Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docx

Week 9: Earth and Space SciencesThe Earth and Space Sciences
sub-strand
This week we will be exploring the Science Understanding sub-
strand of Earth and Space Sciences. The study of Earth and
Space Sciences focuses on developing students’ understandings
of their place both within the broader universe and at a much
closer level developing their understanding of geological
processes and the weather and environment on Earth. We will
continue our exploration of models to support understanding
and provide examples of how to use digital technology in our
science lessons.
Begin by watching the video Science & Space: Solar System
101(National Geographic Kids, 2014). What do you recall from
your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC
Splash, 2014) about modelling a mini solar system and think
about how do we get across to students the sheer size of
something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human
Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake
explorers
Primary Connections resource and audio tour: Earth's place in
space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101
(2014)<http://tinyurl.com/phy5khd>

Make a mini solar system (ABC Splash, 2014)
<http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas
for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and
Space sciences sub-strand is concerned with "Earth’s dynamic
structure and its place in the cosmos." You can read the full
description of this sub-strand within the Australian Curriculum:
Science Content structure overview (ACARA, 2014). What does
‘ Earth’s dynamic structure and its place in the cosmos’ mean
within a primary school and what we need to teach from F-
6?Scope and sequence
The scope and sequence chart for Earth and space sciences
allows us, at a glance, to see the content descriptions from
Foundation to Year 6 and therefore how students’ understanding
of Earth and space sciences progresses in both depth and
breadth (ACARA, 2014). As shown in the scope and sequence
screenshot, in Foundation year students learn that daily and
seasonal changes in our environment, including the weather,
affect everyday life and by Year 6 that sudden geological
changes or extreme weather conditions can affect Earth’s
surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the
weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including

day and night.
Earth's surface changes over time as a result of natural
processes and human activity.
The Earth is part of a system of planets orbiting around a star
(the sun).
Changes to materials can be reversible, such as melting,
freezing, evaporating; or irreversible, such as burning and
rusting.
The Australian Curriculum: Science Scope and Sequence:
Foundation to Year 6 (2014)
<http://tinyurl.com/mftdgs7>Suggested activities in year level
content elaborations
If we look at a selection of elaboration examples for F-6 we can
see that the teaching and learning of Earth and space sciences
may involve students in such activities as:
Year
Example activity
Foundation
Linking the changes in the daily weather to the way we modify
our behaviour and dress for different conditions, including
examples from different cultures.
1
>Recording short and longer term patterns of events that occur
on Earth and in the sky, such as the appearance of the moon and
stars at night, the weather and the seasons.
2
Identifying the Earth’s resources including water, soil and
minerals, and describing how they are used in the school.
3
Modelling the relative sizes and movement of the sun, Earth and
moon.
4
Collecting evidence of change from local landforms, rocks or
fossils.
5
Identifying the planets of the solar system and comparing how

long they take to orbit the sun.
6
Investigating major geological events such as earthquakes,
volcanic eruptions and tsunamis in Australia, the Asia region
and throughout the world.A content description in focus
We now focus on the Year 5 level ACSSUO78 content
description, The Earth is part of a system of planets orbiting
around a star (the sun), to explore the Earth and space sciences
sub-strand in more detail. Can you start to imagine how you
might teach this within your classroom?
Australian Curriculum: Science v.6.0: ACSSUO78 (2014)
Resource exploration
Remember to login to Scootle, then visit the Year 5 ACSSU078
Scootle page, where resources that have been identified to
support the teaching and learning of this content description for
this year level. Explore a few of the resources and reflect upon
how you would use them.
Think about the following questions as you look through the
resources:
· Which resource would you chose?
· What reasons might affect your decision?
· Would one be more effective in teaching the content
description?
· Would it depend on your students?
· What are the pros and cons of each resource?Earth's place in
space
This week we'll explore the Primary Connections
resource, Earth’s Place in Space Year 5: Earth and Space
Sciences (Australian Academy of Science, 2014).
Take a look at the ‘Unit at a glance’ summary of the unit to
consider how this teaching resource will help us approach the
content description. Then take the Audio tour: Earth's place in
space. Reading
As we know misconceptions can occur due to differences
between common language and scientific terminology, others
occur due to the developing level of students’ conceptual

