18608540_BettinaRosch_102087_Assignment2

Rationale

There is an assumption that students are all capable of learning via the same methods as well as at the same pace (Masters, 2013), and while the concept of
learning styles has been disproven, it has been found that factors such as lagging skills, a lack of computer literacy and/ or access and social disconnect may
have significant impacts on learning, particularly students who fall into the low socio-economic status (low SES) category. Garcia and Weiss (2017) found
that there was a large distinction in performance gaps when comparing students belonging to different socio-economic statuses and also noticed that this
trend tended to act as a significant indicator of future academic success. This unit of work was constructed with a low SES public school context in mind and
for classrooms with students of mixed ability. Students are primarily of a western, english speaking background, with an evenly mixed gender population.
Classes are not graded and each class has a diverse range of ability.

A guided inquiry based approach was a prominent technique used throughout this unit of work so as to cater to a curiosity driven classroom. Banerjee
(2016) posited that students from disadvantaged backgrounds benefit from the encouragement of positive self-perceptions. This unit of work seeks to
promote this by engaging in a highly collaborative lesson activities; such as the initial ‘Think pair share roleplay: A scientific conference’. The Think pair share
approach allows students an independent start which fosters individual thought, leading into the collaborative discussion as a pair before presenting it
(Azlina, 2010). In addition to this, there are several more team based tasks where social connection between peers may be fostered; such as the game
show, additional think pair share activities and a second-hand investigation to name a few. Inquiry based learning is still in relatively early stages of
implementation and hasn’t demonstrated as significant an impact on retention as direct instruction, particularly with those who are of low SES bracket,
hence why a guided inquiry based approach has been used to facilitate learning for those who may need extra guidance.

Research has shown that students who do fit into the low SES demographic can most effectively be engaged by hands on activities as well as technology
based activities. In this unit of work, technology has been integrated in research tasks as well as for purposes of developing the ICT skills of students. The
Weebly tutorial worksheet gives students step by step instructions (With visual aides) on how they may develop their own weebly site. By doing this, the
educator grants the students ownership of a digitally produced artefact, again, boosting the student’s self confidence ( Luu, & Freeman, 2011). This unit of
work also accounts for the fact that one implication of being a low SES student at a low SES school is that students may not necessarily have their own
devices which can be used when required in digital first-hand investigations, thus in the resources column it has been accounted for that students may need
to borrow a laptop from the school to use in order to complete the activities.

The very first task in this unit of work is a diagnostic assessment in the form of a google form. This format was chosen as it allowed not only for multiple
choice but for open questions, which can be a stronger indicator of student retention of information ( Melovitz Vasan, DeFouw, Holland, & Vasan, 2018).
The google form was revisited at the end of the content statement for the purpose of being a progressive indicator on what students understood.
Formative assessment is used throughout the unit of work so that the educator is able to gauge whether or not the class is keeping up with the content or if
they need to allow extra time for the exploration of concepts.
Overall, the intention for this unit of work was to make it as engaging as possible by providing a range of activities, many of which were collaboratively
group based, developing and using ICT in a variety of different ways. Guided-inquiry based learning was used as a pedagogical approach to facilitate an
advanced understanding for low SES learners.
Chemical World | Stage 5 | CW2
Science Year 7-10 Syllabus Stage: 5 Number of Weeks: 4-6

Context

This is the second Chemical World module and is designed for a low socioeconomic group of year 9 students.

Content focus

The Chemical World strand is concerned with understanding the composition and behaviour of

matter. The key concepts developed in this strand are that the chemical and physical properties of

substances are determined by their structure on an atomic scale and that substances change and

new substances are produced in chemical reactions by rearranging atoms through atomic interactions

and energy transfer

Syllabus Outcome:

A student:

› explains how models, theories and laws about matter have been refined as new scientific evidence becomes available SC5-16CW

Knowledge and Understanding outcomes Related Life skills outcomes

A student:

CW2 Scientific knowledge and developments in technology

have changed our understanding of the structure and properties > recognises the properties of common substances SCLS-22CW
of matter.
 > explores how common chemicals affect everyday life SCLS-23CW

