Outline

Overview

This is the second unit in Science and the Technology curriculum area and focuses on Stage 2 (Year 3 and Year 4) of the NESA curriculum. In line with constructivist practices, pre-service teachers develop their questioning skills for guiding primary school students to develop explanations of scientific events. Students will engage with new discipline knowledge and research and consider the implications to their practice. Catering to the learning of all students will be addressed through consideration of adjustments to teaching, classroom management, especially safety and assessment of Science and Technology.

Unit details and rules

Unit code	EDUP2032
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	36cp of 1000-level EDUP units
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christine Preston, christine.preston@sydney.edu.au
Tutor(s)	Nathan Crevensten, nathan.crevensten@sydney.edu.au

Type	Description	Weight	Due	Length
Small continuous assessment	Reading reflections Individual reading reflections - background for discussion in seminars.	20%	Multiple weeks	6 x 150wd
Outcomes assessed:
Assignment	Learning resource evaluation and presentation Identifying appropriate resources for teaching science and technology.	40%	Please select a valid week from the list below Due date: 08 Oct 2023 at 23:59	1800wd
Outcomes assessed:
Assignment	Questioning sequence Students work in pairs to develop, research-based effective questions.	40%	Week 03 Due date: 20 Aug 2023 at 23:59	1800wd
Outcomes assessed:
= group assignment ?

Assessment summary

Task 1: Questioning sequence:
In pairs, you will consider students’ possible ideas to explain a science demonstration and identify curriculum related concepts. Together you will develop a question sequence designed to diagnostically assess and guide students (during whole group discussion) to construct a scientific explanation of a scientific demonstration. Research into how students learn science and effective teaching strategies will inform the sequence.

1. Select one of the learning tasks from the Workshop in week 1. (Identify your selected discrepant in the title of your assignment).

2. Brainstorm and list all possible ideas primary students may suggest trying to explain what happened in the specific science

3. Using the K-6 Science and Technology syllabus as a reference:

a. Identify what concepts primary children need to know that are involved in the specific science demonstration.

b. Note any concepts that primary children do not need to know (inappropriate / not primary level) that are involved in specific science demonstration.

4. Summarise what we know from research about children's ideas in relation to the main concept(s) identified in 3a. Discuss specific alternative conceptions that may create barriers to developing correct scientific understanding of the concept(s).

5. Develop and communicate a question sequence designed to guide students (during whole group discussion) to construct a scientific explanation of a scientific demonstration.

6. Identify the types of questions (and / or questioning techniques) you incorporated into the question sequence. Refer to research literature on effective questioning pedagogy (general and science specific) to justify your questioning types and strategies.

This assessment responds to Graduate Teacher Standards: 1.2.1, 1.3.1, 2.1.1, 2.2.1, 2.3.1, 3.1.1, 3.2.1, 3.3.1, 3.5.1, 5.1.1

Task 2: Reading reflections:
Reading summaries will be submitted to canvas prior to the workshops. Six submissions (200 words each) must be made over the 10-week period. Students will be selected at random to lead a discussion on the readings each week. Students make explicit connections between specific readings, concepts and issues introduced in lectures and tutorials with relevant pedagogical considerations. The reading summaries provide background for discussion during practical workshops and provide a platform for students to engage with and develop understanding and practices as beginning teachers. A template for reading summaries is provided, the summaries will be assessed on completion, individual feedback will not be provided. Week 5 reading includes ATSI use of natural materials for paints.

This assessment responds to Graduate Teacher Standards: 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.6, 3.1, 3.2, 3.3, 3.5, 4.1, 4.4, 4.5, 5.1

Task 3: Evaluation of a learning resource and presentation

Select a digital resource for use with stage 2 students. Part 1 – produce a single page pamphlet, poster or slide that describes the resource, suggests its potential as a teaching/learning aid, and specifies science concept(s) and skills linked to Science and Technology K-6 syllabus. Part 2 – short in-class presentation demonstrating how the digital resource could be used by teachers or students in the classroom. Presentation should highlight key teaching points and learning strategies and include critical reflection on research-based literature to support/justify your evaluation.

Assessment criteria

CODE

NAME

MARKS

DESCRIPTION

High Distinction

85-100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard.

Disctinction

75-84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard.

Credit

65/74

Awarded when you demonstrate the learning outcomes for the unit at a good standard.

Pass

50-64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard.

