EDUC5508 Taryn van Rheede van Oudtshoorn

Assessment 2 20384044
_________________________________________________________________________
EDUC5508 Integrated Studies from K-7: Science Focus
Assignment 2
Science Integrated Program
Inquiry is not just teaching science,
but using science to teach thinking
Joseph Abruscato (2010)
Tarn !an "#eede !an $udts#oorn
%0&8'0''
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"ationa(e
Medicine for a tummy ache. Mixing ingredients to make cupcakes with mum. Kicking a
soccer ball to a friend on a warm summer's day. Counting stars in the night sky while the
crescent moon looks down. Admiring the wrinkly, white silkworm spinning a silky cocoon on
a new, waxy, green, mulberry leaf. Science is eerywhere.
According to !uxley"#$%&' "as cited by (shach ) *ried, +,,-, p. &#.'/science is nothing but
trained and organised common sense.0 Science is about the real world, and studying
science helps deelop reasoning skills "(shach ) *ried, +,,-, p. &#1'. Scientific knowledge
helps us make sense of the world around us and in some areas it can een help us make
predictions of future eents "!ackling, +,,., p. #+$'. 2he study of science can help people
understand why medicine can help a tummy ache feel better, and why a ball will moe when
it is kicked. Science also helps people understand why summer days are warm or why the
shape of the moon appears to change during the month, and why it seems to always
following the same pattern. Science e3uips students with a erifiable way, by means of
obseration and experience, to answer interesting and important 3uestions about the
physical, biological and technological world around them "ACA4A, +,#5'. (arly exposure to
science6related actiities and learning experiences will lead to /deep reseroirs of material0
that oer time may be organised into rich scientific concepts "!ackling, +,,., p. &++'. 7t is
important to teach science to primary school children because by learning scientific
principles and processes children start to deelop the foundation necessary to become
scientifically literate citi8ens that are e3uipped to make sound societal decisions as well as
decipher and ealuate the different media reports, and adertising, that bombard them each
day "9eters ) Stout, +,##, p. -'. :nderstanding scientific literacy enables citi8ens to actiely
and accurately participate in science related debates and issues "*it8gerald, +,#&, p. +,',
such as global warming or eolution. ;eeloping an understanding of scientific concepts not
only helps students make sense of their world but this understanding can also help students
make better personal decisions such as abstaining from non6prescription drugs, drinking,
unprotected sex and unhealthy eating habits "9eters ) Stout, +,##, p. -'. An education that
incorporates science helps students deelop into responsible citi8ens "Abruscato, +,#,, p.
$'.
*or primary school children thinking and doing are closely related, and their understanding of
scientific concepts is dependent on them being able to see and work things out for
themseles "!arlen, Macro, 4eed, ) Schilling, +,,&, p. &'. 2he sad truth is that far too often
science is taught by giing students a textbook, worksheet or ideo, and telling them the
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
'facts', which they are then expected to remember and regurgitate in a later test "Abruscato,
+,#,, p. -'. <hen students are only gien the 'facts' and are not gien opportunities to relate
them to their own way of looking at things they can only 'learn' them by rote memorisation
"!arlen et al., +,,&, p. &'.
As teachers our aim should be similar to that of the Australian Academy of Science: to
/sustain children's natural curiosity by encouraging them to explore their surroundings and
improe their explanations of the world0 "Australian Academy of Science, #%%5, p. '. *or
students to understand the nature of science and the importance of scientific experiments, in
the deelopment of trustworthy eidence, they must learn by in3uiry and by conducting
inestigations themseles "!ackling, +,,., p. #+$'. /Science is not science where there is no
pairing between theory and eidence0 "(shach ) *ried, +,,-, p. &#$'. 9rimary students
en=oy science when it is student6centred, when they feel that their 'oices' are heard, and
when there is a focus on inestigations ">oodrum, !ackling and 4ennie +,,#? @ogan and
Skamp +,,$ as cited by Skamp, +,#+, p. #'. A constructiist iew of learning argues that
students don't absorb new ideas, learning is not the transmission of knowledge from teacher
to student, but rather students learn by actiely generating meaning from experiences on the
basis of existing ideas "Skamp, +,#+, p. #&'.
/7n3uiry6based approaches to learning harness the spirit of inestigation, creating an
interesting, engaging and meaningful curriculum that uses children's interests and 3uestions
as a starting point for effectie learning0 "2ouhill, +,#+, p. #'. 7n3uiry6based science helps
proide the necessary experiences to support students in deeloping or modifying their
interpretations of how the world works "!ammerman, +,,1, p. %#'. <hen students are
encouraged to inestigate, they take ownership of problems and 3uestions, and are
motiated to focus on learning "!ammerman, +,,1, p. 5-'. 7n3uiry6based teaching actiely
engages students in learning by stimulating their natural curiosity and stirring their
excitement of discoery, while also creating authentic experiences of the nature of science
"!ackling, +,,., p. #+%'. 2eaching science by means of in3uiry and inestigation not only
proides students with opportunities to learn new content but to also deelop skills such as
obseration, prediction, problem6soling, decision making, communication, thinking and
3uestioning "!arlen et al., +,,&, p. -1'. All these skills are useful not only in science, but in
all academic and personal areas of life. 7n3uiry6based teaching /can teach more than =ust
about concepts. 7t gies students a process to use when they encounter other problems in
and out of the classroom.0 "!ood ) >erloich, +,,., p. 55'
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
Program Summar
P#ase )esson $!er!ie*
Engage )esson +
What's in the box?
