SECONDARY CURRICULUM 2A: ASSESSMENT 1

RABIA DEEB
17464491
 UNIT OUTLINE
Subject: Science Course: Year 11 Number of Weeks: 5 (This should take 7
weeks but for this assessment it will be 5)

Unit title: Module 1 Properties and Structure of Matter

Key Concepts/ Big Ideas:

Able to distinguish between Physical and Chemical properties of substances and able to identity and classify matter based on elements,
compounds or mixtures.

The importance of this learning:

Students analyse trends and patterns in relation to the properties of pure substances and use these to predict the properties of other pure
substances. This knowledge is used to determine the ways in which substances can be separated from each other and those that allow them to
remain together.

Matter can be either pure substances with distinct measurable properties (e.g. melting and boiling points, reactivity, strength, density) or mixtures
with properties that are dependent on the identity and relative amounts of the substances that make up the mixture. The analysis of these
properties has led to the expansion of the periodic table of elements and the advancement of atomic theory. This understanding has allowed for the
development of complex models that have been subject to extensive peer review, and has contributed to advances in many disciplines over time.



Students use knowledge obtained from the study of the periodic table to examine trends and patterns that exist between chemical elements and
atoms in order to discover that fundamental particles, and their role in the structure of an atom, give all chemicals their properties.

Unit context within Scope and Sequence/Purpose:

Year 11 science class containing 23 students of mixed ability. Half the students are undertaking another stage 6 science class. The scope and
sequence should take 7 weeks however for this assessment it will be 5.

Knowledge and Understanding Outcome:

› CH11-8 explores the properties and trends in the physical, structural and chemical aspects of matter
Working scientifically outcomes:
Conducting investigations – CH11/12-3

A student conducts investigations to collect valid and reliable primary and secondary data and information.
Students:
 employ and evaluate safe work practices and manage risks
 select and extract information from a wide range of reliable secondary sources and acknowledge them using an accepted referencing style
Processing Data and Information – CH11/124

A student selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
Students:
 select qualitative and quantitative data and information and represent them using a range of formats, digital technologies and appropriate media
 apply quantitative processes where appropriate
 evaluate and improve the quality of data
Analysing Data and Information – CH11/12-5

A student analyses and evaluates primary and secondary data and information
Students:
 assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest improvements to investigations
Problem Solving – CH11/12-6

A student solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
Students:
 use modelling (including mathematical examples) to explain phenomena, make predictions and solve problems using evidence from primary
and secondary sources
 use scientific evidence and critical thinking skills to solve problems
Communicating – CH11/12-6
A student communicates scientific understanding using suitable language and terminology for a specific audience or purpose
Students:
 select and use suitable forms of digital, visual, written and/or oral forms of communication
 select and apply appropriate scientific notations, nomenclature and scientific language to communicate in a variety of contexts

Literacy Focus ICT Focus Numeracy Focus Differentiation

 Students will write scientific  Kahoot diagnostic test  Students were to collect  Differentiation can be
Reports  Padlet brainstorming and gather quantitative observed throughout the
 Students will construct activity data from investigations program as content is
experimental  Phet simulation  Students were to use presented using multiple
designs  YouTube videos will be particular calculating tools resources such as
 Students will write used to help strengthen such as Gravimetric PowerPoint, kahoot, Padlet,
explanations student understanding analysis and (RAM) Nearpod and Phet
and observations in and consolidate learning simulation. Adjustments
structured  Students use Nearpod and extensions are also
paragraph form interactive program to made to accommodate the
 Students will use scientific view PowerPoint needs of gifted and talented
metalanguage presentation students.
Focus: Properties of Matter
Inquiry question: How do the properties of substances help us to classify and separate them?

