Module 3: Scientific Models | Stage 6 | INVESTIGATING SCIENCE Zoe Matthews - 18606919

- Summary - Context - Duration

Module 3, implemented in the second half of the year 11 Investigating This unit was designed on the basis of the year 11 curriculum being completed 6 weeks
Science course, builds on students’ understandings of observations, in order of the syllabus. It is based on a classroom with mixed ability students,
inferences and generalisations within science. Taking this knowledge, it leading to the inclusion of extension activities and adjustments for most
introduces students to the way in which observable scientific processes activities. Additionally, the program is designed with a middle SES school in
and focuses on the ability to demonstrate processes through scientific mind, in which students should have access to a device at all times, but does
representations. not rely heavily on expensive equipment for modelling purposes.
This unit overview focuses on all four inquiry questions within the module.

- Content Focus
Scientific models are developed as a means of helping people understand scientific concepts and representing them in a visual medium. Models are used to make predictions. They
may include physical and digital models, which can be refined over time by the inclusion of new scientific knowledge.

Students recognise that many scientific models have limitations and are modified as further evidence comes to light. For this reason, scientific models are continually evaluated for
accuracy and applicability by the global scientific community through the process of peer review. Students construct and evaluate their own models, which are generated through
practical investigation.

- Working Scientifically Focus

In this module, students focus on designing and evaluating investigations to collect valid and reliable primary and secondary qualitative and quantitative data, and apply scientific
modelling. Students should be provided with opportunities to engage with all Working Scientifically skills throughout the course.

- Skills Outcomes - Knowledge and Understanding

Outcomes
Student: Students:
› designs and evaluates investigations in order to obtain primary and secondary data and information INS11/12-2 › develops, and engages with, modelling as
› conducts investigations to collect valid and reliable primary and secondary data and information INS11/12-3 an aid in predicting and simplifying scientific
› selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media INS11/12-4 objects and processes INS11-10
› analyses and evaluates primary and secondary data and information INS11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific processes INS11/12-6
› communicates scientific understanding using suitable language and terminology for a specific audience or purpose INS11/12-7

- Key inquiry questions

Models to Inform Understanding
Inquiry question 1: What is a scientific model?
Inquiry question 2: What makes scientific models useful?
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Types of Models
Inquiry question 3: When should a particular model be used?

Constructing a Model
Inquiry question 4: How can a model be constructed to simplify understanding of a scientific concept?

- Assessment overview
- Assessment for Learning: Diagnostic - Assessment as Learning: Formative - Assessment of Learning: Summative
IQ.1.a. How do you show scientific concepts? Class IQ.1.a. Make your own educational: resource development IQ.2.b. How have models helped you? Individual reflection
brainstorm diagnostic assessment IQ.2.a. Why do we use scientific models? Think, Pair, Share (assessment of understanding to date)
IQ.2.a. The basis of the universe (stage 5 revision) IQ.2.a. What is it and why do we use it? Poster creation IQ.2.d. Make your own educational resource: student
IQ.2.b. The benefits of scientific models: class discussion presentations
and exploration IQ.4.a. Model creation – group task (can be a formal task)
IQ.2.c. Into the future: student identification process
IQ.2.c. Why do we need these future models?
IQ.2.e. influences on model creation: class discussion
IQ.2.e. Why should we change scientific methods? Student
evaluation
IQ.3.b. Not all limitations are the same

- Literacy Focus - Numeracy Focus - ICT Focus

- Analogies - Graphing of heartrates - Use of computer simulations
- Definitions - Proton, neutron and electron calculations - QR codes
- PEEL paragraphs - Timeline creation - Option to create videos, computer simulations, or
- Summarising tasks mathematical representations (excel)
- Communication through various methods (e.g. - Digital research of secondary sources of an
text, diagrams, videos, presentations) appropriate level