To entice students and ascertain their prior
no!"edge a#out soi"s$ rocs and ho! the Earth%s
sur&ace changes over time'
To a"so encourage students to as (uestion
deve"op a desire to investigate soi"s$ rocs and
ho! the Earth%s sur&ace changes over time'
E,-(ore
)esson %
)uper Soils
To provide an opportunity &or students to e*p"ore
and record the di&&erent aspects o& di&&erent soi"
samp"es using a hands+on approach'
)esson &
Raucous Rock
To provide an opportunity &or students to e*p"ore
and record the di&&erent characteristics o& di&&erent
roc samp"es$ and ho! they are &ormed$ using a
hands+on approach'
)esson '
Exploring Erosion
To provide an opportunity &or students to e*p"ore
and record the in&"uence humans have on erosion$
using a hand+on approach'
)esson 5
Wet 'n Wil Weathering
To provide an opportunity &or students to e*p"ore
and record the change to rocs over time !hen
e*posed to !eathering$ using a hands+on
approach'
E,-(ain )esson .
!uicrous !an"orms
To encourage students to connect current
scienti&ic e*p"anations !ith their ne! &indings on
soi"s$ rocs$ !eathering and erosion to e*p"ain
ho! the Earth%s sur&ace changes over time and
ho! di&&erent "and&orms are made'
E(a/orate )esson 7
Engineering Erosion
To encourage students to p"an$ rep"icate and
investigate the di&&erent &actors that e&&ect soi"
erosion'
E!a(uate )esson 8
E#aing Erosion
To provide an opportunity &or students to app"y
their no!"edge and understanding o& the ro"es o&
soi"s$ rocs$ !eathering and erosion in the change
o& the Earth%s sur&ace and the importance o&
preventing human induced erosion'
0ustra(ian Curricu(um $!er!ie*
General Capabilities:
Literacy Numeracy Information and Communication Technology Critical and Creative Thinking
Intercultural Understanding Personal and ocial Competence !thical "ehaviour
Cross#Curriculum Priorities:
$boriginal % Torres trait
Islander &istories and Cultures
$sia % $ustralia's
!ngagement (ith $sia
ustainability
cience )verarching Ideas:
Pattern* )rder and )rganisation +orm and +unction tability and Change
cale and ,easurement ,atter and !nergy ystems
Integrated Unit of -ork on .topic/ :
How the Earth's Surface changes over time and how we as people can look after our planet.
0ear Level: 1
Prior Kno*(edge E,em-(ar Te,ts
$ut(ine re(e!ant -re!ious curricu(um and e,-eriences t#at *i(( su--ort
t#is unit of *or12
)tudents have had e*perience !ith rocs and soi"s in everyday p"ay'
)tudents have had prior e*periences using i,ads and are &ami"iar !ith taing
photographs and using search engines'
)tudents have had e*perience !ith deve"oping mind+maps'
)tudents have had e*perience !ith dra!ing graphs and taing notes'
)ist t#e 3e,em-(ar4 te,ts t#at *i(( su--ort t#is unit of *or1 5 /oo1s6 -icture /oo1s6 music6 -oetr6 D7D8s6 etc2
The )coop on )oi"s+ e-oo &rom $he Elementar% &lobe '$he &lobe (rogram) http.//!!!'g"o#e'gov/documents/018800/052088/E"ementary34O-E_)oi"_en'pd&
The Roc Cyc"e+ video &rom Stu%*ams 'Scholastic)http.//study5ams'scho"astic'com/study5ams/5ams/science/rocs+minera"s+"and&orms/!eathering+and+erosion'htm
The Roc Cyc"e. %Test yourse"&%+ On"ine 6ui7 &rom Stu%*ams 'Scholastic) http.//study5ams'scho"astic'com/study5ams/5ams/science/rocs+minera"s+"and&orms/!eathering+and+erosion'htm
8eathering 9 Erosion+ video &rom Stu%*ams 'Scholastic) http.//study5ams'scho"astic'com/study5ams/5ams/science/rocs+minera"s+"and&orms/!eathering+and+erosion'htm
:aps 9 ;mages+ &oogle Earth
8ind$ 8ater$ 8aves$ and ;ce'''oh my< + =ands on ideas &rom the #"og +eakers an +umblebees http.//#eaersand#um#"e#ees'#"ogspot'com'au/200>/22/!ind+!ater+!aves+and+iceoh+my'htm"
Weathering, Erosion - .eposition/ &ame. ?rom the #"og +eakers - +umblebees http.//#eaersand#um#"e#ees'#"ogspot'com'au/200>/22/!eathering+erosion+and+deposition'htm"
-eneath our ?eet. @ear 1+ (rimar% 0onnections
Unit 0. )haping the Earth%s )ur&ace. @ears0+1+ ScienceWeb Australia http.//science!e#'asta'edu'au/years+0+1/unit0/"esson+t!o/yr01+unit0+"esson+t!o'htm"
Destructive ?orces @ear 1+ 1resome Resources2 3inerals an Energ% Eucation http.//!!!'oresomeresources'com/resources_vie!/resource/unit_o&_!or_destructive_&orces
3"aciers$ 8ater and 8ind$ oh my<. =ands on activity &rom $eachEngineering http.//!!!'teachengineering'org/vie!_activity'phpAur"Bco""ection/cu#_/activities/cu#_earth/cu#_earth_"esson5_activity2'*m"
)in1s to ot#er (earning areas
Out"ine "ins !ith other Cey 4earning Areas'
2his unit of work links Science to @iteracy, Maths, and >eography @inks exist throughout the program to @iteracy through the use of descriptions of different soils and rocks, reading and producing factual reports and recordings, interacting with others,
and the persuasie language to conince people to protect the enironment. @inks are made through maths by the measuring of different soils and rocks, using different methods of data collection such as recording sheets as well as constructing
suitable data displays such as tables and column graphs. @inks are also made to >eography through identifying relationships between people and land as well as identifying the differences in soil and egetation between different areas.
