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Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate

Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate. Developing a Scope and Sequence. Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate.

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Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate

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  1. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Developing a Scope and Sequence

  2. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate The fundamental step in the design of effective teaching and learning programs is the establishment of a program overview with a scope and sequence plan.

  3. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate When developing this plan teachers should consider the following: • Syllabus requirements • Flexibility • Further considerations

  4. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Program Overview

  5. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Content mapping grids demonstrate the development of student ‘learn about’ and ‘learn to’ content across a stage in relation to the identified scope and sequence.

  6. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Syllabus requirements • each unit of work must address at least one Prescribed Focus Area

  7. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Syllabus requirements • all knowledge and understanding outcomes and essential content is addressed within the appropriate stage

  8. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate • content addressed within the appropriate stage

  9. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate • the selected Prescribed Focus Area and skills essential content is appropriate to achieve the relevant Stage 4 or Stage 5 outcomes

  10. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate

  11. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate

  12. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Syllabus Requirements • the selected skills essential content is appropriate to achieve the relevant Stage 4 or Stage 5 outcomes • a minimum of 50% of course time must be allocated to practical experiences

  13. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Why do we do practical work?

  14. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Practical work provides opportunity for: • Getting a feel for natural phenomena • Developing investigation skills • Providing a basis for conceptual understanding • Giving a sense of the nature of science • Providing the excitement of inquiry and discovery

  15. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Types of practical work: • Demonstrations • Explorations • Recipe-style exercises • Investigations • Projects They are undertaken within a context.

  16. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate Students who understand the nature of scientific evidence should be able to detect when: • Conclusions are not consistent with data • Fact and opinion are intermingled • Graphs distort the appearance of data • Averages mask variation in data • High levels of precision are unwarranted

  17. The diagram below shows the relative movements of Earth and the Moon around the Sun. It is not drawn to scale. Question 7 : Sun, Earth and Moon

  18. QUESTION 7How long does it take for the Moon to go once around the Sun? This response may be based on a student’s common experience of when the moon is visible or when the sun would appear 24.2% This response may indicate a student having a poor recollection of the movements of the moon around the Earth 4.0% This response may be based on a student’s knowledge or recollection of the movements of the moon around Earth. 13.9% This response would suggest an accurate knowledge of the movement of the moon and Earth around the sun. 56.2%

  19. Extended answer tasks - Heating ice • A science class was doing an experiment to observe temperature changes when heating ice. • Each group started the experiment with four cubes of ice and a small amount of water in a beaker. • They heated the beaker, with constant stirring, over a low Bunsen burner flame as shown in the diagram below. • They measured the temperature every minute and recorded the results in a table.

  20. One group of students obtained the following results • Using the information from the result table, describe what was happening in the first 9 minutes of the experiment. • Using your knowledge of the particle theory, explain why this happens.

  21. THE PARTICLE THEORY OF MATTER ALIAS THE KINETIC MOLECULAR THEORY These theories are essentially the same. The Kinetic Molecular Theory emphasizes the movement of the particles. • All matter consists of extremely small particles. (A drop of water is made up of 30 billion billion (3 x 1019 ) particles of water.). • All particles of one substance are identical. • The spaces between particles are very large compared to the size of the particles themselves. • The particles in matter attract one another. • All particles of matter are constantly in motion.

  22. Curriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum Directorate xxx

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