Contemporary Teacher Leadership – Assignment 1

Clara Dziedziczak - 18319297

Contemporary Teacher
Leadership - 102098
Assignment 1: Program Evaluation

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Abstract

Reflections on program development and implementation are

important elements of quality teaching and teacher leadership. It
is essential that programs are continually reviewed for accuracy
and effectiveness to that the content and delivery is as effective
as it can be to maximise student learning. This report is an
evaluation of a Stage 5 Unit of Work that has been prepared by
the Science Faculty at Cabramatta High School. There are several
recommendations made to this Unit of Work to improve
students’ literacy and numeracy engagement, personal and
social capabilities as well as strategies to engage and cater for all
students through differentiation. The Understanding by Design
Framework has been utilised to reconstruct the program using
evidence-based research.

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Table of Contents

Contents
Introduction & Background Information ...................... 3
Introduction ................................................................ 3
Context ....................................................................... 3
Goals ........................................................................... 4
Comparative Table of Changes ..................................... 5
Report Recommendations ............................................ 6
Contextual Re-Designed Unit of Work ........................ 10
References .................................................................. 21
Appendix ..................................................................... 24
Appendix A: Original Program and documentation.. 24
Appendix B: Created Assessment Task and Marking
Rubric ........................................................................ 30

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Introduction & Background Information

Introduction
This report has been prepared for the Head of the Science Faculty at Cabramatta High
School. Evaluations of units of work are important to continually improve and reflect on
teaching practices and how to cater for different learning needs of students. This report
aims to provide recommendations for change to the existing program and to utilise the
Understanding By Design Framework and to incorporate specific strategies for developing
literacy and numeracy and personal and social capabilities in students. By providing a re-
constructed scope and sequence, the new outline shows how the Understanding by Design
framework is used to maximise student learning and make learning goals specific and the
lessons aligned with these goals to give meaning to the big ideas (State of NSW, Department
of Education and Communities, 2014)

Context
This Stage 5 Unit of Work “From Atoms to Reality” is currently being taught by the Science
Faculty for Year 10 students at Cabramatta High School. Cabramatta High School is a
comprehensive, secondary co-educational school in the Sydney’s South West. The school
demographic is very multi-cultural with a large majority of the students coming from a non-
English speaking background. Cabramatta High School is a large school with a wide range of
student abilities and skills. The school has an Intensive English Centre [IEC] for students to
learn English before moving to the mainstream classes. This means that a lot of the classes
with students from the IEC are of a vastly different abilities and levels, with students being
very advanced in that class, to students who have come from countries where they were
unable to attend school, so are quite behind.

This unit of work “From Atoms to Reality” covers outcomes from both the Stage 5 Chemical
World Module and the Stage 5 Earth and Space Module, as well as a variety of the Working
Scientifically skills The unit would take place in Term 1 of Year 10, so students would have
already been introduced to some of the Stage 5 outcomes, both knowledge and skills
outcomes.

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Goals
This report aims to provide recommendations for the Head Teacher to consider focusing on
for this unit of work and for future units of work.

The recommendations made by this report aim to:

- Increase literacy and numeracy engagement and capabilities. This is achieved

through purposeful planning of activities and deliberate emphasis on strategies that
promote engagement in literacy and numeracy attainment
- Include students of all abilities though differentiation. In the reconstructed unit
includes specific strategies for differentiation
- Build students personal and social capabilities through collaborative learning tasks
- Utilise activities to develop student’s digital literacy and ICT capabilities through the
purposeful use of ICT

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Comparative Table of Changes
Area of Concern
The original unit of work
is missing options and
strategies for
differentiation for
students of different
abilities.
No literacy and
numeracy focus or
strategies to promote
engagement in literacy
and numeracy
There is not much
emphasis on
collaborative learning
and giving the students
the opportunity to build
their personal social
capabilities
Use of ICT is fairly limited
in the current program.
There are no specific
strategies for teaching
students digital literacy
and to evaluate digital
sources of information
for accuracy and
reliability.
Contemporary Teacher Leadership – Assignment 1
Suggested Changes
Include options and strategies
for differentiation for students
of different learning abilities.
Include scaffolding where
necessary and extension
activities as appropriate.
Incorporate specific literacy
and numeracy strategies for
increasing literacy and
numeracy engagement and
skills. Ensure that terms from
other curriculums are linked
and reinforced in lessons.
Include specific strategies and
plan activities that allow
students to learn
collaboratively. For example, a
problem or project-based
learning task.
Include opportunities and
specific strategies for students
to be using ICT for simulations
and engaging students, as well
as to be teaching students
digital literacy and the skills
they need to evaluate sources
of information from the
internet for their accuracy and
reliability.
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Research to support suggested
change
Dixon et. al. (2014) discuss the
benefits of differentiation in the
classroom, and how
differentiation can be achieved in
how the content is presented,
learned and assessed. Evans –
Hellman & Haney (2017) discuss
that differentiation is essential
for engaging and supporting all
students and to facilitate success.
As Carter et al. (2015) discuss,
numeracy needs to be embedded
into all learning areas of the
curriculum and there needs to be
deliberate planning for this to
occur. Similarly, Orr, Kukner &
Timmons (2014) discuss that
literacy practices need to be
incorporated into teaching so
students can think critically and
have the knowledge and skills to
communicate effectively.
Collaborative learning helps to
build social capabilities as well as
helping students to learn to
communicate in the language of
science as DeWitt, Alias & Siraj
(2014) discuss. Chen, Want & Lin
(2014) further discuss this
concept and argue that
collaborative game-based
learning enhances overall
learning.
As Adegbenro et. al. (2017)
discuss, ICT use in classrooms is
useful for preparing students for
a workforce that uses ICT tools
for innovation, creativity and
improved performance.
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Report Recommendations
This section of the report will outline some of the recommendations that can assist in
modifying the unit of work to keep the content and teaching current and relevant to
students and to ensure that all students with different abilities are included. In order for
effective teaching and learning to occur, teachers must continually self-reflect on their work
and engage in peer reflections and collaboration to help drive student engagement and
achievement (Carpenter, 2014). Conway & Andrews (2016) discuss that in the Australian
school context, parallel leadership has great power to allow teacher leaders to lead
pedagogical enhancements in the school. This allows teacher leaders to work together to
foster an environment where the needs of diverse learners can be met and student
achievement can be driven.

