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Assignment 1: Linking Science and Literacy – OFF Campus
Assignment 1: Linking Science and Literacy
Due date: Monday, 20th March
Length: 1500 words (maximum)
Learning outcomes and Australian Professional Standards for Teachers addressed by this assignment:
Learning Outcomes Assessed: 1,3,4
Standards: 1.1.2, 2.1.1, 2.6.1, 3.4.1, 3.5.1, 5.1.1
Science and literacy are inextricably linked. Without personal literacy, children find it difficult to engage with science and the wider world of literacy. Reading can enhance science learning, while science learning can extend the range of materials that children read. Science is an excellent source of new vocabulary e.g. properties of materials: shiny, dull, rough, smooth etc, while story is an excellent way to introduce science concepts – it helps to ‘demystify’ science and to make it more relevant.
This assignment features a cross-curricular activity in which you will explicitly link science and literacy. The task involves producing a primary level reader based on a science concept and then developing a lesson plan that incorporates the reader to extend students’ understanding of that concept.
Before you begin, click here to go to eReserve. Alternatively, you can go to the EDSE359 Moodle site. On the right hand side of the Unit Orientation Page, you will find a box entitled ‘Unit Readings’. Click on EDSE359 under ‘Documents’ and then scroll through the list until you find the readers listed above. Click on a reader you want to examine, click on ‘I Agree’ re. copyright and the book should download for you. Examine the examples of science readers provided. They are:
- My Shadowbased on the concept of shadow length (Stage ES1)
- The Tricky Sticky Problembased on the concept of magnetism (Stage 1)
- The Great Bean Racebased on the concept of germination and plant growth (Stage 2)
- What Keeps Them Warmbased on the concept of insulation (Stage 3)
- A Tree is a Homebased on the concept of ecosystems (Stage 1)
- What a Noisebased on the concept of sound (Stage 2)
- All Kinds of EyesBased on the concept of eyes and vision (Stage ES1)
You will notice that some of the readers such as the ‘Great Bean Race’ are fictional while some such as ‘What Keeps Them Warm’ are non-fictional.
Note that these readers should not be taken as models for writing. Each student will interpret the assignment in his or her own way to meet individual requirements, so all assignments are by nature different. Individual interpretation and creativity in approach to assignment writing are encouraged, though students are also advised to refer carefully to the guidance and assessment criteria.
IMPORTANT: if you have a problem accessing material on eReserve please mail them on: eReserve@une.edu.au. Please do NOT email me, the unit coordinator.
Assignment steps – Part 1:
1) Identify a science concept and develop a simple story around it that would be appealing to children.
2) Illustrate your reader using clip art, photographs or your own scanned drawings
3) Produce an illustrated cover with the title of the story
4) On the inside front cover indicate the science concept the book is based on and the stage level it is aimed at and indicate how it links to the Australian National Curriculum and/or the NSW Primary Science and Technology Syllabus
5) Format your reader into a book and save it as a PDF
Assignment steps – Part 2:
1) Develop a science lesson plan that relates to the concept upon which your book is based. You must use the lesson plan template provided for you.
2) Ensure that one of your planned instructional activities explicitly uses one (or more) ICT tools to explain/illustrate a given concept. You should also develop a rationale (using no more than 300 words) explaining why you believe this tool is efficient in explaining/teaching this particular concept for the target audience and what advantages and disadvantages are associated with the use of this tool.
3) 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 are encouraged to include appendix material as supporting evidence for your main text. The use of an appendix is not a requirement, but appendices may be necessary for you to clarify the details of your lesson plan. For instance, you might include here the worksheets referred to in the lesson plan, or some handouts, templates, supplementary activities, follow on activities, a detailed risk assessment if needed for a particular activity, and/or, details of any background extra material that supports the activities. In the instance where an appendix is not used, you could lose marks if the marker feels that the details provided in the lesson plan are insufficient to clarify what the activity is all about. All appendices must be clearly labelled and unambiguously referred to in the main text.
Appendix material will not be included in the word count. Note also that direct quotes from the syllabus and 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.
Assignment 1 Marking Rubric
|Science Content||Science topic not addressed in adequate depth. Science information included demonstrates substantial errors.||Science topic addressed adequately. Science information is correct in most respects.||Science topic addressed at a level appropriate to target audience. Science information is correct in most respects and contextualised.||Science topic addressed in depth and at a level appropriate to target audience. Science information is correct in most respects and contextualised.||Science topic addressed in depth and at a level appropriate to target audience. Science information is correct in all respects and contextualised appropriately.|
|Reader and Lesson Plan||Lesson plan lacks coherence and logical structure with little opportunity to develop science/literacy understanding||Lesson plan includes a series of quality activities provided but lacking coherent, logical teaching structure||High quality lesson plan that provides coherent, focussed development of science/literacy understanding||High quality lesson plan that provides coherent, focussed development of science/ literacy understanding, sequenced in a logical manner||High quality lesson plan that provides coherent, focussed development of science/ literacy understanding sequenced in a logical manner, which addresses a wide variety of learning needs.|
|Science/Literacy Links||Reader and lesson plan demonstrate no/minimal linkage between science and literacy. Student activities do not give opportunity to engage with both literacy and science.||Reader and lesson plan demonstrate some linkage between science and literacy. Student activities included to address both science and literacy.||Reader and lesson plan demonstrate linkage between science and literacy. Student activities allow engagement with both science and literacy with scaffolding.||Reader and lesson plan demonstrate linkage between science and literacy. Student activities allow engagement with both science and literacy with appropriate and adequate scaffolding.||Reader and lesson plan demonstrate clear linkages between science and literacy. Student activities allow in-depth engagement with both science and literacy with appropriate and adequate scaffolding.|
|ICT||Lack of or inappropriate use of ICT.||Technology used to produce a quality Reader, incorporating layout, graphics and text.
ICT used in lesson plan but not appropriately justified
|Technology used to produce a quality Reader, incorporating layout, graphics and text appropriate to target audience.
ICT used in lesson plan and its use is somewhat justified
|Technology used to produce a quality Reader, incorporating quality layout and engaging graphics and text appropriate to target audience
ICT used in lesson plan and its use is well justified
|Technology used to produce a high quality Reader, incorporating high quality layout and engaging graphics and text appropriate to target audience
ICT used in lesson plan and its use is well justified with reference to appropriate literature
|Communication||Substantial errors in grammar and spelling. No/minimal use of graphics. Inappropriate use of language for target audience. No or very limited justification of choices with no reference to literature. Incorrect referencing.||Grammar and spelling include errors. Graphics included. Language used includes inappropriate language for audience. Limited justification of choices and reference to literature. Incorrect referencing||Grammar and spelling include minor errors. Graphics linked to science content. Language used shows consideration of target audience. Good justification of choices with suitable reference to literature. Proper APA referencing||Reader and lesson plan grammatically correct with few spelling mistakes. Graphics illustrate science content. Language used shows consideration of target audience. Very good justification of choices supported by relevant reference to literature. Proper APA referencing||Reader and lesson plan grammatically correct with no spelling mistakes. Graphics appropriately illustrate science content. Language used at level appropriate to target audience and engaging to read. Excellent justification of choices supported by extensive reference to literature. Proper APA referencing|
For self-assessment, make sure
- Your reader and lesson plan have coherent structures;
- Reader’s cover page and story are attractive to targeted audience and well presented;
- Reader and lesson plan are well matched to children’s age/stage;
- Language use is adequate;
- Learning outcomes are suitable;
- Activities address outcomes;
- Prior learning is accounted for;
- Assessment strategy(ies) address outcome;
- Activities linked to literacy;
- Proper timing;
- Constructivist approaches employed in lesson;
- Clear justification of selection of activities
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