introduction and lesson sequence description

EMT630 Senior Science Education Pedagogy Assignment 2

Jennifer Ralph

Introduction and Lesson Sequence Description:

This lesson sequence forms part of the biological science unit for a year 9 class. Lesson

times are 45-50 minutes each, based on the Montrose Bay High class timetable (Montrose

Bay High, n.d.). The lessons address part of the ACSSU175 content descriptor – that is,

students link the requirements of life to the different body systems, and describe how these

systems work together and depend on each other (Australian Curriculum, Assessment and

Reporting Authority [ACARA], 2015a). Students also explore the nervous system and

nervous responses, and this forms the basis for the given assessment task. The lesson

sequence leads in to further learning about the endocrine system, and effects of micro-

organisms, x-rays and microwaves on humans (ACARA, 2015a).

Many of the overarching ideas of the science curriculum can be found within the lesson

sequence (ACARA, 2015b). A great deal of class material revolves around the concept of

systems (ACARA, 2015b); students discuss how organs function within body systems, which

in turn work in collaboration to fulfil the requirements of life and maintain homeostasis.

Homeostasis also relates to the idea of stability and change, and the realisation that variables

may appear to change over a small time scale but are relatively stable over a large time scale

(ACARA, 2015b). Finally, the lesson sequence provide opportunities for students to discuss

form and function, and relate the structure of organs and systems to their purpose.

The assessment task in this sequence is a hands-on, student-designed inquiry about the

nervous system and senses. Students should have previously encountered inquiries and

experimental design, and this assessment task aims to provide opportunities for development

in and practice of science inquiry skills. The inquiry follows a variant of the Predict-Observe-

Explain strategy, known as Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE).

This strategy has been found to facilitate conceptual understanding in various topics in

science (e.g. Costu, 2008; Costu, Ayas & Niaz, 2010). Students also engage in peer


Jennifer Ralph

assessment of inquiry design (see lesson 5). This formative assessment encourages students

to critically examine experimental designs, and gives them an opportunity to improve their

own work.

Students are provided with some possible inquiry questions. The purpose of this is to

ensure that students do not spend too much time deliberating over an inquiry question, and

instead focus on designing and conducting the experiment itself. However, students are

encouraged to create their own questions, and even the given inquiry questions must be

refined to create hypotheses that may be investigated scientifically. Combined with the

PDEODE strategy, this aims to meet content descriptor ACSIS164 - questioning and

predicting (ACARA, 2015a). Students must also plan their method and data collection

strategies, analyse data, draw and evaluate conclusions and communicate their methodology

and findings to the class. These address aspects of each of the science inquiry skills for year 9

–ACSIS165, ACSIS166, ACSIS169, ACSIS170, ACSIS171, ACSIS172 and ACSIS174

respectively (ACARA, 2015a).

The lessons scaffold the assessment task by providing students with background

knowledge relevant to their inquiries. Additionally, before beginning their experiments,

students complete a literacy task about experimental design. This serves a dual purpose, as

both a literacy task and a way to provide students with ideas to bear in mind as they design

and discuss their experiments. The assessment task description and marking sheet are

provided to students at the commencement of their experimental design phase, and guide

students through their inquiries. The sequence also addresses numeracy issues such as what

data we collect in our experiments, how we interpret it and different ways to present data so

that it is easy to follow. The differences between quantitative and qualitative data are

discussed, including the differences and similarities in dealing with these respective types of

data.


Jennifer Ralph

Literacy is built in to most lessons, with activities such as writing, reading silently,

reading aloud, and correcting errors in a given text. Throughout the year, students will be

encouraged to write a glossary at the back of their books. This includes new words, words

which have taken on a new meaning, or words that students experience some difficulty with.

Examples of such words within this lesson sequence are ‘qualitative’, ‘quantitative’ and

‘stimulus’. The glossaries should contain some sort of context, by including examples – these

may be written examples, diagrams, pictures or small objects.


Jennifer Ralph

Lesson Sequence and Assessment Task:

Lesson Topic Learning Activity Resources Checking for understanding

1

Exploring the senses

As a class: What are the five main senses? Can you think of any

others?