understanding.
Read page 9 of Earth’s Place in Space Year 5: Earth and Space
Sciences(Australian Academy of Science, 2014).
Think about the following questions as you are reading:
· What misconceptions or generalisations do students have
about Earth’s place in space?
· What are the implications for your teaching?
· How has the Earth’s Place in Space (Australian Academy of
Science, 2014) resource addressed these misconceptions?
· How might you counter any misconception within your
teaching?
· Would any of the other resources you have looked through
help you?
To further explore the common misconceptions that students
may have, such as that the Earth is flat and is located at the
centre of the solar system, read Chapter 18: Earth and space,
sections 18.1 and 18.2, p.176 and p.181 (Allen,
2010).Conceptual models
We continue this week by continuing our discussion on the use
of scientific models to support students’ conceptual
understandings in light of our learning from the Primary
Connections resource Earth's place in space(Australian
Academy of Science, 2014). This is particularly significant this
week as when “things that are too large to observe like the Solar
System, or too small to observe like atoms, scientists use
models to test their theories” (Australian Academy of Science,
2014). Spend some time firstly reflecting on the following
sections of the resource:
· Earth’s place in space: Year 5 Earth and Space Sciences
(Australian Academy of Science, 2014)

1
2
3
PrevNextThe Earthquake explorers resource also explores the
use of scientific models, explore this resource.Audio tour:
Earthquake explorers
Before you begin the audio tour, you'll need to download the
resource from Scootle. Do this by:
1. Go to Scootle using your student email address.
2. Access resource code TLF ID: TLF-IDS5684.
3. Download the resource to your computer and save in a folder
for future use.
4. Open the resource and then click to listen to the audio tour.
Background music: "Jan Acoustic" Oxi RosLicensed under
Creative Commons: By Attribution 3.0
http://creativecommons.org/licenses/by/3.0
Click here to download a transcript for the Audio tour:
Earthquake explorers
If you have trouble playing the audio, click to ho directly to
the SoundCloud audio website. Readings
As with many areas of science, the science meaning for the term
‘model’ differs from the everyday usage of the word. This is
important in understanding student everyday experiences with
models... Read more at Scientific models (DEECD, 2014)
Most models are limited or ‘wrong’ in some key aspect. This
can create learning problems if students take a different
meaning from the model than that intended by the teacher. Read
more atTeaching with models (New Zealand Government, 2014)
Things to consider:
· What are some of the learning challenges or limitations when
using models?
· What is a key benefit of using a model?
· How can you give your students opportunities to test

models?Science and cultureScience as a Human Endeavour
Read the Science as a Human Endeavour section of
our eText (Skamp, 2015, pp. 425-429), which also discusses the
relationship between science and culture. As you read think
about the following questions:
· How could you incorporate Aboriginal and Torres Strait
Islander perspectives within your science lessons?
· How would you describe the relationship between culture and
science? Is this important to emphasise within your lessons?
· Look at Activity 11.11 (p. 426) how did you feel when Pluto
was degraded from planet status?
If you explore Science as a Human Endeavour online, what you
will notice is that there are many links to this sub-strand at the
content elaboration level - such as these examples:
· ACARA, 2014
· ACARA, 2014
· ACARA, 2014
· ACARA, 2014
· ACARA, 2014
1
2
3
PrevNextThe use of digital technology to support the teaching
of space concepts
We can see by looking across a range of content descriptions
from F-6 that the AC: Science puts considerable emphasis on
the use of digital technologies as a key skill, with explicit
mention starting from Year 1. Consider in your planning how
you can incorporate cross-curricular links between the
technology and science curricula, where appropriate.
Year 1 & 2
Planning and conducting
Use informal measurements in the collection and recording of
observations, with the assistance of digital technologies as
appropriate (ACSIS026).
Year 3 & 4

