EDST201/261

Assessment Task 1 Folio Template

Activity Title: Interactive Teaching

Activity Overview
Links to 5Es
Identify key standards from Science in the
Victorian Curriculum (or AusVELS)

ACTIVITY: SPIDERS
Vic Curric. - YEAR: LEVEL 2
Science Understanding
Biological
Spiders have a variety of external features.

Science Inquiry Skills:
Questioning and Predicting
Teacher poses questions to invoke students
knowledge about spiders
Planning & Conducting:
Guided investigation on spider samples, using
observations to gain information and answer
questions.
Recording & Processing
Use drawings and diagrams to display
information.
Analysing & Evaluating
Discussing observations of spider samples with
others, highlighting similarities and differences.
Communicating
Representing and communicating ideas in oral,
written and graphic formats, using formal and
informal scientific language regarding spiders.
Small-group and whole-class discussions.

Name/Student ID: Shannon Lange/S00154335

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:
Engage students: introduce
exploration of spiders.
Elicit prior knowledge: students
mind map what they know about
spiders and draw and labelled
diagram of a spider.

Explore:
Hands-on experience: students work
in pairs/small groups; examining,
comparing and contrasting external
features of varying spider samples.

Explain:
Students explain: what they saw on
the spider samples.
Group discussion: teacher asks
leading questions, students respond
and discuss based on spider samples.
Terminology: teacher introduces
scientific vocabulary making
connections to hands-on experience.

Elaborate:
None

Evaluate:
Students revisit and alter/add to
initial mind map and redraw/relabel
diagram.

SIS 1:
Actively engage with evidence and
ideas: working with spider samples,
contribution to discussions.

SIS 2:
See POLT 4

SIS 3: None

SIS 4:
Catering for students learning
needs: interpersonal learning
(collaboration and discussion), open
tasks (students enter mind map and
diagram activity based on their
knowledge/abilities)

SIS 5:
Diagnostic assessment: mind map
and labelled diagram.
Formative assessment: teacher
roaming classroom, promoting
discussion, ask leading questions.
Summative assessment: revisiting
mind map and labelled diagram

SIS 6: None

SIS 7: None

SIS 8: None

POLT 1:
Supportive and productive learning
environment: teacher roves
classroom.

POLT 2:
Independence: students complete
mind map and labelled diagram
individually.
Interdependence: students work in
pairs/small groups to analyse spider
samples.

POLT 3:
See SIS 4

POLT 4:
Encourage questioning: promote
students to ask and answer
questions about what they see.
Develop deep levels of thinking:
Blooms Taxonomy: remembering -
answer questions based on
observations.

POLT 5:
See SIS 5

POLT 6: None

Activity Title: Student Designed Investigation

Activity Overview
Identify key standards from Science in the
Victorian Curriculum (or AusVELS)

ACTIVITY: What makes a good paper

towel?
Vic Curric. - YEAR: 5

Links to 5Es

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:
Engage students: introduce
investigation on paper towels and
Science Understanding
the products to test.
Science as Human Endeavour
Prior Knowledge: Students complete
Scientific understandings are used to inform
variable grid (individually/small
personal decisions and to solve problems that
groups), identifying aspects that can
directly affect peoples lives.
be tested on paper towel to

determine the best quality.
Science Inquiry Skills:

Questioning and Predicting
Explore:
With support from teacher, students design
None
investigation question to test the quality of a

variable. Students make predictions on which
Explain:
paper towel will be the best based on chosen
variable.
Group discussion: discuss
Planning & Conducting:
brainstormed variables and how it
With support from teacher, plan and implement
can be tested.
investigation.
Terminology: teacher introduces
Teacher completes safety briefing in conducting
vocabulary for investigation
investigations.
(dependant/independent variable)
Recording & Processing
Record data from investigation in table and graph
Elaborate:
using appropriate units for that variable.
Students design, implement and
Analysing & Evaluating
evaluate an investigation, testing
Compare outcome with predictions and with the
outcomes of others in the class. Identify and
which is the best paper towel based
evaluate any problems/limitations from
on their chosen variable.
conducting the investigation.