> investigates a variety of chemical changes SCLS-24CW

Literacy Focus Numeracy Focus ICT Focus Differentiation

Differentiation included in unit of work

Conference discussion Atomic numbers/ element Use of computers for

structure research tasks

Weebly generating task

Topic: The atomic structure and properties of elements are used to organise them in the Periodic Table. (ACSSU186)
Duration K&U Content Descriptor
a)
Students:
Identify the atom as the
smallest unit of an element
and that it can be
represented by a symbol
3 hours
WS Outcome Teaching, learning and assessment Extensions/ Resources
Descriptor Adjustments
Diagnostic test: Google form Students will all perform the School computers and/ or
test using school computers laptops.
Students demonstrate the level of knowledge or laptops in class time so
and understanding that has been retained that no students are excluded Google form - Resource 3
from CW1, the last module completed, by from having access to the
completing a google form test. google form.
~~~
A student: Paper and Scissors
› develops questions or
hypotheses to be Teacher guided mini-experiment: How small
investigated scientifically can a piece of paper be reduced to?
SC5-4WS
Student each tear a piece of paper in half.
Students discuss whether or not it can
continue to be split in half. The tearing of the
paper and the discussion repeats until it is
A student: physically impossible. Teacher repeats the
› presents science ideas question, (to which the students should
and evidence for a respond negatively), before cutting the paper
particular purpose and to with scissors. Students discuss the ~~~
a specific audience, using independent variable that changed (the
appropriate scientific Students should be assigned Palm cards
instrument used to separate the paper) which
language, conventions to pairs ensuring a matching Student workbooks and
and representations SC5- allowed for the paper to be further halved. of mixed abilities. stationary
9WS
A student:
› applies scientific
understanding and
critical thinking skills to
suggest possible
solutions to identified
problems SC5-8WS
Think Pair Share roleplay: A scientific
conference
With the context that students are now all
expert scientists, students independently
hypothesize whether or not they think there is
a limit to the amount of times the paper can be
reduced (as well as why/ how or why not) and ~~~
record this response in their books. In pairs,
students confer with their peers and discuss Projector or smart board
their thoughts and record additional/ altered
viewpoints beneath their initial thoughts. CrashCourse YouTube
Students take turns to present their pair’s Video:
https://www.youtube.co
thoughts to the rest of the class in a
m/watch?
conference style format. Students peer v=FSyAehMdpyI
evaluate thoughts that have been shared and
come to a consensus once all thoughts have Work booklets
been shared.
Revision of concepts: Youtube video
Students consolidate knowledge by watching a
CrashCourse YouTube video reviewing the ~~~
structure of the atom and noting down School computers/
questions which may include, but are not laptops
limited to:
- What is the smallest unit of an
element?
- What 3 main components make up an
atom?
 - What are their charges?

- List 3 elements: Using both their full

name and corresponding elemental
symbol.

- Relative atomic mass can be calculated

using ________

Exit slip: Formative assessment

Students reattempt the google form that was

given to them in previous lessons to assess if
gaps in understanding have been closed.

b) A student: Second-hand investigation: Developing an Differentiation: Students with School computers and/or
Students: elemental profile stronger ICT skills are in laptops
Distinguish between the › processes, analyses and charge of putting together the
atoms of some common evaluates data from first- Students work in groups of 3 to collaboratively ptable.com
powerpoint while other
elements by comparing hand investigations and research and construct a powerpoint students can perform the
information about the secondary sources to presentation on an element of their choice. https://www.sigmaaldric
numbers of protons, develop evidence-based research using the periodic h.com/technical-
3 hours neutrons and electrons arguments and Powerpoint should include information such table as well as reputable documents/articles/biolo
conclusions SC5-7WS as: online resources (E.g. gy/periodic-table-of-
ptable.com, Sigma-Aldrich elements-names.html
- Atomic structure: including labelled and Chem4Kids.com, in
http://www.chem4kids.c
Protons, Neutrons and Electrons, and descending order of
om/files/elem_intro.html
how many of each are present. difficulty).

- Which group and period they are

located in within the Periodic table

- Atomic number

- Atomic Symbol (Extension; they can

 discuss the origin of the name)

- Atomic mass ~~~

School computer and/ or
- Valence laptop

- If the element can bond with any other Printed weebly tutorial -
elements (Extension; What type of Resource 1
bond is formed)

- How the element can be used in

everyday life.

Teacher-guided ICT skill development

Teacher guides students on how to construct a

Weebly. Students each create a personalised
weebly including 100 word introduction on
themselves (E.g. Their name, what school they
go to, favourite subject, favourite element etc).
Students upload their elemental powerpoint to
