Investigations, Problem Solving and Communicating.
Differentiation for Multiple Intelligences Within the task itself, the learning goal is given a Universal Design for Learning adaptation whereby the means by which the information is presented is left open. To encourage this, choices are given, e.g. poster, written report, etc. so as to engage learners that have different learning styles. Outcomes: SC5-5WS - produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively WS5.3 - Students choose equipment or resources for an investigation by: a. identifying appropriate equipment and materials SC5-6WS - undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively WS6 - Students conduct investigations by: b. safely constructing, assembling and manipulating identified equipment e. reporting data and information, evidence and findings, with accuracy and honesty f. evaluating the effectiveness of the planned procedure, considering risk factors and ethical issues, and suggesting improvements as appropriate SC5-8WS - applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems WS8 - Students solve problems by: a. describing strategies to develop a range of possible solutions to an identified problem b. assessing strategies that have been identified as possible solutions to an identified problem SC5-9WS - presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations WS9 - Students communicate by: a. selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports PW2 - The motion of objects can be described and predicted using the laws of physics. a. describe qualitatively the relationship between force, mass and acceleration
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Distance-time graphs with ExcelThis activity aims to develop students' skills in processing and representing data using the Excel spreadsheet software. Students are grouped in groups of 5; 1 runner and 4 timers. On a field, 5-meter checkpoints are measured out up to 20 meters where each timer will be situated. As the runner runs past each checkpoint, the correspondent timer records the time taken to run the distance of their checkpoint. After 3 trials, the data is then gathered, averaged and used to create a distance-time graph using Excel.
Differentiation for students with dyslexia The worksheet for the practical is catered by using dyslexia-friendly font, in this case Comic Sans. Additionally, since they are placed in groups, group members can support such that students with dyslexia can contribute according to their strengths (e.g. being a timer, inputting data in spreadsheet as it is being dictated, etc.) 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: b. using a range of representations to organise data, including graphs, keys, models, diagrams, tables and spreadsheets 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 b. assembling and using appropriate equipment and resources to perform the investigation, including safety equipment 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 WS9 - Students communicate by: a.presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate 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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Natural Resources ResearchResearch 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 Multiple Intelligences Again here the learning goal is given a Universal Design for Learning adaptation whereby the means by which the information is presented is left open. Outcomes: SC4-5WS - collaboratively and individually produces a plan to investigate questions and problems WS5.3 - Students choose equipment or resources for an investigation by: a. identifying suitable equipment or resources to perform the task, including safety equipment and digital technologies 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: a. summarising data from students' own investigations and secondary sources d. accessing information from a range of sources, including using digital technologies WS9 - Students communicate by: a. presenting ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate SC4-13ES - explains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management ES3 - Scientific knowledge influences the choices people make in regard to the use and management of the Earth's resources. a. classify a range of the Earth's resources as renewable or non-renewable b. outline features of some non-renewable resources, including metal ores and fossil fuels
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