Stage 4 Pseudoscience Unit of Work

Stage 4 | Science Program

PSEUDOSCIENCE – FACT OR FICTION?

Year level: 7

Duration: 10 weeks (4 x 50 minute lessons per week)

Context

In everyday life, there are a lot of claims made about products and services offered. Students have seen these claims on TV or in newspapers, magazines or online. This topic explores some these claims from the science perspective and investigates, with supporting evidence, if they are pseudoscience or not. Students will experience this by working like a scientist, appreciating the importance of using scientific inquiry to develop understanding of science ideas and concepts, as well as the importance of scientific evidence.

Unit overview

Year 7 students can be their own detectives, using scientific inquiry to formulate a view of their world which helps explain what they take for granted every day.

Students are encouraged to read science fiction and evaluate the claims made. This is linked to three major areas: potions (CW), mythical creatures (LW) and flying (PW) as a basis.

Teachers may use this opportunity to link with the English Faculty in this area.

As the first topic in Year 7 students will be introduced to the science laboratory and safety, as well as planning and conducting investigations.

Enduring Understandings

Students understand that scientific evidence is needed to evaluate claims and support predictions

Students understand the process of scientific inquiry

Students understand the need to work safely in the laboratory

Outcomes

SC4-1VA appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them

SC4-5WS collaboratively and individually produces a plan to investigate questions and problems

SC4-6WS follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

SC4-7WS processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

SC4-9WS presents science ideas, findings and information to a given audience using appropriate scientific language, test types and representations

SC4-10PW describes the action of unbalanced forces in everyday situations

SC4-14LW relates the structure and function of living things to their classification, survival and reproduction

SC4-16CW describes the observed properties and behaviour of matter, using scientific models and theories about the motion and arrangement of particles

This Unit of Work was created by Glenda Chidrawi - Brigidine College, St Ives, Craig Mills - Cranbook School and Beth Goddard - Knox Grammar School. © Copyright of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales is protected by Crown copyright. | 1

Content Register Suggested Teaching, Learning and Assessment

INTRODUCTION

Teacher Background

Teacher will introduce the context and explore the idea of science fiction and pseudoscience, and how these terms can be related to student’s everyday life. As the first unit in Year 7 Science teachers need to familiarise students with the laboratory and safety aspects. Teachers should make explicit to students, where relevant, the different disciplines of science including Physics,

Chemistry and Biology which are covered in this unit. This first section focuses on the domain of Physics.

Class Brainstorming Activity

As a class brainstorm concepts from science fiction novels/films that are not possible or not yet possible for living things to do.

Link these concepts to things that do exist (e.g. flying - link to jet packs or wing suits etc.). Teachers should keep a copy of these ideas to refer back to throughout the unit.

Discuss the term “Science Fiction” and explore some of the evaluating pseudoscience claims that can be used throughout the topic. (E.g. some titles from Mythbusters…)

 http://www.discovery.com/tv-shows/mythbusters

- Can a 1967 Chevy take off with JATO rockets, like in the tale of the JATO Rocket Car?

- Can an airplane toilet create enough suction to cause a person to become stuck on it?

- Can a person take to the skies using only a lawn chair and weather balloons?

- Will a penny dropped from the top of the Empire State Building kill a person or penetrate the ground?

- If a person is falling off a bridge, can they save themselves by throwing a hammer ahead of them to break the surface tension of the water prior to their own impact?

Teachers will introduce guidelines for working safely in the laboratory and link to the laboratory rules that are in place at the school. Students create a map of the laboratory and highlight safety features in their specific laboratory.

Stage 4 – Physical World

PW1 Change to an object's motion is caused by unbalanced forces acting on the object. ( ACSSU117 )

Students:



identify changes that take place when

FLYING!


Using the context of flying students will explore the concept of forces and the effect of unbalanced forces. Students will be introduced to the process of science inquiry and teachers will explicitly teach the working scientifically skills of identifying the purpose of an investigation and the question being investigated, as well as the types of data and information that needs to be collected in a first-hand investigation.



