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Designing a teaching sequence for a unit of work Custom Essay

Assessment guidance
For this assignment you should:
1. Identify a topic from the NSW K-6 Science and Technology syllabus (attached). The topic must be relevant to
real world contexts and the learning needs and interests of children. For example, the topic may be linked to an
aspect of education for sustainability, e.g. energy use (insulation, electricity, transport and fuels), use of
materials (functions, properties and recycling) living things and ecosystems, food and health;
2. Identify the science (conceptual) knowledge that a teacher would need to teach this concept area;
3. Identify possible children’s questions and possible misconceptions related to the concept area;
4. Develop a FIVE (5) lesson teaching sequence relating to your chosen topic for children within a single stage
level (either ES1, S1, S2, or S3), using the 5Es framework from Primary Connections, with one lesson addressing
each E.
5. Write a brief description/justification of your sequences with reference to appropriate literature. In
particular, explain how they incorporate constructivist principles and address any safety issues you can see.
6. Try at least some of the hands-on activities yourself and include a digital photo (try it out with children if
you can, but that is not essential).
Assignment Presentation
Use the following five subheadings to structure your assignment:
1. Concept area and how it is relevant to children
2. Scientific knowledge required for teacher
3. Children’s questions/misconceptions
4. 5E sequence of lesson plans (including any safety issues)
5. Justification of teaching approach
Evidence of trying out activities
For the 5E sequence of lesson plans section (part 4 above):
A possible structure for each of the FIVE lesson plans could be:
1. Title (preferably something fun that young children can relate to) and the relevant stage.
2. Syllabus Outcome: Note: while the Syllabus Outcomes must be directly drawn from the syllabus you may create
your own Lesson Outcomes to fit with your particular lesson plan.
3. Resources (e.g. list of necessary equipment)
4. Activity(ies). This should spell out what the students are doing for each of the E lessons. They might be
listening, doing a test, discussing or so on, depending on the particular phase of the 5E model. Include some
��hands on’ activities (for the engage, explore and elaborate lessons at least) that help children develop
their conceptual understanding of the area – brainstorming and or web based research can form part of the lessons
but CANNOT be the central or core activity.
5. Assessment (in lessons where appropriate)
Note: It is fine to use individual activities sourced from the web or elsewhere AS LONG AS YOU ACKNOWLEDGE THEIR
SOURCE AND DESCRIBE THEM IN YOUR OWN WORDS.
Use of an appendix
The main text must provide the substance of your assignment, and markers will expect the assessment criteria to
be addressed within the main text. However, you may wish to include appendix material as supporting evidence for
your main text. Use of an appendix is not a requirement, but it may give you an opportunity to build up resources
to support your future teaching. Such appendix material could include, for example: a detailed outline of the
chosen activities (though the main text must contain the main elements); supplementary, follow on activities; a
detailed risk assessment, if needed; and, details of any background extra material that supports the activities.
As appendix material is supplementary to your assignment, it will not be included in the word count. Note also
that the reference list will also not be included in the word count, so the word allowance (with 10% leeway) is
fully available for the main part of the assignment.

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