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 - Inquiry - Models to Inform Understanding
question 1: What is a scientific model?
- K&U - WS Content - Teaching and learning strategies - Extension or - Resources
Content Descriptor Adjustment
Descriptor
IQ.1.a. Examine the INS11/12-4: How do you show scientific concepts? class brainstorm How do you show scientific How do you show scientific
types of models that select qualitative and diagnostic assessment concepts? concepts?
may be used in quantitative data and Teacher to facilitate students brainstorm on the Extension: if students quickly list 1. Whiteboard access
science, including: information and whiteboard. Ask students to consider their year 7-10 models, get them to provide
– diagrams represent them using a science education and list ways in which content was examples such as drawing a
– physical replicas range of formats, digital explained in ways other than text-based descriptions. simple graph, writing examples of
– mathematical technologies and Students may suggest: videos, pictures, graphing and pictures (diagrams) they have
representations appropriate media tables, practical experiments, etc. seen.
Have students fill completed brainstorm into their books Adjustment: teacher to provide
– analogies
INS11/12-5: as a topic introduction page. suggestions to help students
– computer derive trends, patterns understand what they are aiming
simulations and relationships in data for.
and information
(4 hours)
Introduction to Models in Science: Teacher-based lecture Introduction to Models in Science Introduction to Models in
INS11/12-6: Students are introduced to the 5 overarching types of Adjustment: provide students Science
use modelling (including models that are used within the sciences; diagrams, with a scaffold in which they can 1. PowerPoint outlining
mathematical examples) physical replicas, mathematical representations, analogies record the details and examples each of the 5
to explain phenomena, and computer simulations. Explain to students the various in, with examples already overarching types of
make predictions and aspects of each type of model, as well as examples of each included in visual form models, including
solve problems using type of model (e.g. diagrams may include scientific details on each of the
evidence from primary drawings, photographs, etc). aspects of each model
and secondary sources type.
2. Projector access
Stage 4-5 Model Examples
Stage 4-5 Model Examples: Model interactions Extension: providing students Stage 4-5 Model examples
Teacher to provide a clear example of how each of the 5 with the PowerPoint and access 1. Exemplar of the
overarching model types can be used in the science to the models, students are given circulatory system
classroom as an educational resource, building off of the the chance to work each model example PowerPoint
class discussion. PowerPoint with teacher-worked out on their own (Resource 1)
example to providing an example. Adjustment: teacher-led lecture 2. Projector access or
Using the circulatory system: diagrams are explained style lesson uploaded to the google
through visual representations of the heart and the classroom

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Content Descriptor Adjustment
Descriptor
system as a whole, physical replicas would be shown
through the human body model (allowing students to
observe where the heart is in relation to other organs,
mathematical representations will be explained through a
heartrate practical, an analogy will be used to describe the
difference between veins, arteries and capillaries, and a
computer simulation will demonstrate the movement of
blood through the body as the heart beats. Students are
given the time to move their way through each of the
models
Make your own educational
Make your own educational resource resource Make your own educational
Students to develop their own educational resource for a Extension: students to attempt to resource
year 7-10 class. Students to select a content item and a create a fully worked example 1. Student devices
model type they believe matches well and produce a covering all 5 model types for 2. Stage 4-5 textbooks
resource they can use. Must have a visual aspect their content point 3. Paper and card
(analogies cannot just be written; students may choose to Adjustment: provide students
film the explanation instead) and be age appropriate. with a list of content points that
are well suited. Depending on
student needs, this may also
include which models are suited
to the content points

- Inquiry - Models to Inform Understanding

question 2: What makes scientific models useful?

- K&U - WS Content - Teaching and learning strategies - Extension or - Resources

Content Descriptor Adjustment
Descriptor
IQ.2.a. Examine the INS11/12-3: Why do we use scientific models? Think, Pair, Share Why do we use scientific Why do we use scientific
use of scientific employ and evaluate safe Teacher to explain to students that we use models for a models? models?
models, including but work practices and reason, other than to help make things more interesting. Adjustment: remove the pair- 1. Student workbooks for
not limited to: manage risks Students to consider why this is a beneficial method of based component of the activity notetaking
– epidemic models INS11/12-3: explanation, times that they wish they had additional and open it straight up to a class

