1.

Upload teaching approach summaries and justification to leo

Multicultural Science Education (MSE)

According to Atwater (2000) Multicultural Science Education can be described as a scientific teaching method that provides equal
opportunities to students regardless of factors such as gender, ethnicity and socio-economic status. From which the following three
points can be made (Atwater, 2000):
- All students can learn science
- All students are valued in a scientific learning environment
- Students' cultural diversity in the classroom is embraced as it enhances the effectiveness of scientific learning.

Atwater (2000) has found from the implementation of the three practices certain students whom may typically underperform within the
area of science can be found to be just as successful as their peers (Atwater, 2000)

Socio-Scientific Issues
‘’Socio-scientific issues (SSI) are controversial social issues with conceptual and/ or procedural links to science.’’ (Sadler, 2011, p.4).
This approach joins scientific content and current social issues to create a curriculum allowing students to be engaged in the content
and learn relevant information (Sadler, 2011).

The Socio-scientific issues approach aims to heighten students’ interests through using issues that could potentially affect students
directly or have relevance in today’s society. This approach prompts students using open ended questions, collaborative learning and
discussing concepts. It gives students the opportunity to use higher order thinking, reflect, evaluate, discuss and demonstrate their
knowledge through different forms of assessment. (Sadler, 2011).

Using socio-scientific based learning helps encourage more effective and independent learning within the classroom. For educators
to be able to teach socio-scientific issues within their classroom effectively, they need to have a good understanding of; sustainable
development, the nature of science, probability and risk – benefit analysis and underlying scientific concepts at the level of scientific
researchers (Ratcliffe & Grace, 2003).

Bioethics and Ethics of Care

Bioethics can be considered as a learning that promotes decision-making based on ethics and human values that is necessary for
improvement of the environment or the world (Tsekos & Matthopoulos, 2014). Bioethics deals with ethical issues such as laboratory
animals in research and euthanasia. Whereas, ethics of care holds moral actions which focuses on interpersonal relationships and
care or kindness as a virtue (Ion, DeSouza & Kerin, 2018). Teaching bioethics and ethics of care in all educational levels is important
as it aims to promote the respect of human personality, the human rights and the respect of the life of all human beings as well as in
creating a “global conscience,” spreading “universal values,” and sharing “common responsibility” (Ten Have, 2018).

References

Ratcliffe, M., & Grace, M. (2003). Science education for citizenship teaching socio-scientific issues. Open University Press,
Philadelphia.

Sadler, T. (2011). Socio-scientific Issues in the Classroom Teaching, Learning and Research (1st ed. 2011.. ed., Contemporary
Trends and Issues in Science Education, 39).

Atwater, M. (2000). Multicultural Science Education. ​The Science Teacher,​ ​67​(1), 48-49.

Ion, DeSouza, & Kerin. (2018). Teaching ethics: Intersectionality, care failure and moral courage. ​Nurse Education Today,​ ​62,​ 98.

Ten Have, H. (2018). ​Global Education in Bioethics​ (1st ed. 2018.. ed., Advancing Global Bioethics, 10).

Tsekos, C. A., & Matthopoulos, D. P. (2014). Environmental ethics, bioethics and education. ​American Journal of Life Sciences​, ​2​(1),
1-4.

2. Create a Unit of work

 Unit of work for EDST261

Classroom teacher: ​Jackie flemming

Full names and student numbers: ​Chelsie Noy S00202598, Emily Madden S00154181, Jordyn Halliwell & Regine Lobaton
S00229655

Science concept: ​Movement of objects Year level: ​Foundation

Overall aims and goals of the unit:​ At the end of this unit students will be Links to school priorities and
able/capable of: frameworks: ​How is this unit informed
- Comprehending how object size and shape affects the movement of an object with the Encyclical Laudato Si?
- Comparing the movement of objects and living creatures
- Developing an understanding of the effects of push and pull Within the Unit of Work pertaining to
Movement of objects the ‘Encyclical
Laudato Si’ can be observed within each
of the lessons. Through the observation
and participation of each of God's loving
creations. An initial understanding of the
scientific component can create a further
love, awe and understanding of Gods
objects created from love.
(Mystery of the Unviverse .77)