Week/ Syllabus Working Teaching and Learning Extension or Resources

Sequence Content scientifically Strategies including Adjustment
Content assessment for learning.
Descriptor
Teacher led diagnostic Kahoot diagnostic pre-test
assessment with explicit Teacher creates a kahoot
teaching where required - quiz on stage 5 content to
1 Review of Engage recap students’ knowledge:
stage 5
content 11-7 select and A kahoot pre-test will be used to
use suitable examine students’ knowledge
forms of digital, and understanding from stage 5.
visual, written
and/or oral Using kahoot engage students
communication in a brainstorming activity to
examine their previous
knowledge from stage 5, this
must include:
- the use of models to explain
the arrangement of particles in
matter
- changes in the states of matter
 - particle arrangement in
elements, compounds and
mixtures
- density Teacher led
11-2 demonstrations refer to
Assess risks and Teacher led demonstrations this website:
select to recap students’ knowledge Link
appropriate on the properties of matter-
materials when Engage & Explore
planning an
investigation These include:
- mixtures smorgasbord
11-3 - slime
Employ safe - density of normal Coke and
work practices diet
and manage risk
These demonstrations can be
used to recap the student’s prior
knowledge.

Teach guided literacy

11-7 select and component
use suitable
forms of digital, Ask students to write a brief
visual, written structured paragraph explaining
and/or oral their observations about what is
happening in the
communication
demonstrations and why.


Teacher can guide student’s
paragraphs using the
questions below:
 - What strategies can you use to
further investigate your
observations from the
demonstrations?

- What secondary data would

you use to strengthen your
explanations?

These paragraphs can be used

as a form of formative
assessment to assess student
understanding.
Explore 11-7 select and Teacher will explicitly guide Original resource 1:
homogeneous use suitable students through Nearpod: Interactive
mixtures and forms of digital, distinguishing between PowerPoint presentation
2 heterogeneous visual, written homogeneous and Link
mixtures and/or oral heterogeneous Mixtures-
through Explain
communication
practical
investigations: Using Nearpod teacher will
present a PowerPoint
- using presentation to recall students’
separation knowledge on matter as either
techniques been a pure substance or a
based on mixture.
physical
properties Also using the PowerPoint
presentation define what
- calculating homogeneous and
percentage heterogeneous mixtures are,
composition including their physical
by weight of properties such as density,
component particle size and solubility.
elements
and/or As a form of inquiry ask
compounds students to generate a list of
examples of homogeneous and
heterogeneous mixtures. Go
through the student’s examples
and provide them with the ones
on the PowerPoint in order to
11-2 make comparisons. Teacher resource to help
Assess risks and scaffold Filtration
select Student led first-hand separation process Link
appropriate investigation: Separating
materials when mixtures with explicit
planning an teaching where required - YouTube video: ‘How to
investigation Elaborate Separate Solutions, Mixtures
& Emulsions | Chemistry for
Before students conduct the All | Fuse School’ Link
investigation show them a
11-3 YouTube video on how to
Employ safe separate mixtures, this will
work practices enhance their skills in the
and manage risk investigation.

Using the Filtration separation

process students will be
required to separate the
following samples within their
allocated groups:
 Sample 1: Oil and water
Sample 2: CaCO3, KNO3 &
Iron
Sample 3: Salt dissolved in
water

Each group will be given one

sample each to investigate, Teacher must scaffold key
some groups can have the things a scientific report
same sample and must share needs: Link
and discuss their results to
observe the similarities and
differences. Ensure before the
investigation that lab safety
rules are made clear to students
and a risk assessment is
submitted. Adjustment:
In this task
Students will be required to write students will Teacher must scaffold
a small scientific report including write a brief resource to help students
the aim of their investigation, paragraph write structure paragraphs
there results and the explaining what
11-4 improvements they could make they done and
Select in the future. Students must found in the
quantitative data submit this report at the end of investigation,
and represent the lesson to the teacher, the instead of doing
them in a range teacher can use this to assess a Scientific
of formats students understanding. report
Evaluate and
improve the Teacher Led- Gravimetric
quality of data analysis to calculate % of Part of original resource 1:
composition- Explain
 Extension: PowerPoint presentation
Using the PowerPoint explicitly Students can on Gravimetric analysis
define the term Gravimetric and calculate % of Link
discuss its applications. Using composition
the data from the previous from
Filtration investigation and the more examples Teacher must scaffold
given examples within the given to them or more examples on
PowerPoint the teacher will created by calculating the percentage
explicitly teach students how to themselves of composition, for
calculate the percentage of students to complete
composition using Gravimetric

 analysis.