After a thorough evaluation of the unit of work “From Theory to Reality - Atoms and the Big
Bang”, that was designed for Year 10 of Stage 5, there is evidence of some elements of the
UbD Framework (Wiggins & McTighe, 2012), including assessment indicators for each
outcome to ensure the content is presented in a way that will allow for the understanding of
the outcomes. The sequence of lessons and content is logical in the way they have been
organised, with key concepts being introduced and explored before moving onto more
complex topics. However, there are some elements of the unit outline that need
improvement to maximise student engagement and achievement. These elements include
strategies for literacy and numeracy engagement to facilitate improvement of these skills,
opportunities for students to increase their personal and social capabilities, strategies for
differentiation as well as a more deliberate use of ICT in the classroom.

Focus on Literacy and Numeracy Engagement

The Australian Curriculum identifies a range of general capabilities including literacy and
numeracy, that are required to be embedded in all learning areas (Carter, Klenowski &
Chalmers, 2015). This is placed at the front of what schools in Australia must do in their
every day classes and incorporate into their lessons and teaching strategies. Literacy and
numeracy skills are vital for students, to interconnect knowledge and behaviours that can be
applied across subjects so that students can become successful learners and informed
citizens. Numeracy is important for students to develop their knowledge and skills so that
they are able to use numeracy skills in a variety of circumstances. Teachers need to provide

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students with the opportunity to transfer their mathematical knowledge and skills to other
broader areas and utilise their mathematical knowledge and skills purposefully (Australian
Curriculum, n.d.). By providing deliberate strategies within the unit of work for increasing
numeracy engagement, students can learn how to practically use skills in real world
contexts, that naturally arise in the classroom (Carter, Kelnowski & Chalmers, 2015).
Particularly in this unit of work, the content descriptors provide opportunities for the use of
numeracy using real world examples, which can be embedded seamlessly.

Literacy includes the knowledge and skills that students are required to have in order to
understand, evaluate and give meaning to information and to express their thoughts and
ideas to successfully participate in activities at school and in their lives (Australian
Curriculum, n.d.). For students to be successful in their learning they need to be able to use
the particular literacy that is related to that learning area so that they can successfully
communicate with their peers and convey their ideas (Orr, Kukner & Timmons, 2014). As
discussed by Chen, Wang & Lin (2014) the Program for International Student Assessment
[PISA] has found that the attitudes that students have towards literacy in science has
decreased considerably over the last few decades. Using deliberate literacy strategies
particularly in the science curriculum helps students to deepen their understanding and link
concepts together so they are able to strengthen their content knowledge. In addition, this
helps students to think critically about ideas, communicate with their peers and solve
problems.

Collaborative Learning

In order for students to build up their personal and social capabilities, and become
confident in communicating with their peers, collaborative learning strategies can be
utilised throughout the program to promote student engagement and refine their skills of
working together. Particularly In a science context, DeWitt & Alis & Siraj (2014) discuss that
a collaborative approach allows students to use the language of science and communicate
with their peers to comprehend and deepen their understanding of scientific concepts.
Further to this, by students working in groups, they are able to share their experiences and
build confidence in formulating their ideas and opinions. Collaborative learning allows
students to “verbalise their thoughts, challenge the ideas of others, and collaborate to
achieve group solution to problems.” (Chen, Wang & Lin, 2014, p. 238). Particularly the
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study by Chen, Wang & Lin (2014) found that learning experience can be enriched when
game-based learning is supplemented with collaborative learning, as it is able to help
students use collective problem solving to deepen their understanding. Through
collaborative group work, students are able to develop their skills of self-efficacy and work
as part of a team to achieve a greater goal. Collaborative group work also helps to
implement inquiry-based learning, where students can make their own discoveries and
develop arguments and justify their reasons (Aktamiş, Hiğde & Özden, 2016). This type of
learning also has benefits for improving student achievement and attitudes towards science.

Differentiation

For students of all abilities to be included in the classroom, and for meaningful learning to
occur, strategies for differentiation are crucial. Differentiation affords students different
ways of understanding the content, how the content is learnt and how they represent their
knowledge based on their strengths and interests (Dixon, Yssel, McConnell & Hardin, 2014).
Teaching in a classroom with students of all different abilities is not something that can be
done with a “one-size fits all approach”, particularly for students with disabilities, and
differentiation is a practical way for students’ learning needs to be met. In order for
differentiation to occur, teachers must know their student’s strengths, areas of
improvement and their particular interest that they may have. As discussed by Evans-
Hellman & Dayton (2017), differentiation occurs during the design and implementation of
lessons which have been adapted to individual needs to facilitate success. By pre planning
for this instruction, there is a focus on designing learning activities for progress by each
student, planning activities that will allow each student to improve no matter how small or
large that success may be.