Safely use appropriate materials, tools or equipment to make
and record observations, using formal measurement and digital
technologies as appropriate (ACSIS055).
Year 5 & 6
Decide which variable should be changed and measured in fair
tests and accurately observe, measure and record data, using
digital technologies as appropriate (ACSIS087).
Processing and analysis data and information
Construct and use a range of representations, including tables
and graphs, to represent and describe observations, patterns or
relationships in data using digital technologies as appropriate
(ACSIS090).
ACARA, 2014Week 10: Physical SciencesThe Physical Sciences
sub-strand
This week we will be exploring the Science Understanding sub-
strand of Physical Sciences.
Learning in the Physical Sciences involves the study of matter
and energy. A particular focus this week will be exploring
practical applications of Physical Science concepts within the
technological applications.
As you watch the videos Alka-seltzer rocket: Physics to
go(Institute of Physics, 2013) and Friction between paper
experiment (ABC Splash, 2014), consider:
· your preconceptions about the teaching and learning of
physics
· the developmental sequence of learning physics concepts
· how creating surprise conditions may motivate learners.The
week at a glance
Explore
Investigate
What is physics about
PROE
Links to overarching ideas
Suggested activities

Primary Connections resource and audio tour: Essential energy
Primary Connections resource and audio tour:On the move
Design Challenges - the intersection between Design,
Technologies and Science
Planning toolkit
Alka-seltzer rocket: Physics to go
(2013)<http://tinyurl.com/lygh4jk>
Friction between paper experiment (2014)
<http://ab.co/1CdNFKF>
Click to go to theABC Splash websitefor resources and ideas for
teaching this topic.What is physics about?
The Australian Curriculum: Science (ACARA, 2014) states that
"the physical sciences sub-strand is concerned with
understanding the nature of forces and motion, and matter and
energy". You can read the full description of this sub-strand
within the Australian Curriculum: ScienceContent
structure overview (ACARA, 2014). What does ‘understanding
the nature of forces and motion, and matter and energy’ mean
within a primary school and what we need to teach physical
sciences from F-6?Scope and sequence
The scope and sequence chart for physical sciences allows us, at
a glance, to see the content descriptions from Foundation to
Year 6 and therefore how students’ understanding of the nature
of forces and motion, and matter and energy progresses in both
depth and breadth. As shown in the screen shot of the scope
and sequence, in Year 1 students are taught that light and sound
are produced by a range of sources and can be sensed, and by
Year 5 that light from a source forms shadows and can be
absorbed, reflected and refracted.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5

Year 6
Physical sciences
The way objects move depends on a variety of factors, including
their size and shape.
Light and sound are produced by a range of sources and can be
sensed.
A push or a pull affects how an object moves or changes shape.
Heat can be produced in many ways and can move from one
object to another.
Forces can be exerted by one object on another through direct
contact or from a distance.
Light from a source forms shadows and can be absorbed,
reflected and refracted.
Electrical circuits provide a means of transferring and
transforming electricity.
Energy from a variety of sources can be used to generate
electricity.
The Australian Curriculum: Science Scope and Sequence:
Foundation to Year 6 (2014)
<http://tinyurl.com/mftdgs7>Suggested activities in year level
content elaborations
If we look at a selection of elaboration examples for F-6 we can
see that the teaching and learning of physical sciences may
involve students in such activities as:
Year
Example activity
Foundation
Observing the way different shaped objects such as balls, blocks
and tubes move.
1
Recognising senses are used to learn about the world around us:
our eyes to detect light, our ears to detect sound, and touch to
feel vibrations.
2
Exploring ways that objects move on land, through water and in
the air.

3
Exploring how heat can be transferred through conduction.
4
Exploring the forces of attraction and repulsion between
magnets.
5
Drawing simple labelled ray diagrams to show the paths of light
from a source to our eyes.
6
Recognising the need for a complete circuit to allow the flow of
electricity.A content description in focus
We now focus on the Foundation level ACSSUOO5 content
description, The way objects move depends on a variety of
factors, including their size and shape, to explore the physical
sciences sub-strand in more detail. Can you start to imagine
how you might approach teaching and learning for these
concepts within your classroom?
Australian Curriculum: Science v.6.0: ACSSUOO5 (2014)
<http://tinyurl.com/mjw86xb>On the move
This week we will be exploring the Primary Connections
teacher resource, On the Move Foundation Year: Physical
Sciences (Australian Academy of Science, 2014).
Have a look at the ‘Unit at a glance’ summary of the unit to
consider how this teaching resource will help us teach the
content description and then take the Audio tour: On the
move. Reading
As we are very aware of now, common misconceptions
regarding science concepts and terminology need to be
challenged. Examine some of the common physical sciences
misconceptions that you may encounter in your science classes.
Read page 9, 'Student conceptions', On the Move Foundation
Year: Physical Sciences (Australian Academy of Science,
2014).Think about the following questions as you are reading:
· What misconceptions or generalisations do students have
about forces and movement?
· What are the implications for your teaching?