Investigate the 11-7 Teacher will explicitly teach Teacher resource to help
nomenclature Select and apply nomenclature of inorganic scaffold rules for naming
of inorganic appropriate Substances -Explain inorganic compounds Link
3 substances nomenclature to
using communicate Introduce to students naming
International compounds through a YouTube
Union of Pure video: ‘Naming binary and
and Applied covalent compounds’ YouTube video: ‘Naming
Chemistry binary and covalent
(IUPAC) Explicitly explain to students the compounds’ Link
naming IUPAC naming conventions as it
conventions applies to inorganic substances.
Design a reference guide
Teacher must explicitly teach to help students name
students how to categorise numerous compounds
common inorganic compounds (E.g. The compound name
into specific groups such as spinneLink
metals, salts and carbonates
and identify the nomenclature of
these groups.

Students must create a list of

chemicals including their names
as they are found within the
course.

As a form of formative
assessment students must be
quizzed in order to reinforce and Teacher recourses to help
consolidate their understanding. create a quiz/scaffold to
assess and reinforce
Teacher led PowerPoint students’ knowledge Link
presentation on physical and
chemical properties -Explain

Teacher will explicitly teach Original resource 2:

students using the PowerPoint PowerPoint presentation
on how to classify elements Link
using their physical and
chemical properties.

The PowerPoint will include, Teacher resource to help

defining physical and chemical
properties of elements, based
on boiling and melting point, and
state of matter at particular
temperatures.
scaffold PowerPoint
presentation: YouTube
video ‘Alkali metals:
Brainiac, open university and
Francium clips’
 Link
Techer must also relate these
properties of elements into
specific groups, including:
- Metals, non-metals &
metalloids
- States of matter (gas, solid or
liquid)
- Periods & Groups I, VII, VIII
- Halogens
- Transition metals

At the end of the PowerPoint

ask students to complete the
following activity on identifying
the changes taking place and
ask them to write their
justification in their logbooks.
This can be used to assess
student knowledge and
understand.

Student led periodic table

grouping activity, with explicit
teaching where required - TED-Ed resource for
Classify the 11-6 Elaborate grouping activity: Link
elements Use scientific
based on their evidence and Teacher can ask students, ‘Why
properties and critical thinking do you believe elements are
position in the skills to solve a arranged in periods and groups
periodic table problem in the Periodic Table?’.
through their:
- physical Lead a class discussion based
properties 
 on the student’s answers.
11-7
- chemical
apply appropriate Students will engage in a
properties 
 scientific Periodic table activity using the
notations, TED-Ed platform.
nomenclature
and scientific In their allocated groups
language to students will be asked to pick a
communicate in group from the Periodic table
a variety of and will be required to discuss
contexts what the members within that
group have in common in
regards to their physical and
chemical properties.

Teacher must then lead a class

discussion to assess student
understanding.

Student led first-hand

investigation to examine
some physical properties -
Evaluate Teacher recourse to help
scaffold first-hand
11-2 In order to consolidate the investigation on physical
Assess risks and students learning they will properties: Link
select conduct an investigation on the
appropriate physical properties of common
materials when materials.
planning an
investigation
 Materials include,
carbon, copper, glass, granite
11-3 and wood. Each group will be Teacher resource to help
Employ safe given a set of materials and in scaffold physical
work practices their allocated lab groups they properties results table:
and manage risk must examine the physical Link
properties based on, colour,
texture, electrical conductivity,
flexibility and metal or non-
11-6 metal. Ensure before the
Use scientific investigation that lab safety
evidence and rules are made clear to students
critical thinking and a risk assessment is
skills to solve a submitted.
problem
Students must record their
results in a table provided to
them and as a group must
discuss why they arranged their
materials the way they did
based on their properties.