Use of ICT

The use of ICT in the classroom has great implications for students in becoming familiar with
technology and developing their skills and understanding of technology to utilise ICT tools
for improving their performance and innovation as well as creativity. In an increasingly
technological savvy workforce, this will help students to successfully participate in a world
where ICT is an essential part of enterprise and work. Adegbenro, Gumbo & Olakanmi
(2017) discuss that an ICT enhanced classroom, helps students to develop functional

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knowledge about concepts on how to use technology. By students becoming computer

literate they are able to effectively apply the knowledge they have into practical skills and
use these skills to research and find new ideas and information. In a science context using
ICT is necessary to teach digital literacy to students, which is important in teaching students
the skills related to acquiring reliable and current information from reputable sources to
make informed decisions and conclusions, necessary skills in the information age of today.

The use of computer-based simulations is also an engaging way to deliver content, that
allows students to visually contextualise concepts that may be hard to understand or
otherwise see or model in real life (Chen & Howard, 2010). Particularly in this unit looking at
big ideas such as the scale of the universe and the size of the atom, computer-based
simulations are a very helpful tool in accessing models that can easily show these concepts
and allow students to explore them at their own pace. As Chittleborough (2014) discuss,
particularly when looking at the atom, visual representations are able to explain abstract
chemical ideas. In addition, by debriefing the use of the simulations, discussions can be had
to critically analyse the models presented, allowing students to make connections and
deepen their thinking skills (Cole, France & Taylor, 2005).

In summary, as an important part of continual professional development by teachers, the

collaborative review of past programs is a crucial part in making sure the teaching and
learning for students is effective for the enhancement of student learning and
understanding so that meaningful learning is occurring (Wiggins & McTighe, 2008). By
redesigning the unit and bringing it in line with the Understanding by Design Framework the
big ideas that are key concepts and essential things that need to be understood by students
at the end of the unit are established. This ensures that all learning activities and strategies
that are designed are used to meet this objective. At the end of the unit, a review and
reflection should occur on its implementation to identify areas of improvement and what
may not have worked to engage students and drive student achievement.

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Contextual Re-Designed Unit of Work

Stage 5
Year 10
Key Concepts/Big Ideas:
(essential questions)
Unit Context:
(Scope and Sequence)
From Atoms to Reality Term 1
Atoms and Big Bang 8 weeks
- Structure and the significance of the atom
- How did we come up with the current model of the atom?
- Elements are a common part of everyday life and are found in everyday objects.
- Theories that explain the origins of the universe
- What is gravity?
- How have technologies have evolved to make new discoveries about our universe possible?
This unit of work takes place in year 10 of stage 5, it is designed to explore other worlds, worlds that cannot be
experienced firsthand.
These worlds are; too large; the universe, too slow: cycles of nature, too small; atoms or simply too mysterious: light.
We study these worlds to aid our understanding of the complexity that maintains us.

Rationale: The importance of this unit is to help students to understand to the different theories about how the universe came to
be and to appreciate that theories evolve and change over time due to advances in technology. This unit aims to
increase student’s awareness of the different scientific theories about how the universe came about features of the
universe. Students will also learn how technology continues to have a massive impact on our understanding of the
universe. Students will understand that atoms are the smallest unit of elements and that they are made up of different
components, through this student will discover how advancements in technology have helped us to understand the
atom and create models to represent this.
Outcomes:

Knowledge and Understanding:

(SC5-16CW) explains how models, theories and laws about matter have been refined as new scientific evidence becomes available
(SC5-17CW) discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the
development of new materials
(SC5-12ES) describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are
refined over time by the scientific community
(SC5-13ES) explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be
used to inform decisions related to contemporary issues
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Skills:
SC5-7WS - processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based
arguments and conclusions

Values and Attitudes:

SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world
around them
SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science
and technology, including ethical considerations

General Capabilities – Priority Areas

Literary Focus Numeracy Focus ICT Focus Personal and Social Capabilities
- Key terms list - Creating timelines - Computer research - Collaborative Group
- Summarising information - Recording data using - Presentations work, assigning roles to
from a range of sources appropriate units and - Referencing skills team members
- Creating mind maps and converting between units - Evaluating secondary - Team cooperation and
sharing information sources of information communication
from the internet - Self-management
strategies and making
responsible decisions
Major Assessment for/as/of Learning:
End of unit summative assessment task.
Informal formative assessment throughout the unit.
Evaluation: Differentiation:
Ongoing observations, data collection from summative and There are particular strategies outlined in the unit for differentiation,
formative assessment some of those strategies include, scaffolded worksheets with higher
and lower order thinking questions, more guidance and scaffolding
where needed and varying the depth of coverage of each outcome.

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Concept Map

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Knowledge and Working Scientifically Assessment

Learning activities/Teaching Strategies Resources
Understanding Conducting Investigations Indicators
CW 1 – Scientific understanding changes and is refined over time through a process of review by the scientific community.
CW 1 – a. identify WS4 Students question and Introduce students to the concept map and Identify the structure Concept Map
that all matter is predict by: discuss key terms that will be explored of an atom and the
made of atoms which throughout the unit. Get students to write a sub atomic particles Core Science 4: 4-5
are composed of glossary in the back of their books to add key
protons, neutrons WS5.1 Students identify data to terms and definitions to as they come across
and be collected for an investigation them in the unit. [Literacy Focus] http://learninghub.
Electrons. by: com/lesson/3663-
a. describing the purpose of an Differentiation – for those students who are history-of-the-
investigation more advanced get them to create their own atomic-theory-i-
b. explaining why certain types of concept map. ancient-times
information need to be collected And for those students who require a bit more
in a range of investigation types help – provide a scaffold for the concept map to Nat. Sci. 9: 79-80
c. selecting possible sources of fill in the details.
data, including secondary sources,
relevant to the investigation Discussion: the use of an analogy such as Oxf. In. Sc. 9 17-23
d. justifying why variables need to technological development. Teacher to initiate
be kept constant if reliable first- that technology is ever improving and that
hand data is to be collected in devices such as mobile phones have come a
controlled long way. From the initial sizes of small brick
and cumbersome weight to today’s iPhone. Ask
students what is the smallest thing they can
think of. Lead them to the fact that the atom is
the smallest unit of an element.