Teaching approach chosen: ​We have selected the Multicultural Science Education (MSE) as our teaching approach. This
approach allows us to provide equal opportunities to all students and bring in and celebrate cultural diversity within the classroom
(Atwater, 2000)​. By creating an environment where students know they are equal to their peers regardless of Socio-economic
status, race or gender makes a space to celebrate diversity and students can better investigate the world around them​(Atwater,
2000)​. Students will be encouraged to explore their own ethnicity through learning activities and class discussions.

Brief description Key science concepts, skills and Capabilities to be learned:

Discovering and understanding the concept of movement. Through this students will learn to;

- Identify between objects with a smooth or uneven surface

- Compare attributes between objects
- Hypothesise outcomes of speed depending on object attributes
- Identify the way in which things move eg swimming, crawling, wriggling, walking ect
- Observe how the movement of living things depends on their size and shape

Links to the Victorian and Australian curriculum learning area contents AND Capabilities;

Science understanding;
Physical sciences

● The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object
moves or changes shape (VCSSU048)
● The way objects move depends on a variety of factors, including their size and shape (ACSSU005)

Science inquiry skills;

Questioning and prediction
● Respond to and pose questions, and make predictions about familiar objects and events (VCSIS050)
● Pose and respond to questions about familiar objects and events (​ACSIS014​)

Planning and conducting

● Participate in guided investigations, including making observations using the senses, to explore and answer questions
(VCSIS051)
● Participate in guided investigations and make observations using the senses ​(ACSIS011​)
Recording and processing
● Use informal measurements in the collection and recording of observations (VCSIS052)

Analysing and evaluating

● Compare observations and predictions with those of others (VCSIS054)
● Engage in discussions about observations and represent ideas ​(ACSIS233​)

Communicating
● Represent and communicate observations and ideas about changes in object and events in a variety of ways (VCSIS055)
● Share observations and ideas ​(ACSIS012​)

Overall structure of the unit:

Session 1
Goal:
● Observing the way different shaped objects move, such as balls, blocks and tubes.
● Comparing the way different sized, but similar shaped, objects roll and bounce, such as tennis balls, golf balls, marbles and
basketballs
Teaching team/person:
Chelsie

Session 2
Goal:
● Observing how the movement of different living things depends on their size and shape
Teaching team/person:
Emily and Jordyn

Session 3
Goal:
 ● Exploring how different strengths of pushes and pulls affect the movement of objects
● Identifying toys from different cultures that use the forces of push or pull
Teaching team/person:
Regine

Assessment strategies:
The assessment needs to reflect the key learning, capabilities and skills identified, the teaching approach and the school priorities.
- Rubics: Identifying if the student is meeting, above or below standard outline in the descriptor.
- Checklist: Identifying students' activity and understanding within the lesson.

3. Create 3 lesson plans

Lesson plan 1

Science focus: Teaching Approach: Classroom teacher: Session: ​1/3 Year level: ​Foundation
Movement of objects Multicultural Science Jackie Flemming
Education

Key Curricular links: Learning outcomes: Resources and Assessment focus: Key questions:
Upon completion of this equipment:
Science lesson students will be - Ramp - Use attached - How do things
Physical Science: able to: - Assortment of Checklist to see move?
- Identify the objects students current
difference Tennis ball, Disco ball, abilities (relevant - What do you
- The way objects between objects Large dinosaur toy, to estimation, think helps
move depends with a smooth or Football, Basketball, hypothesising, things move?
on a variety of uneven surface. Wooden elephant toy, classifying and
- Compare Chopsticks, Plastic observing) - What object do
factors including attributes cricket ball, Plushie you think will be
their size and between objects. Panda, Cotton ball, faster?
- Hypothesise Marble, Childs rattle
 shape: a push or outcomes of and Animal oshie - Is this object
a pull affects speed smooth or
depending on - Butchers paper bumpy?
how an object
object attributes. - Whiteboard
moves or Markers - Is this object
changes shape - Measuring tape light or heavy?
(VCSSU048)