At the end of the investigation

the teacher must lead a
classroom discussion to assess
how students categorised their
materials based on their
properties, if some groups
disagree with how other groups
arranged their materials then
 ask them to revisit their results
and make comparisons again.
Evaluation of the Learning and Teaching Student Survey
As part of evaluation the teacher will create a survey for students
1. Is the time provided for the unit delivery accurate? If not to complete at the end of the program. This will be used for
what changes can be made to adjust it? teachers to use to adjust areas of the program that need
enhancing from a student’s perspective.

The survey can include questions such as:

- Were the resources helpful in developing and extending

2. Are there any additional resources that could be added
that could help enhance this program?
3. Were their difficulties with the materials used within
investigations?
your knowledge?
- Did the investigations help make meaning of new
concepts?
- Was the teaching explicit in guiding your understanding?
- Were the tasks and activities supportive in allowing you to
demonstrate your understanding and skills?
- What improvements do you think can be made in the
future that will help enrich the quality of this program?
 4. Were the teaching and learning strategies used sufficient
in providing students with the opportunity to conceptual
their development?

5. Was the choice in assessments sufficient for assessing

student learning and understanding? If not, then what
adjustments can be made to improve them?

Please note all the YELLOW highlighted links are links to help scaffold resource. The RED highlighted
links are links to my ORIGINAL resources. Thank you.
Focus: Properties of Matter
Inquiry question: Why are atoms of elements different from one another?

Week/ Syllabus Working Teaching and Learning Strategies Extension or Resources

Sequence Content scientifically including assessment for learning. Adjustment
Content
Descriptor
Teach-led brainstorming activity to
Investigate the recap students’ knowledge- Engage
basic structure 11-7 select and Teacher must create
of stable and use suitable Using the Padlet platform review student a Padlet platform for
unstable forms of digital, knowledge on stage 5 radioactive decay students and must
4 isotopes by visual, written and atomic mass. Ask students to recall make it accessible
examining: and/or oral their knowledge on mass and atomic to all students: Link
communication number, protons, neutrons and
- their position electrons. Teacher can use this platform
in the to assess students understanding to gain
periodic table a general idea on what students need

 more help in revisiting.
- the
distribution of 11-6 use Student directed: Phet simulation
electrons, scientific activity on Isotopes and atomic mass,
protons and evidence and with teacher guidance where
neutrons in critical thinking required- Explore
skills to solve Teacher resource
the atom 
 As a form of inquiry ask students to use for the Phet
- representation problems 
 their smart devices to partake in the Phet simulation activity:
of the symbol, simulation activity. This activity will Link
atomic number
and mass provide students with a brief insight on
number what isotopes are in an interactive way.
(nucleon
number) 
 Teacher-led PowerPoint presentation Teacher resource to
on Isotopes – Explain help scaffold
PowerPoint
Using the PowerPoint define isotopes presentation on
and provide some examples. Also define isotopes: Link
radioisotopes and explain to students the
stable and unstable elements.

Through the use of the PowerPoint also

explicitly teach students how to use the
scientific symbol of isotopes 𝐴𝑍𝑋 to
differentiate between different types in
order to calculate the ratio of the
subatomic particles.

Student led graphing activity with Teacher resource to

explicit teaching where required – provide to students:
Elaborate IUPAC Periodic
11-4 table of isotopes
apply Students must individually examine the Link
quantitative IUPAC Periodic table of isotopes
processes provided to them in order to extract data
where for particular elements and their
appropriate isotopes, for example oxygen, carbon Teacher must
and hydrogen. Adjustment: scaffold resource to
In this task help students
Using this data, students must plot the students will understand how to
atomic number verse the atomic mass of be given a plot data on a
both unstable and stable isotopes on a scaffold to scatter plot
 scatter plot graph in order for them to help them plot
establish the zone of stability. Students the data on a
must conduct individual research and scatter plot
using secondary resources must
evaluate their graphs.