Content particular forces are acting

 predict the effect of unbalanced forces acting in everyday situations

Stage 4 – Planning Investigations

WS5.1

Students identify data to be collected in an investigation by:

 identifying the purpose of an investigation

 proposing the type of information and data that needs to be collected in a range of investigation types, including first-hand and secondary sources

Register Suggested Teaching, Learning and Assessment

Class Discussion

Introduce the activity using some of the stimulus videos demonstrating flying:

 Superman flying http://www.youtube.com/watch?v=c_0XOKIylSo



Harry Potter flying http://www.youtube.com/watch?v=yTS1VlvlGRg

 Quidditch http://www.youtube.com/watch?v=VPRLi3tNPSA



Wing-suit Redbull www.youtube.com/watch?v=ER1PGYe9UZA

Use class discussions to investigate what forces are acting on the person in the Wing-suit Redbull YouTube clip.

 Identify contact force of friction of the air particles



Identify the non-contact force of gravity

From these discussions, and prior knowledge, students develop a definition a force (contact and non-contact force) and discuss where unbalanced forces occur in everyday situations. Useful Resource: https://phet.colorado.edu/en/simulation/forces-andmotion-basics (tug of war tab)

Review student’s prior knowledge about working scientifically and discuss the process of scientific inquiry with specific focus on how to write the purpose of the investigation and the question being investigated. Useful resource: http://steppingthruthescientificmethod.weebly.com/

First-hand Investigation

In groups students complete a first-hand investigation using a Newton Meter to measure forces. Students identify the purpose of the investigation and propose the type of data that needs to be collected including units. (Introduce qualitative and quantitative data, accuracy in reading instruments).



Students: c. describe some examples of technological developments that have contributed to finding solutions to

The impact of friction


Superheros and their vehicles are often involved in crashes or impacts. They never really seem to suffer any form of hindrance, unlike humans. Using the context of crashes, and crash test dummies, students will investigate modern day technologies that reduce the impact of forces in everyday life. Teachers will need to explicitly teach the working scientifically skills of identifying fair tests and variables.



Content reduce the impact of forces in everyday life, e.g. car safety equipment and footwear design


WS5.2

Students plan first-hand investigations by: c. identifying in fair tests, variables to be controlled (held constant), measured and changed


Class Discussion or student research

Show students the stimulus Video - Crash Test Dummies https://www.youtube.com/watch?v=d7iYZPp2zYY

Brainstorm the safety technology found in cars today that protect drivers and passengers from the impact of unbalanced forces.

Useful resources http://www.howsafeisyourcar.com.au/Safety-Features/Crash-Protection-Features/ http://www.questacon.edu.au/discover/collisions

First-hand Investigation

Students work in groups to complete the first-hand investigation on crash test dummies (made out of modelling clay) http://www.tesaustralia.com/Source/ResourceDetail.aspx?storyCode=6118364 (Activity 1). (Egg drops can be used as an alternative task)

From the first-hand investigation teachers review students prior knowledge on working scientifically and guide students in identifying what a fair test is and what variables need to be controlled and measured. The type of data collected in this task

(qualitative) can be compared to the data collected in the previous first-hand investigation (quantitative).



Students: d. analyse some everyday common situations where friction operates to oppose motion and produce heat e. investigate factors that influence the size and effect of frictional forces

If a superhero could switch off friction for a day!


In this sequence of lessons students will explore the concept of friction and the factors that influence the size and effect of frictional forces. Teachers will need to explicitly teach the working scientifically skills of appropriately recording observations and measurements using units when required.

Class activity or individual student activity

Students can explore some of the effects of friction by watching the following examples. http://splash.abc.net.au/media/-/m/1226509 Friction: Friend or Foe? https://www.youtube.com/watch?v=VY9IfPonkQY Bill Nye the Science Guy Episode 48 Friction https://phet.colorado.edu/en/simulation/forces-and-motion-basics (friction tab)



Content

Stage 4 – Conducting

Investigations

WS6 Students conduct investigation by: e. recording observations and measurements accurately, using appropriate units for physical quantities


Students will be able to define friction and provide examples of where it is useful in everyday life, and where it is problematic in everyday life. (Recall: balanced and unbalanced forces)

First-hand investigation

In groups students will complete a first-hand investigation using Newton Meters to measure friction in everyday situations. (Focus on recording measurements accurately using appropriate units)

Individual Student Task

Students are to write about a day in the life of someone if no friction existed.

Teachers should provide a scaffold (e.g. 2 Stars and a Wish) to allow peer assessment of written responses.

(Assessment for Learning opportunity)

Group Activity

Students collect images of superhero cars/transport and superheros/mythical beings and assess how their shapes help/hinder in the reduction of friction.

Brainstorm ways that friction can be reduced and the importance of this in everyday situations and industry. Case study examples may include the Maglev train, hovercraft or skateboard wheels.