Unit )vervie( .+or(ard planning document/
Conte,t9Intent Dee- Kno*(edge and Understandings S1i((s Processes97a(ues90ttitudes
Integrating t#eme

Science
Eng(is# :at#ematics
Science Understanding
AC)U0D5
Science as a ;uman
Endea!our
AC)=E0E2
AC)=E0E2
Science In<uir S1i((s
AC);)0E1 AC);)22E
AC);)0E5 AC);)0E>
AC);)0EE AC);)0D2
AC);)0E8
)anguage
ACE4A2188
ACE4A218>
ACE4A21>8
)iterature
ACE4T2E00
ACE4T2E0D
)iterac
ACE4@2E8D
ACE4@2E88
ACE4@2E8>
ACE4@2E>1
=um/er and 0(ge/ra :easurement and
>eometr
AC::3081
AC::30>0
Statistics and
Pro/a/i(it
AC:),0>5
AC:),0>E
)esson num/er: + ?'5min@ )esson tit(e: What's in the box? - Students understanding of soils, rocks and how the Earth's surface changes over time
E=>0>E
$o capture stuents4 interest an "in out 5hat the% think the% kno5 about the ke% concepts6
$o elicit stuents4 7uestions about the ke% concepts6
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e
c(ass6 sma(( grou-s or indi!idua(@
0ssessment Diagnostic
8in out 5hat stuents alrea% think the% kno5 an unerstan6
$his allo5s %ou to take account o" stuents4 existing ieas 5hen
planning "uture learning experiences6
cience
ACSS:,.-
ACS!(,1#
ACS7S,15
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@2#1,&
AC(@A#1$.
AC(@A#1$$
Students *i((:
2' Discuss their prior no!"edge o& soi"s$
rocs and ho! the Earth%s sur&ace
changes over time !ith their partners'
2'E*p"ore and p"ay !ith soi"s and rocs
&rom the 3%ster% +ox
0' Cooperative"y !or in pairs/groups
and discuss$ i""ustrate and e*p"ain ho!
they thin that the Earth%s )ur&ace
changes over time' During this time there
!i"" #e a s"idesho! o& photos o& di&&erent
soi"s$ rocs and "and&orms to he"p spar
in+depth conversations'
1' )hare their dra!ings and ideas
cooperative"y !ith their partners and !ith
the !ho"e c"ass'
5' Descri#e$ i""ustrate and "a#e" a dra!ing
depicting ho! mountains$ va""eys and
rocs are &ormed'
1. Interacti!e A#ite/oard
. Soils, !ocks, " #andforms Slide Show
See !esources $%%endix 1.$
&. '(ster( )ox *items+ soil, rock, %ebble,
-. 'ind-ma% tem%late x-
See !esources $%%endix 1.) " 1..
/.0rawing %a%er and %encils x-
1.2igsaw 3uestions
See !esources $%%endix 1.0
A#o(e C(ass acti!it B Pair-Aor1: :ster Co,
One at a time items are p"aced in secret in a mystery
#o*' A di&&erent student is piced each time to come up
and put their hand in the #o* and touch the item'
)tudents in the c"ass have to as %yes/no% (uestions to
!or out !hat each item is in the #o*' 8hen the item is
identi&ied it is #rought out o& the #o* and students
discuss each item in their pairs and then dra! a (uic
mind+map$ and setch$ to sho! ho! much they no!
a#out each item'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith a competent
student that has sho!n previous"y ho! to !or !e"" as
a team and !ho does not dominate the !eaer student'
+ The !eaer student is a"so given a copy o& a mind+
map !ith prompts to he"p them comp"ete the tas'
?0--endi, +2C@
Digsa*
)tudents are divided into groups and each group is
given a di&&erent (uestion to discuss' )tudents 5ot do!n
thoughts and ideas as !e"" as dra! pictures to he"p
e*p"ain their thining' A&ter some time students 5igsa!
!ith students &rom other groups to discuss the
(uestions that they had discussed as !e"" as their
ans!ers' )tudents can add and share to the
discussions'
Aord Aa((
+ C"ass #rainstorming a#out soi"s$ rocs and ho! the
Earth%s sur&ace changes over time and the re"evant
!ords speci&ic to this topic'
:ind-ma-s
Assessed #ased on ho! much detai" is provided
and the ratio o& true to &a"se in&ormation given'
See $ssessment $%%endix 1.. for marking
criteria and marking scales.
Digsa* Dra*ings
See $ssessment $%%endix 1.) for marking
criteria and marking scales.
A"ternative conceptions demonstrated in the
dra!ings !i"" #e noted so that these may #e
addressed in &uture teaching'
)esson num/er: % ?+25 #rs@ )esson tit(e: Su%er Soils- Students ex%lore " record different as%ects of different soils.
EEP)$"E
;nspiration &or this "esson !as taen &rom the e+-oo %The )coop on )oi"s% FThe E"ementary 3"o#eG and simi"ar
ideas are &ound in (rimar% 0onnections2 +eneath our 8eet '9ear 4) as !e"" as ScienceWeb Australia2 9ears3/42
:nit 32 Shaping the Earth's Sur"ace6 1resome Resources2 3inerals an Energ% Eucation2 +elo5 1ur 8eet a"so
sets out a simi"ar activity'
$o pro#ie hans/on experiences o" the phenomenon or concept6
$o pro#ie share experiences o" the phenomenon or concept6
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e
c(ass6 sma(( grou-s or indi!idua(@
0ssessment Formati!e
!ook "or e#ience o" stuents4 use o" appropriate 5a%s to
represent 5hat the% kno5 an unerstan an gi#e them
"eeback about ho5 the% can impro#e their representation6
cience
ACS!(,1#
ACS7S,1-
ACS7S,11
ACS7S,1$
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@A#5%$
AC(@2#1,.