Student led secondary research with

Investigate the explicit teaching where required-
11-5 Elaborate
properties of
assess the Teacher resource to
unstable
relevance, Ask students within their allocated lab help students
isotopes using
accuracy, groups to conduct secondary research to conduct reliable
natural and
validity and gather information on: secondary research
human-made
reliability of - Some examples of human-made Link
radioisotopes
primary and and natural radioisotopes
as examples,
secondary data - These examples should include
including but
and suggest properties such as, half-life, type
not limited to:
improvements of radiation, the process of the
- types of to decay explained in a nuclear
radiation investigations
 reaction equation, ionisation and
penetrating power

 Each group must present their findings
- types of through small PowerPoint presentations
balanced to the class.
nuclear 11-7 select and
reactions use suitable Teacher must lead a brief class

 forms of digital, discussion to share opinions and
visual, written thoughts and must explicitly teach
and/or oral students through a created PowerPoint,
communication the three radiative decay and their Teacher resource to

 properties. In the PowerPoint the teacher help scaffold
must also present their research on the PowerPoint
 same research the students conducted presentation Link
in order for students to make Link 2
comparisons and validate their findings.

Student-led first hand investigation

with teacher guidance where required
– Evaluate
11-2
Assess risks In order to consolidate the students
and select learning they will be required to conduct
appropriate an investigation on the half-life of
materials when radioisotopes using M&Ms.
planning an
investigation In their allocated lab groups students will Original resource 3:
be required to theoretically transform a Experimental report
11-3 radioactive isotope (using M&Ms) over plan Link
Employ safe time. Students must graph their data and
work practices connect it to half-lives and radioactive
and manage decay. Each student will be provided
risk with an experimental report plan to follow
and record their data.

Teacher must conduct a class discussion

to share students results and graphs.
Ensure before the investigation that lab
safety rules are made clear to students
and a risk assessment is submitted.
Calculate the Teacher led PowerPoint presentation
relative atomic on calculating relative atomic mass-
mass from Explain
isotopic 11-7 select and
composition 
 use suitable Present to students using a created Teacher resource to
forms of digital, PowerPoint the atomic mass of an help scaffold
visual, written element as being comparable to the PowerPoint
and/or oral atomic mass of carbon-12. presentation: Link
communication

 Ask students to conduct individual
secondary research and create a
11-4 apply comparison tables to compare the
quantitative number of subatomic particles to the
processes relative atomic mass of common YouTube video: How
where examples. Upon completion ask students to calculate Relative
to present their tables and compare them Atomic Mass | The
appropriate 
 with other students. Present students Chemistry Journey |
with the correct table and ask them to The Fuse School:
correct their errors if any are made. Link