Activity 1*

Worksheet 1*

Student participation and

engagement.

2

Body systems and

the requirements of

life

Whole class brainstorm: What are the requirements of life?

Name the body systems. What do they do? How do the structure

of organs and systems affect/reflect their use?

Name organs of the human body, and identify the system to

which they belong. How do different organs within body

systems work together?

Complete Worksheet 2*. Compile answers as a class.

Worksheet 2*

Student responses to class

discussion. Conversations with

students during completion of

worksheet 2, their written answers

and class discussion.

3

The nervous system

Read Text 1* aloud as a class. Elaborate on terms etc where

necessary.

Activity 2*. What are we actually measuring? How do we

interpret it, and how can we make comparisons?

Text 1*

Metre ruler

Students’ apparent confidence

with text.

Student discussion relating to

testing of reaction times.

4

Experimental design

Complete Worksheet 3*. Read as a class, then discuss.

Assessment task (see below) – designing experiment

Worksheet 3*

Various, depending on

experiments

Class discussion, conversations

with students.

Draft copies of inquiry tasks

(some may not yet be completed).


Jennifer Ralph

5

Experimental design,

numeracy issues,

and conducting

experiments

Students pair up and exchange draft copies of inquiry tasks.

Each student reads the other’s inquiry task, and gives them

feedback – what is one something they have done well? Name

one thing that could be improved, and how. Students then

return the draft copy, and self-assess their own.

Class discussion (write notes on board) – what will our data look

like? Compare qualitative and quantitative data – how do we

determine which type we collect, and how might they differ in

terms of presentation and analysis? Write definitions.

Assessment task –conducting experiments.

Various, depending on

experiments.

Draft copies of inquiry tasks

(should be completed by

beginning of lesson).

Checking that students have

decided on an experiment, and

know what data they will collect

and how they will use it.

6 Conducting

experiments

Assessment task – conducting experiments. Various Conversations with students

during lesson.

7

Experiment write-up

Assessment task – discussion and presentation preparation. Various Conversations with students

during lesson.

8

Presentations

Students finish writing their presentations.

Students present to the class. Class presentations may also

continue into lesson 9.

Written evidence of experiments

to be collected. Student

presentations observed and

assessed.

*See appendix for activities, texts and worksheets.


Jennifer Ralph

Assessment Task: Senses and the nervous system

You are required to design and conduct an experiment that focuses on the nervous

system and/or the senses. Some ideas are given to help you get started, but you are

encouraged to create and investigate a question of your own. Your experimental design and

discussion must be written individually, however you may choose to collect data in pairs.

You are required to produce a written piece of work describing your experiment. This

can be a report, a poster, a slideshow or some other written product (to be negotiated with

your teacher). Ensure your work includes the following:

Hypothesis and prediction

o What question are you investigating?

o Make a prediction before you start your experiment, and explain why

you think your prediction might be right.

Method

o How are you conducting your experiment?

o What variables are you controlling, and how?

Data and results.

Discussion

o What do your results suggest? Are they valid and reliable?

o Explain your results. Why might your observed results be true – is there

a biological reason? Could there be an alternative explanation?

o How could you improve your experiment, or what could you investigate

next?

In your discussion, you should relate your result to a personal interest. For example, does

your result have implications that might help you in your favourite sport, or a hobby?


Jennifer Ralph

You will have approximately 3-4 lessons in which to design, conduct and write a

discussion for your experiment. You will then be required to give a short (~2-3 min)

presentation to the class. This should outline your hypothesis, method and discussion.

A marking sheet is included, indicating the criteria you will be assessed on and a

description of each grade level. This should be given to your teacher before your

presentation, so that your teacher can write feedback on it.


Jennifer Ralph

Suggested investigations:

Reaction times

o Does reaction time change after a big meal?

o Does reaction time depend on the time of day?

Skin sensitivity (taken from Quinton, Cash, Tilley & Craven, 2013, p. 154).

Balance

o Which of our five main senses help us to balance? How might this be different

in different people?

Taste

o Do our other senses affect our sense of taste?