Planning and - What can you

tell me about
conducting
this object?
● Participate in Which object do
guided you think will be
investigations, faster? Why
including making - What object do
observations you think will be
using the slower? Why?
senses, to
explore and
answer
questions
(VCSIS051)
● Participate in
guided
investigations
and make
observations
using the senses
(ACSIS011​)
Mathematics
Patterns and Algebra

- Sort and classify

familiar objects
and explain the
basis for these
classifications,
and copy,
continue and
create patterns
with objects and
drawings​(VCMN
A076)

Walt statement: Specific and detailed activities: ​Roles of the teachers and students.
We are learning to
identify factors that Introductory Game (10 minutes):
affect how different An introductory game will be played as a whole class to begin to introduce students to the topic of
objects move. movement. Simultaneously during the game PST and students will be able to become familiar with one
another before beginning any scientific enquiry.

As a class students and PST will engage in an activity where students are to perform the movement of
the chosen focus the PST has instructed. I.e. Everyone shows us how an elephant moves; Students
stomp and possibly make atrunch with their arm.

Focus Activity:
Identifying and Classifying (20 minutes):
As a whole class each item will be held up and asked of students what it is. i.e. Basketball
Once identified PST will ask identifying questions of the objects to illustrate attributes. I.e. What do you
know about a basketball? Is it a flat or round object? Are basketballs heavy?
Having defined the objects as a class, students will place objects into groups depending on their
attributes.
Attributes being: Smooth or Rough & Heavy or Light

Smooth Surface Rough Surface

Light Weight Heavy Weight Light Weight Heavy Weight

Groups will be labeled with printed headings and placed on the floor.

Brain Break:

Simon Says (10 minutes):

To break up the lesson a brain break will be conducted through a game ‘Simon says’ with the students.
A quick run through of the rules will be given beforehand to inform students they are able to move when
‘Simon says’ is said before the movement shown. If a student does move when ‘ simon says’ has not
been said students will continue to play due to wanting students to continue to move and be able to
reset before the next component of the lesson.

Focus Activity:

Hypothesising and Testing (20 minutes):

Now items have been classified into differing attributes, students will be hypothesising which item will go
the furthest distance when placed on the ramp. Students will line the objects in a row from furthest to
shortest distance travelled. These hypotheses will be informed from identified attributes given to each of
the objects. Prompting questions to begin discussion will include: Will a heavier object move slowly or
quickly? Do you think having a smooth surface will help the object travel?
 Upon ordering students will test their hypothesis with a ramp to see how far the object travels. PST will
measure the distance with a tape measure and record the distance on the whiteboard next to a picture
of the object.

As a class we will discuss and observe the differences between the hypothesis and results displayed on
the whiteboard.
Prompting questions may include; Why do you think this object went further than this object?
Do you think the different weights changed the distance the object travelled?

Lesson plan 2

Science focus: Teaching Approach: Classroom teacher: Session: 2/3 Year level:
Movement of objects Multicultural Science Jackie flemming Foundation
Education

Key Curricular links: Learning outcomes: Resources and Assessment Key questions:
equipment: focus:
Science understanding By the end of the - How is the
lesson students will; - Variety of Use attached insect, fish or
Physical Science: bugs and rubric to animal
- Be able to small fish, assess moving?
identify the way enough for understanding
● The way objects move depends in which things four groups. - Why are they
on a variety of factors including move eg moving that
swimming, - cut outs of way?
their size and shape: a push or crawling, different
a pull affects how an object wriggling, animals with - Do they use
 moves or changes shape walking ect their actions push or pull?
(VCSSU048) - Observe how
the movement - Pre ruled - Who do you
Planning and conducting of living things butchers think might be
● Participate in guided depends on paper faster or
their size and underneath slower? Why?
investigations, including making shape each
observations using the senses, animal/insect - Can you think
to explore and answer brought in or find any
animals,
questions (VCSIS051)
insects or fish
● Participate in guided that move the
investigations and make same. Why?
observations using the senses
(ACSIS011​)

