Resource booklet – Lesson Sequence


Resource booklet

Identify an authentic context of interest to children and use it to design a science resource booklet. The purpose of the resource booklet is to be a resource for you and other teachers to use when planning a coherent sequence of science lessons that will address the relevant skills, knowledge and understanding for a target stage. Assume that it would be highly unlikely for a teacher to implement every activity. Instead, provide them with a range of options. (Note: Upon receiving feedback, this booklet will bein use by you to create a learning sequence for Assessment Task 1B and to provide examples for Assessment Task 2.) Content from the NSW syllabus strands of Physical and/or Material World as well as Working Scientifically and Design and Production should be addressed.

To develop a resource booklet that could be used to create a lesson sequence. Following best practice in science and effectively integrating Physical and/or Material World as well as Working Scientifically and Design Production from the NSW Science and Technology K-6 Syllabus (or other state curriculum documents as relevant). The format for the resource booklet should include the following. Firstly title page (one page) – title of resource booklet, target Stage, names of authors. Secondly introduction (one page – approx. 100 words) – brief overview of the topic of the booklet and its connection to everyday life. Clearly identify year/stage. Name the syllabus strands addressed. 3. Science background for teachers (1/2 page – approx. 150 words) – explanation of science content. May include images and/or diagrams where relevant. 4. Common alternative conceptions (approx. 100 words).

Further Instructions

Identify common alternative conceptions that students might have about the topic. 5. Activity suggestions: Aim for no more than 650 words Use one dot point for each activity. Allow about 40-100 words for each set of 2-3 activities. • Introductory activities (one page with 2 sections each containing 2-3 activities) select activities that could be used to generate excitement, elicit students’ current skills and understanding, and stimulate students’ questions. • Middle: two themes (2 people) or three themes (3 people) that fit within the broader topic of your resource booklet. Each theme should contain 2-3 sections, each with 2-3 activities (4-9 activities per theme).

Select a range of hands-on activities that could be used to develop students’ knowledge and understanding in relation to the topic, through the application of science and design skills and processes. • Concluding activities: two sections, each with 2-3 suggested activities Suggest practical activities that could be used to measure growth in students’ knowledge, understanding and skills, and activities that could be used to celebrate learning with an authentic audience. Make sure you include at least two fair tests and two design tasks at grade level somewhere within your activities.

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