Use analogies, graphs and diagrams to show the

atoms as the smallest unit of matter and atomic
structure

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CW1 - b. describe the WS7.1 Students process data and
structure of atoms in information by:
terms of the nucleus, a. selecting and using a variety of
protons, neutrons methods to organise data and
and electrons information including diagrams,
tables, models, spreadsheets and
databases
WS9 Students communicate by:
b. selecting and constructing an
appropriate table, type of
diagram, table or graph
(histogram or sector, column or
line graph) to present information
and show relationships clearly and
succinctly using digital
technologies as appropriate
Contemporary Teacher Leadership – Assignment 1
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- History of chemistry and the discovery of the Students are able to Core Science 2:30
atom name the subatomic
particles and their Nat. Sci. 9: 79-80
Describe with the aid of a labelled diagram the significance in the
currently accepted view of the structure of the structure of an atom. Oxf. In. Sci. 9 17-23
atom. Emphasise that this is a scientific model.
Students understand
Students draw and label their models the limitations of the
scientific models.
Think pair and share activity – discuss
limitations of this model of the atom i.e. not
being 3D. to create a mind map on the board
for students to contribute to.
Construct a table of features and location of
electrons, protons and neutrons
Build an atom
Using iPad – students view a 3D model of the simulation:
atom in pairs and can create atoms of different https://phet.colora
elements. do.edu/sims/html/
build-an-
[Numeracy review] – recap scale and what units atom/latest/build-
mean, which units are appropriate to describe an-atom_en.html
the size of an atom.
Students create a 3D model using various
different materials of their choosing
Differentiation: for those students who
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CW 1 – c. outline WS6 Students conduct Students investigate: - Identify the Core Science 4: 4
historical investigations by: Find out more about one of the following statement
developments of the e. reporting data and information, scientists. In your report you need to include: proposed by Daltons Atomic
atomic theory to evidence and findings, with - The technology available to scientist that Dalton is true or Theory:
demonstrate how accuracy and honesty enabled him/her to make the discovery false http://chemwiki.uc
models and - A description of how relevant the scientist - Identify the davis.edu/Physical
theories have been understands of the structure of the atom particles smaller _Chemistry/Atomic
contested and refined than neutrons and _Theory/Atomic_T
over time through a Research task – students use a variety of internet protons heory
process of review by sources to develop a timeline and assess the - Find out more
the reliability of particular secondary sources that about some of Oxf. In.Sc. 9:6-8
scientific community they are using. Using literacy skills to collect and these particles and
present information how they can be
studied
Discuss why scientists had different models in
their time – technology available to them.

Differentiation: more scaffolded for some

students, less for other students who do not
need it. Further research as extension activity
CW 2 – a. identify the Activity: Students to cut a piece of paper in half Students are able to Core Science 4 –
atom as the smallest and then repeat as many times as they can until identify common pages 4-7
unit of an element they can no longer cut the pieces. This is how the elements by their
and that it can be Ancient Greeks named the unit where you could symbols http://learninghub.
represented by a no longer cut it anymore, the atom, as it was com/lesson/3663-
symbol indivisible. history-of-the-
atomic-theory-i-
Quick review of the periodic table ancient-times

Literacy Task – naming of elements and their Students can identify Science Focus 3:
symbols – illustrated periodic table of elements the different features page 35-39
and what everyday objects they are found in. of metals and non-
metals
Game – element bingo
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Practical task – given a variety of elements, Practical

describe their various physical features. worksheet and
equipment
Students examine the properties of metals and
non-metals

Differentiation – students who are confident in

writing up the practical report, provide limited
scaffolding, for those students who require
assistance with the structure of the practical
report, provide a scaffold.
ES 1 – scientific understanding, including, models and theories are contestable and are refined over time through a process of review by the scientific
community
ES1 – a. outline some WS9 – b. selecting and Recall the main features of our solar system: Students identify the Vocabulary
of the major features constructing an appropriate table, Students create a mind map to display their components of the matching cards
contained in the type of diagram, table or graph information. solar system. with pictures
universe, including (histogram Vocabulary Matching activity – [literacy] –
galaxies, stars, solar or sector, column or line graph) to students match the words to the definitions for Students are able to Science Focus 3 –
systems and nebulae present information and show galaxies (spiral, irregular & elliptical), stars, recall the steps in the The life of a star p.
relationships clearly and constellations, solar system, comets, asteroids life of a star 261
succinctly using digital meteors and nebulae along with pictures of each
technologies as appropriate feature. National Science
10 p. 190 – the
Collaborative learning strategies – Life cycle of a birth of stars
star – students work in pairs to utilise the
textbook and other secondary sources of Oxf. In. Sci. 10 240-
information to answer questions and create a 249
flow chart or cartoon strip for the steps in the
lifecycle of the sun. Worksheet