Present students with a YouTube video

on ‘How to calculate Relative Atomic
Mass’. Teacher resource to
help guide students
with calculating
 Ask students to analyse the atomic mass relative atomic
of various elements on the periodic table mass: Link
and gather information regarding the
relative atomic mass (RAM), relative
isotope mass (RIM) and the percentage
of abundance.
Extension: Teacher must
Using the knowledge from the video and In this task scaffold more
11-6 use the gathered data, ask students to use students who questions on
scientific the formula presented within the are capable of calculating the RAM
evidence and PowerPoint (and below) to calculate the calculating
critical thinking (RAM) given the (RIM) and abundance the RAM will
skills to solve of each isotope. Teacher must direct be given a
students throughout this task to ensure scaffold with
problems 
 that students understand what is more
required of them. questions for
11-6 use them to
modelling to Formula: complete
explain 𝑨𝒓
phenomena, (𝑰𝒓 𝒙 % 𝒂𝒃𝒖𝒏𝒏𝒅𝒂𝒏𝒄𝒆) + (𝑰𝒓 𝒙 % 𝒂𝒃𝒖𝒏𝒏𝒅𝒂𝒏𝒄𝒆
=
make 𝟏𝟎𝟎
predictions and
solve problems Student led modelling activity with
using evidence teacher guidance where required –
from secondary Evaluate
sources
In order to assess and consolidate the
students learning ask students to model
the structure and RAM of stable and
unstable isotopes using the Phet
simulation program.
 Model the Teacher led PowerPoint presentation
5 atom’s discrete on atoms and electron configuration - Teacher resource to
energy levels, 11-7 select and Explain help scaffold
including apply PowerPoint on
electronic appropriate Using the PowerPoint introduce to atoms and electron
configuration scientific students the accepted current atomic configuration: Link
and spdf notations, model. Also explain an atoms energy
notation 
 nomenclature level and its relation to the electron
configuration.
and scientific
language to Using the same PowerPoint introduce Diagrams and
communicate and explain to students the s,p,d,f scaffolds to help
in a variety of orbitals and using the periodic table students
contexts 
 identify the electron configuration of 20 understand the term
elements. ‘diagonal filling

 order’: Diagram
In order to ensure that students 1Diagram 2 Diagram
understand the different energies and 3
filling orders of the s,p,d,f orbitals,
introduce and provide students with
11-6 use
diagrams presenting the popular
modelling ‘diagonal filling order’. Explain the
(including significance of the term, as it is a
mathematical guideline used to explain the order that
examples) to electrons fill the different orbital layers.
explain
phenomena, Student led first hand investigation:
make Clay Modelling challenge - Evaluate
predictions
and solve In order to consolidate the students
problems learning, in their allocated lab groups
using evidence students will be required to participate in
 from primary a modelling activity. Using different Teacher is required
and secondary coloured clay and wooden skewers to prepare clay and
students will be expected to model the skewer equipment
sources 

different shapes, sizes and configuration for modelling
of the orbitals. This visual representation investigation
will strengthen the students
understanding of the content.

At the end of the lesson the teacher must

conduct a brief class discussion and will
randomly allocate students to present
their groups models and provide brief
explanations to the structure of their
models. The teacher can use these
models to assess students learning as it
indirectly provides an insight into the
students learning/understanding.

Student led first-hand investigation:

‘Flame test’, with teacher guidance
and explicit teaching where required-
11-2
Explore
Assess risks
and select
Explain to students the connection
appropriate
between flame colour and the electron
materials when
configuration of elements. In this
planning an
Investigate explanation also state that electrons can
investigation
energy levels in shift between orbitals to an ‘excited Teacher resource to
atoms and ions state’. help scaffold
11-3
through: investigation on
Employ safe
To strengthen the students understating flame test: Link
work practices
- collecting of these theories conduct a first-hand
 primary data and manage investigation on how particular elements
from a flame risk can be identified due to their flame
test using colour explain to students that this is an
different ionic example of Emission spectroscopy.
solutions of
metals 
 In their allocated lab groups students will
be required to investigate the flame
colours produced throughout the
- examining
vaporisation process of salts that contain
spectral
the subsequent ions:
evidence for
Na+; Ca2+; K+; Ba2+; Cu2+ and Sr2+
the Bohr model
and
Before conducting the investigation YouTube video:
introducing the
present students with a YouTube video ‘Flame tests for metal
Schrödinger
11-6 use on ‘Flame tests for metal cations - with cations - with
model 
 scientific spectroscope’. This will help students spectroscope’ Link
evidence and better understand the investigation and
critical thinking can minimise errors. Ensure before the
skills to solve investigation that lab safety rules are
made clear to students and a risk
problems
assessment is submitted.