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– models of the select and extract resources to explain a concept, models they see in the discussion in which the teacher
Universe information from a wide media. Students to discuss ideas with a partner before can ask guiding questions
– atomic models range of reliable presenting their responses to the class.
– climate models secondary sources and
acknowledge them using What is it and why do we use it? Poster creation What is it and why do we use it? What is it and why do we use
an accepted referencing In groups, students are to use notes taken throughout the Extension: students to develop it?
(5 hours) style module so far to develop an A3 poster that can be their own resources that can be 1. Student devices
displayed in the classroom. The poster should include an linked in through QR codes 2. A3 paper
INS11/12-5: explanation of what models are, types of models they Adjustment: provide a poster
derive trends, patterns have encountered and why they are helpful as a minimum. scaffold that students may like to
and relationships in data Students will be provided with paper for hand drawn use
and information posters or they may like to develop their poster digitally to
include examples of models, include QR codes for
INS11/12-6: weblinks, etc
use modelling (including
mathematical examples) How do we influence the world around us? How do we influence the world How do we influence the
to explain phenomena, Students are introduced to epidemic models and climate around us? world around us?
make predictions and models. Adjustment: teacher to provide 1. Student devices
solve problems using Teacher to define epidemic and discuss examples of websites that cover the various
evidence from primary previous and potentially current (e.g. Covid-19) epidemics. types of data and displays
and secondary sources Students to research the types of data that is included I examples of these models
epidemic models, and discuss what they aim to show.
INS11/12-7: Students may suggest the ability to model death rates,
select and use suitable track the movement of a disease, and show the future
forms of digital, visual, direction of the disease based on different variables (e.g.
written and/or oral forms self-isolation)
of communication
Modelling our influences on the world around us Modelling our influences on the Modelling our influences on
Teacher to explain the uses of climate models and the world around us the world around us
various data sets that can be incorporated (rainfall, Adjustment: class run simulation 1. PowerPoint outlining
temperature, CO2 levels. on the projector for all students the various data sets
Students are provided time to explore various data to follow along and ask questions 2. Question list set with
sources and climate models including but not limited to Extension: allow students to look links to matching
the CDC and BOM websites, graphing tools and disease for their own simulations rather simulation/model
and climate-based simulation games. Students to than having pre-set websites 3. Student devices
complete questions based on provided models, once 4. Simulations e.g.

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completed students can test out variations in the same https://www.infectiousdisease.
model or look at other models of interest. cam.ac.uk/schoolzone/games

The basis of the Universe (double lesson) The basis of the Universe The basis of the Universe
Teacher to provide revision on stage 5 science, including Extension: limit the scaffolding for 1. Revision worksheet on
the structure of atoms and molecules, and the makeup the molymod kits, allowing stage 5 science, word
and expansion of the universe. students to develop their own bank and literacy focus
Students are to use prior knowledge of atoms and model and then try naming it incorporated
molecules to create visual representations of molecules Adjustment: additional 2. Molymod kits
using molymod kits. To represent the structure of an PowerPoint to provide assistance 3. Coloured beads, string,
individual atom, students are to use different coloured during the revision from the felt, needle
beads which can be stitched to felt to highlight protons, teacher. 4. Visual representation
neutrons and electrons. Provide students with already of atomic models
To demonstrate the expanding universe, students are to completed examples of activities scaffold
draw evenly spaced dots on a balloon and slowly blow it to provide inspiration. (Resource 2)
up. These spaces can then be remeasured to see if this is a 5. Balloon, marker and
consistent expansion or if some areas expanded ruler
quicker/further than others. 6. Student devices
Students to access computer simulations to observe the 7. Simulations e.g.
interactions between atoms when developing various https://phet.colorado.edu/en/s
molecules (including influences on shapes, reactivity, etc), imulation/build-an-atom
and of the universe (including influences of the death of a https://phet.colorado.edu/en/s
star or blackholes on the space around them). imulation/legacy/build-a-
molecule

IQ.2.b. Outline how How have models helped you? Individual reflection How have models helped you? How have models helped you?
models have been Students to complete a reflective task in which they record Adjustment: provide students 1. Student workbooks
used to illustrate, the information they have learnt on circulatory systems, with set reflective questions to
simplify and represent diseases, the universe, atoms and climate change. After assist with the reflection process
scientific concepts the completion of this record, students are to consider
and processes how the models made it easier for them to remember the
information (e.g. the bead activity assisted with knowing
(1 hour) electrons are in the 2, 8, 8 shell configuration)

The benefits of scientific models: class discussion and The benefits of scientific
exploration The benefits of scientific models models

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 - K&U - WS Content - Teaching and learning strategies - Extension or - Resources
Content Descriptor Adjustment
Descriptor
Students to discuss what they like about the various Extension: students to create 1. Whiteboard
different types of models they have observed and worked suggestions of models that would 2. Student workbooks
with so far. Creating a class list will then allow for students have helped where none were 3. Model list if needed
to consider and outline how this has benefited them used
(building on the individual reflection) Adjustment: provide the class a
list of models they should have
seen in stage