Differentiation – for students who are confident

in completing the activity themselves, give very
little scaffolding. For students who require some

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additional help, provide a scaffold for the flow

chart and a word bank for students to use.
ES1 – b. describe, WS7.2 – d. using knowledge of Summarise the types of electromagnetic Students can describe The EM Spectrum:
using examples, some scientific concepts to draw radiation that are used to provide information the major features of Core Science 4 p.
technological conclusions that are consistent about the universe: the electromagnetic 92
developments that with evidence. - Gamma spectrum and how
have advanced - X-rays these are used in The EM Spectrum:
scientific - UV Rays conjunction with Science Focus 4 p.
understanding about - light technology to advance 270
the universe - infrared our understanding of
- microwaves the universe Telescopes:
- radio Science Focus 3 p.
230
[Collaborative group work] Utilising information Students can
booklets, students are assigned a type of independently
electromagnetic radiation and work in table summarise Telescopes:
groups to summarise information about their information and Science Focus 2 p.
assigned electromagnetic radiation and share communicate what 292
their information with their table to create a big they have found with
table of key parts of information from each type their group. Show Hubble
of electromagnetic radiation with each others Photos
information

Relate the above information on

electromagnetic radiation and technology used
e.g. radio telescope, optical telescope, Hubble
to our understanding of the universe

Think pair share activity – discuss difficulties

about obtaining information about the universe
– why would like be a hard thing to do. E.g.
space travel, time taken, cost, distance,
technology, people.

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ES1 – c. use WS8 - e. using models to explain Use “Scales of the Universe” simulation to Students can Scales of the
appropriate scales to phenomena and make predictions compare the sized of the sun to other stars. demonstrate an universe
describe differences Look at the different sizes of the planets and understanding of the http://scaleofunive
in sizes of and compare them to the size of the sun. allow size of the universe rse.com/
distances between WS6 - d. using appropriate units students to explore simulation at their own
structures making up for measuring physical quantities pace.
the universe Provide students with a worksheet based on the
simulation to find out pieces of information.
The information on the worksheet will be used
for the next activity.

[Numeracy] Revise and introduce the following

distance units: Meter, kilometre, astronomical
unit (AU), Light Year (LY) and parsec (pc).

[Numeracy + Stem activity] students use

information they obtained from the scale of the Students work
universe simulation to calculate scale and collaboratively to Scaffolded STEM
construct a model of the our solar system. create a scale model worksheet.
Guided inquiry activity. Teacher to demonstrate
a visual representation of scale and how we can
calculate distance between objects and then
the scale. Students choose which method of
representation they would like.
ES1 – d. identify that Recall definitions of Mass, gravity and weight. Distinguish between CS 4. P. 128-130
all objects exert a Ensure to distinguish and make clear the mass and weight.
force of gravity on all difference between mass and weight. Relate the force of
other objects in the Gravity to every day
universe Describe gravity as a weak force pulling objects events e.g. throwing a
towards each other. The larger the objects, the ball, planets etc.
stronger the force. Can compare the force
of gravity between Gravity and orbits
different masses at simulation:
varying distances
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Visual simulation – use PHET simulation to show https://phet.colora

the effect of gravity on the earths orbit around do.edu/sims/html/
the sun and the moons orbit around earth gravity-and-
orbits/latest/gravit
Relate qualitatively the force of gravity between y-and-
two objects to their masses and distance apart. orbits_en.html
Compare mass/weight due to gravity on earth +
moon + other planets.
Think pair and share activity to solve problems
involving gravity, mass and weight. Students
work independently to answer questions, share
with their partner and then share with the class.
ES1 – e. use scientific WS8 - e. using models to explain Brainstorming – round robin activity – discuss Students understand Science Focus 3 –
evidence to outline phenomena and make predictions the big bang theory, teacher as a facilitator to what the big bang The expanding
how the Big Bang discussion. theory is and universe p. 251
theory can be used to contribute to class
explain the origin Use ICT simulations and models to explain the discussion. The Big Bang
of the universe and its doppler effect. Theory p. 256
age
Discuss CBR (cosmic background radiation) and Nat. Sci. 10. The
how that might support the big bang theory. Big Bang Theory p.
185
ES1 – f. outline how WS8 Students solve problems by: Numbered Heads Activity – students research Students are able to National Science
scientific thinking c. applying the processes of independently and discuss cultural beliefs about discuss different 10 – Viewing the
about the origin of Working Scientifically in the age of the universe. Students discuss cultural beliefs on the Universe: p. 201
the universe is refined developing creative solutions to dreaming stories and their value. age and origin of the
over time through a problems Cover concepts such as the expanding universe. universe. Core Science 4: 92-
process of review by d. using cause-and-effect 102
the scientific relationships to explain ideas Discuss alternative models that have been students understand
community proposed to explain the structure of the solar that theories and Oxf. In. Sc.
system or universe. Students have team scientific ideas are 109:244-245
debates, on alternative models. Teacher as refined over time as
facilitator. new evidence comes

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Suggest why the present model of the universe to light or as new

is both useful and limited. Brain storm ideas. thinking emerges
identify that the
atmosphere blocks
some types of EMR.