· How has the On the Move (Australian Academy of Science,
2014) resource addressed these misconceptions?
· How might you counter this misconception within your
teaching?
· Would any of the other resources you have looked through
help you?Physical sciences - PROE, links to overarching ideas
and design challenges
As we saw in the videos in the discovery tab this week, and you
will likely recall as similar approach in your own science
classrooms, the use of demonstrations can be engage the interest
of learners. Beyond simple demonstration however, a
constructivist learning theory supports an approach known as
Predict-Reason-Observe-Explain (PROE):
Constructivist theories of learning consider that students’
existing understandings should be considered when developing
teaching and learning programmes. Events that surprise create
conditions where students may be ready to start re-examining
their personal theories (NZCER, 2011).
The Primary Connections resource Essential Energy Year 6
Physical Sciences (Australian Academy of Science, 2014),
provides us with an opportunity to explore the PROE process
that can be used to support students’ scientific investigations, in
addition to science inquiry skills. First listen to the audio tour
then examine the resource sheet we discussed in the audio tour,
we can see that the science inquiry skills ofquestioning and
predicting (ACSIS232) and planning and
conducting (ACSIS103) and (ACSIS104) are being
demonstrated within this Year 6 PROE activity.
Essential Energy Year 6 Physical Sciences (Australian Academy
of Science, 2014, p. 35)Audio tour: Essential energy
Before you begin the audio tour, you'll need to download the
resource from Scootle. Do this by:
1. Go to Scootle using your student email address.
2. Access resource code TLF ID S5685.
3. Download the resource to your computer and save in a folder
for future use.

4. Open the resource and then click to listen to the audio tour.
Background music: "Jan Acoustic" Oxi RosLicensed under
Creative Commons: By Attribution 3.0
http://creativecommons.org/licenses/by/3.0
Click here to download a transcript for the Audio tour: Essential
energy
If you have trouble playing the audio, click to go directly to
the SoundCloud website.The overarching ideas - bringing
Technologies and Science together
As we discussed within the tour of the Australian Curriculum:
Science in week 5, there are six overarching ideas (ACARA,
2014) which support the developmental sequence of knowledge
within the science curriculum.
The overarching ideas frame the development of concepts in the
Science Understanding strand, support key aspects of the
Science Inquiry Skills strand and contribute to developing
students’ appreciation of the nature of science (ACARA, 2014).
Furthermore, there are complementary relationships between the
Technologies and the Science curricula:
The Technologies curriculum complements the Science
curriculum. Both Technologies and Science emphasise creating
preferred futures and the use of systems thinking. Science
develops the overarching ideas of patterns, order and
organisation, stability and change, scale and measurement,
matter and energy, and systems as key aspects of a scientific
view of the world. Students draw on these ideas when creating
solutions and considering the role of technologies in society
(ACARA, 2014).
The six overarching ideas of science are summarised in the
table, with example concepts relating to the Physical sciences
provided. Examine the table and reflect upon some examples of
how the overarching ideas support the development of
understanding physical sciences concepts.
We'll now see the authentic links between science and
technology in action for primary school aged children. In
particular, we will be looking at how teaching the central

Physical Sciences concepts of forces and energy can be
supported by engaging tasks known as Design Challenges.
Overarching ideas
Examples
Patterns, order and organisation
Engage students and elicit prior knowledge.
Explore
Classifying objects and events into groups (ACARA 2014).
Such as the classification of objects relating to their ability to
conduct electrical current (Hubber, 2015, p. 183).
Form and function
Classifying objects and events into groups (ACARA 2014).
Such as the classification of objects relating to their ability to
conduct electrical current (Hubber, 2015, p. 183).
Form and function
They apply an understanding of microscopic and atomic
structures, interactions of force and flows of energy and matter
to describe relationships between form and function (ACARA,
2014).
Such as investigating the different components of an electrical
circuit (Hubber, 2015, p. 183).
Stability and change
They begin to appreciate that stability can be the result of
competing, but balanced forces (ACARA, 2014).
Such as in the case of a seesaw in a playground.
Scale and measurement
As students progress from Foundation to Year 10, their
understanding of the relative sizes and rates of change develops
and they are able to conceptualise events and phenomena at a
wider range of scales (ACARA, 2014).
Such as in the case of changes being introduced to something as
small as electrons when studying electrical circuits.
Matter and energy
As students progress through Foundation to Year 10, they
become increasingly able to explain phenomena in terms of the
flow of matter and energy (ACARA, 2014).

