Victoria University CRICOS Provider No. 00124K (Melbourne), 02475D (Sydney), RTO Code 3113 EEC1107 Educating for STEM

Unit Code: EEC1107
Year: 2020
Location: Footscray Park/ Werribee Campus
Prepared by: Dr Neil Fernandes
vu.edu.au
Victoria University CRICOS Provider No. 00124K (Melbourne), 02475D (Sydney), RTO Code 3113
EEC1107: Educating for STEM
Assignment 1 – Developing a STEM Model
Assessment Overview
Overview: This assignment is about recognising the crucial role of models in developing scientific
understanding. Models can help students engage with abstract scientific concepts by encouraging students
to make connections between the model and the concept being explored. Teachers often use models to
help students make sense of their observations, findings and abstract ideas through the visualisation of:
• Objects that are too big. For example, the solar system, an ecosystem.
• Objects that are too small or not seen easily. For example, a cell, the lungs.
• Processes that cannot easily be seen directly. For example, digestion, erosion.
• Abstract ideas. For example, particulate nature of matter, energy transfer.
Assignment Description: In this assignment, you will assessed for your ability to develop a an interactive
STEM model will be used in class to deliver an engaging and interactive primary science lesson in
4/3/2020 54277 – Unit Code: EEC1107Year: 2020Location: Footscray Park/
https://www.australiabesttutors.com/Recent_Question/54277/Unit-Code-EEC1107Year-2020Location-Footscray-Park-Werribee 3/9
conjunction with the Victorian primary science curriculum and a “Big Idea” in science (STEM) education.
You will also be assessed for your ability to link content knowledge (CK) and pedagogical content
knowledge (PCK) to develop a unique STEM lesson. Please pay close attention to specific criteria
outlined in the assignment template while developing the lesson plan that accompanies your scientific
model.
Recommended sources for finding learning activities aligned to the Curriculum are Scootle
(https://www.scootle.edu.au/) or FUSE (https://fuse.education.vic.gov.au/). Please use your VU email ID
to create a free Scootle account.
Due Date: Please upload your completed assignment template into your assignment Dropbox by Sunday
11:59 PM – End of Week 1.
Please Note: This is NOT a group assignment – please submit your own work.
Percentage of Total Mark: 15 points (15%).
EEC1107 – Educating for STEM
Template for STEM Model (Page 1 of 2)
Describe the key scientific concept associated with
your model.
The key scientific concepts here are understanding the diversity of planets (rocky planets, gas giants and
ice giants) in our solar system and the uniqueness of earth’s place in our solar system.
Briefly describe how your model SPECIFICALLY linked to the Victorian Primary Science Curriculum /
Early Years Learning Framework (EYLF) and a Big Idea in Science.
Victorian Curriculum Descriptor: VCSSU078.
Levels 5 & 6: “The earth is part of a system of planets orbiting around a star (the Sun)”.
Elaborations: “Identifying the planets of the solar system and comparing how long they take to orbit the
Sun. Modelling the relative size of and distance between Earth, other planets in the solar system and the
sun” (Victorian Curriculum and Assessment Authority 2020).
Big Idea of Science Descriptor: Our solar system is a very small part of one of billions of galaxies in the
Universe. The Earth is one of eight (so far known) planets in our solar system (Association for Science
Education 2020).
Insert a design sketch of your model.
Image Source: https://commons.wikimedia.org/wiki/File:Draw_Solar_System.png
Describe the interactive and inquiry based learning activity you have designed for your model.
I will organise students into groups of five and each group of students will be encouraged to arrange the
planets of solar system in an order that makes sense to them. Students explain the reasons underlying their
arrangement to their peers in other groups after completing this activity. I would also allocate tasks to
individuals in a group to keep students focused. I would also use cue cards with hints on why the planets
are arranged in a particular pattern to support students as they work within their group. For example, the
rocky planets (Mercury, Venus, Earth and Mars) are closest to the sun, followed by the gas giants (Jupiter
and Saturn) and the ice giants (Uranus and Neptune). I would also get students in different groups to
debate their ideas for ordering the planets to encourage friendly competition between different groups.
This argumentative approach promotes practices, such as “assessing alternatives, weighing evidence,
interpreting texts, and evaluating the potential viability of scientific claims” (Driver et al. 1998, p.228).
Students will then compare how long different planets take to orbit the Sun and will use Play-Doh to
model the relative size of and distance between Earth, other planets in the solar system and the sun
(Victorian Curriculum and Assessment Authority 2020). Using the Primary Connections resources “Solar
System information organiser” and “Scaled Planets” information sheet will help students complete these