AC(@A#1%5
,aths
ACMM>,$5
ACMS9,%-
ACMS9,%1
Students *i((:
2' E*p"ore the schoo" grounds as a c"ass
and co""ect soi" samp"es &rom di&&erent
areas F)andpit$ ova"$ garden etcG'
2' Use magni&ying g"asses to investigate
soi" samp"es co""ected as a c"ass &rom
around the schoo" paying particu"ar
attention to &eatures such as co"our$
te*ture$ structure$ moisture$ and organic
matter contents'
0' Ana"yse soi" samp"es "e&t in 5ars !ith
!ater and note ho! they &orm "ayers
over time'
1' Cooperative"y !or in groups and
discuss their o#servations and thoughts
a#out the di&&erent soi"s'
5' Dra! pictures o& their di&&erent
o#servations and share their di&&erent
dra!ings !ith their group mem#ers'
E' Use sca"ed instruments to measure
and compare the height i& the di&&erent
"ayers o& soi" in the soi" 5ars'
D'Construct ta#"es to represent the data
gathered during the investigation$ simi"ar
to the ta#"es seen in %$he Scoop on
Soils'6
+2 Interacti!e A#ite/oard
%2 e-Coo1 F4he Scoo% on Soils'
See !esources $%%endix .$
&2 Gi-(oc1 /ags B s-ades for soi( co((ection
'2 Pre!ious( -re-ared ?+ *ee1 ear(ier@ soi(
sam-(es6 in Hars *it# *ater6 to s#o* t#e
different soi( (aers2 Soi( is ta1en from t#e same
areas of t#e sc#oo( t#at t#e c(ass sam-(es *i((
/e ta1en from ?Sand-it6 o!a(6 garden etc@2
52 Su%er Soils 5nvestigation 4able x-
See !esources $%%endix .) " ..
.2 :agnifing g(asses x-
72 T*eeIers
A#o(e C(ass:
+ As a c"ass co""ect and "a#e" soi" samp"es &rom around
the schoo" F)andpit$ ova"$ garden etcG'
-As a c"ass read the e+-oo %$he Scoop on Soils' on the
interactive !hite#oard'
Soi( Stations: >rou-s of &
+ ;n groups o& three move around the c"assroom to the
di&&erent soi" stations investigating the di&&erent &eatures
o& the di&&erent soi" samp"es' )tudents a"so note ho!
the samp"es divide into di&&erent "ayers in !ater'
Indi!idua(
+Even though students !or in teams around the c"ass
each student individua""y comp"etes their o!n ta#"e'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
as a team and !ho don%t dominate the !eaer student'
+ The !eaer student is a"so given a copy o& a Soils
;n#estigation $able !ith prompts to he"p them comp"ete
the tas' ?0--endi, %2C@
Aord Aa((
+ Add ne! !ords re"evant to understanding soi"s'
Ta/(es
Assessed on accuracy and (uantity/(ua"ity o&
in&ormation provided'
See $ssessment $%%endix $ for marking
criteria and marking scales.
)esson num/er: & ?+25#rs@ )esson tit(e: !aucous !ocks- Students ex%lore " record different as%ects of different rocks.
EEP)$"E
This uses a simi"ar approach as "esson one !ith simi"ar ideas seen in (rimar% 0onnections2 +eneath our 8eet '9ear
4) as !e"" as ScienceWeb Australia2 9ears3/42 :nit 32 Shaping the Earth's Sur"ace6
$o pro#ie hans/on experiences o" the phenomenon or concept6
$o pro#ie share experiences o" the phenomenon or concept6
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e
c(ass6 sma(( grou-s or indi!idua(@
0ssessment Formati!e
!ook "or e#ience o" stuents4 use o" appropriate 5a%s to
represent 5hat the% kno5 an unerstan an gi#e them
"eeback about ho5 the% can impro#e their representation6
cience
ACS!(,1#
ACS7S,1-
ACS7S,11
ACS7S,1$
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@A#5%$
AC(@2#1,.
AC(@A#1$.
AC(@A#1%5
,aths
ACMM>,$5
ACMS9,%1
Students *i((:
2 ' =ave co""ected di&&erent rocs &rom
their home gardens$ or "oca" areas$ and
have "a#e""ed them$ !ith the date and
"ocation &ound$ ready &or c"ass'
2' Use magni&ying g"asses to investigate
and p"ay !ith the di&&erent roc samp"es
that they$ and their peers$ have #rought
in'
0' 8atch a cartoon video on the roc
cyc"e and tae notes &or a (ui7'
0' Ana"yse di&&erent roc samp"es paying
particu"ar attention to &eatures such as
si7e$ co"our$ te*ture$ hardness and
shape'
1' Cooperative"y !or in groups and
discuss their o#servations and thoughts
a#out the di&&erent rocs'
5' Dra! pictures o& their di&&erent
o#servations and share their di&&erent
dra!ings !ith their group mem#ers'
E' Use sca"ed instruments to measure
and compare the si7e o& the di&&erent
rocs'
D'Construct ta#"es to represent the data
gathered during the investigation'
+2 Interacti!e A#ite /oard
%2 Cartoon !ideo: '4he !ock .(cle'- StudDams
?Sc#o(astic@
&2 JuiI: '4est (ourself 6 4he !ock .(cle'
StudDams ?Sc#o(astic@
'2 !aucous !ocks 5nvestigation 4able x-
See !esources $%%endix &.$ " &.)
52 :agnifing g(asses x-
A#o(e C(ass9 Indi!idua(9 T#in1-Pair-S#are
-As a c"ass !atch the cartoon %$he Rock 0%cle' on the
interactive !hite#oard'
+As indi!idua(s tae notes on the video
+As a c"ass !or through the (ui7 using the 4hink-
7air-Share approach to ans!ering the (uestions'
"oc1 Stations: >rou-s of &
+ ;n groups o& three move around the c"assroom to the
di&&erent roc stations investigating and discussing the
di&&erent &eatures o& the di&&erent roc samp"es'
Indi!idua(
+Even though students !or in teams around the c"ass
each student individua""y comp"etes their o!n ta#"e'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
as a team and !ho don%t dominate the !eaer student'
+ The !eaer student is a"so given a copy o& a
Raucous Rocs $able !ith prompts to he"p them
comp"ete the tas' ?0--endi, &2C@
Aord Aa((
+ Add ne! !ords re"evant to understanding rocs'
Ta/(es
Assessed on accuracy and (uantity/(ua"ity o&
in&ormation provided'
See $ssessment $%%endix &$ for marking
criteria and marking scales.