Student activity on the reduction of friction

Make your own hovercraft ( https://www.questacon.edu.au/outreach/programs/science-circus/videos/cd-hovercraft ) OR

Make your own magnetic levitating train http://www.miniscience.com/kits/maglev/train.html

End of section reflection activity

Teachers lead students to reflect upon Physics as a branch of Science

– what it is, its relevance to our everyday life and their experiences with Physics.



Content

Stage 4 – Living World

LW1 There are differences within and between groups of organisms; classification helps organise this diversity.

(ACSSU111)

Students: a. identify reasons for classifying living things


Mythical Creatures!


In this section the context of mythical creatures is being used to introduce the idea that we classify objects into groups and the reasons for this. This section will focus on the classification of vertebrate organisms and plants. Teachers should introduce the domain of Biology in this section.


Brainstorm some mythical creatures in science fiction stories/films?

Ask students to identify some of the similarities between these creatures and some of the differences, leading to the idea that things can be put into groups.

In our world, to make things easier, we put things into groups. Students are introduced to classification by watching https://www.youtube.com/watch?v=Q0cIfO4UeZE

The class discussion that follows this video should focus on the reasons why we classify living things.

Student Activities

Magical Creatures Classification in Harry Potter http://en.wikipedia.org/wiki/Magical_creatures_in_Harry_Potter

Students choose some examples of mythical creatures and develop a classification system. Discuss importance of using structural features over features such as colour etc.

Classification in the Laboratory

Students to classify common laboratory equipment based on features and are introduced to the purpose of the equipment.

Students are introduced to how we draw scientific equipment in the laboratory


LW1 There are differences within and between groups of organisms;

Classification of Animals


Using the previous section, which introduced the idea of classification, students will apply this knowledge in the context of living



Content classification helps organise this diversity.

( ACSSU111 ) e. outline the structural features use to group living things, including plants, animals, fungi and bacteria



( ACSSU111 )

Students: b. classify a variety of living things based on similarities and differences in structural features c. use simple keys to identify a range of plants and animals

Stage 4 – Processing and Analysing

Data and Information

WS7.1

Students process data and information by: b. using a range of representations to organise data, including graphs, keys, models, diagrams, tables and spread sheets

Register Suggested Teaching, Learning and Assessment things. This section focuses on classifying a range of animals only and students will be introduced to dichotomous keys.


–

Engage students in a discussion to recall the characteristics of living things from Stage 3.

Group Activity - Kingdoms of living things

Students will work in groups and observe photographs of organisms from across the different kingdoms of living things (plants, animals, fungi and bacteria). In this task they attempt to arrange them into groups of organisms with similar structural features.

Groups will then compare their results and this will lead to the class identifying the names of the Kingdoms of Living Things and the structural features used to distinguish between these groups.

Class Discussion - Vertebrates and Invertebrates

As a class students will observe a range of specimens (or photographs) in order to distinguish between vertebrates and invertebrates.

Student Activities - Vertebrates

In pairs, using a set of animal sorting cards and the Internet (or text book), students will explore the physical features, behavioural features and reproduction characteristics of vertebrate organisms.

Resource http://www.tesaustralia.com/teaching-resource/Classification-of-Vertebrates-Card-Sort-6025933/

Resource http://www.arkive.org/species/

Introduce students to a range of keys used to group objects in everyday life. Students use this knowledge to create a key for lollies, pantry at home, pencil case etc.

Students can then apply this knowledge to present a simple key to summarise similarities and differences between the groups of vertebrate organisms

Other useful resources https://www.sciencebydoing.edu.au/curriculum/teacher/yr7/life/guide/



Content



( ACSSU111 )

Students: c. use simple keys to identify a range of plants and animals


Classification of Plants


This section focuses on classifying plants based on their similarities and differences. This section provides an opportunity for students to apply their understanding of dichotomous keys to the plant kingdom.

Student Investigation

Using the Internet, textbooks or other secondary sources students identify the structural features (vascular tissue or not) and reproductive features (seeds or spores, cones or flowers) used to classify plants.

Student Activity

Students will observe a range of plants around the schoolyard, or by looking at photographs. They will record information about their features and identify the different groups of plants.

Photos of plants: https://www.sciencebydoing.edu.au/curriculum/teacher/yr7/life/guide/

Students present the similarities and differences between groups of plants using a key.

Class Activity - Zoo visit

Self guided tour of Zoo/Wildlife Park. (Students may attend workshops presented at the zoo or work through the booklet provided.