20
References
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teachers’ technology integration needs in an ICT-enhanced classroom.TOJET : The
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Aktamiş, H., Hiğde, E., & Özden, B. (2016). Effects of the Inquiry-Based Learning Method on
Students’ Achievement, Science Process Skills and Attitudes towards Science: A Meta-
Analysis Science. Journal Of TURKISH SCIENCE EDUCATION, 13(4), 248-261. Retrieved
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Australian Curriculum (n.d.) General Capabilities – Numeracy. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/numeracy/

Anne, L., & Haney, R. (2017). Differentiation (DI) in higher education (HE): Modeling what
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Cabramatta High School (n.d.) School Profile. Retrieved from http://www.cabramatta-

h.schools.nsw.edu.au/school-profile

Carpenter, D. (2015). School culture and leadership of professional learning

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Chen, C., Wang, K., & Yu-Hsuan, L. (2015). The comparison of solitary and collaborative
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Chittleborough, G. (2014). Learning How to Teach Chemistry with Technology: Pre-Service

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Coll, R., France, B., & Taylor, I. (2005). The role of models/and analogies in science
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Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014, 06). Differentiated instruction,
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Wiggins, G., & McTighe, J. (2008). Understanding by design. Alexandria, Va.: Association for
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Appendix
Appendix A: Original Program and documentation

Stage 5 From Atoms to Reality Term 1

Atoms and Big Bang 2016
Outcomes:
Knowledge and Understanding:
(SC5-16CW) explains how models, theories and laws about matter have been refined as new scientific evidence becomes available
(SC5-17CW) discusses the importance of chemical reactions in the production of a range of substances, and the influence of society on the
development of new materials
(SC5-12ES) describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are
refined over time by the scientific community
(SC5-13ES) explains how scientific knowledge about global patterns of geological activity and interactions involving global systems can be
used to inform decisions related to contemporary issues

Skills:
SC5-7WS - processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based
arguments and conclusions

Values and Attitudes:

SC5-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world
around them
SC5-3VA demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science
and technology, including ethical considerations

24

Knowledge and Working Scientifically
Understanding Conducting Investigations
CW 1 – Scientific understanding changes and is refined over time through a process of review by the scientific community.
CW 1 – a. identify WS4 Students question and
that all matter is predict by:
made of atoms which
are composed of WS5.1 Students identify data to
protons, neutrons be collected for an investigation
and by:
Electrons. a. describing the purpose of an
investigation
b. explaining why certain types of have come a long way. From the initial
information need to be collected
in a range of investigation types
c. selecting possible sources of
data, including secondary sources, of. Lead them to the fact that the atom is
relevant to the investigation
d. justifying why variables need to
be kept constant if reliable first-
hand data is to be collected in
controlled experiments
CW1 - b. describe the WS7.1 Students process data and
structure of atoms in information by:
terms of the nucleus, a. selecting and using a variety of
protons, neutrons methods to organise data and
and electrons information including diagrams,
tables, models, spreadsheets and
databases
WS9 Students communicate by:
b. selecting and constructing an
appropriate table, type of
Contemporary Teacher Leadership – Assignment 1
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Learning activities/Teaching Assessment
Resources
Strategies Indicators
Describe with the aid of a labelled Identify the structure of Core Science 4: 4-5
diagram the currently accepted view of an atom and the sub
the structure of the atom. atomic particles
http://learninghub.com
Discussion: the use of an analogy such as /lesson/3663-history-
technological development. Teacher to of-the-atomic-theory-i-
initiate that technology is ever improving ancient-times
and that devices such as mobile phones
Nat. Sci. 9: 79-80
sizes of small brick and cumbersome
weight to today’s iPhone. Ask students
what is the smallest thing they can think Oxf. In. Sc. 9 17-23
the smallest unit of an element.
- Introduce the periodic table and Students are able to Core Science 2:30
atomic structure name the subatomic
- Use analogies, graphs an diagrams to particles and their Nat. Sci. 9: 79-80
show the atoms as the smallest unit of significance in the
matter and atomic structure structure of an atom. Oxf. In. Sci. 9 17-23
- History of chemistry and the discovery
of the atom Students understand
- Create a model of an atom, discuss the the limitations of the
benefits and limitations of models scientific models.
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diagram, table or graph
(histogram or sector, column or
line graph) to present information
and show relationships clearly and
succinctly using digital
technologies as appropriate
CW 1 – c. outline WS6 Students conduct Students investigate: - Identify the Core Science 4: 4
historical investigations by: Find out more about one of the following statement proposed
developments of the e. reporting data and information, scientists. In your report you need to by Dalton is true or Daltons Atomic Theory:
atomic theory to evidence and findings, with include: false http://chemwiki.ucdavi
demonstrate how accuracy and honesty - The technology available to scientist - Identify the s.edu/Physical_Chemist
models and that enabled him/her to make the particles smaller ry/Atomic_Theory/Ato
theories have been discovery than neutrons and mic_Theory
contested and refined - A description of how relevant the protons
over time through a scientist understands of the structure - Find out more Oxf. In.Sc. 9:6-8
process of review by of the atom about some of
the these particles and
scientific community how they can be
studied
CW 2 – a. identify the Activity: Students to cut a piece of paper Students are able to Core Science 4 – pages
atom as the smallest in half and then repeat as many times as identify common 4-7
unit of an element they can until they can no longer cut the elements by their
and that it can be pieces. This is how the Ancient Greeks symbols http://learninghub.com
represented by a named the unit where you could no longer /lesson/3663-history-
symbol cut it anymore, the atom, as it was of-the-atomic-theory-i-
indivisible. ancient-times

Quick review of the periodic table Science Focus 3: page

35-39

ES 1 – scientific understanding, including, models and theories are contestable and are refined over time through a process of review by the scientific
community