Such as being able to describe the effect of air on motion
(Hobbs, Tytler & Peterson, 2014, pp. 223).
Systems
They recognise that within systems, interactions between
components can involve forces and changes acting in opposing
directions (ACARA, 2014).
Such as describing electrical circuits or simple machines.
Based on tables found in(Hubber & Jobling, 2015, p.
155)(Hubber, 2015, p. 183) and (Hobbs, Tytler & Peterson,
2015, pp. 223).Design Challenges - the intersection between
Design, Technologies and Science
There are a number of government, education and private
organisations' initiatives to raise the profile of science and
technology in schools. Two such design challenges are the Solar
Boat Challenge (Hubber & Jobling, 2015, pp. 145-147) and the
Pushcart Derby Challenge (Hobbs, Tytler & Peterson, 2015, p.
216).
This week in the activity, we get creative but with a critical eye,
as we ask for feedback and practice evaluating, to help us
prepare for Assessment 3: Two lesson plans.Concepts and
Understanding of Primary Teachers
Make sure you read through the short summaries of concepts
and understanding within our eText to support your
understanding of key Physical Sciences conceptual ideas,
(Hubber & Jobling, 2015, pp. 154-155) (Hubber, 2015, p. 183)
and (Hobbs, Tytler & Peterson, 2015, pp. 222-223). If you still
need further support with any of these concepts, remember to
access the other support readings we have provided
earlier. Resource exploration
Solar Boat Challenge
Read through the Solar boats case study on p.145 of the eText
(Hubber & Jobling, 2015). This challenge is a popular design
task completed by many students across Australia. Reflect upon
how this provides authentic Problem/Project Based learning
tasks within a science context.
You may like to see how this has been put into action in

Queensland (RACQ technology challenge), South Australia
(DATTA SA) and Victoria (Victorian model solar vehicle
challenge).
Pushcart Derby Challenge
Pay particular attention to Activity 6.10 Cart construction
activities (Hobbs, Tytler & Peterson, 2015, p. 216). This is
another example of a design challenge (Problem/Project based
learning task), similar to the solar boat challenge, which
connects science and technology concepts in an authentic and
engaging way for students. You may like to explore examples of
this design challenge in an informal way, such as the Brisbane
billycart championships, or more formally as a design challenge
in Victoria (RACV Energy Breakthrough) and Queensland
(RACQ Technology Challenge).
Planning toolkit
When planning for teaching and learning for physical sciences,
you may like to explore the following resources:
Movement and force Simple machines Circuits
Reference list
Week 9
ABC Splash. (2014). Make a mini solar system [Video file].
Retrieved from http://splash.abc.net.au/media/-/m/30339
Allen, M. (2010). Misconceptions in Primary Science. New
York, NY: McGraw-Hill Education.
Australian Academy of Science. (2014). Earthquake explorers:
Year 6 Earth and Space Sciences. Primary Connections: Linking
Science with literacy. Canberra, ACT.
Australian Curriculum Assessment and Reporting Authority
(ACARA). (2014). Australian Curriculum. Retrieved from
http://www.australiancurriculum.edu.au
Cross, A. & Bowden, A. (2009). Essential Primary Science: A
Toolkit. New York, NY: McGraw-Hill Education.
Department of Education and Training. (2014). Scientific
models. Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresour

ces/discipline/science/continuum/Pages/scimodels.aspx
Farrow, S. (2012). The Really Useful Science Book: A
Framework of Knowledge for Primary Teachers. Oxon, United
Kingdom: Taylor and Francis.
Intel. (2015). Rock our town. Retrived from
http://www.intel.com/content/www/us/en/education/k12/project-
design/unit-plans/rock-our-town.html
National Geographic. (2014). Science & Space: Solar System
101 [Video file]. Retrieved from
http://video.nationalgeographic.com.au/video/kids/science-
space-kids/solar-system-101-kids
New Zealand Government. (2014). Teaching with
models. Retrieved from
http://scienceonline.tki.org.nz/Teaching-science/Teaching-
Strategies/Teaching-with-models
Preston, C. (2015). Chapter 12: Our planet Earth. In K. Skamp
& C. Preston (Eds.), Teaching primary science
constructively (5th ed. pp. 302-346). South Melbourne, Vic:
Cengage Learning.
Preston, C. (2015). Chapter 13: Weather and our environment.
In K. Skamp & C. Preston (Eds.), Teaching primary science
Cengage Learning.
Skamp, K. (2015). Our place in space. In K. Skamp & C.
Preston (Eds.), Teaching primary science constructively (5th ed.
pp. 390-435). South Melbourne, Vic: Cengage Learning
Images
Australian Academy of Science. (2014). Earth’s place in space:
Year 5 Earth and Space Sciences. Primary Connections: Linking
Science with literacy. Canberra, ACT.
http://www.australiancurriculum.edu.auWeek 10
ABC Splash. (2014). Friction between paper experiment [Video
file]. Retrieved from http://splash.abc.net.au/media/-
/m/106564/friction-between-paper-experiment

Allen, M. (2010). Misconceptions in Primary Science. New
York, NY: McGraw-Hill Education.
Ansberry, K.R. & Morgan, E. R. (2010). Picture-perfect Science
Lessons, Expanded 2nd Edition: Using Children's Books to
Guide Inquiry. Arlington, Va: NSTA.
Australian Academy of Science. (2014). Essential Energy: Year
6 Physical Sciences. Primary Connections: Linking Science with
literacy. Canberra, ACT.
Australian Academy of Science. (2012). On the Move:
Foundation Year Physical Sciences. Primary Connections:
Linking Science with literacy. Canberra, ACT.
http://www.australiancurriculum.edu.au
Cross, A. & Bowden, A. (2009). Essential Primary Science: A
Toolkit. New York, NY: McGraw-Hill Education.
Farrow, S. (2012). The Really Useful Science Book: A
Framework of Knowledge for Primary Teachers. Oxon, United
Kingdom: Taylor and Francis.
Hobbs, L., Tytler, R. & Peterson, S. (2015). Chapter 6:
Movement and Force. In K. Skamp & C. Preston
(Eds.), Teaching primary science constructively (5th ed. pp.
187-226). South Melbourne, Vic: Cengage Learning.
Hubber, P. (2015). Chapter 5: Electricity. In K. Skamp & C.
Preston (Eds.), Teaching primary science constructively (5th ed.
pp. 159-186). South Melbourne, Vic: Cengage Learning.
Hubber, P. & Jobling, W. (2015). Chapter 4: Energy. In K.
Skamp & C. Preston (Eds.), Teaching primary science
Cengage Learning.
Institute of Physics. (2013, April 9). Alka-seltzer rocket:
Physics to go [Video file]. Retrieved from
http://youtu.be/WuFiw6BJJQs
Intel. (2015). Light it up. Retrieved from
http://www.intel.com/content/www/us/en/education/k12/project-
design/unit-plans/light-it-up.html

New Zealand Council for Educational Research (NZCER).
(2011). PREDICT, OBSERVE, EXPLAIN (POE). Retrieved
from http://arb.nzcer.org.nz/strategies/poe.php
Teach Junkie. (2014). Ideas to Experiment with Force and
Motion.Retrieved from http://www.teachjunkie.com/filing-
cabinet/free-download/19-fun-ideas-resources-force-and-motion
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MGT 351 Fall 2015
New Mexico State University 1
Case Study Guidelines
The objectives of case studies are to:
• Apply and improve your critical thinking skills.
• Identify and suggest potential solution(s) to business
problems.
• Apply the skills and concepts discussed in the classroom.
Some of the case studies might be somewhat complex at first
since they deal with real issues,
but often the underlying symptoms of the problem mask the root
cause of the problem. Your
task is to determine the critical information provided in the case
and propose
recommendations as required. The key to a successful case
analysis is integrate and apply the