)esson num/er: ' ?+25#rs@ )esson tit(e: Ex%loring Erosion- Students ex%lore " record the effect of wind and water on erosion. *Erosion and change to the Earth's surface.,
EEP)$"E
This "esson !as inspired #y photos o& e*periments posted on the #"og +eakers an +umblebees in a post ca""ed Win, Water, Wa#es, an ;ce666oh m%< This "esson a"so shares
ideas &rom an activity ca""ed &laciers, Water an 5in, oh m%< Contri#uted #y the ;ntegrate $eaching an !earning (rogram at the :ni#ersit% o" 0olorao seen on the !e#site
$eachEngineering6 ;deas !ere a"so taen &rom the "esson p"an #y 3elissa +reuer ca""ed .ig this< Erosion ;n#estigation'
$o pro#ie hans/on experiences o" the
phenomenon or concept6
$o pro#ie share experiences o" the
phenomenon or concept6
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e c(ass6
sma(( grou-s or indi!idua(@
0ssessment Formati!e
!ook "or e#ience o" stuents4 use o" appropriate 5a%s to
represent 5hat the% kno5 an unerstan an gi#e them
"eeback about ho5 the% can impro#e their representation6
cience
ACS7S,1%
ACS!(,1#
ACS7S,1-
ACS:,.-
ACS7S,1-
ACS7S,11
ACS:,.-
ACS7S,1$
ACS7S,.#
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#1$.
AC(@A#1$$
AC(@A#5$%
AC(@A#5$$
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,aths
ACMS9,%1
Students *i((:
2' 8atch a video on !eathering and
erosion'
2' Deve"op note+taing si""s !hen taing
notes !hi"st !atching the video'
0' Engage in a $hink/(air/Share to
complete a c"ass (ui7 on the interactive
!hite#oard
0' Cooperative"y !or together to
investigate and discuss o#servations at
the di&&erent erosion stations'
1' Cooperative"y !or in groups to
discuss ho! erosion !ors and ho! it
impacts the Earth%s sur&ace'
5' Dra! diagrams to i""ustrate ho!
erosion !ors and share these !ith their
group'
E' Comp"ete ta#"es !ith the o#servations
they have made'
D' Engage in c"ass discussions a#out
!eathering$ erosion and deposition'
8' 8or as a team to p"ay a team game
on !eathering$ erosion and deposition'
+2 Interacti!e A#ite /oard
%2 Cartoon !ideo: '4he Weathering and Erosion'
StudDams ?Sc#o(astic@
&2 Weathering " Erosion 8ideo Wor1s#eet x-
See !esources $%%endix -.$ " -.)
'2 Erosion Stations 9bservation Sheet x-
See !esources $%%endix -..
/. Items for t#e different erosion stations:
+ Wind: $ra%, san - stra5s "or blo5ing
+ Water *fluvial,: Ti"ted sand tray 9 !ater #ott"e
/ Wave: ,ainting tray !ith sand on the higher
"eve"$ !ater in the trough and padd"e+pop
stics to create !aves
/ S%lash: petri+dish !ith sand and !ater dropper'
.2 Cutc#erFs -a-er 1ee- station areas tid2
72 )ego Structures ?,'@ for t#e Weathering,
Erosion " 0e%osition game.
A#o(e C(ass
+ As a c"ass !atch the cartoon video 'Weathering an
Erosion''
+ As indi!idua(s tae notes on the video using the
Weathering an Erosion #ieo 8orsheet'
?"esource 0--endi, '20@
+ As a c"ass !or through the (ui7 using the $hink/(air/
Share approach to ans!ering the (uestions'
>rou- Aor1: Erosion Stations
+ ;n groups o& three students move around the c"assroom
to the di&&erent stations to investigate and discuss the
di&&erent types o& erosions and ho! they !or' T!o groups
at each station'
+ As indi!idua(s students comp"ete the Erosion Stations
1bser#ation Sheet ?"esource 0--endi, '2C@
A#o(e C(ass
+ As a c"ass students engage in a teacher+directed
discussion a#out the c"asses o#servations o& their
investigations'
+ As a c"ass students participate in the team game
Weathering, Erosion - .eposition6 This game shou"d #e
p"ayed outside to a""o! &or e*tra room to run around'
)tudents !or in teams o& si*' Each team is given a "ego
structure !hich they have to tae in turn to run to$ remove
a piece F8eatheringG$ cra# !a" !ith the piece #ac to
their team FerosionG and put it do!n !ith their team
FdepositionG'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith competent students
that have sho!n previous"y ho! to !or !e"" as a team
and !ho don%t dominate the !eaer student'
+ The !eaer student is a"so given a copy o& the
Weathering an Erosion =ieo Worksheet extra prompts
to he"p them comp"ete the tas'?"esource 0--endi, '2C@
Aeat#ering B Erosion 7ideo Aor1s#eet
Assessed on accuracy and (uantity/(ua"ity
o& in&ormation provided'
See $ssessment $%%endix -.$ for
marking criteria and marking scales.
Erosion Stations $/ser!ation S#eet
Assessed on accuracy and (uantity/(ua"ity
o& in&ormation provided'
See $ssessment $%%endix -.) for
marking criteria and marking scales.
Dra*ings
Assessed on accuracy and (ua"ity o&
in&ormation provided'
See $ssessment $%%endix -.. for
marking criteria and marking scales.
A"ternative conceptions demonstrated in the
dra!ings !i"" #e noted so that these may #e
addressed in &uture teaching'
)esson num/er: 5 ?+25#rs@ )esson tit(e: Wet 'n Wild Weathering- Students ex%lore " record the effect of weathering on rocks. *Weathering and change to the Earth's surface.,
EEP)$"E
;deas &or this "esson are taen &rom "esson 1 o& (rimar% 0onnections2 +eneath our "eet '9ear 4) and &rom 1resome
Resources2 3inerals an Energ% Eucation2 .estructi#e 8orces 9ear 46
$o pro#ie hans/on experiences o" the phenomenon or concept6
$o pro#ie share experiences o" the phenomenon or concept6
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e
c(ass6 sma(( grou-s or indi!idua(@
0ssessment Formati!e
!ook "or e#ience o" stuents4 use o" appropriate 5a%s to
represent 5hat the% kno5 an unerstan an gi#e them
"eeback about ho5 the% can impro#e their representation6
cience
ACS7S,1%
ACS!(,1#
ACS7S,1-
ACS:,.-
ACS7S,1-
ACS7S,11
ACS:,.-
ACS7S,1$
ACS7S,.#
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#1$.