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ES1 – a. outline some WS9 – b. selecting and Recall the main features of our solar Science Focus 3 – The
of the major features constructing an appropriate table, system life of a star p. 261
contained in the type of diagram, table or graph Recall the major features of galaxies, stars,
universe, including (histogram solar systems and nebulae National Science 10 p.
galaxies, stars, solar or sector, column or line graph) to 190 – the birth of stars
systems and nebulae present information and show - What characteristics do astronomers
relationships clearly and use to describe stars? Oxf. In. Sci. 10 240-249
succinctly using digital
technologies as appropriate - What is the main fuel for nuclear
reactions in stars?
ES1 – b. describe, WS7.2 – d. using knowledge of Summarise the types of electromagnetic Students can describe The EM Spectrum:
using examples, some scientific concepts to draw radiation that are used to provide the major features of Core Science 4 p. 92
technological conclusions that are consistent information about the universe: the electromagnetic
developments that with evidence. - Gamma spectrum and how The EM Spectrum:
have advanced - X-rays these are used in Science Focus 4 p. 270
scientific - UV Rays conjunction with
understanding about - light technology to advance Telescopes: Science
the universe - infrared our understanding of Focus 3 p. 230
- microwaves the universe
- radio
Telescopes: Science
Relate the above information on Focus 2 p. 292
electromagnetic radiation and
technology used e.g. radio telescope, Show Hubble Photos
optical telescope, Hubble to our
understanding of the universe

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ES1 – c. use WS8 - e. using models to explain Use “Scales of the Universe” Students can Scales of the universe
appropriate scales to phenomena and make predictions Compare the sized of the sun to other demonstrate an and scales of the
describe differences stars. Look at the different sizes of the understanding of the universe 2:
in sizes of and planets and compare them to the size of size of the universe http://htwins.net/
distances between WS6 - d. using appropriate units the sun
structures making up for measuring physical quantities
the universe

ES1 – d. identify that Recall definitions of Mass, gravity and Distinguish between CS 4. P. 128-130
all objects exert a weight. mass and weight. Relate
force of gravity on all the force of Gravity to
other objects in the Describe gravity as a weak force pulling every day events e.g.
universe objects towards each other. The larger throwing a ball, planets
the objects, the stronger the force. etc.
Can compare the force
Relate qualitatively the force of gravity of gravity between
between two objects to their masses and different masses at
distance apart. varying distances
Compare mass/weight due to gravity on
earth + moon + other planets

ES1 – e. use scientific WS8 - e. using models to explain Explain the Big Bang Theory - describe doppler Science Focus 3 – The
evidence to outline phenomena and make predictions effect expanding universe p.
how the Big Bang Use ICT animation to explain the doppler - explain why cosmic 251
theory can be used to effect background
explain the origin radiation (CBR) The Big Bang Theory p.
of the universe and its Link to evidence of Red Shift to expansion supports the big 256
age of universe bang theory
- discuss different Nat. Sci. 10. The Big
cultural beliefs on Bang Theory p. 185
the age and origin
of the universe.
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ES1 – f. outline how WS8 Students solve problems by: - Research Task(s): discuss the concepts - students National Science 10 –
scientific thinking c. applying the processes of of the expanding universe and the “Big understand that Viewing the Universe:
about the origin of Working Scientifically in Bang” theory. theories and p. 201
the universe is refined developing creative solutions to Discuss alternative models that have scientific ideas are
over time through a problems been proposed to explain the structure of refined over time as Core Science 4: 92-102
process of review by d. using cause-and-effect the solar system or universe. new evidence
the scientific relationships to explain ideas Suggest why the present model of the comes to light or as Oxf. In. Sc. 109:244-245
community universe is both useful and limited new thinking
- discuss the concepts of the expanding emerges identify
universe and the “big bang theory” that the
- Define electromagnetic radiation (EMR). atmosphere blocks
Outline how scientific thinking about the some types of EMR.
origin of the universe is reviewed by the - Identify that
scientific community by comparing the light/radio waves
evolutions of ideas around the origin of provide information
the universe about the universe
Explain why CBR and red shift support big for terrestrial-based
bang theory and not steady state astronomy.

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Appendix B: Created Assessment Task and Marking Rubric

Year 10 Science Assessment Task 1 - 2018

Student Name: ________________________ Class:_______________

Assessment Information
Task Type: Project Based Research Task Date Issued: 21st February 2018
Weighing: 15% Due Date: 8th March 2018
Subject Details
Subject: Science Teacher: Ms McGonagall
Unit: Atoms & The Big Bang

Task Number: 1 Marks: 25 Year: 10 – Stage 5

Task Instructions

You are to create a presentation and a handout to present information researched about a topic of your
choice to demonstrate your understanding of how scientific models and ideas have been changed and
refined over time, and how technology has played a part in our understanding of the universe.

Topics to choose from:

Hubble Space Telescope Different Types of Galaxies International Space Station

Spacecrafts Ancient Astronomy Big Bang Theory

You may pick another topic that you might have an interest in, but please check with your teacher and
ensure you have approval before starting.

What you need to research:

You need to provide enough information about your chosen topic to help your fellow students in your class
gain an understanding into your topic and how technology has helped to deepen our understanding of the
topic. Some questions you might like to answer and cover in your presentation are below:

1. Introduce your topic – important information, pictures

2. Critical information to help us understand what it is
3. Why I am choosing this topic?
4. Year/when it was discovered or created
5. How it was discovered/created?
6. What it does do?
7. What does it allow us to understand?

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8. How have advances in technology helped us create this/understand these thing/use this.

Please note that some of these questions may not be directly relevant to your topic, please see your teacher
if you need clarification.