Communicating
Evaluate:
Representing and communicating ideas in oral,
Students format their findings from
written and graphic formats, using evidence to
the investigation into a poster,
develop conclusions on investigation. Small-group
including investigation questions,
and whole-class discussions exploring process of
predictions, results (in table and
investigations and results.
graph formats) and evaluation of
investigation. Students present
findings to the class.

SIS 1:
Hands-on active engagement
throughout investigation.

SIS 2:
See PoLT 4

SIS 3:
Students linked investigation to their
own lives, thinking what they
consider when buying paper towel
and applying results.

SIS 4:
Open-task: Students could enter the
investigation based on their own
level of understanding and ability.

SIS 5:
Diagnostic assessment: identify what
students already know about paper
towel, identifying variables to test
Formative assessment: teacher
roaming classroom, promoting
discussion.
Summative assessment: students
create poster in group conveying
information from investigation
(question, prediction, results, &
conclusion).

SIS 6: None

SIS 7: None
SIS 8: None

POLT 1:
Teacher promotes active inquiry,
roving classroom providing help
when required.

POLT 2:
Interdependence: students design
and complete investigations in small
groups.

POLT 3:
See SIS 3 & SIS 4

POLT 4:
Students are encouraged to question
the method they created within the
discussion of investigation (e.g.
Could I have designed my
experiment better? How?)
POLT 5:
See SIS 5

POLT 6:
None

Activity Title: Discovery Learning

Activity Overview

Identify key standards from Science in the

Victorian Curriculum (or AusVELS)

ACTIVITY: Electricity
Vic Curric. - YEAR: 5
Science Understanding
Physical
Generating electricity involves electric circuits
which enables the transformation from one place
to another and other forms of energy.

Science Inquiry Skills:
Questioning and Predicting
Making predictions of outcomes at each station
before starting investigations.
Planning & Conducting:
Teacher designs plan for each station where
students follow steps to complete investigation.
Students answer questions throughout
investigations.
Recording & Processing
Use a variety of methods (written and graphic) to
record information.
Analysing & Evaluating
Compare outcome of stations with predictions,
Communicating
Representing and communicating ideas in oral,
written and graphic formats, using formal and
informal scientific language regarding electrical
circuits. Small-group and whole-class discussions
exploring why events happened.

Word Count = 1121 words

Links to 5Es

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:
Prior knowledge: mind map things
to do with electricity and ways we
use electricity, group discussion,
sharing answers

Explore:
Hands-on experience: students work
in small groups rotating through
stations, investigating how
electricity is generated.

Explain:
Students explain: what occurred at
each station and why it happened.
Teacher asks leading questions
throughout whole class discussion
Teacher introduces and clarifies
scientific terminology.

Elaborate:
Once finished all stations, students
are given the task to design a torch
using any materials. Students can
test if all materials are available.

Evaluate:
Students revisit initial concept maps
to add/alter information.

SIS 1:
Actively engage with evidence and
ideas: exploring and making circuits.

SIS 2:
See POLT 4

SIS 3:
Link with students lives: connection
made between light switches and
science explored at stations.

SIS 4:
Catering for students learning
needs: interpersonal learning
(collaboration and discussion),

SIS 5:
Diagnostic assessment: mind map
Formative assessment: teacher
roaming classroom, promoting
discussion, ask leading questions.
Summative assessment: revisiting
mind map

SIS 6: None

SIS 7: None

SIS 8:
Use of technology with battery packs

POLT 1:
Supportive and productive learning
environment: teacher roves
classroom.

POLT 2:
Independence: students complete
mind map individually.
Interdependence: students
investigate stations in small groups.

POLT 3:
See SIS 3 & SIS 4

POLT 4:
Develop meaningful understandings:
reference made back to first lesson
on electricity and circuits.
Higher order questions: students are
encouraged to think why things
happened throughout the stations.

POLT 5:
See SIS 5

POLT 6: None