What models do: teacher-led lecture What models do

Teacher to explain to students that the main purpose of What models do 1. Student workbooks if
models is to help illustrate (visualise), simplify and Extension: have students come up creating their own
represent scientific concepts and processes in a way in with their own explanation for the explanation first
which individuals can relate to and better develop an purpose of models prior to the
understanding of the concepts. teacher explanation or
confirmation
IQ.2.c. Explain how INS11/12-7: Into the future: student identification process Into the future Into the future
scientific models are construct evidence-based Teacher to ask students what was common in the ‘How do Extension: students to research 1. Student workbooks
used to make arguments and engage in we influence the world around us’ activities (focus on examples of prediction models
predictions that are peer feedback to epidemic models and climate models), students should and add an explanation of what
difficult to analyse in evaluate an argument or identify the ability to model future predictions as one of these models are
the real world due to conclusion the major similarities. Teacher to explain to students that Adjustment: students to research
time frames, size and there are various factors that make models a necessary examples to supplement
cost resource when making predictions, including time frames, understanding
size and cost that need.
(2 hour) Students to brainstorm examples of predictions that
would use modelling based on each of these influences
(e.g. time frames - don’t have the time to observe the
spread of a disease to see how it works, instead use
models to predict based on what is already known to
lower how far the disease will spread; size – the ability to
observe CO2 levels is a large scale operation so having the
ability to model areas between data points allows for a
large scale study to be made more manageable; cost –
equipment to observe the universe and atoms are high
tech and costly, models allow for more individuals to
observe relevant concepts without access to the

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equipment for direct observations)

Why do we need these future models? Why do we need these future Why do we need these future
Students to complete a PEEL paragraph on how models models? models?
provide the ability to create predictions for more difficult Extension: students to complete 1. Student workbooks
scenarios (time frames, size and cost). Students should use individual PEEL paragraph on each 2. PEEL paragraph
research to develop their arguments and provide a clear of the 3 factors scaffold if needed
explanation. Adjustment: PEEL paragraph
scaffold

IQ.2.d. Assess the INS11/12-2: Make your own educational resource: student Make your own educational Make your own educational
effectiveness of evaluate and modify an presentations resource resource
models at facilitating investigation in response As part of Inquiry Question 1, students were required to Extension: have students present 1. Projector if requested
the understanding of to new evidence develop a simple educational resource that could be used their models to students in the
scientific processes, to teach students in stage 4 or 5, using either a diagram, grade their educational resource
structures and INS11/12-6: physical replica, mathematical representation, analogy or was created for
mathematical use modelling (including computer simulation.
relationships through mathematical examples) Students are to present their resource to the class,
the use of: to explain phenomena, outlining what content they were covering, the selected
– diagrams make predictions and model type and how it works. As each student presents
– physical replicas solve problems using their resource, the remainder of the class should note
– mathematical evidence from primary down feedback. Once the presentation is done, feedback
representations and secondary sources should be provided to each student regarding the
effectiveness of their resource. Students should consider
– analogies
INS11/12-7: the positives and negatives of the selected model type in
– computer relation to the content being explained. If students feel
select and use suitable
simulations the chosen model was not effective, they must be able to
forms of digital, visual,
written and/or oral forms provide suggestion for a alternative model type that would
(2 hours) have been more effective, and provide an explanation as
of communication
to why it would have been better suited.
Teacher to provide additional feedback on how the
student models could be better adapted, as well as
additional aspects that could be included
IQ.2.e. Evaluate how Influences on model creation: class discussion Influences on model creation Influences on model creation
scientific models draw Students have had a strong focus on current models at this Adjustment: provide questions on 1. Question sheet if
on a growing body of point in the module; the teacher should encourage a worksheet and allow them to needed

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Content Descriptor Adjustment
Descriptor
data from a wide students to consider how models have changed over time. work their way through them
range of disciplines Teacher to ask questions such as: prior to the class discussion
and technologies to - Do you think models need to be changed?
refine predictions and - Why do you think models need to change over time?
test new hypotheses - Can you think of any concepts or models that have been
changed? (students may identify evolution by natural
(2 hours) selection (Lamarck’s explanation using giraffe necks vs
Darwin’s theory, changes to the models used for showing
atomic structures, etc)
- Is it possible that our current models will need to be
changed in the future?
Students should identify that models should change as
new scientific evidence changes the current understanding
of a concept.