learning activities more efficiently. Using Primary Connections resources links well to the AITSL
Standard – understand the relevant and appropriate sources of professional learning for teachers. Primary
Connections, the Australian Academy of Science’s flagship primary school science program aims to
enhance primary school teachers’ confidence and competence for teaching science through and an
innovative approach to teaching and learning.
Template for STEM Model (Page 2 of 2)
4/3/2020 54277 – Unit Code: EEC1107Year: 2020Location: Footscray Park/
https://www.australiabesttutors.com/Recent_Question/54277/Unit-Code-EEC1107Year-2020Location-Footscray-Park-Werribee 4/9
Describe three SPECIFIC advantages of using your model in a science lesson.
1. Students can learn about the diversity of planets (rocky planets, gas giants and ice giants) in our solar
system.
2. Students can learn about the unique features of each planet. E.g.: The rings around Saturn or the
persistent great red spot on Jupiter.
3. Students can discuss ideas the uniqueness of earths place in our solar system. For example, the
abundance of liquid water on earth and a temperature that is just right for different lifeforms to exist and
flourish. This links to VCSSU078 – learning about the earth as part of a system of planets orbiting around
a star (the Sun) and identifying the planets of the solar system (Victorian Curriculum and Assessment
Authority 2020).
Provide SPECIFIC examples of key scientific questions you could ask students as they interact with your
model.
1. Describe the hottest planets in our solar system? Why are they so hot?
2. What makes earth an example of a “Goldilocks” planet?
(Science on a Sphere 2020)
3. Could humans live on Mars? Explain your response!
4. How could astronauts travel to Mars?
5. Why are the planets Uranus and Neptune known as ice giants?
Asking students specific diagnostic questions to evaluate the depth of their conceptual understanding helps
teachers plan for teaching relates to AITSL standard 2.1 on knowing the content and how to teach it.
(AITSL 2020).
How does your model SPECIFICALLY align with 5E Learning Model?
Engage – Watch a Video of the Solar System. Link: https://www.youtube.com/watch?v=uF14sGoymW0
Explore – Groups discuss ideas for arranging the planets of our solar system in a logical sequence.
Explain – Groups explain their sequence for arranging planets in a particular order.
Elaborate – Going on an excursion to the Melbourne Planetarium at Scienceworks to participate in the
Solar System Odyssey program. Follow up with a debate on the challenges of getting to Mars in a rocketship and setting up a Mars colony (NASA/JPL Edu 2020).
Evaluate – Kahoot Quiz of the key features of each planet in our Solar System.
Going on an excursion to the Melbourne Planetarium at Scienceworks to participate in the Solar System
Odyssey program links to AITSL standard 7.4 – understand the role of external professionals and
community representatives in broadening teachers’ professional knowledge and practice. Solar System
Odyssey is an adventure set in the future, when humans have depleted the natural resources on earth. The
astronaut hero, Jack Larson, goes on a mission to discover a new home that humans can colonise
(Museums Victoria 2020).
Describe three SPECIFIC limitations of using your model in a science lesson.
1. Many students will find it difficult to grasp the concept of the relative size of each planet.
2. This model does not feature additional features of our solar system. For example: moons revolving
around planets, comets and the asteroid belt.
3. Mathematical aspects such as the time it takes for each planet to orbit around the sun, the distance
between planets and the length of day on each planet are not explored. This links to VCSSU078 – learning
about comparing how long different planets take to orbit the Sun and modelling the relative size of and
distance between Earth, other planets in the solar system and the sun” (Victorian Curriculum and
Assessment Authority 2020).
Provide SPECIFIC examples of feedback you could use to guide high, medium and low performing
students as they interact with your model.
Performing Below Level: Encourage student to pair up with supportive student to discuss the unique
features of each planet. Performing at Level: Encourage student to take up different role in group activity
after a period of time. For example: Note down ideas that explain the uniqueness of earths place in our
solar system. Performing Above Level: Encourage student to watch Professor Brian Cox’s documentary
on the “Wonders of the Solar System” (BBC Two 2020). Providing students with encouraging feedback
4/3/2020 54277 – Unit Code: EEC1107Year: 2020Location: Footscray Park/
https://www.australiabesttutors.com/Recent_Question/54277/Unit-Code-EEC1107Year-2020Location-Footscray-Park-Werribee 5/9
that is specific to their level of performance improves their chances of success and supports their
wellbeing in relation to AITSL standard 4.4 (AITSL 2020).
How does your model align with the principles of STEM education?
Science – Earth’s place in our solar system and the unique features of each planet.
