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1. ESS444 Assignment 3: Development of ascience learning and teaching unit
Description ofAssessment Task
This Assignment has two parts:
A. Literature review
B. Unit Portfolio
You are to produce a Unit Portfolio and Literature review that contains details how one may
teach a topic from any Year level from Years 7-10 of the National Curriculum (Science).
THE TOPIC:
Year 8 Science - States of Matter
Your chosen topic must address each of the of the three interrelated strands: Science
Understanding, Science as a Human Endeavour and Science Inquiry Skills, specified in the
National Curriculum to be taught in a four to five week teaching and learning sequence.
Assume there are three lessons per week, one single and one double lesson.
The lesson plans should follow:
1 worksheet for each single lesson x 4
1 worksheet for first half of each double lesson x 4
1 experiment/hands on activity for second half of each double lesson x 3
1 test for second half of final double lesson
Worksheets and end of topic test are provided with answers.
Part A: Literature review
You are to review the literature as it relates to two themes:
 Research on students’ understanding and learning of the key ideas that underpin your chosen topic,
and (250 words)
 The implications of the research findings for the teaching the topic. (250 words)
The literature review will inform the production of the Unit Portfolio and needs to be
completed first. The literature review should be around 500 words. Two online resources
that may get you started on this task include:
 Bibliography - Students' and Teachers' Conceptions and Science Education (STCSE)
http://www.ipn.uni-kiel.de/aktuell/stcse/. This bibliography attempts to document research on
teaching and learning science with a certain emphasis on research from constructivist perspectives.
The role of various students' and teachers' conceptions in the teaching and learning process is given
particular attention. The bibliography includes about 8400 entries.
 AAS Science Assessment http://assessment.aaas.org/. This website list key ideas/misconceptions
and related research for a variety of science topics
Part B: Unit Portfolio
Your Unit Portfolio will consist of a topic planning document, resources and student work
samples to teach your chosen topic.
Topic Planning Document
The topic planning document needs to include:

2.  Rationale for teaching/learning the topic (what reasons are there for students to learn this topic?);
 Relevant curriculum statements from the National Science Curriculum (what elements of this
curriculum are relevant to your 4/5 week teaching and learning sequence?). Each of the three strands
need to be addressed;
 Key concepts and process skills to be learned by the students in completing the unit. Concepts need
to be in sentence form. For example, rather than writing “density” as the concept to be learned the
concept should be written as “density is a property of an object that gives how much mass there is
per size of the object”. By numbering each concept/skill you can refer to each by number;
 Lesson sequence outline which might be best presented in tabular form in 2-4 pages (full lesson
plans are not required). For each lesson you might indicate what aspects of the curriculum are
being addressed, key ideas/process skills, the types ofactivities to be undertaken, assessment,
teaching strategies. Only a brief description of activities/assessment/strategies might be given in
the table – full details if known will be part of appendices/overall portfolio. For example, you might
undertake a ‘states of matter role play’ which is specified in the table. Details of this role play might
be written up in an appendix;
The lesson plans should follow:
1 worksheet for each single lesson x 4
1 worksheet for first half of each double lesson x 4
1 experiment/hands on activity for second half of each double lesson x 3
1 test for second half of final double lesson
Worksheets and end of topic test are provided with answers.
*ideally lesson plan should include 1-3 experiments, poster making activity, computer activity,
worksheets and test.
 Apart from addressing key ideas you also need to address process skills and so your teaching and
learning sequence needs to include practical activities. If safety issues are associated with a
practical activity these need to be outlined;
 Provide a justification for the teaching strategies employed. Try for a variety of approaches.
Examples might include: Role play, Debates,POEs,Posters, Drama/dance,Creative writing, Data
logging, Model-building;
 Student Assessment- Consideration should be given to formative and summative assessment.
Provide details of each summative assessment task and their weighting for the unit.
 Discuss how your teaching and learning sequence addresses aspects of the e5
instructional model
http://www.education.vic.gov.au/school/teachers/support/pages/e5.aspx (please note: this is not the
5Es teaching approach; it is quite different to the e5
instructional model).
Student Work Sample
A Student Work Sample (produced by you), and associated assessment rubric, that arises
from the major assessment tasks expected in this Unit. For example;
 Student Sample Multimedia Presentation and assessment rubric;
 Experimental report and assessment rubric;
 Written test and marking scheme.
For this requirement you are to describe the assessment task that would be given to a
student. Also, please include the instructions that are given to the student to complete the
task (generally, this is given in a handout but could also be given in digital form).

3. Teacher Support Material
Teacher Support Material that is ICT based and produced by you. You are to provide an
example of support material will be used by the teaching in teaching the topic. Examples
include:
 Multimedia presentation that explicates some key concepts or introduces a topic and/or activity.
 Quiz or questionnaire that elicits students’ pre-instructional or developing scientific ideas.
Unit Portfolio
You are producing a portfolio which by its very nature contains a number of elements. You
need to present the elements in a coherent and logical manner.
You are quite at liberty to use material that is currently being used in schools or resources
found on the internet and books. However, please note that copies of prepared material from
texts and/or the internet should be appended to your unit plan. Ensure that you correctly
reference all primary source material (this includes those resources given to you by
practicing teachers).
It is hoped that the document you produce will be such as to be ready to incorporate in your
science classroom.