Walt statement: Specific and detailed activities:

We are learning to observe how
animals move because of their size and Set up tables beforehand
shape
Intro 20 minutes
Lets go for a walk and hunt around the school as a group and see what animals we can
find. How do they move and why? Birds, bugs, ants ect. Take photos with ipad. 1 teacher
to stay back and set up classroom.

Group activity 25 minutes

4 Small groups

Small fish and insects are to be placed on the table with butchers paper beneath all.
Students are to observe and discuss how they move and why with teacher recording on
paper. Identify the forces of push and pull. Then students select cut outs of other animals
that have been placed on the table and match them to the animal that moves the same
 way. Each table will be given different cut outs.

Creatures on tables will be

Fish-swim

Worms-wiggle

Ants-crawl or march

Conclusion 15 minutes
Group share time. Groups to share which animals they put in each column and why
whilst sharing interesting discoveries.

Lesson plan 3

Science focus: Teaching Approach: Classroom teacher: Session: 3/3 Year level: ​Foundation
Movement of objects Jackie flemming

Key Curricular links: Learning outcomes: Resources and Assessment focus: Key questions:
equipment:
Science Understanding: By the end of this Use attached rubric to ● How do objects
The way objects move lesson, students will be ● Rope assess student’s move and
depends on a variety of able to: (lightweight) understanding change
factors including their ● Identify and ● 6 empty soda position?
size and shape: a push describe bottles
or a pull affects how an pushing and ● Plastic ball ● What is a push?
object moves or pulling ● Balloons
changes shape ● Changes in ● Cups ● What is a pull?
movement and ● Pom poms
Science Inquiry Skills direction are ● Basket ● What objects
Participate in guided caused by need a little bit
investigations, including pushes and of force to move
making observations pulls them?
using the senses, to ● Know that
explore and answer pushes and ● What objects
questions ​(VCSIS051) pulls can have need a lot of
different force to move
Use a range of strengths and them?
methods, including directions.
drawings and provided ● What else can
tables, to sort move objects?
information ​(VCSIS053)

Walt statement: Specific and detailed activities: ​Roles of the teachers and students.
We are learning to
observe forces on Introduction (15 minutes)
objects such as push Play tug-of-war for an introduction to the topic of forces - push and pull. The game will go for about 3
and pull. rounds.

After the introductory game, the class will gather around for a discussion about what forces were used
while playing tug-of-war.

The teacher will state the WALT statement. Using a T-chart, ask children to list the things (toys,
playground, classroom materials, etc) that require push and pull forces.

Group activity (30 minutes)

There will be three stations of push/pull activities.
1st: Soda bottle bowling
Students will explore the different strengths of pushes to knock over the bottles. They will compare big
push and small push.

2nd: Pom Pom Poppers

Students will explore the force of pull and how tension can produce a push.

3rd: Chair Pulley

Students will ​experiment with pulling the rope hard and then gently. What kind of pull moved the basket
the farthest?

Conclusion: (15 minutes)

Students will sit and discuss what they have discovered and what types of forces were used in the
activities. To end the lesson, students will sort out real life objects and place them in either push or pull
category.
Appendix 1
Rubric for lesson 2
Appendix 2:
Lesson 3 rubric
Appendix 3:
Checklist
Lesson One: Movement of Objects

Student Name Ability to identify Ability to classify Participation in Recognition of

object attributes objects discussion how object
depending on surrounding the weight and
attributes hypothesis of surface impact
object movement object movement