What leads to the changes of a scientific model? Teacher- What leads to the changes of a What leads to the changes of a
led lecture scientific model? scientific model?
Teacher to explain to students that not only does new Extension: have students think of 1. PowerPoint to assist
information in the relevant field influence the need for their own examples of when one with summarising
updated models, but instead, information comes from all discipline may influence another teacher explanations
disciplines.
Provide students with the example that space is part of
physics, and atoms are typically covered in chemistry, but
if the understanding of atoms were to shift then this could
also influence the understandings of the universe. This
would lead to predictions being adapted and models being
changed to test new hypotheses. Similarly, developments
in materials (chemistry and engineering) can lead to
medical assistance such as artificial body parts (biology).
Highlight that these are analogies, which they have
previously looked at as an analogy.

Why should we change scientific models? Student

evaluation Why should we change scientific Why should we change
Students are provided with a range of examples (real and models? scientific models?
imaginary) in which new evidence and technologies have Adjustment: additional questions 1. List of examples in of

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Descriptor
changed the understanding of a concept and in turn led to added to the scaffold to guide advancements
an adaption of the relevant models. These scenarios will students through the evaluation changing models and
include some that had led to models becoming more process understanding with
suitable, while others have made the models more difficult space for their
to use. Students are to evaluate the changes, commenting evaluations
on the positives and negatives of these changes and
providing an overall opinion on whether or not changes to
models are always beneficial.

- Inquiry - Types of Models

question 3: When should a particular model be used?

- K&U - WS Content - Teaching and learning strategies - Extension or - Resources

Content Descriptor Adjustment
Descriptor
IQ3.a. Explain why INS11/12-3: When have models changed? When have models changed? When have models changed?
new evidence can select and extract Students will use secondary sources to research the Adjustment: provide students 1. Student devices
challenge the use of information from a wide changes over time to 1 scientific model of their choosing. with a set list of model names
existing scientific range of reliable Students must create a document containing their they may like to look at.
models and may secondary sources and research that could be supplied to students who did not Scaffold for timeline
result in those models acknowledge them using research the same model. This should include a timeline of
being contested and an accepted referencing the changes in the understanding of the relevant content
refined or replaced, style and model throughout scientific history, as well as
including but not explanations of what led to the change (i.e. what
limited to the INS11/12-4: development required the model to be changed such as
development of: select qualitative and technological advancements).
– epidemic models quantitative data and
information and
– models of the
represent them using a
Universe
range of formats, digital Evaluation of timelines: literacy task Evaluation of timelines Evaluation of timelines
– atomic models technologies and Teacher to provide students with a correct timeline of the Adjustment: PEEL paragraph 1. PEEL paragraph
– climate models appropriate media changes to the models used to show atomic structure, scaffold scaffold if needed
including a visual representation of each change. As a

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(1 hours) INS11/12-4: class, students are to outline the positives and negatives
apply quantitative of each of the stages of model development. Once
processes where students have a comprehensive list, they then need to
appropriate critically analyse and evaluate these changes and develop
a PEEL paragraph regarding the benefits of adapting and
INS11/12-7: updating models over time as new understandings are
select and use suitable
forms of digital, visual,
written and/or oral forms
of communication

INS11/12-7:
select and apply
appropriate scientific
notations, nomenclature
and scientific language to
communicate in a variety
of contexts

IQ.3.b. Compare the INS11/12-6: Not all limitations are the same Not all limitations are the same Not all limitations are the
limitations of simple use scientific evidence Based on students newly gain knowledge regarding Adjustment: provide students same
and complex scientific and critical thinking skills changes and replacements of models and examples of with a list of limitations for each 1. Student workbooks
models to solve problems historical and potential changes to those models, students model type, allowing for the main 2. Limitations list if
(1 hour) are to consider the limitations that influence the use and focus to be on the comparisons needed
creation of various models. Students are to separate into
pairs, with each pair designated either epidemic models,
models of the Universe, atomic models, climate models or
one of the overarching 5 (e.g. diagrams, analogies). As a
pair, students will collate a list of the limitations and
advantages of the model type.
Each pair will have to present their list to the class.
Once each group has presented, as a class, students will
compare these limitations and highlight any observations
made regarding limitations in simple and complex
scientific models including any common themes if present.

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 - K&U - WS Content - Teaching and learning strategies - Extension or - Resources
Content Descriptor Adjustment
Descriptor

- Inquiry - Constructing a Model

question 4: How can a model be constructed to simplify understanding of a scientific concept?