knowledge you have learned in class.
In preparing the write-up of the case, please follow these
general guidelines:
• Be concise and well-structured: no more than three pages (not
including tables, figures,
and/or references), unless otherwise indicated.
• Articulate the content of your case clearly. For proper writing
and styling standards
please refer to http://goo.gl/GCZ0j5.
Some of the cases are to be completed individually, and some
will be done in teams. The class
honor’s code stipulates that you may include your name on the
submission only if you
contributed to the case write-up.
Suggested Structure*
The following is a suggested structure when writing up the case.
Please note that depending on
the case, some of these sections might not be required.
• Title Section: include the title of the case, member(s), due
date. (*)
• Executive summary: a one-to-two paragraph summary of the
case and your
recommendation(s). Make sure to include supporting analyses

and/or justifications (if
any). (*)
• Introduction: include relevant information about the
company’s industry, key
competitors, and financial performance NOT included in the
case study.
• Problem definition: identify the key issues that need to be
addressed. (*)
• Analysis/Answers: find key 3-5 points of interest and/or
answer the questions asked in
the case. Be as descriptive as possible and apply and integrate
the class discussions
topics covered in the textbook to support your analyses/answers.
(*).
• References: supporting materials that might include
trade/academic journals, books,
URLs. Use APA referencing style(*).
* Indicates the section is required for all cases.
MGT 351 Fall 2015
New Mexico State University 2

Grading Rubric
The following rubric is intended to provide you with a guideline
regarding the evaluation of your case analysis submission.
Performance Rating
Evaluation dimensions Excellent Competent Weak
Identification of Main
issues/problems
Identifies and demonstrates a solid
understanding of main
issues/problems
Identifies and demonstrates an
understanding of most of the
issues/problems
Identifies and demonstrates
acceptable understanding of some of
the issues/problems
Analysis and evaluation of
issues/problems
Insightful and thorough analysis of

all identified issues/problems;
includes all necessary calculations
when appropriate
Thorough analysis of most of the
issues identified; missing some
necessary calculations when
appropriate
Superficial or incomplete analysis of
some of the identified issues; omits
necessary calculations when
appropriate
Recommendations on
Effective
Solution
s/Strategies

Diagnosis and opinions supported
with strong arguments and well-
documented objective evidence
Diagnosis and opinions supported
with limited reasoning and
somewhat subjective evidence
Little or no action suggested and/or
inappropriate solutions proposed.
Integration to course
readings and additional
research
Appropriate and powerful
connections between identified

issues/ problems and the concepts
studied in the course readings and
lectures; supplements with relevant
research
Appropriate but somewhat vague
connections between identified
issues/problems and concepts
studied in readings and lectures;
supplements with limited research
Inappropriate or little connection
between issues identified and the
concepts studied in the readings and

lectures; incomplete research
Writing skills and formatting
guidelines
Demonstrates clarity, conciseness
and correctness; formatting is
appropriate and writing is free of
grammar and spelling errors.
Occasional grammar or spelling
errors, but still a clear presentation of
ideas; lacks organization.
Writing is unfocused, rambling, or
contains serious errors; poorly
organized and does not follow

specified guidelines.
References Clearly links to outside readings;
sources are cited in References
section in APA style
Limited links to outside readings;
sources are cited in References
section in APA style with errors
outside readings are weak and/or
missing; sources are not cited in
References section and/or not
following APA style

Background provided
It is expected that this background information is reflected in
the lesson plan below.
School context
This is well resourced inner suburban school, with a very active
parent community. Community and parental involvement is
highly encouraged. The school has interactive whiteboards in
every classroom.
The school backs onto a large nature reserve.
Class information
· Year 6
· 18 students
· One of the students has a mother who is a geologist and has
agreed to contribute within science lessons.
· The class includes a variety of learning styles, including
visual, kinesthetic and aural.
Curriculum content to be covered within this in the lesson plan
Science Understanding

Sudden geological changes or extreme weather conditions can
affect Earth’s surface (ACSSU096)
Science as Human Endeavour
Science involves testing predictions by gathering data and using
evidence to develop explanations of events and phenomena
(ACSHE098)
Science Inquiry Skills (select at least one skill you will address
within this lesson, complete below)
_____________________________________________________
___________________________
_____________________________________________________
___________________________
Technology links
You must include a link to either Design and technology or
digital technology, this link may be within the broader learning
sequence and does not have to form the basis of the lesson