Jennifer Ralph

Marking sheet:

Experimental design:

A B C D

Hypothesis was considered,

specific and investigable.

Prediction was included.

Each variable was

controlled well.

Data is accurate and

reliable.

Hypothesis was specific

and investigable.

Prediction was included.

Most variables were

controlled well.

Data is mostly accurate and

reliable, but may contain

some flaws.

Hypothesis was

investigable.

Some variables were

controlled well.

Data is of acceptable

quality.

Hypothesis not able to be

investigated scientifically.

Variables were not

adequately controlled.

Data is unreliable.

Teacher comments: ……………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Analysis and discussion:

A B C D

Student has drawn a

conclusion based on

sound results. Alternative

explanations have been

thoroughly considered.

Well considered

suggestions for

improvement and future

investigation have been

provided.

Result has been related to

real life application(s) in

an insightful way.

Student has drawn a

conclusion based on

results. Alternative

explanations have been

considered.

Suggestions for

improvement and future

investigation have been

provided.

Result has been related to

real life application(s).

Student has drawn a

conclusion based on their

results.

Suggestions for

improvement or future

investigation has been

provided.

Result has been related to a

real life application.

Conclusion is not

supported by results, or

no conclusion has been

made.

No suggestions for

improvement or future

investigations have been

provided.

Result has not been related

to a real life application.


…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………


Jennifer Ralph

Presentation:

A B C D

Student spoke clearly and

eloquently.

Student concisely and

clearly outlined their

hypothesis, method and

discussion.

Student spoke clearly.

Student outlined their


discussion.

Student presented.

Student outlined at least

two of the following:


discussion.

Student did not present.


…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

Overall comments: …………………………………………………………………………...

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………


Jennifer Ralph

Summary and Conclusion:

In designing a lesson sequence such as this, constructive alignment is a necessity. With

an assessment task in mind, it is important that the lessons leading up to this task will allow

students to achieve it. Whilst students should already be familiar with the basic principles of

experimental design, they may need to be reminded how to effectively apply them.

Additionally, students should be provided with a greater depth of information as they become

more adept at achieving a basic standard of design. Since this inquiry task does not allow

sufficient time for students to do background research, the lesson sequence provides them

with the prerequisite knowledge of human senses and the nervous system.

Although this sequence focuses on dealing with data and general principles of

experimental design, the teacher should keep an ongoing record of student progress in inquiry

tasks. This way, they can note trends within the class so that future inquiry lessons can

provide a greater degree of scaffolding in areas of weakness, and further extend students in

areas in which they excel.


Jennifer Ralph

References:

Australian Curriculum, Assessment and Reporting Authority. (2015a). Science: Curriculum.

In Australian Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1

Australian Curriculum, Assessment and Reporting Authority. (2015b). Science: The

Overarching Ideas. In Australian Curriculum. Retrieved from

http://www.australiancurriculum.edu.au/science/the-overarching-ideas

Costu, B. (2008). Learning Science through the PDEODE Teaching Strategy: Helping

Students Make Sense of Everyday Situations. EURASIA Journal of Mathematics,

Science & Technology Education, 4(1), 3-9.

Costu, B., Ayas, A. & Niaz, M. (2010). Promoting Conceptual Change in First Year Students'

Understanding of Evaporation. Chemistry Education Research and Practice, 11(1), 5-

16.

Montrose Bay High. (n.d.). Lesson Times. In Montrose Bay High. Retrieved from

http://www.montrosebayhigh.tas.edu.au/lesson_times_01/

Quinton, G., Cash, S., Tilley, C. & Craven, E. (2013). Big ideas: Australian curriculum:

Science 9. South Melbourne, Victoria: Oxford University Press.


Jennifer Ralph

Appendix

Activity 1: Exploring the senses

Students are given diagrams of the sense organs with arrows indicating particular parts

(see next page). They are also given written descriptions of the parts, which they must attach

to the relevant arrow as class discussion progresses through the senses.