- K&U - WS Content - Teaching and learning strategies - Extension or - Resources

Content Descriptor Adjustment
Descriptor
IQ.4.a Investigate a INS11/12-2: Model creation – group task (can be extended as a depth Model creation – group task Model creation – group task
scientific concept or assess risks, consider study [7-week unit] or an assessment task) Extension: students to complete 1. Model proposal form
process that can be ethical issues and select Students are to separate into groups on 3-4 and select a individually 2. Resources as
represented using a appropriate materials topic to concentrate on, they may select one explored Adjustment: students to record requested by students
model, by: and technologies when throughout the topic (e.g. atomic models) or presented as developmental stages of making 3. Peer feedback sheet
– planning a model designing and planning an educational resource (i.e. the circulatory system). the model if unable to develop a 4. Student evaluation
with reference to the an investigation Each group will need to complete a simple model proposal useable version template
scientific literature as part of their planning stage. This must outline the (Resource 3)
INS11/12-2: content they are covering, the model type they are using
– constructing a
evaluate and modify an and any research, design ideas (e.g. sketches), and group
model using
investigation in response member roles.
appropriate resources
to new evidence Students will need to develop a simple copy of their model
to represent the
using available resources (may request resources from the
selected scientific
INS11/12-4: teacher if needed).
concept
select qualitative and After the completion of the model, each group will present
– demonstrating how quantitative data and their model to the class and explain how what the model
the model could be information and is and how it can be used (making reference to how this
used to make a represent them using a type of model can be used to make predictions as well)
prediction range of formats, digital Students are to provide feedback to each group. After
– presenting and technologies and feedback has been received, each student will individually
evaluating the model appropriate media write an evaluation of the model the group developed and
through peer how they would change the model based on the feedback
feedback INS11/12-5: provided.
assess error, uncertainty
(3 hours) and limitations in data

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INS11/12-7:
use modelling (including
mathematical examples)
to explain phenomena,
make predictions and
solve problems using
evidence from primary
and secondary sources

- Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
To evaluate this unit of work I would ask myself the following questions at the completion of the unit
1. When did students seem most involved with the work? Were they engaged and learning through their involvement?
2. Did students grasp concepts quickly or did I need to revise over new concepts frequently to retain an understanding?
I would ask the students:
1. What did you enjoy and what did you not enjoy in the module?
2. What work was too easy or too hard when completing it?
3. What would you liked to have had a stronger focus on during the module?

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Program references

Mayo Clinic. (n.d.). Video: Heart and circulatory system. Retrieved April 4, 2020, from https://www.mayoclinic.org/diseases-conditions/heart-disease/multimedia/circulatory-

system/vid-20084745

NSW Educational Standards Authority. (2017). Investigating Science: stage 6 syllabus. https://syllabus.nesa.nsw.edu.au/assets/investigating_scienc/investigating-science-stage-6-

syllabus-2017.pdf

Rickard, G., Burger, N., Clarke, W., Geelan, D., Jeffery, F., Johnstone, K., Neville, C., Phillips, G., Robertson, P., Spirou, C., & Whalley., K. (2013). Science Focus 2 (2nd ed.). Pearson

Toltemara. (n.d.). Shutterstock. https://www.shutterstock.com/image-vector/background-lively-city-houses-streets-amusement-526325638

University of Cambridge. (n.d.). Games. Cambridge infectious diseases. https://www.infectiousdisease.cam.ac.uk/schoolzone/games

University of Colorado Boulder. (n.d.). Build an atom. Phet Interactive Simulation. https://phet.colorado.edu/en/simulation/build-an-atom

University of Colorado Boulder. (n.d.). Build a molecule. Phet Interactive Simulation. https://phet.colorado.edu/en/simulation/legacy/build-a-molecule

2.65 Describe the structure or arteries, veins and capillaries and understand their roles. (2016). Saturnine Notes. https://saturninenotes.wordpress.com/2016/08/01/2-65-describe-the-

structure-of-arteries-veins-and-capillaries-and-understand-their-roles/

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Rationale
This unit of work was programmed as part of the stage 6 Investigating Science curriculum, fulfilling the outcomes on Module 3: Scientific Models (NSW
Educational Standards Authority (NESA), 2017). This unit of work focuses on the importance of differentiation within the senior classroom, the incorporation of
inquiry-based learning (IBL) as a method of delivery to develop deeper connections with the content, and increasing engagement through group work, project-
based learning (PBL) and peer evaluations. Personal beliefs regarding the delivery of the curriculum have been supported and worked in consideration with the
literature to develop a unit of work

