Teaching Science in Early Primary Assignment 2 EDX2260

Designing Conceptual Change Learning Experiences in Science

Weighting: 50%

Task Outline

The task is to reflect on and respond to an early primary school science learning experience described in the given scenario.

After reflecting on the scenario, develop a two-lesson teaching sequence, using best practices based on relevant supporting literature and curriculum documents to build conceptual understanding about the concept presented in the scenario.

Use the template to structure your submission.

You will need to:

Part 1: Reflect on and respond to an early primary science lesson described in a scenario

Read the given scenario

1. Research and develop in-depth background science information for teachers about the science concept in the scenario and explain how the information aligns with a Science Understanding sub-strand content descriptor for the Year level..
2. Identify the science correct scientific information in the students Refer to specific students and theirstatements.
3. Identify the misconceptions from the scenario that need to be Refer to specific students and their statements.
4. Explain how these misconceptions may arise and discuss ways of that these misconceptions can be challenged in the
5. Identify and other issues arising in the scenario, and briefly explain the importance of addressing these issues in science education. Use relevant literature to support your claims.

Part 2: Develop a two-lesson sequence that addresses the science a concept and challenges students misconceptions

1. The first lesson must include activities that engage the students interest in the topic and provide opportunities for

diagnostic assessment to determine students prior knowledge, including misconceptions.

1. The second lesson must

• Include a practical hand-on and mind-on activity that will challenge students misconceptions and develop a

more scientific understanding of the science concept.

• identify formative assessment opportunities that reveal students conceptual understanding
  1. The two-lesson sequence must
• list resources required for each lesson, including working links to the resources
• include learning intentions and learning outcomes for each lesson
• provide scaffolding for the activities in each lesson, such as teacher questions and instructions that will elicit appropriatepractical and cognitive responses from the students, and student responses that will allow them to demonstrate the learning outcomes.
• Identify where critical thinking occurs and formal literacy strategies are
• show how ICT can be used to actively record or present student observations and reasoning
• address any other identified issues in the scenario

Note: Activities and materials used in this assignment cannot be direct copies of those found in published or online resources. They must be modified to address the task requirements and you must be provide readily accessible references or links these resources

Presentation of Assignment 2 .

• Use the template provided for your responses to Part 1 and Part
• Please retain the format of the template (Calibri 10, 15 spacing)
• The document should be NO MORE than 5 pages, including

SubmissionofAssignment2

• The template for this assignment is to be submitted in electronic format as a Microsoft Word document via Study Desk
• Save the file in the following format, g., EDX2260_A2 _Surname.docx. DO NOT submit as a pdf.
• Always check that the file has been uploaded correctly and that you have an electronic copy of the assignment available if

The assessment relates directly to APSTs 1.2, 2.1, 2.2, 3.3, 3.4, 3.6, 4.1, 6.2. For further information on these standards, please see

https://www.aitsl.edu.au/teach/standards

Academic Integrity

As a student of the USQ academic community, you are asked to work to uphold the principles of academic integrity during your course of study. USQ sets expectations and responsibilities of students, more specifically it states that students will commit to engage in behaviour that is consistent with the Universitys values of integrity and honesty in academic endeavours particularly when undertaking Assessment.(Academic Integrity Policy- Principles).

At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by others to support and inform their work, always giving due acknowledgement to the source.

While we encourage peer learning, it is not appropriate to share assignments with other students. If you do share your assignment with another student, and they copy part of or all your assignment for their own submission, this is considered collusion and you may also be reported for academic misconduct. If you are unsure and need further information you can find this in the Academic Integrity Policy.