Technology – Can be linked to building and testing a model of a balloon rocket ship (NASA/JPL Edu
2020). Student’s discusses what could be done to improve the design of their rocket so that it travels
further.
Engineering – Can be linked to the STEM challenge of sending a space shuttle to rover to explore Mars
(NASA/JPL Edu 2020). Students discuss engineering constraints that places limits on a space mission
depending on the hardware students select to accomplish the mission.
Math – Relative size of the planets, the time it takes for each planet to revolve around the sun and the
length of day on each planet (Victorian Curriculum and Assessment Authority 2020).
Using the NASA/JPL resources “Marsbound! Mission to the Red Planet Activity” and the “Simple Rocket
Science Activity” will help students achieve their learning activities more effectively. Using NASA/JPL
STEM resources links well to the AITSL Standard – understand the relevant and appropriate sources of
professional learning for teachers. NASA/JPL STEM resources helps teachers bring the wonders of space
to their students.
Reference List
Hint#: Please provide Harvard formatted references from recommended sources. Use this resource:
https://libraryguides.vu.edu.au/harvard
Association for Science Education 2020, Principles and Big Ideas of Science Education, viewed 29th
January 2020, https://www.ase.org.uk/bigideas/ .
Australian Institute for Teaching and School Leadership (AITSL) 2020, Australian Professional Standards
for Teachers, viewed 29th March 2020, https://www.aitsl.edu.au/teach/standards/ .
BBC Two 2020, Wonders of the Solar System, Original Series, viewed 29th January 2020,
https://www.bbc.co.uk/programmes/b00qyxfb/ .
Driver, R, Newton, P, & Osborne, J 2000, ‘Establishing the norms of scientific argumentation in
classrooms’, Science Education, 84(3), 287-312.
Science on a Sphere, 2020 Earth, our Goldilocks Planet Dataset, viewed 29th January 2020,
https://sos.noaa.gov/datasets/earth-our-goldilocks-planet/ .
Museums Victoria 2020, Scienceworks : Solar System Odyssey, viewed 29th January 2020,
https://museumsvictoria.com.au/scienceworks/learning/school-programs-and-resources/solar-systemodyssey/ .
NASA/JPL Edu 2020, Marsbound! Mission to the Red Planet Activity, viewed 29th January 2020,
https://www.jpl.nasa.gov/edu/teach/activity/marsbound/ .
NASA/JPL Edu 2020, Simple Rocket Science Continued Activity, viewed 29th January 2020,
https://www.jpl.nasa.gov/edu/teach/activity/simple-rocket-science-continued/ .
Primary Connections 2020, Earth’s Place in Space, viewed 29th January 2020,
https://primaryconnections.org.au/curriculum-resource/earths-place-space/ .
Victorian Curriculum and Assessment Authority (VCAA) 2020, Content Description VCSSU078 –
Victorian Curriculum, viewed 29th January 2020,
https://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCSSU078/ .
Wikimedia Commons 2020, Simplified rendition of the Solar System as it was known at the time of
Copernicus, viewed 29th January 2020,
https://commons.wikimedia.org/wiki/File:Draw_Solar_System.png/ .
Appendix 1: Recommended Primary Connections teaching resources on Scootle. Choose one as your main
source.
Level
Name
Description
Suggestion for Model
4/3/2020 54277 – Unit Code: EEC1107Year: 2020Location: Footscray Park/
https://www.australiabesttutors.com/Recent_Question/54277/Unit-Code-EEC1107Year-2020Location-Footscray-Park-Werribee 6/9
1
Foundation
Growing well This comprehensive teacher resource focuses on the needs of living things, particularly the
water, sunlight and nutrient needs of plants. Students observe and describe how conditions of the
environment affect the features, behaviour and survival of plants and animals.
Construction of a suitable habitat for a plant/animal.
2
Foundation
On the move Explores push and pull forces used to move objects, in ways such as sliding, bouncing and
spinning, through a series of collaborative inquiry-based learning activities.
Construction of a balloon racer.
3
Year 1
Bend it! Stretch it! This comprehensive teacher resource focuses on how everyday materials can be
physically changed in a variety of ways including bending and stretching. Students explore ways that
every day materials and objects can be changed, they experiment with bending and folding, stretching and
scrunching, wetting and drying out.
Exploring the properties of different materials.
4
Year 1
Dinosaurs and more This comprehensive teacher resource focuses on the relationships between form and
function for living things, using the context of prehistoric animals. Students explore the skeletons and
external features of prehistoric and modern animals and relate this to where they lived, they then examine
teeth and identify how this is linked to what the animals eat.
Excavate and examine a buried dinosaur fossil.
5
Year 2
Water works
This comprehensive teacher resource explores how water is used, where water comes from and how to use
it responsibly.
Water, a precious natural resource, is investigated using a series of collaborative inquiry-based learning
activities.
Construction of a simple water filter.
6
Year 2
