EDST201/261 Assessment Task 1 Folio Template

Mathieson/S00152962
Activity Title: Student Designed Investigation
Activity Overview
Links to 5Es
Identify key standards from Science in
the
Victorian Curriculum (or AusVELS)

ACTIVITY:
AusVELS - YEAR: 3/4
Science Understanding
Science as Human Endeavour
Scientific understandings, discoveries and
inventions are used to inform personal
and community decisions and to solve
problems that directly affect peoples
lives.
Science Inquiry Skills:
Questioning and Predicting
Students predict what the findings of the
investigation will be.
Planning & Conducting:
Students choose which variable will be
changed, what will be measured and what
will be controlled in order to conduct a fair
test.
Recording & Processing
Students a range of representations to
record data including a table.
Analysing & Evaluating
Students compare data collected, with
initial prediction. Students also create a
discussion about possible errors eg.
Ensuring the test is fair.
Communicating
Students represent findings using
scientific language associated to the

Name/Student ID: Jaimee

Links to SiS Components

Links to POLT

For each of these you need to identify how aspects of the activity addressed the component.
Write None where components did not occur.

Engage: Extract prior

knowledge: introduce the
four different types of paper
and then fill in the variable
sheet by writing things that
make a good paper towel
individually or as a small
group, based on our
previous experiences with
paper towel.

SIS 1: Active engagement:

hands on activity;
conducting the
investigation.

Explore: None

SIS 3: Link with students

lives and interests: Students
used personal experiences
in order to complete the
variable grid.

Explain: None
Elaborate: Students
explained what
characteristics would make
a good paper towel and why.
Group discussion on the
different variables that could
be tested.
Teacher reinforcing
terminology for dependent
and independent variable.
Student designed
investigation: Students
chose which variable they
would be testing. They then

SIS 2: Higher order

thinking: collating results
from every group to analyse
which paper towel was the
best.

SIS 4: Cater for individual

needs: Multiple
intelligences- interpersonal,
presenting findings in
writing and drawing.
SIS 5: Embedded
assessment: Diagnosticgetting each group to
answer how they might test
which paper towel is the
best,

POLT 1: Supportive &

productive environment:
provided with all needed
resources and teacher
roamed the room to provide
assistance when needed.
POLT 2: Independent work:
investigation was conducted
without direct supervision.
Interdepdent work:
investigation was conducted
in small groups.
POLT 3: As per SIS 3 and
SIS 4.
POLT 4: Deeper thinking; all
groups results were collated
to analyse which brand was
the best.
POLT 5: As per SIS 2 & 5.
POLT 6: None.

topic.
Students also created a poster to present
their findings.

had to design how they

would test it. The
investigation was then
conducted, with results
being recorded and using
the results to evaluate
which paper towel was the
best.
Students then created a
poster to present their
findings.
Evaluate: None

364 words
EDST201/261 Assessment Task 1 Folio Template
Mathieson/S00152962
Activity Title: Interactive Teaching
Activity Overview
Identify key standards from Science in
the
Victorian Curriculum (or AusVELS)

Links to 5Es

Formative- roaming the

room to assist groups and
discuss their progress.
SIS 6: Summative
assessment:Students
created a poster to present
their findings.
SIS 7: None.
SIS 8: None.

Name/Student ID: Jaimee

Links to SiS Components

Links to POLT

For each of these you need to identify how aspects of the activity addressed the component.
Write None where components did not occur.

ACTIVITY: Spiders & Interactive

teaching
AusVELS - YEAR: 2
Science Understanding
Biological
Living things have a variety of external
features and live in different places where
their basic needs, including food, water
and shelter, are met.
Science Inquiry Skills:
Questioning and Predicting
Teacher questions students prior
knowledge about spiders.
Planning & Conducting:
Students use appropriate materials, tools
and equipment safely to record
observations.
Recording & Processing
Students use a range of methods to sort
information, including tables.
Analysing & Evaluating
Students compare observations with other
students.
Communicating
Communication of ideas was conducted in
a variety of ways.

Engage: Extract prior

knowledge: draw a concept
map about spiders, then
draw and label a diagram of
a spider.