Year 6 Earth and Space Sciences
Lesson plan
Activities, resources and experiences
(use dot points) approx. 400 words
Justification for choices made
(include reference to academic readings) approx. 600 words
Summarise each activity and experience and include a brief
description of resources that you might use to support the
learning.
Think about the order in which your activities and experiences
will be undertaken to develop the learning.
Within your justification section you must indicate where this
lesson fits into a broader inquiry unit such as within a 5 E’s or a
PBL task (for example, Is this an initial lesson or does this

lesson build upon previous learning).
Background provided
It is expected that this background information is reflected in
the lesson plan below.
School context
The school has two significant curriculum priorities of Sciences
and the Arts. It has a formalised partnership with a local high
school. This partnership has focused on enriching the Science
program, with high school students acting as mentors for
science lessons.
Class information
· Year 2
· 25 students
· The children have had been engaged throughout the year in
multiple hands on science investigations.

· The students are confident learners in science.
· Graphic organisers are used throughout all lessons.
Curriculum content to be covered within this in the lesson plan
Science Understanding
A push or a pull affects how an object moves or changes shape
(ACSSU033)
Science as Human Endeavour
Science involves asking questions about, and describing
changes in, objects and events (ACSHE034)
Science Inquiry Skills
Participate in different types of guided investigations to explore
and answer questions, such as manipulating materials, testing
ideas, and accessing information sources (ACSIS038)
Technology links
You must include a link to Design and technology within your
lesson plan below

Year 2 Physical Sciences
Lesson sequence
Activities, resources and experiences
(use dot points) approx. 400 words
Justification for choices made
(include reference to academic readings) approx. 600 words
Summarise each activity and experience and include a brief
description of resources that you might use to support the
learning.
Think about the order in which your activities and experiences
will be undertaken to develop the learning.
Within your justification section you must indicate where this
lesson fits into a broader inquiry unit such as within a 5 E’s or a
PBL task (for example, Is this an initial lesson or does this
lesson build upon previous learning).

Assessment overview
This assessment requires you to complete two (2) lesson plans,
selected from two of the four Science Understanding sub-
strands. You will be required to complete these lesson plans
according to fixed constraints. You will be provided some basic
background information relating to the curriculum content that
must be covered and the class context.
The purpose of this assessment is to provide you with a realistic
example for planning a lesson. Your assessment will consist of
the following two sections:
1. The creation of two (2) engaging and pedagogically relevant
lesson plans.
2. Accompanying your lesson you need to provide an evaluation
and justification of your teaching choices. You must
demonstrate a clear connection between your teaching choices
and the background information, such as class composition,
previous learning experiences, etc. It is expected that this
justification is supported by appropriate academic readings.
1. Knowledge of science planning, principles and pedagogy.
2. Critical analysis and evaluation.
3. Appropriate writing conventions, including APA referencing,
punctuation, grammar, spelling, sentence structure, word choice
(academic and information literacy).

I want you to use 5 e’s for justification
THIS THE MARKING CRITIRIA
Knowledge of science planning, principles and pedagogy (40%)
Lesson planning has a clear and logical order. All elements are
succinctly described. Demonstrates a sophisticated
understanding of contemporary science pedagogical principles.
Utilises a range of relevant science teaching approaches that
support the teaching of content and have been carefully chosen
to relate to the particular class context. Demonstrates a
comprehensive understanding of the key safety considerations
relevant to the particular content area. Planning demonstrates
how safety concerns have been addressed in response to the
particular class context.
Critical analysis and evaluation (40%)
Demonstrates an ability to synthesise a wide range of
meaningful and relevant examples and academic readings to
provide a sophisticated and succinct justification of why the
activities, experiences and resources have been chosen to
support the teaching of AC content description(s) The particular
needs of the class context have been clearly identified. There is
a sophisticated critical justification and evaluation of the lesson
elements according to contemporary science pedagogy
supported by a range of academic readings.
Academic expression (20%)
The ideas are presented in a well-structured and logical order.

The work is free from any spelling errors or problems with
grammar. All external sources are referenced correctly in APA
style.
REFERENCE
Australian Curriculum and Assessment Authority (ACARA).
(2014) Australian Curriculum: Science Retrieved from
http://www.australiancurriculum.edu.au/science/Curriculum/F-
10?layout=1

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