Watch it grow This is an extensive teaching unit focused on learning, through a collaborative, inquirybased approach, about the growth, development, reproduction and death of different organisms.
Construction of a life stage model for a butterfly/frog.
7
Year 3
Feathers, fur or leaves? This is an extensive teaching unit focused on learning, through a collaborative,
inquiry-based approach, how to distinguish living and non-living things as well as how to classify living
things.
Distinguish between different kinds of living organisms.
8
Year 3
Heating up This comprehensive teacher resource explores different types of heat sources and how heat
moves from one object to another, through a series of collaborative inquiry-based learning activities.
Primary heat sources (that transform different energy sources to heat) and secondary sources (that transfer
heat they have accumulated) are investigated and heat exchange between materials until they reach the
same temperature is covered.
4/3/2020 54277 – Unit Code: EEC1107Year: 2020Location: Footscray Park/
https://www.australiabesttutors.com/Recent_Question/54277/Unit-Code-EEC1107Year-2020Location-Footscray-Park-Werribee 7/9
Explore heat conductivity of different materials.
Link to Primary Connections Scootle resources: https://www.scootle.edu.au/ec/search?
q=primary+connections Link to FUSE resources: https://fuse.education.vic.gov.au/
Create a free Scootle account: https://www.scootle.edu.au/ec/preregister.action
Appendix 1 (contd.): Recommended Primary Connections teaching resources on Scootle. Choose one as
your main source.
Level
Name
Description
Suggestion for Model
9
Year 4
Material world This comprehensive teacher resource explores a range of physical properties of natural and
processed materials, including decomposition, absorbency and tensile strength, through a series of
collaborative inquiry-based learning activities. Links are made between properties of materials and their
use, and an investigation of the thermal insulation capacity of materials is planned and conducted.
Explore properties and used of different materials.
10
Year 4
Beneath our feet This is an extensive teaching unit focused on learning, through a collaborative inquirybased approach, how natural processes change Earth’s surface.
Explore soil/erosion/rock formation.
11
Year 5
Desert survivors This comprehensive teacher resource explores how the structural features and adaptations
of desert plants and animals help them to survive in their own natural environment through a series of
collaborative inquiry-based learning activities.
Explore adaptations in desert animals/plants.
12
Year 5
Earth’s place in space This is an extensive teaching unit focused on learning, through a collaborative,
inquiry-based approach, how celestial motion affects days, months and years, and how our solar system
works.
Explore uniqueness of earth in our Solar System.
13
Year 5
Creators and destroyers This comprehensive teacher resource focuses on volcanic activity on the Earth’s
surface. Students explore how volcanoes are formed, how the viscosity of lava effects the shape of
volcanoes, the benefits and risks of living near a volcano and how volcanic activity is related to the
structure of the Earth.
Explore formation of volcanoes.
14
Year 5
Earthquake explorers This is an extensive teaching unit focused on learning, through a collaborative,
inquiry-based approach, about the causes of earthquakes, how they are measured and the damage they can
cause.
Explore causes of earthquakes.
Link to FUSE resources: https://fuse.education.vic.gov.au/ Link to Scootle resources:
https://www.scootle.edu.au/ec/search?q=primary+connections
Create a free Scootle account: https://www.scootle.edu.au/ec/preregister.action
Appendix 2: VU Learning Outcome versus AITSL Teacher Professional Standard. You need to address as
4/3/2020 54277 – Unit Code: EEC1107Year: 2020Location: Footscray Park/
https://www.australiabesttutors.com/Recent_Question/54277/Unit-Code-EEC1107Year-2020Location-Footscray-Park-Werribee 8/9
many of these as possible.
VU Learning Outcome AITSL Teacher Professional Standard
1. Analyse and articulate the role of STEM in everyday life. 7. Engage professionally with colleagues,
parents/carers and the community. 7.4 Understand the role of external professionals and community
representatives in broadening teachers’ professional knowledge and practice.
2. Demonstrate STEM knowledge at an appropriate level for application in educational settings.
3. Identify a range of effective pedagogies for STEM instruction
2. Know the content and how to teach it.
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and
teaching strategies of the teaching area.
4. Plan and carry out simple scientific investigation.
4. Create and maintain supportive and safe learning environments. 4.4 Describe strategies that support
students’ well-being and safety working within school and/or system, curriculum and legislative
requirements.
5. Demonstrate a familiarity with academic conventions of documentation and referencing. 6. Engage in
professional learning. 6.4 Understand the relevant and appropriate sources of professional learning for
teachers.
Link to the AITLS standards: https://www.aitsl.edu.au/teach/standards