their Weebly page and view peer’s
powerpoints to take down notes on fellow
students’ chosen elements.

c) A student: Direct instruction: YouTube video

Advanced students can peer
Students: > Processes, analyses and tutor students struggling with Periodic Table song:
evaluates data from first- the activity. YouTube Video
2 hours Describe the organisation hand investigations and Students view the ASAP Science YouTube video https://www.youtube.co
of elements in the Periodic secondary sources to on the elements of the periodic table as an Alternatively advanced m/watch?v=rz4Dd1I_fX0
Table using their atomic develop evidence-based introduction to the periodic table. students can practice learning
number arguments and the elements of the periodic
conclusions SC5-7WS Teacher challenges the students to remember table.
as many of the elements as they can by the
end of the next two lessons. A prize can be
awarded to the student who remembers the
most.

Student-centred Class discussion

Students to discuss why the elements have

different properties if they are all made up of
the same components

Direct instruction

Students observe a periodic table on a smart

board and the different properties of the
elements are outlined and take notes. The
properties of these elements are organized
into sections on the table. Outline to students
the key sections, including noble gasses, Periodic Table
semiconductors, transition metals etc. worksheet- Resource 2

Students also draw on knowledge from last

lesson that outlined the atomic number of
elements and the elements are organised
according to this.

Worksheet activity

d) A student:
Students: > Presents science ideas
and evidence for a
Relate the properties of particular purpose and to
some common elements to a specific audience, using
their position in the appropriate scientific
Periodic Table language, conventions
and representations SC5-
9WS
3 Hours
> Applies scientific
understanding and
critical thinking skills to
suggest possible
solutions to identified
Students complete a worksheet on the content
covered this lesson and the results are
discussed as a class, if time permits.
Simulation activity
Complete the simulation tasks
https://teachchemistry.org/periodical/issues/
march-2016/periodic-trends-ionization-energy-
atomic-radius-ionic-radius
Reflection activity
Students to discuss what they had learnt
throughout the content point
Think, pair share:
Students individually think about why the
periodic table is set up the way it is and come
up with theories as to why it is set out the way
it is. After a couple of minutes they are to
share their thoughts with the person next to
them. Teacher facilitates a class discussion
where students are to determine why the
periodic table is laid out the way it is. (students
are to draw on knowledge from the previous
content point and hopefully come up with
ideas for the upcoming content point) Scaffolding for students who
cannot produce a scientific
report on their own
problems SC5-8WS
Students that are completing
> Processes, analyses and Practical observations of elements: the task easily are to come up
evaluates data from first- with ways in which this
hand investigations and Students develop a scientific report on viewing experiment could better
secondary sources to certain elements in a safe way. The report is to improve their learning and
develop evidence-based include understanding of different
arguments and Aim: element types Large piece of butcher’s
conclusions SC5-7WS paper
Equipment:
> Undertakes first-hand
investigations to collect Risk assessment:
valid and reliable data
and information, Methods:
individually and
collaboratively SC5-6WS Results/ observations:

> Produces a plan to Discussion

investigate identified
questions, hypotheses or
problems, individually
Butchers paper activity
and collaboratively SC5-
5WS Students collaboratively determine the Students that excel in this
task are to link it to real life
differences between physical and chemical
uses for the elements they
properties of elements researched

Research task (continuation of previous

lesson)

In pairs students are to research one element

from each section from the periodic table
(metals/ non-metals/ transitional metals/
nobel gases) and compare and contrast each Kahoot quiz: Properties of
type of element in terms of their chemical and common elements
physical properties. They are to present this
 information to the class, while presentations -questions relating
are going on students are to take notes properties of elements to
their position in the
periodic table
Kahoot quiz

Students to participate in a teacher developed Laptops and access to the

kahoot quiz based on this content point and internet
the previous points

Reflection activity

Students to write one thing they have learned

on a blue sticky note and stick it to their desk.
On a red sticky note they are to write one
question/ concept they are still struggling with.
Once completed students are to walk around
and look at the red sticky notes on everyone's
desk, if they are able to assist in answering the
struggling students they are to write on the
sticky note

e) A Student: Large scale periodic table activity: Pieces of paper

Students:
Predict, using the Periodic
Table, the properties of
some common elements
2 Hours
> Produces a plan to Students will have a piece of paper, with an
investigate identified elemental symbol written on it, placed on their