Differentiation during the programming process of classroom content is crucial to allow students to be given the ability to involve themselves in all aspects of
learning in the science classroom (NSW Education Standards Authority, 2019).This unit of work was designed with this in mind, allowing for students of abilities
and needs to participate in each of the learning activities. By providing both extension activities and adjustments for higher inclusion rates within the classroom
by allowing students to determine what best suits them in each individual task rather than by streamlining kids and restricting them to a specific difficulty level.
The extension components of each activity allow students who are grasping the content to work individually, further ahead or more in depth depending on the
specific activity. This allows gifted and talented (GAT) students, to continue working at a more suitable level while avoiding students running out of activities
prior to the end of the lesson; extension activities also provide additional work for students with increased interest in the topic to foster student curiosity. The
inclusion of adjustments throughout the unit of work focus on assisting students in the controlling their own learning. Rather than leave students behind who
experience difficulties with the content or the method of delivery of the content, adjustment activities guide students though the processes they are aiming to
do. This can help students from a range of backgrounds, not only does it support students with lower academic abilities, but also supports students of EALD
backgrounds, who have missed large amounts of school, have low confidence or who have only experienced teacher cantered learning. Students are assisted
with new learning new terminology and processes and provide starting points for open ended activities.

Inquiry based learning is a key aspect of the Investigating Science syllabus, allowing students to find relevant information and develop their own understanding
and opinions on a range of topics. The inclusion of a variety of student research tasks, as well as student project developments in the form of educational
resources requires students to have more responsibility and involvement in their own education, rather than requiring the teacher to give students packets of
information to read and memorise (Ogus-Unver & rabacioglu, 2014). Allowing students to select the topics of focus when making their educational resources,
particularly as part of Inquiry Question 4: How can a model be constructed to simplify understanding of a scientific concept? gives students the ability to control
their learning and increase their participation. Through this, students are encouraged to take pride in their work and push themselves to take their work to
higher levels as they are given the ability to control the direction they take it.

Engagement is often one of the most difficult things to control in the classroom as students come from various backgrounds and have differing interests. This is
highlighted further in the Investigating Science course as students are not selecting a specific science strand when entering the course. While students in the
investigating course may enrol in at Biology, Chesmisry, Physics and Earth and Environmental Science as well, not all students will opt to do so, and of those that
do, not all will have the same interests, seeing students select different science strands outside of Investigating Science. The incorporation of differing activities
within each inquiry question allows students to maintain interest in the topic as they move through various activities on the content points. By providing
students multiple lessons on each of the 4 outlined model examples (i.e. epidemic models, models of the Universe, atomic models and climate models), students
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of all science strands are provided examples they are interested in, while providing pathways to explore models outside of their preferred science strands. The
choice to have multiple lessons offering the students a chance to observe, work with and create various models is designed to increase interest with topics that
are less engaging for certain students, while providing the ability to go further in depth through the extension activities for those who express interest in the
relevant strand (Education Development Center, 2016). The inclusion of peer evaluations as well as personal evaluations further requires students to engage
with what other students are doing and encourages each student to work towards developing themselves as students support each other through the learning
process.

The programming process of this unit of work took into consideration the various needs of students within any given classroom, with focus on Module 3:
scientific Models within the Stage 6 Investigating Science curriculum. The decision to incorporate differentiation, inquiry-based learning (IBL) as a delivery
method and various methods to increase student engagement were all selected to better cater to students and make it a more inclusive classroom. Students are
encouraged to take ownership of their work and strive to increase their understanding and skills sets within the classroom, while developing habits and abilities
that can be transferred into everyday life and outside of the classroom.

Rationale References

Education Development Center. (2016). Inquiry-based learning: An approach to educating and inspiring kids. Youth Learn

NSW Educational Standards Authority. (2017). Investigating Science: stage 6 syllabus. https://syllabus.nesa.nsw.edu.au/assets/investigating_scienc/investigating-science-stage-6-

syllabus-2017.pdf

NSW Education Standards Authority. (2019). Programming. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming

Oguz-Unver, A., & Arabacioglu, S. (2014). A comparison of inquiry-based learning (IBL), problem-based learning (PBL) and project-based learning (PJBL) in science education. Academia

Journal of Educational Research, 2(7), 120-128. http://dx.doi.org/10.15413/ajer.2014.0129

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