SIS 1: Actively engage:

hands on-looking at a range
of spiders.
SIS 2: Higher ordering
thinking

Explore: Hands on activity:

using magnifying glasses to SIS 3: Links with students
look at and compare a range lives and interests: class
of different spiders.
discussion about students
knowledge of spiders and
Explain: Students
their experiences with them.
explained: the differences
between the diagrams they
SIS 4: Cater for individuals:
drew and the view they had allowed for the use of
of the spiders using a
drawing diagrams, as well
magnifying glass.
as writing explanations
Students answered: a range regarding what was seen
of questions that were on
through the magnifying
the board.
glass.
Elaborate: None
Evaluate: Students reflect:
through an informal
discussion based on what
they saw.
Students revisit: the
diagram they drew at the
beginning and add to their
initial diagram. Students
also revisit their concept
map and extend to it, by
adding new information.

SIS 5: Embedded
assessment: Diagnosticinitial mind map and
diagram of a spider.
Formative- answering a
range of questions.
Summative- revisiting initial
mind map and diagram and
adding to these.

POLT 1: Supportive &

productive environment:
teacher roamed the room
and engaged in
conversation & we were
provided with all required
equipment.
POLT 2: Work
independently; creating
initial mind map, and
observing of spiders.
Working interdependently;
comparing observations of
spiders, then reusing the
magnifying class to
physically look at the
differences.
POLT 3: As per SIS 3 & 4.
POLT 4: Questioning
students prior knowledge.
Posing higher order thinking
questions whilst roaming
and listening to group
discussions.
POLT 5: As per SIS 5.
POLT 6: None

SIS 6: Nature of science as

inquiry, and experimenting
and investigatin
SIS 7: None
SIS 8: None

342 words
EDST201/261 Assessment Task 1 Folio Template
Mathieson/S00152962
Activity Title: Discovery Learning
Activity Overview
Links to 5Es
Identify key standards from Science in
the
Victorian Curriculum (or AusVELS)

Name/Student ID: Jaimee

Links to SiS Components

Links to POLT

For each of these you need to identify how aspects of the activity addressed the component.
Write None where components did not occur.

ACTIVITY:
AusVELS - YEAR: 5 and 6.
Science Understanding
Physical

Energy from a variety of sources

can be used to generate
electricity; electric circuits enable
this energy to be transferred to
another place and then to be
transformed into another form of
energy.
Science Inquiry Skills:
Questioning and Predicting
Teacher poses questions on the board, to
gain an understanding of students prior
knowledge (questions on mind map).
Students were also required to make
predictions at each station.
Planning & Conducting:
Students safely used appropriate
materials, tools, equipment and
technologies.
Recording & Processing
Students use a range of methods to
record, represent and describe data.
Analysing & Evaluating
Reflect on stations through answering
questions and compare data with
predictions.
Communicating
Communicate findings both orally and
written using appropriate terminology.

Engage: Extract prior

knowledge: complete a
concept map about things to
do with electricity and ways
in which we use electricity.
Explore: Hands on
activities: in small groups
students worked around the
stations in the room,
following instructions at
each station.
Explain:
Students explained: answers
to questions from the
stations.
Group discussion: on the
answers to the questions.
Teacher confirms: the
answers or corrects answers
and provides explanations.
Students also watched a
cartoon video where Mr
Charge explained the
circuits.
Elaborate:
Design a torch: students
were provided with an
extension station where
they were required to build
a torch, however the
materials were all supplied
and students got to choose
which materials they would
use to create their torch.

SIS 1: Actively engage:

hands on stations.
SIS 2: Higher order
thinking: students had to
predict whether certain
circuits would work and
then has to develop an
explanation as to why some
did not work.
SIS 3: Links to real life
applications; the use of light
switches
SIS 4: Cater for individuals:
students visited the stations
as groups, but had the
opportunity to work
independently whilst
answering questions.

POLT 1: Supportive &

productive learning
environment: all effective
resources were provided to
complete all stations, and
teacher roaming the room to
provide assistance when it is
needed.
POLT 2: Work independently
when completing questions,
and supervision was not
direct.
Interdependently: all stations
were completed in groups,
and discussions around
question answers was
promoted through this,
POLT 3: As per SIS 3 & 4.
POLT 4: as per SIS 2.

SIS 5: Embedded
assessment:
Diagnostic-initial mind map.
Formative- answering a
range of questions, and
teacher roaming the
classroom to provide
assistance when it is
needed.
Summative- revisiting initial
mind map and diagram and
adding to these.
SIS 6: Nature of science as
inquiry and
experimenting/investigatin.

POLT 5: As per SIS 5.

POLT 6: None.

Evaluate: Students revisit

initial mind map, and add to
this based on the
information learnt in class.

371 words.

SIS 7: None.
SIS 8: ICT: presentation on
Mr Charge using
Powerpoint.