First, we discuss sight. What organ allows us to see? Draw a diagram of the eye and

label the pupil, iris and sclera (with

direction from students). Students

should copy this diagram into their

book. Perform practivity 5.5 (shown at

right) as a class (from Quinton, Cash,

Tilley & Craven, 2013, p. 152). Explain

the role of the iris, cornea, lens,

photoreceptor cells and optic nerve;

help students identify which description to stick to each arrow in the “sight” diagram.

Discuss: why do people have two eyes? Ears? What would happen if we only had one?

Students discuss this in small groups, then share as a class. We have two nostrils – can we

locate smells? Some animals can. Students complete “hearing” diagrams, with assistance.

Discuss taste and smell, and the role of receptor cells and chemicals in smells and

foods. How are taste and smell related? Students complete “smell” diagrams.

Discuss touch. What different things can you sense using touch (e.g. temperature,

texture, dampness, pressure, pain)? Perform temperature experiment (see next page) Students

complete their diagram.


Jennifer Ralph

What is a stimulus (any information that your body receives that might cause it to

respond)? Ask class what things we might respond to. Consider not just external physical

changes, but also internal changes – why do we feel hungry? How do we respond to bacteria

and viruses? Discuss homeostasis, and compare short term changes with long term stability.

What do we maintain via homeostasis? Consider examples such as body temperature, blood

glucose, pH.


Jennifer Ralph

Worksheet 1: Sense diagrams and labels

Photoreceptor cells in the

retina (the lining of the back

of the eye) transform light

into nerve signals. There are

two types of photoreceptor

cells: cones, which are

sensitive to colour, and rods,

which are sensitive to dim

light.

The lens focuses light onto

the retina.

The iris controls how much

light enters the eye.

The optic nerve carries nerve

impulses from the eye to the

brain.

The cornea bends incoming

light

The eardrum vibrates when

sound waves enter the ear.

Sound enters the ear through

the ear canal.

The middle ear transfers

vibrations from the eardrum

to the cochlea. The bones of

the middle ear are the

smallest bones in your body.

The auditory nerve carries

nerve impulses from the ear

to the brain.

The cochlea changes sound

vibrations into nerve

impulses.

Air enters the nose through

the nostrils

Air travels through the

trachea to the lungs.

Air moves through the nasal

cavity.

Nasal sinuses create mucus,

which helps trap bacteria and

small particles.

Smell receptors above the

nasal cavity stimulate the

olfactory bulb, which sends

signals to the brain.

The dermis contains many

nerve endings, which send

signals to the brain.

Hair.

Sweat pore.

Subcutaneous fat layer.

Epidermis.

Sweat Gland.

Hair root.

Images from Quinton et al., 2013. Descriptions from BBC. (2014). The eye. GCSE Bitesize.

http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/ourselves/3_keeping_in_touch2.sht

ml; Quinton et al., 2013.


Jennifer Ralph

Worksheet 2: Body systems and the requirements of life

(From Quinton et al., 2013, p 144)


Jennifer Ralph

Text 1: The nervous system

(From Quinton et al., 2013, pp 150-154)


Jennifer Ralph


Jennifer Ralph

Activity 2: The nervous system

(From Quinton et al., 2013, p 149)


Jennifer Ralph

Worksheet 3: Experimental design

There are 10 errors in the text below. Find each error, and fix it.

Before conducting an experiment, a researcher must formulate a hypothesis. A

hypothesis is a statement which predicts the outcome of a experiment. It should be very

specific, and the results of the experiment should support or contradict it.

In most experiments, the researcher is trying to establish a relationship between an

independent variable and a dependant variable. The independent variable is manipulated by

the researcher, and any changes in the dependent variable are measured. To bee sure that the

changes in the dependent variable are related to changes in the independent variable, the

researcher must try too keep all the other variables constant. These are called controlled

variables.

After the researcher have collected data from the experiment, they look for

relationships between the variables. The researcher draws a conclusion based on the evidence

from they’re experiment. They also suggest how their experiment could be improved; or what

should be investigated next. Sometimes the researcher cannot reach a conclusion bassed on

there experiment. This may be because the results are inconsistent or other variables were not

controlled properly. At least the researcher has a better idea off what to do next time!

introduction and lesson sequence description

Documents