AC(@A#1$$
AC(@A#5$%
AC(@A#5$$
AC(@A#1$%
,aths
ACMM>,$5
ACMS9,%1
Students will:
2' Discuss the meaning and &eatures
o& a &air test'
2' Cooperative"y !or together to
deve"op scienti&ic (uestions &or
investigation'
0' Cooperative"y !or together to
deve"op a &air scienti&ic test$ eeping
in mind the di&&erent varia#"es that
need to #e ept the same as !e"" as
the one varia#"e that is #eing test'
1' :ae predictions regarding the
e*pected outcomes o& the
investigation'
5' Cooperative"y !or together to
conduct a &air scienti&ic test !here
they !i"" investigate the e&&ects o&
mechanica" !eathering'
E' Use sca"ed instruments to
measure and compare the si7e o& the
di&&erent rocs at the end o& the
e*periment'
D' :ae o#servations'
8' Construct ta#"es and dra! co"umn
graphs to represent the co""ected
data'
>' Dra! conc"usions &rom the
evidence gathered'
+2 >(ass Hars ?& -er team@2
%2 Pre-made c(a-sand /a((s ?roc1s@2
?+ -er Har@
&2 Aater
'2 Wet 'n Wild Weathering 5nvestigation 7lannerx-
See !esources $%%endix /.$
52 Wet 'n Wild Weathering 5nvestigation !esultsx-
See !esources $%%endix /.)
.2 Weathering, Erosion " 0e%osition ;ame: From
t#e /(og )eakers " )umblebees.
A#o(e C(ass Discussions
- As a c"ass students !i"" engage in teacher+directed
discussions a#out the di&&erent aspects o& a &air test'
+ As a c"ass students !i"" engage in teacher+directed
discussions a#out the steps that they can tae to
ensure a &air test'
+ As a c"ass students !i"" engage in teacher+directed
discussions a#out deve"oping good scienti&ic (uestions
&or investigations'
+ As a c"ass students !i"" receive instructions and
e*pectations o& the tas'
>rou- Aor1
+ )tudents !i"" !or in groups o& 0 to discuss and
comp"ete the Wet 'n Wil Weathering ;n#estigation
(lanner'
+ Once their p"anning has #een approved #y the teacher
students !i"" #egin their investigations' ?0--endi, 520@
Indi!idua(
+ )tudents comp"ete the investigation as a team #ut
then each comp"ete their o!n Wet in Wil Weathering
Results sheet on their o!n'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
as a team and !ho don%t dominate the !eaer student'
Second A#o(e C(ass Discussions
+ A&ter the e*periments are comp"eted and the resu"ts
recorded the students !i"" engage in teacher+directed
discussions a#out the conc"usions dra!n &rom the
evidence gathered'
Aord Aa((
+ Add ne! !ords re"evant to understanding !eathering
and erosion'
Ta/(es
Assessed on accuracy and (uantity/(ua"ity o&
in&ormation provided'
See $ssessment $%%endix /.$ for marking
criteria and marking scales.
>ra-#s
Assessed on accuracy and (ua"ity o& graph'
See $ssessment $%%endix /.) for marking
criteria and marking scales.
In!estigation P(anning
Assessed on accuracy and depth o&
in&ormation provided'
See $ssessment $%%endix /.. for marking
criteria and marking scales.
)esson num/er: . ?+25#rs@ )esson tit(e: #udicrous #andforms- Students develo% ex%lanations for how different landforms were made. *.hange to the Earth's surface.,
EEP)0I=
This "esson uses Resource >2 Re Rock Rising &rom (rimar% 0onnections2 +eneath our "eet /9ear 46
This "esson uses some ideas &rom (rimar% 0onnections2 +eneath our "eet /9ear 4 #ut a"so di&&ers (uite a #it &rom it'
$o support stuents to e#elop explanations "or experiences an make representations o" e#eloping conceptual
unerstaning6
$o introuce current scienti"ic #ie5s6
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e
c(ass6 sma(( grou-s or indi!idua(@
0ssessment Formati!e
!ook "or e#ience o" stuents4 use o" appropriate 5a%s to represent
5hat the% kno5 an unerstan an gi#e them "eeback about
ho5 the% can impro#e their representations6
cience
ACS:,.-
ACS!(,1#
ACS7S,1$
ACS7S+#1
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@A#5%$
AC(@2#1,&
AC(@A#1$.
AC(@A#1$$
AC(@A#1%5
,aths
ACMSB,%1
Students will:
2' 8atch a video on :luru and then
engage in c"ass discussions on their
predictions on ho! it !as &ormed'
2' Read current scienti&ic "iterature on the
&ormation o& U"uru and compare this to
their o!n thoughts'
0' Cooperative"y !or together !ith other
students to predict ho! di&&erent
"and&orms !ere &ormed and ho!