Fail

0-49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

Absent fail

0-49

When you haven’t completed all assessment tasks or met the attendance requirements.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties will be applied if assessment tasks are submitted after the due due. See canvas for details.a

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to unit and assessment. Use of questions to guide inquiry. Learning progressions.	Lecture (1 hr)
Week 01	Gaining student interest using Predict-Observe-Explain (POE), questioning and supporting students to construct explanations involving science concepts.	Science laboratory (2 hr)
Week 02	Inquiry based learning. What is a fair test? Claims-Evidence-Reasoning framework (CER).	Lecture (1 hr)
Week 02	Strategies to develop students’ ethical habits of mind in science-integrated Engineering – testing Oil spill clean-up methods	Science laboratory (2 hr)
Week 03	Physics 1. Characteristics and effects of light. Production and transfer of heat energy. Solar energy.	Lecture (1 hr)
Week 03	LIGHT Characteristics and effects of energy (heat and light), explore solar energy toys.	Science laboratory (2 hr)
Week 04	Physics 2. Contact and non-contact forces, effect on motion – science background	Lecture (1 hr)
Week 04	Explore how push and pull contact and non-contact forces affect an object’s motion by changing speed and/or direction.	Science laboratory (2 hr)
Week 05	Chemistry 1. Change of state caused by adding or removing heat.	Lecture (1 hr)
Week 05	Heat transfer, changes of state. Design and produce anti-melt container.	Science laboratory (2 hr)
Week 06	Chemistry 2. Natural and processed materials have a range of physical properties that can influence their use (functional and structural properties).	Lecture (1 hr)
Week 06	Natural and processed. Suitability of natural and processed materials for a range of purposes. Rubber band car. Reading ATSI natural paints ACARA. (2019). pp. 181-187.	Science laboratory (2 hr)
Week 07	Biology 1. Classification based on observable feature.	Lecture (1 hr)
Week 07	Similarities and differences between the life cycles of living things. Reading ATSI classification ACARA (2019).	Science laboratory (2 hr)
Week 08	Biology 2. Life cycles. Interdependency of environments and living things e.g., bees & flowers, animals & seed dispersal. Food and fibre products from animals and plants.	Lecture (1 hr)
Week 08	Food production technologies. Design - watering system	Science laboratory (2 hr)
Week 09	Introduction to STEM (Science, Technology, Engineering, Mathematics)	Lecture (1 hr)
Week 09	STEM level 2 task - Wind powered car	Science laboratory (2 hr)
Week 10	Earth and space 1. Changes to the Earth’s surface over time: natural processes (soil characteristics, natural erosion) and human actions	Lecture (1 hr)
Week 10	Soil characteristics, erosion.	Science laboratory (2 hr)
Week 11	Earth and Space 2. Interactions between Earth and Sun: Sun = major energy source, relative sizes and movements (day & night & year)	Lecture (1 hr)
Week 11	Use of scientific models and student constructed representations to develop understanding and explain day and night. Represent ways to compare planets	Science laboratory (2 hr)
Week 12	Digital technologies - How digital systems share information and instructions. Different ways to represent and share data. Defines problems, uses algorithms to develop solutions.	Lecture (1 hr)
Week 12	Digital solutions – Coding LEGO robots. Uses a visual programming language to code an autonomous vehicle to park itself.	Science laboratory (2 hr)

Attendance and class requirements

A minimum 90% attendance is required at all lectures and practical workshops (seminars) to meet the NESA accreditation requirements and pass this unit.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The course text - Skamp, K. & Preston, C. (2021). Teaching Primary Science Constructively (7th Ed). South Melbourne: Cengage

Other required readings - will be available in canvas in the reading list.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Apply knowledge of current educational theory (including the role of motivation and engagement in learning), research and curriculum documents as they relate to the teaching and learning of Science and Technology.
LO2. Devise appropriate learning experiences to guide stage 2 students’ development of: understanding of science and technology concepts; science inquiry skills and problem solutions.
LO3. Identify relevant science concepts for stage 2 students and synthesis research findings on students’ conceptions and alternative conceptions about specific concepts.
LO4. Design a question sequence to elicit primary students’ knowledge and scaffold them to construct a scientific explanation.
LO5. Consider strategies to cater to the learning of all students through adjustments to teaching and assessment strategies in the area of science and technology.
LO6. Critically reflect on research findings and identify implications for teaching and learning practice in both Science and Technologies.
LO7. Recall and explain science and technology content knowledge underpinning stage 2 syllabus outcomes.
LO8. Demonstrate professional competence in written and oral communication including academic writing and development of teaching materials for stage 2 students.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUP2032: Science and Technology K-6 B

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect