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VELS and Science Links

1. VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS)..................................................21.1 What is VELS?...........................................................................................................................2

2. SCIENCE LINKS 1 VELS EDITION.............................................................................................22.1 What is Science Links VELS Edition?.......................................................................................22.2 What does Heinemann Science Links VELS Edition offer?......................................................22.3 Key features of the textbooks.....................................................................................................32.4 Key features of the student CD..................................................................................................62.5 Key features of the Teacher’s Resource and Assessment Disk (TRAD)...................................6

3. VICTORIAN ESSENTIAL LEARNING STANDARDS GRID....................................................73.1 Discipline-Based Learning Strand – Science Level 5................................................................73.2 Discipline-Based Learning Strand – Science Level 6................................................................93.3 Physical, Personal and Social Learning and Interdisciplinary Learning Strands Level 5........113.4 Physical, Personal and Social Learning and Interdisciplinary Learning Strands Level 6........12

4. PLANNING MODELS AND FRAMEWORKS...........................................................................125. TEACHING AND LEARNING STRATEGIES...........................................................................136. PERSONAL LEARNING..............................................................................................................13

6.1 Mission log...............................................................................................................................136.2 KWLH charts...........................................................................................................................136.3 Goal setting...............................................................................................................................146.4 Student portfolios and journals.................................................................................................146.5 Self-evaluation..........................................................................................................................14

7. COLLABORATIVE LEARNING.................................................................................................147.1 Group roles and responsibilities...............................................................................................147.2 Group evaluation......................................................................................................................147.3 Peer evaluation.........................................................................................................................147.4 Collaborative learning strategies..............................................................................................15

8. GRAPHIC ORGANISERS............................................................................................................159. QUESTIONING.............................................................................................................................1810. KEY COMPETENCIES...............................................................................................................1811. ENTERPRISE SKILLS................................................................................................................19

Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) of 19

1. VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS)

1.1 What is VELS?“The Victorian Essential Learning Standards describe what is essential for students to achieve from Years Prep to 10 in Victorian schools. They provide a whole school curriculum planning framework that sets out learning standards for schools to use to plan their teaching and learning programs, including assessment and reporting of student achievement and progress.

The Standards are based on the best practice in Victorian schools, national and international research and widespread consultation with school communities, educators, professional associations and community groups. Details of the research and consultation are provided in Background to the Standards. The Standards provide the means for all Victorian schools to use the best curriculum thinking to better prepare students for success at school and beyond.”

(Introduction to the Standards, 2006, Victorian Curriculum and Assessment Authority, http://vels.vcaa.vic.edu.au/overview/index.html.)

2. HEINEMANN SCIENCE LINKS 1 VELS EDITION

2.1 What is Heinemann Science Links VELS Edition?Heinemann Science Links VELS Edition and the accompanying eScience interactive CDs are designed specifically to support the VELS. The new VELS edition builds on the outstanding qualities of the existing Science Links series. The three new strands of Physical, Personal and Social Learning; Discipline-Based Learning; and Interdisciplinary Learning are addressed in an interrelated approach.

Heinemann Science Links VELS Edition presents science in a real-world context using contemporary examples and case studies that excite and motivate students and demonstrate the relevance and importance of science to them and society. It caters for a range of learning styles and abilities and utilises the very latest teaching and learning strategies.

2.2 What does Heinemann Science Links VELS Edition offer? High quality, up-to-date, relevant science content that is presented in a logical manner where

science concepts are developed through the use of carefully written text and high quality graphic elements.

Unique and innovative features that will assist teachers address the relevant Domains in the Physical, Personal and Social Learning and Interdisciplinary Learning strands.

Full and comprehensive coverage of the Science Domain with the 2 Dimensions of Science Knowledge and Understanding and Science@work being addressed in real-world contexts that clearly demonstrate the applications and relevance of science.

Inquiry-style and open-ended activities, experiments and investigations. These focus on multiple intelligences and allow students with different learning styles to grasp key and difficult concepts.

Greater emphasis on personal and group reflection and evaluation. Further enhancement of the already strong interdisciplinary learning areas such as effective

use of ICT. High quality support material on both the eScience student CDs and the Teacher’s Resource

and Assessment Disks (TRADs).


http://vels.vcaa.vic.edu.au/overview/index.html

http://vels.vcaa.vic.edu.au/background/index.html

http://vels.vcaa.vic.edu.au/background/index.html

Science Links endeavours to encourage the use of a wide range of graphic organisers wherever possible. It is envisaged that once teachers and students become familiar with the forms of presentation then they can extend their use to many other situations.

2.3 Key features of the textbooksFeatured Element(s) Description VELS LinkChapter opening spread Each chapter opens with a Thinking

About, which starts students thinking about the material to come. Stimulating photos and high interest contextual material create interest and relevance. Includes a KWLH chart.

This starts students thinking about what they know and what they want to know. It also allows teachers to check and explore prior knowledge. Links to the Reflection at the end of the chapter, where students complete their KWLH and reflect on their own learning.

Mission (Science Links 1–3)

Each chapter includes a Mission, which is done in conjunction with the chapter and allows the student to use prior knowledge in an applied, imaginative setting. Includes a scaffold for students to follow.The Missions are optional and strategies for their use are included in the Work Program.

This is a rich learning task, which allows students to develop deep understanding of the key concepts within an applied context.

A Mission log template is provided to help students set goals, plan and design their mission, then track their own progress and eventually evaluate the completed mission.

A range of both personal and collaborative learning strategies are used throughout the missions.

Investigations (Science Links 4)

Each chapter starts with a set of Investigations. These are a range of tasks similar in nature to VCE SATs.Detailed assessment advice for the Investigations is included on the TRAD. They give students vital experience with this style of task and can be used to assess level of understanding.

A range of tasks accompanying the chapter, suitable to assist with student learning and student assessment. These tasks are similar in nature to VCE assessment tasks.

Detailed assessment advice including assessment criteria is included on the Teacher’s Resource and Assessment Disk (TRAD).

SciFile SciFiles contain high interest snippets of information

These can be used to stimulate further interest and/or research by students.

Chapter content Chapters are broken into clearly defined sections allowing effective development of important concepts. Extensive use of illustrative material, visual communication and graphic design cater for different learning styles.

The Work Program contains grids for matching content against chapter outcomes and the standards from the

Extensive use of illustrative material, visual communication and graphic design cater for different learning styles.

Relevant science standards are covered, as well as those from the Physical, Personal and Social Learning and Interdisciplinary Learning Strands.


Science strand.Science in Action Science in Action spreads bring

science to life. Highly relevant and graphically illustrated these self contained spreads look further at the nature, practice and history of science, and the implications and issues arising from the applications of science. May include further activities, ideas and research ideas.

These activities use elements from both Science knowledge and understanding and Science at work and highlight how people work with and through science. They also encourage the use of Communication; Design, Creativity and Technology; ICT; and Thinking Processes.

Science@work Experiments reflect science practice and application. Students are asked to evaluate the method and results as well as their own performance and suggest possible improvements. Many opportunities are given for students to design their own experiments.

Activities focus on multiple intelligences and allow students with different learning styles to grasp key and difficult concepts. They are hands on or research or both. In some cases activities will be linked with Science in Actions.

Investigations are more open-ended and involve student planning and design. The activities have an emphasis on personal and group reflection and evaluation.

Students are given opportunities to plan and design their own investigations and experiments. Emphasis is placed on the use of fair tests.

A range of questioning styles are used and students are encouraged to evaluate and reflect on their performance, or their results and consider improvements in experimental design and so on.

Opportunities for both individual and group activities are included, with emphasis on a wide range of personal and collaborative thinking and learning styles.

Where students work in groups they are encouraged to allocate roles and responsibilities. Evaluation is then based on the roles and/or the overall group performance.

Examples of a wide range of communication styles are presented and students can select from a range of presentation formats.

ICT support is provided for a number of experiments, activities and investigations, as well as presentation templates.

Pathways Full page features about young people who have pursued careers in science. Features a biography, plus a list of related careers and places to find more information about these careers.

Pathways features young people working in science related areas and the pathway they followed to this position

Pathways to VCE Double-page spread featuring biography of recent VCE science

Written by recent VCE graduates who share their experiences.


students from the different areas of science.

Pathways to VCE looks at what is involved in the major VCE science subjects, tips for success and possible pathways to further education and beyond

Questions Graded end-of-section and end-of-chapter questions ranging from traditional knowledge/recall through to the latest pedagogical strategies. Range of questioning styles used.

Cater for a range of thinking and learning styles and encourage.Both open and closed questions are included and students are encouraged to select a style of presentation of responses from a variety of formats.

Chapter review at the end of each chapter

A comprehensive Chapter review at the end of each chapter includes:

An activity linking key terms with key ideas, usually literacy activities such as crosswords, cloze, word finds, true/false

Graded review questions that cater for a range of learning styles and incorporate key interdisciplinary learning skills

A personal reflection activity relating back to the Thinking About or Mission at the beginning of the chapter

Key term activities emphasise the use of literacy skills as an integral part of science.

Questions also encourage the use of skills from the Communication; Design, Creativity and Technology; ICT; and Thinking domains.

Questions include both personal and collaborative learning opportunities.Completion of the Reflection activity and completion of the KWLH chart provides students with an opportunity to reflect on what they have learnt and how they have learnt it. It also gives students the opportunity to recognise gaps in their understanding or to further investigate areas of interest.

Skills Link The final chapter in each book is the Skills Link. It includes advice and direction on core science skills such as measurement, designing experiments, reporting on pracs and investigations, safety advice, carrying out research and the principles of green chemistry. Details on the newer VELS areas such as personal and collaborative learning and group role assessment are included, along with wide range of personal and collaborative learning strategies and tools. Skills link icons throughout the text direct students to the chapter as required.

The emphasis of this section is twofold – the development of essential scientific skills plus the development of a wide range of personal and collaborative skills.A variety of communication styles are presented and ICT templates are provided using a range of software programs.


2.4 Key features of the student CDCorresponding eScience CDs are included with the textbooks. The interactive CD compliments the text with a comprehensive range of quality ICT activities covering both personal and collaborative learning strategies and further enhances and supports the Physical, Personal and Social Learning and Interdisciplinary Learning domains. The eScience CDs include links indicated by icons in the textbook and hyperlinks from the textbook on CD, plus links to the online set of web links.

Featured Element(s) Description

Textbook Complete copy of the textbook with direct hyperlinks to all activities and worksheets

Interactive tutorials Interactive tutorials which address key conceptsGames and animations Games which assist with recall of key ideasSpreadsheets Spreadsheets to support activities requiring collation and processing of dataPowerPoint templates Presentation templates to assist with and enhance oral and webpage

presentationsWebpage templatesInspiration templates Inspiration templates for concept maps and flow diagramseTesters Interactive self-tests for each chapter that provide instantaneous feedback to

studentsWorksheets Multiple intelligence worksheets cater for a range of learning styles

At least one worksheet in each chapter is a WebquesteGlossary Comprehensive glossaryICT Toolkit An extensive guide to the use and production of electronic documents,

presentations, presentations, models, etcWeb links Due to the changing nature of websites the list of web links are available

from the Heinemann website and linked from the CD. The listed websites support activities and worksheets throughout the textbook and student CD. They are regularly checked and updated if needed

2.5 Key features of the Teacher’s Resource and Assessment Disk (TRAD)Heinemann Science Links VELS Edition Teacher’s Resource and Assessment Disks (TRADs) are the final component in the Heinemann Science Links VELS Edition suite. Each TRAD supports the equivalent textbook and eScience student CD. Each contains extensive practical and safety advice, answers to all textbook questions and a test item bank. In addition, each TRAD includes a full copy of the relevant eScience student CD and links to assessment advice on the Heinemann website.

Item DescriptionVELS and Science Links (this document)

An outline of what VELS is and how the standards and outcomes are integrated throughout Science Links. Indicates where standards from other strands and domains are integrated into Science Links content and activities.

Extensive practical and safety advice

Experiments and activities for which safety glasses should be worn, or are regarded as having significant identifiable risks, are clearly indicated. The Teacher’s Resource and Assessment Disk (TRAD) includes extra advice on minimizing these risks.

Answers to all textbook questions

Answers are provided for questions at the end of each section and the end of each chapter.

Test item bank Contains over 1000 questions and answers, which can be drawn upon to produce customised tests as Word documents.

Due to the evolving nature of VELS assessment advice the following items are featured on a dedicated website, linked from the TRAD. These online documents are updated as needed.


Assessment Advice An outline of the different ways to assess and how items and activities from Science Links can be used as assessment tools.

Mission assessment advice and rubric

A rubric for assessing the chapter outcomes and Science standards addressed by the Mission, plus suggested evidence of learning. Includes a table indicating how the Mission can be used to assess a range Level 5 and 6 Learning standards across a broad range of domains and dimensions.

Work Program Provides a weekly breakdown of suggested activities and assessment items.

3. VICTORIAN ESSENTIAL LEARNING STANDARDS GRID

3.1 Discipline-Based Learning Strand – Science Level 5The following grid references the Level 5 Standards against chapters from Heinemann Science Links 1 VELS Edition and Heinemann Science Links 2 VELS Edition and their accompanying eScience CDs. The online Assessment Advice and Work Program provide a more detailed mapping of the two science Dimensions and show how the relevant Domains from the Physical, Personal and Social Learning and Interdisciplinary Learning Stands are integrated and addressed.

Dimension Standards Science Links 1VELS Edition

Science Links 2VELS Edition

Scie

nce

Kno

wle

dge

and

Und

erst

andi

ng Use the particle model to explain structure and properties of matter 2, 3

Chemical reactions and factors that influence rate 1, 2

Explain the structure and function of cells and how different cells work together

7, (8), (9)

Explain relationships in ecosystems and human impact on these systems

8

Analyse what is needed for living things to survive, thrive or adapt, now and in the future

9 9, 10

Explain how the observed characteristics of living things are used to establish a classification system

8

Use everyday examples of machines, tools and appliances to show how the thermodynamic model describes energy and change, and force and motion

4, 5 3, 4, 5

Use time scales to explain the changing Earth and its place in the Universe

6 6, 7

Distinguish ideas about the Universe that have a scientific basis from those that do not

6 7

Use physical and theoretical models to investigate geological processes

6


Scie

nce@

wor

k Demonstrate safe, technical uses of a range of instruments and chemicals and of procedures for preparation and separation

Design investigations that include measurement and methods to improve accuracy in measurement.

Make systematic observations and interpret recorded data

Justify the choice of instruments and the accuracy of measurements

Comment on the reliability of procedures and measurements used and conclusions drawn

Use appropriate diagrams and symbols when reporting on investigations

Make and use models and images from computer software to interpret and explain observations

Demonstrate use of basic sampling procedures and represent relationships in ecosystems graphically

Use simulations to predict the effect of change on an ecosystem

Work effectively in a group to use science ideas to make operating models of devices

Identify, analyse and ask questions in relation to scientific ideas or issues of interest

These skills are addressed comprehensively throughout all chapters and eScience student CDs. Chapters 1 and 10 in Science Links 1 VELS Edition and Chapter 11 in Science Links 2 VELS Edition in are designated skills chapters that provide support to all other chapters.

A comprehensive mappingis available on Science Links1 VELS Edition Teacher’sResource and AssessmentDisk and Science Links 2 VELSEdition Teacher’s Resource andAssessment Disk.


3.2 Discipline-Based Learning Strand – Science Level 6The following grid references the Level 6 Standards against key chapters from Science Links 3 VELS Edition and Science Links 4 VELS Edition and their accompanying eScience student CDs. The online Assessment Advice and Work Program provide a more detailed mapping of the two science Dimensions and shows how the relevant Domains from the Physical, Personal and Social Learning and Interdisciplinary Learning Strands are integrated and addressed.

Dimension Standards Science Links 3 VELS Edition

Science Links 4 VELS Edition

Scie

nce

Kno

wle

dge

and

Und

erst

andi

ng Explain the behaviour and properties of materials in terms of their constituent particles and the forces holding them together

2, 3 1, 2

Explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed

2, (3) (1), (2)

Use the periodic table to write electronic configurations for a range of elements representative of the major groups and periods in the periodic table

2, (3) (1), (2)

Use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation, precipitation and combustion

1, 2

Identify and classify the sources of wastes generated, and describe their management, within the community and in industry

2

Use a specific example to explain the sustainable management of a resource

8, 10 2

Explain change in terms of energy in a range of biological, chemical and physical contexts

1, 4, 5, 7, 8 1, (2), 3, 4 8

Demonstrate the link between natural selection and evolution (6) 7

Explain the role of DNA and genes in cell division and genetic inheritance

(9) 6

Explain how the coordination and regulatory functions within plants and animals assist them to survive in their environments

7 8, 9

Explain how the action of micro-organisms can be both beneficial and detrimental to society

8, see also Chapter 8 Science Links 2


Apply concepts of geological time to elaborate their explanations of both natural selection and evolution, and the origin and evolution of the Universe

6 5

Give both qualitative and quantitative explanations of the relationships between force, mass and movement

4

Scie

nce@

wor

k Describe the science base of science-related occupations in their local community.

Formulate hypotheses and plan and conduct investigations in order to support or disprove them.

Use chemicals, equipment, electronic components and instruments responsibly and safely.

Select appropriate equipment and measurement procedures that will ensure a high degree of reliability in data collected and enable valid conclusions to be drawn.

Construct working models and visual aids that demonstrate scientific ideas. Present experimental results using appropriate data presentation formats, and comment on the nature of experimental errors.

Use Material Safety Data Sheets (MSDS) and risk assessment to evaluate the safety of their investigations.

Evaluate the appropriateness of the experimental design and methodology used to investigate their predictions

These skills are addressed comprehensively throughout all chapters and eScience student CDs. Chapters 11 in Science Links 3 VELS edition and Chapter 10 in Science Links 4 VELS edition are designated skills chapters that provide support to all other chapters.

A comprehensive mapping is available on Science Links 3 VELS Edition Teacher’s Resource and Assessment Disk and Science Links 4 VELS Edition Teacher’s Resource and Assessment Disk.


3.3 Physical, Personal and Social Learning and Interdisciplinary Learning Strands Level 5The following grid shows the main areas and features of Heinemann Science Links 1 VELS Edition and Heinemann Science Links 2 VELS Edition and the accompanying eScience CDs that address the relevant Domains from the Physical, Personal and Social Learning and Interdisciplinary Learning Strands. A comprehensive mapping is available in the Work Program.

Strand Domains Science Links 1 VELS Edition andScience Links 2 VELS Edition

Phys

ical

, Per

sona

l and

Soc

ial L

earn

ing Health and Physical Education Examples of personal and biological

development in adolescents are included throughout the chapters of Science Links 1 VELS Edition and Science Links 2VELS Edition. Students look at health issues such as nutrition, exercise and sport. Key chapters are 7, 8 and 9 in Science Links 1 VELS Edition and chapters 8, 9 and 10 in Science Links 2 VELS Edition.

Interpersonal Development Missions, investigations, experiments and activities, plus how to carry out and evaluate effective group work in Skills link.

Personal Learning Activities and questions cater for different learning styles and assist students determine their preferredlearning styles. Goal setting, evaluation and reflection are built into activities.

Civics and Citizenship Examples of civics and citizenship are included throughout the chapters of Science Links 1 VELS Edition and Science Links 2 VELS Edition.

Inte

rdis

cipl

inar

y Le

arni

ng S

trand

s Communication Students experience a wide range of communication methods supported by presentation templates on the eScience student CDs.

Design, Creativity and Technology

Missions, investigation, activities.

ICT eScience student CD includes: interactive tutorials, spreadsheets, presentation templates, interactive self-tests, graphic organisers, games and worksheets.

Thinking Processes Thinking About, plus Reflection. Personal and group planning and evaluation throughout the activities, Missions and Reflections.


3.4 Physical, Personal and Social Learning and Interdisciplinary Learning Strands Level 6The following grid shows the main areas and features of Heinemann Science Links 3 VELS Edition and Heinemann Science Links 4 VELS Edition and the accompanying eScience CDs that address the relevant Domains from the Physical, Personal and Social Learning and Interdisciplinary Learning Strands. A comprehensive mapping is available in the Work Program.

Strand Domains Science Links 3 VELS Edition andScience Links 4 VELS Edition

Phys

ical

, Per

sona

l and

Soc

ial L

earn

ing Health and Physical Education Relevant areas from this domain are

addressed in Chapter 1 of Science Links 3 VELS Edition and Chapters 8 and 9 of Science Links 4 VELS Edition

Interpersonal Development Missions, investigations, experiments and activities plus how to carry out and evaluate effective group work in Skills Link

Personal Learning Activities and questions cater for different learning styles and assist students determine their preferred learning styles. Goal setting, evaluation and reflection are built into activities

Civics and Citizenship Examples of Civics and Citizenshipare included throughout the chapters of Science Links 3VELS Edition and Science Links 4 VELS Edition

Inte

rdis

cipl

inar

y Le

arni

ng S

trand

s Communication Student experience a wide range of communication methods supported by presentation templates on eScience student CDs

Design, Creativity and Technology

Missions, investigation, activities

ICT eScience student CD includes interactive tutorials, spreadsheets, presentation templates, interactive self-tests, graphic organisers, games, worksheets and more

Thinking Processes Thinking About, plus Reflection. Personal and group planning and evaluation throughout the activities, Missions and Reflections

4. PLANNING MODELS AND FRAMEWORKSHeinemann Science Links VELS Edition has been based on an integrated approach to thinking and learning and has not been based on any particular planning model or framework. Elements from a range of models and frameworks have been included but not overtly stated. For example:

problem-based learning Bloom’s taxonomy Gardner’s theory of multiple intelligences inquiry-based learning.


5. TEACHING AND LEARNING STRATEGIESA range of different teaching and learning strategies are also integrated throughout Science Links. Students are encouraged to use a wide range of tools for thinking, collating and presenting results and information. Some examples of brainstorming strategies are:

Mapping – paper, concept, mind, issues Think, pair, share Y-chart or T-chart A to Z chart

The Work Program provides an extensive planning matrix for using each of the chapters in Heinemann Science Links VELS Edition.

6. PERSONAL LEARNINGMany of the teaching and learning strategies outlined for personal learning can also be used for collaborative learning. Electronic copies of templates using a range of software programs have been included on the student CD in the Skills Link section. The ICT toolkit also on the student CD provides extensive assistance with creating electronic products. Specific samples are also included throughout the text where appropriate.

6.1 Mission logThe Mission log is provided as a planning, tracking and assessment tool. It is not intended that students complete the entire log for each Mission. Rather, it provides a template to be used at the discretion of students and teachers. It could be adapted for any activity involving investigation, action planning or goal setting. The sections included in the Mission log are:

Mission statement Goal setting Resources required Information needed Action plan steps Identification of audience Presentation format Self-evaluation Peer evaluation Teacher evaluation

6.2 KWLH chartsThese have been included as part of the Thinking about and Reflection sections in each chapter and provide two major tools for students and teachers. They are an ideal means of probing what students know at the start of a topic and assisting teachers when planning the topic. The completion of the chart at the end of the topic assists students in summarising what they have learnt from the topic and can be used for self-evaluation or for teacher evaluation.

The four sections of the KWLH charts are:Know – What do students know about the topic already?Want – What are the things that students want to find out about the topic? This should be filled in

after discussion with other students.Learnt – Students list what they have learnt from the topic.How – Students suggest how they could find out more about the topic.


6.3 Goal settingGoal setting is integral to both personal and collaborative learning. It is important for students as individuals or groups to carefully plan activities and investigations before they start. When activities have been completed student or group performance can be evaluated against these goals. This evaluation can then be used for self-evaluation, group evaluation or teacher evaluation.

A simple step diagram has been provided for goal setting but there are many other ways, e.g. lotus diagrams, Gantt charts, deployment flow charts or action planning charts.

Goals can be set each day or week or month or term, depending on the size of the task. Steps towards goals should be evaluated regularly and modified if needed. In some cases the goal itself may need to be modified.

6.4 Student portfolios and journalsStudents should be encouraged to develop an understanding of how they develop and learn and how this changes over time. One way of tracking their own progress is for students to build up learning journals or a portfolio of their KWLH charts, Mission logs, goal setting plans etc, plus samples of presentations and documents. These can be kept in folders as paper copies or electronic copies, be collated as personal web pages by students, or recorded as blogs.

Use of student portfolios is a feature of Heinemann Science Links VELS Edition 3 and 4, with templates for a portfolio included on the student CD. The portfolio could be adapted for use in years 7 and 8 also.

6.5 Self-evaluationAs well as tracking their own learning students need to be able to evaluate how well they have completed tasks. Self-evaluation is included in many activities and investigations throughout Science Links. For example:

Could your model be improved in any way? How? How well did your experiment work? How could you have improved the method? Are you happy with your results? What could you have changed/improved to help you get

more accurate results?

7. COLLABORATIVE LEARNING

7.1 Group roles and responsibilitiesA list of the possible roles and responsibilities for members of groups is included in the Skills Link chapter in each text, and as a template on the student CD.

7.2 Group evaluationAlso included on the student CD is a template for group evaluation. It includes sections for:

evaluating the performance of group members evaluating the performance of the group as a whole identifying problems and suggesting solutions.

7.3 Peer evaluationStudent learning is benefited by receiving the feedback of others. Peer evaluation encourages student autonomy and helps students develop skills in evaluating and justifying decisions they make. Throughout Science Links opportunities are provided for students to evaluate each other’s work or performance and to make adjustments based on that feedback. Examples:


Ask other students to do a SWOT analysis of your device. Would they use it? Make any changes needed.

Compare your responses with those of a classmate. Do you agree with each other? Can you offer some design feedback to your classmates so that they can refine their game to

make it easier or more exciting?

7.4 Collaborative learning strategiesWorking together in groups is a vital part of student learning. Throughout Science Links opportunities are provided for students to work in groups to solve problems or complete activities. Some collaborative learning strategies are included in the table below.

Learning Strategy ExampleThink, pair, share Think about two laboratory safety rules you think would be important.

(a) Share your rules with a partner and make up a list of five rules.(b) With your partner, decide on how you will share your rules with the rest of the class. Some ways to present your rules are as rhymes, songs, rap or role-play.

Jigsaw The task for each group is to prepare a set of three cards for their equipment – ‘equipment name’, ‘scientific drawing’, and ‘what is it used for?’ Each group presents their cards to the class and answers any questions about their equipment.

Debate Prepare a class debate for and against the statement: ‘The Moon is a valuable resource for the Earth.’

Discussion Join with another group to discuss your explanations of how torches work.Role-play and drama Working in a group, make up a description of your own to explain states of

matter. Act this out for your class and then see if they explain your actions. Ask you classmates if they can suggest any ways of improving your model.

Games Create a group game to explain why we have seasons. Ask another group to evaluate your game or performance.

Action planning Action plan steps – What steps do you need to follow to collect all the relevant data or information?

8. GRAPHIC ORGANISERS“Graphic organisers are tools that may be used to plan activities and investigations or to assist with reviewing and reflecting on progress, understanding and skills. Students are able to visually organise their information, ideas and research using these tools. Graphic organisers are also highly effective in extending students’ thinking by encouraging in-depth thought on topics and issues.”

(Victorian Essential Learning Standards (VELS) Teaching and Learning Resource, 2004, Victorian Curriculum and Assessment Authority, http://vels.vcaa.vic.edu.au/support.)

The use of graphic organisers is encouraged throughout Heinemann Science Links VELS Edition, with electronic templates provided for many on the student CD.


http://vels.vcaa.vic.edu.au/support

Organiser Description ExampleFlow chart Shows step-by-step processes to follow or

series of events.Draw a flow chart to show the possible steps of the life cycle of the Sun from its current main-sequence status to its final form.

Concept map Show relationships between ideas or concepts. Can be used to identify prior knowledge and understanding, to summarise concepts and to organise information. The main idea is placed in central box, with branches for subtopics or ideas. Lines to branches show the interrelationship and connections between the topics and may contain linking statements.

Create a concept map showing where the Sun’s energy comes from and some of the ways in which we rely of this energy.

Mind map Visually record students' thinking. The main idea is a central image, with coloured branches for subtopics or ideas. Lines to branches show the interrelationship and connections between the topics and may contain linking statements.

Work with a partner to create a mind map that explains what you have learnt about the behaviour of particles in a solid, a liquid and a gas through this experiment.

Issues map Can help identify and collate what students think about particular issues. The particular event or topic of concern is placed in the central box, with branches for the different dimensions or perspectives. Lines to branches show the interrelationship and connections between the dimensions and may contain linking statements.

Make an issues map showing why it is important to carry out an ecological burn and the factors that must be considered.

POE chart An excellent tool for helping student to create hypotheses (predictions), make observations and then explain what they have observed. Can be set up as tables, flow charts, concept maps, Y-charts, etc.

You have found a rock that sparkled when you moved it in the light. Create a Predict/Observe/Explain (POE) chart for what you would expect to find when you examine the rock under the microscope.

PMI Chart Can be set up in any format similar to a POE chart. Encourage students to critically evaluate a piece of work, topic, issue, etc. In completing these charts students need to look at all sides of a topic or issue, recognising their strengths and weaknesses as well as interest value. Can be used by students for evaluating their own work or that of others, or they can be compiled by a group of students.

Did you enjoy completing this experiment? Prepare a PMI chart for the experiment.


Question matrix A 6x6 table based on the question starters – What, Where, Which, Who, Why and How. An excellent means of developing questioning skills and developing meaningful summaries. Students should ideally work in groups to develop the 36 questions that relate to a topic or issue. Alternative forms of presentation are question cubes, spinners, slideshows, etc.

Work in a small group to create a question matrix about what you have learnt in this topic. Start with the key terms.

Y-chart Can be used as a graphic organiser in any situation asking students to consider three examples, aspects, issues, etc of a particular topic, item or piece of work. Encourage students to think more deeply and are excellent tools for summarising brainstorming activities.

Work with a partner to create a Y-chart that explains what you have learnt about the behaviour of particles in a solid, a liquid and a gas through this experiment.

T-chart Can be used as a graphic organiser in any situation asking students to consider two examples, aspects, issues, etc of a particular topic, item or piece of work. The topic or issue is placed across the top of the ‘T’ and the two sides used for the opposing aspects, issues, etc.

Create a T-chart comparing Aristotle’s and Buddha’s opinions on ethics. How were they similar?

A–Z (alpha) table Can be used for building up glossaries for topics, issues, etc. Students try to find a relevant word, relating to their topic, for each letter of the alphabet. They then work on creating a relevant definition for each word. Students should ideally work in groups to develop the 26 words and definitions.Can be swapped and shared, encouraging students to critically evaluate the words and meanings created by other students.

Create an alpha table using the parts of the male and female reproductive systems.

Cause and effect wheel

Encourages students to think critically about the relationships between cause and effect, action and reaction. The cause is placed in the middle of the circle and effects listed in each concentric circle. The effects should become more detailed as students fill in circles moving away from the centre. More circles can be added as students further research or investigate topics or issues.

Create a cause and effect wheel for the advantages that digital radio is said to bring.

SWOT analysis Helps students focus on key issues and make informed decisions. A table or chart divided into four sections is used to summarise the strengths, weakness, opportunities and threats in topics, investigations and activities. Encourages students to look at topics or issues from all angles and to make informed decisions and/or conclusions.

Did you find these experiments to be successful? Discuss any strengths or weaknesses you came across in these techniques. Present your evaluations as a SWOT analysis.


9. QUESTIONING“Questioning supports students to develop deep understanding of both concepts and their own learning.”


Styles of questions used throughout Science Links are:

Question Style Examples

Closed questions Who invented the lava lamp? Where did he get his idea from?

Open questions Why do people want to ban pregnant women from playing sport?

Hypothetical or scenario-based questions

Imagine you could convert liquids into solids by stirring them in one direction, and then back into liquids by stirring in the opposite direction. Write a story about an interesting way you could use this technique!

Socratic thinking A child was born to a surrogate mother who received a donor egg and donor sperm. The child was then adopted by an infertile couple.As a group, discuss who you think the child’s legal parents would be?

Reflective thinking Discuss with a classmate and then create a mind map of what you have learned from completing this investigation.

Thinking/content questions

You probably found that pure water did not conduct electricity but that salty water did. Can you think of an explanation for this?

Interpersonal or collaborative questions

After you have completed this activity write a list of the strengths that each member of your group contributed in completing this task. Discuss these with your group.

Personal learning questions

Which of these qualities do you have? Do you think you would have been able to make the discoveries that Mendeleev did?

Question matrix Create a question matrix for the changes during puberty for both males and females.

10. KEY COMPETENCIESGeneric skills and competencies are integral to VELS and provide students with the opportunity to develop and demonstrate real-life skills. They encourage a sense of relationship between school and the wider community and the use of these throughout Science Links provides a vital link between science and the real world.



Competency Examples from Science Links1. Collecting, analysing and organising information

Looking back over what you have learnt about atomic theory, list any similarities between the ways that scientists such as Dalton, Rutherford and Bohr formed their ideas about the structure of the atom and your ideas about Nuclear the Great. Prepare a SWOT analysis of your Nuclear the Great activity.

2. Communicating ideas and information

Create a poster, brochure or advertisement outlining the causes of skin cancer or lung cancer and ways to prevent them.

3. Planning and organising activities

Working in a group, decide how you could test the effectiveness of three brands of dishwashing detergent. Decide how you can set up a fair test and carry out the experiment to find out which you think is the best product. Present your findings in a creative manner to inform the rest of your class of your discoveries.

4. Working with others and in teams

If you disagree, then work with a team of other students to research this issue further and write a set of guidelines that could be followed to improve this situation.

5. Using mathematical ideas and techniques

Measure the mass of the model star on the electronic balance. Measure its radius using a ruler. Record these data in a table. If you use a spreadsheet to record your data, you could graph the relationship between mass, volume and density.

6. Solving problems Set up the circuit shown and vary the resistance of the variable resistor to make the buzzer sound.

7. Using technology Use a Van de Graff generator to observe the effects of the build-up of static electricity.

11. ENTERPRISE SKILLSEnterprise skills are essential for students to be able to apply work related competencies, attitudes and practices to work situations. They overlap with the key competencies outlined above and are promoted via the activities and investigations throughout Heinemann Science Links VELS Edition. These skills, as listed in the VELS documentation, are:

accepting responsibility communicating initiating ideas negotiating for successful outcomes planning activities taking and managing risk being flexible evaluating own and others' performance making decisions organising and managing resources solving problems thinking creatively.




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