You are to create a PowerPoint presentation (you may also use Prez) to share your information with the
class in an easy to understand presentation, your presentation will be supplemented with a one-page hand
out for further information. Your PowerPoint presentation should cover what you topic is and specifically
address how advances in technology has had an impact on what we know.

Your information sheet may be presented as a pamphlet or a fact sheet and be easy to follow and provide
some supplementary information to what is on the PowerPoint. This is to be no more than 1 A4 page, it may
be double sided.

Do not copy and paste information, please present information in your own words and reference all sources
you have used as per the bibliography guidelines below.

What you need to submit:

- a PowerPoint presentation
- a 1 A4 page information sheet of additional information about your topic
-
Presentation:
Your presentation should go for no longer than 5 minutes. You should present your information in a way
that can be easily read by someone in the audience, you will have additional information on your hand out.
You can use cue cards if you need to, but do not read off the cards.

Bibliography (2 Marks)
 Students must include a list of all sources used to gather information
 APA referencing should be used See:
https://library.westernsydney.edu.au/main/guides/referencing-citation/i%3aCite
 A range of different resources should be utilised to gather information (not just the internet),
Wikipedia should not be used as a primary source of information.
 Include your bibliography on the last slide of your PowerPoint presentation.

Outcomes Assessed

Skills:

processes, analyses and evaluates data from first-hand investigations and secondary sources to develop
evidence-based arguments and conclusions SC5-7WS

presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate
scientific language, conventions and representations SC5-9WS

Knowledge:

describes changing ideas about the structure of the Earth and the universe to illustrate how models,
theories and laws are refined over time by the scientific community SC5 12E

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Submission Instructions
Due Date: 8th March 2018
Students will hand in their assignment in class to Ms McGonagall at the beginning of third period at
11:30am. All assessments will be collected, and the presentations will occur in class throughout the next
week.

What you need to Submit

Students will need to submit in a plastic sleeve:
- A PowerPoint presentation on a PC formatted USB clearly labelled with their name.
- A 1-page hand out of information (teacher will photocopy copies for your class).

Absence
If you are absent from school on the day that the task is to be submitted, you are required to submit a
Doctor’s certificate to the office on your next day back at school along with your assignment.

Acknowledgement of Students Own Work

I, ______________________________ declare that the work I am submitting is my own work. Any

assistance or information received or obtained from another source has been acknowledged in the
references section of the task.

Student Signature: Date:

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Marking Rubric – Year 10 Science Assessment Task 1 – Atoms and the Big Bang
Student Name: ________________________________ Mark: /25

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Criteria Outstanding High Sound Limited Basic N/A Mark

5 4 3 2 1 0
Topic has been researched Topic has been well Topic has been Topic is vaguely Research is No
thoroughly, key information researched and key researched, researched, lacks a limited using only information
about the topic has been information has missing a few key clear point and one source of provided, or
provided and thoroughly been provided, elements and facts. sequence of information, key no attempt
Content of research summarised into own words. most information is Less than 2 information is not elements are made at
(5 marks) Multiple different sources summarised well. different sources logical. Outdated missing, content providing
have been used to obtain Information is have been used, research is used is poorly information.
information. Information is relevant. some information organised.
recent and relevant is irrelevant.
Accurately discusses and Accurately Discusses some Some general Very limited or No
effectively summarises discusses information, information is incorrect information
information on how information about missing some key provided, missing information provided, or
Information on how technology has advanced our how technology pieces of links to topic. provided on how no attempt
technology has knowledge, key examples are has advanced information, no Information is not technology has made at
advanced our provided and compared. knowledge, some examples provided summarised advanced our providing
knowledge (5 Marks) Information is clearly and information or comparisons effectively. Lots of knowledge. information.
logically presented. missing, limited made. errors.
examples and
comparisons made
Excellent layout of Good hand out, easy Hand out has Not provided
information, easy to follow, some limited or no attempt
to follow and no information missing, information, lots made at
Information Hand Out
errors. Good 1-2 spelling errors. of spelling errors. providing
(3 marks)
supplementary Poorly organised information
information. information/irrele on a hand out.
vant information
In Class Presentation

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PowerPoint Excellent presentation of Great presentation Information is Information is Presentation has Not provided
Presentation information, font size is easy of information, presented in a well presented with some little information or no
to read and interoperate, no clear and easy to organised manner, spelling errors no provided and is PowerPoint
(Marks 5) spelling errors. Great use of read, too much or some slides out of use of visuals, slides poorly presented, presentation
visuals, slides are organised in information on the place, 1-2 spelling are un- large chunks of made
a logical way and professional occasional slide, errors, too much organised/don’t text on most of
looking presentation slides are organised information on follow a logical the slides. Many
well. most slides. sequence. Font size spelling errors
is too small.
Delivery of Little to no use of prompts or Occasional use of Frequent use of Reliance on cue Reading off No attempt at
Presentation cue cards, eye contact with cue cards, eye cue cards, cards, little eye cards/prompts, a
(5 marks) class is maintained, pace of contact with class moderate eye contact with the no eye contact presentation.
delivery is smooth and clear. is good but not contact with the class, rushed with the class.
maintained, good class. Pace of delivery, lots of Pace of delivery is
pace of delivery. delivery sometimes ‘um’s’. not easy to
rushed occasional understand,
‘um’s’ fidgeting with
cards or clothing.
Referencing
2 1 0
Information used is All sources are Some sources are Sources are
correctly referenced in APA referenced correctly included, some not referenced
style in APA format missing or in the
incorrect format
(2 marks)

Total

35