questions, hypotheses or desk. Students have 2 minutes to write as
problems, individually much information they can recall about the
and collaboratively SC5-
element on the piece of paper. Afterwards, if
5WS
they did not do so, they are to draw their
> Undertakes first-hand element on their piece of paper. Finally,
investigations to collect
valid and reliable data
and information,
individually and
collaboratively SC5-6WS
> Processes, analyses and
evaluates data from first-
hand investigations and
secondary sources to
develop evidence-based
arguments and
conclusions SC5-7WS
> Applies scientific
understanding and
critical thinking skills to
suggest possible
solutions to identified
problems SC5-8WS
students are to start creating their large scale
periodic table by placing their pieces of paper
in order of atomic number on the white board.
Teams can be constructed
on a mixed ability
basis so that
Game show unfairness is avoided.
Students are split into teams (decided by the
teacher). Each team has a sound they must use
to answer a question. Each question answered
correctly will earn that team a point. The team
with the most points at the end of the game
show wins. Questions in the quiz include:
- Chemical symbols
- Periodic table sections
- Properties of elements
Research task
On a shared google slide students are to select
one element and fill in the slide with real life
applications that element gives our community
Problem based learning: Elemental Detective
task
Students access their Weebly pages and use
the powerpoints uploaded on their own and
peer pages to independently solve a mystery
 requiring them to discover which element is
responsible for a hypothetical crime by using
the properties of the elements, as in the
powerpoints and by their knowledge of
elements of the periodic table

f) A Student: YouTube video What is a theory

YouTube Video
Students: > Processes, analyses and
evaluates data from first- https://www.youtube.co
Outline some examples to hand investigations and Students start by watching a youtube video on m/watch?v=nny7Bd1Yhtc
show how creativity, secondary sources to theories, with the key takeaway of this video
3 Hours logical reasoning and the develop evidence-based to understand how Dimitri Mendeleev used
scientific evidence arguments and logic to predict elements that had not been
available at the time, conclusions SC5-7WS discovered.
Students who struggle to
contributed to the
> Presents science ideas develop a video
development of the and evidence for a resource may be
modern Periodic Table particular purpose and to Student centred inquiry research task assisted by the Laptops
a specific audience, using teacher with further
appropriate scientific guidance.
language, conventions
Video recording
and representations SC5- Students are first given a short demonstration
9WS on how to use common video editing software equipment
such as iMovie.

Video editing software

Students then produce a video resource that
investigates some key scientific discoveries
that contributed to the modern periodic table.
This resource is a group task that can take any
form, provided it is recorded and all students
participate in the activity.
Students are expected to showcase two or
three examples of contributions that
developed the periodic table.

At the end of the third lesson, students will

present their videos in the class.
Resource 1- Weebly website building task.
Resource 2 - The elements of the periodic table!
On the periodic table seen below colour in the following elements in colours of your choosing to help understand how it is organised:

· Noble Gasses: Colour:

________________
· Semiconductors: Colour:
________________
· Transition Metals: Colour:
________________
· Lanthanides: Colour:
________________
· Actinides: Colour:
________________
· Alkali metals Colour:
________________
· Basic metals Colour: ________________
· Non-metals Colour: ________________
· Alkaline Earth Colour: ________________

Identify what property each of the elements fall under

Iron ______________ Ca ______________ AU ______________

Helium ______________ Ne ______________ As ______________

 Germanium ______________ U ______________ Aluminium ______________

Potassium ______________ O ______________ Yb ______________

Resource 3- Google form

Resource 3- Google form
 References
Azlina, N. N. (2010). CETLs: Supporting collaborative activities among students and teachers through the use of think-pair-share techniques. International
Journal of Computer Science Issues (IJCSI), 7(5), 18.

Banerjee, P. A. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools.
Cogent Education, 3(1), 1178441.

García, E. & Weiss, E. (2017) Education inequalities at the school starting gate. Retrieved from https://www.epi.org/publication/education-inequalities-at-
the-school-starting-gate/#epi-toc-1

Luu, K., & Freeman, J. G. (2011). An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada
and Australia. Computers & Education, 56(4), 1072-1082.

Masters, G. (2014). Addressing the learning needs of all students. Retrieved from https://rd.acer.org/article/addressing-the-learning-needs-of-all-students

Melovitz Vasan, C. A., DeFouw, D. O., Holland, B. K., & Vasan, N. S. (2018). Analysis of testing with multiple choice versus open ‐ended questions: Outcome ‐
based observations in an anatomy course. Anatomical sciences education, 11(3), 254-261.