As a form of inquiry the teacher will Teacher resource to

explain to students what the experiment help scaffold
is about however students will be resource to help
required to construct their own students construct
experimental design in their logbooks as their experimental
one will not be given to them. Explain to design: Link
students that their design must include:
The teacher must
- Aim Adjustment: scaffold an
- List the apparatus experimental design
 - Risk assessment In this task including the
- Method instead of method and
- Results students materials however
- Discussion/conclusions designing students must
their own complete the aim
Students must submit these designs to experimental and results and
the teacher in order for the teacher to design they discussion with
assess the students understanding of the will be given teacher guidance
content. one half
complete and

 expected to
Teacher led PowerPoint presentation- complete the
Explain missing
aspects
Using a PowerPoint presentation
compare and explain the Bohr model
11-7 select and Teacher resource to
and the Schrödinger model. Also
use suitable help scaffold
explain the spectral evidence for both
forms of PowerPoint
the models. presentation: Link
digital, visual,
written and/or
oral Ask students to conduct individual
communication secondary research on the Bohr and

 Quantum Mechanical models of an
atom. Explain to students that they must
use this research to explain their
observations of spectra from the Flame
test investigation.

Teacher will lead a class discussion to

share student findings and assess
 student understanding.
Evaluation of the Learning and Teaching
1. Is the time provided for the unit delivery accurate? If not
what changes can be made to adjust it?
2. Are there any additional resources that could be added
that could help enhance this program?
3. Were their difficulties with the materials used within
investigations?
Student survey
As part of evaluation the teacher will create a survey for students
to complete at the end of the program. This will be used for
teachers to use to adjust areas of the program that need
enhancing from a student’s perspective.
The survey can include questions such as:
- Were the resources helpful in developing and extending
your knowledge?
- Did the investigations help make meaning of new
concepts?
- Was the teaching explicit in guiding your understanding?
- Were the tasks and activities supportive in allowing you to
demonstrate your understanding and skills?
- What improvements do you think can be made in the
future that will help enrich the quality of this program?
 4. Were the teaching and learning strategies used sufficient
in providing students with the opportunity to opportunities
conceptual their development?

5. Was the choice in assessments sufficient for assessing

student learning and understanding? If not, then what
adjustments can be made to improve them?

Please note all the YELLOW highlighted links are links to help scaffold resource. The RED highlighted
links are links to my ORIGINAL resources. Thank you.
 Discussion

The created unit of work above is designed in a way to that aligns with my professional beliefs about the curriculum and ways I can
engage adolescent senior students. I have incorporated a diverse range of teaching and learning strategies that are designed to
enhance and engage the students learning, through strategies such as literacy and numeracy components, practical investigations
and the use of information and communication technology (ICT). Using multiple means of content representation is not only beneficial
for student engagement but also for the purpose of differentiation. Students are provided with various learning pathways thus
providing students with access to specific learning opportunities that correspond with their personal learning capacity (Hertberg-
Davis, 2009). The Universal design for learning (UDL) framework reinforces this idea as two of its guidelines state the importance of
multiple means of content representation and engagement (CAST, 2014). These guidelines can be observed within the program
above as students are provided with various learning activities for example, students conduct investigations this is addressed in the
content covered on ‘Investigate energy levels in atoms and ions’ as students investigated the flame test. Students also participate in
literacy and numeracy components for example in the content on ‘Explore homogeneous mixtures and heterogeneous mixtures’
students are required to write scientific reports. ICT activities are another form of resource used to engage students, for example a
Kahoot is used to recap students stage five knowledge and the Phet simulation program is used in order to extend students’
knowledge on Isotopes (see inquiry question 1). Through this type of learning students gain the opportunity to strengthen their writing,
reading, ICT and numerical skills (Johnson-Harris & Mundschenk, 2014). The process of differentiation is also used to make
adjustments and extensions to particular tasks within the program to suit the needs of gifted and talented students. For example, an
adjustment is made in the content on ‘Investigate the basic structure of stable and unstable isotopes’, students are required to
construct a graph however as a form of adjustment the teacher must scaffold various resources to help students not only construct a
graph but also label it correctly.
The process of Inquiry based learning (IBL) can also be observed within the unit of work, this form of teaching strategy is becoming
highly popular within many learning institutions. Kubieck (2005) states that (IBL) is a teaching approach that looks at advancing
science teaching and learning ‘by engaging students in authentic investigations, thereby achieving a more realistic conception of
scientific endeavour as well as providing a more learner-centered and motivating environment’ (p.1). Within the unit of work aspects
of (IBL) are used, for example students are asked to plan their own investigations by creating their own experimental plan this is
beneficial as students are provided with the opportunity to extend their problem solving and critical thinking skills. Studies have
demonstrated that to some extent (IBL) has the opportunity to modify aspects of science, as it moves away from the strenuous
memorisation of content to a ‘dynamic hands-on, authentic process of investigation and discovery” (Barstow, 2001, p. 41).
Furthermore, through an (IBL) setting students are provided with the opportunity to communicate and learn collaboratively with their
peers instead of it been specially teacher led/directed. A variety of collaborative aspects can be observed within the program this
includes, lab group work to conduct investigations and class discussions this includes teacher to students and peer to peer
communication. This form of learning is significant as studies have shown that students who engage in collaborative learning
environments are usually more content with their education and therefore are more inclined to continue/remain in school/university
(Wasley, 2006). Additionally, collaborative learning can also be used as a form of assessment as it allows teachers to observe how
their students conduct investigations, gather data/information, use problem solving skills and communicate with their peers (Murphy
et al., 2005).