!eathering and erosion he"ped in the
&ormation o& these di&&erent "and&orms'
1' Cooperative"y !or together !ith other
students to research the &ormation o&
di&&erent "and&orms using i,ads !ith
internet access'
5' Record predictions and research+
o#servations
E' Dra! i""ustrations to sho! their
"and&orm and ho! it !as &ormed'
D' Construct ta#"es to represent the
co""ected data'
+2 Interacti!e *#ite/oard
%2 KouTu/e !ideo: <luru *$(ers !ock, from
Sunrise to Sunset.
htt%s:==www.(outube.com=watch?v+>/w/2?u;@v5
&2Co-ies of t#e !ed !ock !ising resource
from 7rimar( .onnections: )eneath our feet.,%'
See !esources $%%endix 1.$
'2 iPads *it# internet access , %' ?or + -er '@
52 #udicrous #andforms Worksheet , %'
See "esources 0--endi, .2C
.2 Pictures of different (andforms:
F8ave Roc$ The 22 Apost"es$ The Three sisters$
Devi"%s :ar#"es$ The -ung"e -ung"es$ The pinnac"esG
A#o(e C(ass
+ As a c"ass !atch the @ouTu#e video6
/ As a c"ass discuss the &ormation o& U"uru using the
$hink/(air/Share approach6 =o! do they thin that
it &ormedA
+ As a c"ass "oo at the Re Rock Rising resource'
+ =igh"ight important in&ormation and discuss !ith
partners$ then !ith the c"ass during teacher+directed
discussions'
>rou- Aor1
+ )tudents !or in groups o& &our'
+ Each group is a""ocated a di&&erent "and &ormation
F8ave Roc$ The 22 Apost"es$ The Three sisters$
Devi"%s :ar#"es$ The -ung"e -ung"es$ The pinnac"esG'
+ )tudents indi!idua(( comp"ete their !uicrous
!an"orms Worksheet !hi"e engaging in group
discussions'?0--endi, .2C@
+ )tudents are given a picture o& their "and&orm and
they have to discuss ho! they thin that it !as
&ormed$ ho! erosion and !eathering he"ped to shape
it$ and then they !rite do!n their predictions !ith a
dra!ing'
+ )tudents use i,ads !ith internet access to research
their di&&erent "and&orms to comp"ete the !orsheet$
!hi"e sti"" engaging in group discussions'
Digsa*
+ A&ter students have researched their a""ocated
"and&orms they 5igsa! !ith students &rom other
"and&orms to &ind out the in&ormation necessary to
comp"ete the rest o& the !orsheet'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
and !ho don%t dominate the !eaer student'
)udicrous )andforms Aor1s#eet
Assessed on accuracy and (uantity/(ua"ity o&
in&ormation provided'
See $ssessment $%%endix 1.$ for marking
criteria and marking scales.
Dra*ings
Assessed on accuracy and (ua"ity o& in&ormation
provided'
See $ssessment $%%endix 1.) for marking
criteria and marking scales.
A"ternative conceptions demonstrated in the
dra!ings !i"" #e noted so that these may #e
addressed in &uture teaching'
)esson num/er: 7 ?+25#rs@ )esson tit(e: Engineering Erosion- Students %lan and conduct investigations on factors affecting soil erosion. *.hange to the Earth's surface.,
E)0C$"0TE
;deas &rom this "esson !ere inspired #y the e*periments &rom +eing a Soil Scientist2 Stuent +ooklet 42
?ueenslan 0omparable Assessment $asks '20@2)6
$o challenge an exten stuents4 unerstaning in a ne5 context or make connections to aitional concepts through a
stuent/planne in#estigation6
$o support stuents to plan an conuct an in#estigation6
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e
c(ass6 sma(( grou-s or indi!idua(@
0ssessment Summati!e
!ook "or e#ience o" the extent to 5hich stuents ha#e achie#e
the in#estigating outcomes6
cience
ACS7S,1%
ACS!(,1#
ACS7S,1-
ACS:,.-
ACS7S,1-
ACS7S,11
ACS:,.-
ACS7S,1$
ACS7S,.#
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#1$.
AC(@A#1$$
AC(@A#5$%
AC(@A#5$$
AC(@A#1$%
,aths
ACMM>,$5
ACMS9,%1
Students will:
2' Discuss the meaning and &eatures o& a
&air test'
2' Cooperative"y !or together to deve"op
scienti&ic (uestions &or investigation'
0' Cooperative"y !or together to deve"op a
&air scienti&ic test$ eeping in mind the
di&&erent varia#"es that need to #e ept the
same as !e"" as the one varia#"e that is
#eing test'
1' :ae predictions regarding the e*pected
outcomes o& the investigation'
5' Cooperative"y !or together to conduct a
&air scienti&ic test !here they !i"" investigate
the e&&ects o& di&&erent varia#"es on soi"
erosion'
E' Use sca"ed instruments to measure the
amount o& !ater needed &or each
e*periment'
D' Use sca"ed instruments to !eigh the
amount o& soi" eroded during the
e*periment'
8' :ae o#servations'
>' Construct ta#"es and dra! co"umn
graphs to represent the co""ected data'
20' Dra! conc"usions &rom the evidence
gathered'
+2 Engineering Erosion P(anner ,%'
See "esources 0--endi, 720
%2 Engineering Erosion 5nvestigation
!esultsx-
See "esources 0--endi, 72C
&2 E,-eriment materia(s:
- Soi( ?L+01g /ag@
- 0(uminium tras ?.@
- Aater
- Sca(ed Cea1ers9Hugs
- Fi(ter -a-er ?. s#eets@
- Funne( ?.@
- Catc#ment Hugs
- Sca(es
- Piece of turf9grass -atc# ?+5cm / %0cm@
A#o(e C(ass Discussions
- As a c"ass students !i"" engage in teacher+directed
discussions a#out the di&&erent aspects o& a &air test'
+ As a c"ass students !i"" engage in teacher+directed
discussions a#out the steps that they can tae to
ensure a &air test'
+ As a c"ass students !i"" engage in teacher+directed
discussions a#out deve"oping good scienti&ic (uestions
&or investigations'
+ As a c"ass students !i"" receive instructions and
e*pectations o& the tas'
+ As a c"ass discuss a"" the possi#"e &actors that might
a&&ect soi" erosion' F)"ope$ compactness$ p"ants etcG
>rou- Aor1
+ )tudents !i"" !or in groups o& 1 to discuss and p"an
soi" erosion e*periments' They !i"" design e*periments
that !i"" either &ocus on ho! s"ope a&&ects erosion$ ho!
the compactness o& soi" e&&ects erosion or ho! the
presence/a#sence o& p"ants a&&ects soi" erosion$ They
!i"" comp"ete the Engineering Erosion (lanner'
+ Once their p"anning has #een approved #y the teacher
students !i"" #egin their investigations' ?0--endi, 720@
+ Each team o& 1 !i"" then sp"it up to have t!o peop"e
&ocussing on the contro" o& the e*periment and the other
pair !oring on the e*periment !ith the changed
varia#"e'
A#o(e C(ass "e-orting
+ A&ter the e*periments have #een conducted and the
resu"ts have #een recorded and ana"ysed students &rom
the di&&erent groups report #ac to the c"ass'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
and !ho don%t dominate the !eaer student'
Ta/(es
Assessed on accuracy and (uantity/(ua"ity o&
in&ormation provided'
See $ssessment $%%endix A.$ for marking
criteria and marking scales.