The post Victoria University CRICOS Provider No. 00124K (Melbourne), 02475D (Sydney), RTO Code 3113 EEC1107: Educating for STEM appeared first on Versed Writers.

Acemyhomework
Calculate your paper price
Pages (550 words)
Approximate price: -
Acemyhomework

Quality Research Papers

We always make sure that our academic writers follow all your instructions precisely. You can choose your academic level and we will assign a writer who has a respective degree.

Acemyhomework

Best Academic Writers

We have a team of professional writers with experience in academic and business writing. Many are native speakers and able to perform any task for which you need help.

Acemyhomework

Unlimited Revisions

If you think we missed something, send your order for a free revision. You have 10 days to submit the order for review after you have received the final document.

Acemyhomework

On time Delivery

All papers are always delivered on time. In case we need more time to master your paper, we may contact you regarding the deadline extension. Otherwise a 100% refund is guaranteed.

Acemyhomework

Original & Confidential

We use several writing tools checks to ensure that all documents you receive are free from plagiarism. We also promise maximum confidentiality in all of our services.

Acemyhomework

24/7 Customer Support

Our support agents are available 24 hours a day 7 days a week and committed to providing you with the best customer experience. Get in touch whenever you need any assistance.

Try it now!

Calculate the price of your order

Total price:
$0.00

How it works?

Follow these simple steps to get your paper done

Homework Market

Place your order

Fill in the order form and provide all details of your assignment.

Homework Market

Proceed with the payment

Choose the payment system that suits you most.

Homework Market

Receive the final file

Once your paper is ready, we will email it to you.

Academic Writing Services

Whether you have an urgent deadline or those that have time. You can take some time and relax after trusting us with your paper. We make sure that we conduct the academic writing services diligently.

Acemyhomework Acemyhomework

Essays

Essay Writing Service

Among the wide variety of academic work, essay writing is one of the simplest a student can ever come across. Usually, it is a task which students encounter and learn how to write whilst in high school. However, the case is quite different when it comes to university and college.

Acemyhomework Acemyhomework

Term Papers

Term Paper Writing

Are you looking for an online writing firm that can offer you reliable custom term paper writing help? Is your wish and desire to get someone who can guide you throughout the process of writing term papers? If yes, then you have come to the right place.

Acemyhomework Acemyhomework

Coursework

Coursework Writing Help

Coursework is essential for every student in order to graduate from college. However, most of it is deadline-centric, and that becomes a challenge to most learners. With the amount of work, learners are receiving every day, finding time to work on every task is not easy.

Acemyhomework Acemyhomework

Homework

Online Homework Help

Online homework help services are an answer to every challenge that students go through. Despite the difference in the needs and levels of learning, all students can benefit from these services. Acemyhomework is one of the best online homework help service companies you can find on the internet.