Furthermore, additional teaching components are used within the program to spark student engagement. This includes using ICT
components such as YouTube videos to enhance and consolidate student learning, kahoot to revise students stage 5 content, Padlet
to brainstorm students’ knowledge and Phet simulation program to elaborate on the students learning. There are numerous benefits
to incorporating ICT components into lessons however among one of the important is it provides students with easy access to their
teacher’s resources, knowledge and skills (Flecknoe, 2010). Moreover, literacy and numeracy components are also used throughout
the unit of work, literacy components such as writing structured paragraphs and scientific reports. A study by Herman, Aschbacher,
& Winters (1992) shows that additional literacy components within lessons not only aim to improve the students writing skills but also
allows students to use a variety of ways to describe their observations. Numeracy components are also used within the unit of work,
for example students are required to calculate the Gravimetric analysis and the Relative atomic mass (RAM). Incorporating numerical
components benefits students significantly as it enables students to understand and interpret content and data better and can
increase the student’s skills in problem solving. Thus, by exposing students to lessons built around literacy and numeracy components
students are given the opportunity to gain the fundamental skills required to succeed in life. Furthermore, these components can
also be used to formatively assess students as it provides teachers with an insight into their students learning and understanding of
content, and thus can help teachers scaffold appropriate resources to help enhance their students learning (Department of Education,
2018).

In conclusion, throughout the construction of the program it is evident that incorporating multiple means of content representation is
a crucial component required for a successful program. Students not only benefit from differentiation due to its ability to address their
learning capacities but it also provides them with the opportunity to engage with lessons, teachers and their peers better. Throughout
the process of gathering research for the program, it is clear that components such as ICT, literacy and numeracy are important to
include within a program as they enhance particular skills students require such as problem solving and critical thinking skills. Thus,
it is essential to note that while constructing programs teachers must consider that not all students learn the same, values and beliefs
vary, cultural sensitivity must be acknowledged and assessing student learning and understanding is essential for teachers record of
student development.
 References

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education. Cambridge, MA: TERC.

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http://www.udlcenter.org/aboutudl/whatisudl/3principles

Department of educations. (2018). About the strategy. Retrieved from, https://education.nsw.gov.au/literacy-and-numeracy-strategy/about-

the-strategy

Hertberg-Davis, H. (2009). Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient: Classroom

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Wasley, P. (2006). Underrepresented students benefit most from ‘engagement’. The Chronicle of Higher Education, 53 (13), 39-44.