>ra-#s
Assessed on accuracy and (ua"ity o& graph'
See $ssessment $%%endix A.) for marking
criteria and marking scales.
5nvestigation 7lanning
Assesse on accurac% an epth o" in"ormation
pro#ie6
See $ssessment $%%endix A.. for marking
criteria and marking scales.
)esson num/er: 8 ?+25#rs@ )esson tit(e: 'anaging Erosion- Students review and reflect on their understanding of the relationshi% between erosion and %eo%le.
E70)U0TE
The ideas &or this "esson are adapted &rom +eing a Soil Scientist2 Stuent +ooklet 42 ?ueenslan 0omparable
Assessment $asks '20@2) lesson >6
$o pro#ie opportunities "or stuents to re#ie5 an re"lect on their learning an represent 5hat the% kno56
;nspiration taen &rom the ,rimary Connections unit p"anner
Se(ected
)earning
$utcomes ?0C@
)earning E,-eriences "esources Teac#ing Strategies and >rou- Structure ?*#o(e
c(ass6 sma(( grou-s or indi!idua(@
0ssessment Summati!e
!ook "or e#ience o" the extent to 5hich stuents ha#e achie#e
the conceptual outcomes6
cience
ACS:,.-
ACS!(,1#
ACS!(,1+
ACS7S,15
ACS7S,1%
ACS7S,.#
!nglish
AC(@A#5$$
AC(@A#5$%
AC(@2#1,&
AC(@2#1,.
AC(@A#1$.
AC(@A#1$$
AC(@A#1%5
:at#s
AC:),0>E
Students will:
2' 8atch videos on areas a&&ected #y
erosion and identi&y type o& erosion
occurring$ ho! it has changed the
sur&ace o& the Earth as !e"" as ho! it has
impacted peop"e'
2' 8or cooperative"y together to &ind
possi#"e so"utions &or di&&erent erosion
pro#"ems !hi"st 5usti&ying their
suggestions'
0' Dra! and "a#e" diagrams o& erosion
a&&ected areas'
1' Dra! and "a#e" diagrams o& proposed
so"utions to erosion a&&ected areas'
+2 Interacti!e *#ite/oard
%2 KouTu/e !ideos
- !ising sea levels wear awa( 8ictorian
coastline: #tt-s:99***2outu/e2com9*atc#M
!NKf=07:<'#70
- 0eath of a Sand 0une at West )each
#tt-s:99***2outu/e2com9*atc#M
!NfD#1C-E*mi:
&2 'anaging Erosion Worksheet
See !esources $%%endix B.$
A#o(e C(ass
+ As a c"ass !atch the &irst @ouTu#e video'
/ As a c"ass discuss and 5usti&y the typeFsG o& erosion
occurring$ the impact on the "and and the impact on the
peop"e using $hink/(air/Share approach6
+ As a c"ass discuss and 5usti&y possi#"e !ays to com#at
the e&&ects o& erosion using a Think/(air/Share
approach and dra!ing i""ustrated diagrams'
+ As a c"ass !atch the second @ouTu#e video'
/ As a c"ass discuss and 5usti&y the typeFsG o& erosion
occurring$ the impact on the "and and the impact on the
peop"e using $hink/(air/Share approach6
+ As a c"ass discuss and 5usti&y possi#"e !ays to com#at
the e&&ects o& erosion using a Think/(air/Share
approach and dra!ing i""ustrated diagrams'
>rou-
+ )tudents !or in groups o& three to comp"ete the
3anaging Erosion Worksheet6
/ As a c"ass students move around the schoo" to
di&&erent areas that seem to #e e*periencing some &orm
o& erosion'
+ ;n groups they discuss the type o& erosion that the
area is e*periencing and the impact it has on the area
and on anima"s/peop"e'
+ )tudents discuss possi#"e so"utions and dra!
i""ustrated diagrams'
+ )tudents a"so identi&y potentia" erosion issues around
the schoo" and ho! they can #e prevented$ providing
evidence and 5usti&ication &or suggestions'
Differentiation90ccommodation of needs
+ The !eaest student is paired !ith competent
students that have sho!n previous"y ho! to !or !e""
and !ho don%t dominate the !eaer student'
)udicrous )andforms Aor1s#eet
Assessed on accuracy and (uantity/(ua"ity o&
in&ormation provided'
See $ssessment $%%endix B.$ for marking
criteria and marking scales.
Dra*ings
Assessed on accuracy and (ua"ity o& in&ormation
provided'
See $ssessment $%%endix B.) for marking
criteria and marking scales.
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0--endi, +
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
-ortrait
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0cti!ities and in!estigation +0O
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
0ssessment %0O
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
Integration +0O
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
"eferences
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Cam#ridge University ,ress'
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Da!son 9 3' Menvi""e FEds'G$ $he art o" teaching primar% science Fpp' 22DJ218G'
Cro!s Iest I)8$ Austra"ia. A""en 9 Un!in'
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44FEG$ 12J11'
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,ro&essiona" 4earning ,rogram' Retrieved &rom
EDUC5508 Taryn van Rheede van Oudtshoorn
Assessment 2 20384044
http.//!!!'ear"ychi"dhoodaustra"ia'org'au/n(sp"p/!p+
content/up"oads/2022/20/I6)_,4,_E+Ie!s"etter_Io15'pd&