Alternatively teachers may wish to create their own tasks for students based on observing features and creating and using dichotomous keys). Note: students should spend time observing the platypus whilst at the zoo to support future learning opportunities in this unit.



( ACSSU111 )

Students: f. explain how the features of some

Adaptations


In this section teachers will introduce the concepts of adaptations (structural, behavioural and physiological)

Students to watch the following video to identify what adaptations are and some examples of adaptations in Australian animals https://www.youtube.com/watch?v=wEDxThDINgQ (9:07min)



Content

Australian plants and animals are adaptations for survival and reproduction in their environment


WS5.1

students identify data to be collected in an investigation by: c. locating possible sources of data and information, including secondary sources, relevant to the investigation

Stage 4 – Processing and analysing data and information

WS7.1

students process data and information by: d. accessing information from a range of sources, including using digital technologies

Stage 4 – Communicating

WS9 students communicate by: d. constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including diagrams, keys, models, tables, drawings, images, flowcharts, spreadsheets and databases


Students are to make or draw their own mythical creature to live in an environment of their choosing. They are to identify the features that their particular creature has and how each of these will suit it to surviving in the chosen environment. Different habitat options are then provided to the class, and each student has to make a judgement if the features of their creature would adapt it to surviving in the specific habitat.

Student Activity – The platypus

Students research the features of the platypus, especially the idea that it was first thought to be a mythical creature when seen in the United Kingdom for the first time. From this research students write a newspaper article set during the time when the

Europeans first saw the platypus and the evidence that they had about its features

Helpful student resources http://news.bbc.co.uk/2/hi/science/nature/4547151.stm

http://hoaxes.org/archive/permalink/the_duckbilled_platypus

Platypus (4th Edition) Australian National History Series, Tom Grant. CSIRO Publishing

Australian Platypus Conservancy http://www.platypus.asn.au/

Teacher resources http://www.dailymail.co.uk/news/article-564748/Its-bird-beaver---actually-duck-billed-platypus-scientists-decode-DNA-time.html

Cross-curriculum Priority: Aboriginal and Torres Strait Islander histories and cultures


The purpose of this activity is for students to compare the way a local animal, the totem of the traditional custodians, is classified by Western science with that of the Aboriginal people. Teachers will make connections with their local Aboriginal community and invite a speaker to discuss the way the totem of the traditional custodians is identified and the significance of this totem.

Useful links to information about Aboriginal peoples knowledge system for classify living things is provided in the following resources:

BOSTES http://ab-ed.boardofstudies.nsw.edu.au/go/7-10/science/units/story-1/cultural-background



Content

Cross-curriculum Priority: Aboriginal and

Torres Strait Islander histories and cultures


The cultural background in this part of the resource provides a short overview of Aboriginal classification systems.

The Platypus Project: Looking for Matakupay – The Platypus Project http://www.foe.org.au/looking-matakupay–-platypus-project

Student/Class Activity

The teacher introduces the students to concept of the Aboriginal totemic system using the Aboriginal Kinship Presentations:

Totems https://www.youtube.com/watch?v=vpHG9V2qJiE

Students research to identify the totem of the traditional custodians for their local area.

Use their understanding of the Western science classification system students create a list of the features and classify this organism.

An invited guest speaker from the local Aboriginal community talks with the students about the system used to identify the totem of the traditional custodians, and the significance and importance of totems to the Aboriginal community.

Students compare the classification system used by Western science with the knowledge system used by Aboriginal people.

Other resources for teachers background include:

Aboriginal Totemism http://austhrutime.com/aboriginal_totemism.htm

Aboriginal Religion http://aboriginalculture.com.au/religion.shtml

NSW Aboriginal Lands Council http://www.alc.org.au/


Teachers lead students to reflect upon Biology as a branch of Science

– what it is, its relevance to our everyday life and their experiences with Biology.

Stage 4 – Chemical World

CW1 The properties of the different states of matter can be explained in terms of the motion and arrangement of particles.

( ACSSU151 )

Potions!


In this section, using the context of potions, students will be introduced to the particle theory and states of matter. The idea of using models to explain scientific concepts, and their benefits and limitations, should be addressed by the teacher. In K-6 science students have been introduced to the changes of states in terms of physical properties but not the term matter. Teachers should



Content

Students: a. describe the behaviour of matter in terms of particles that are continuously moving and interacting f. identify the benefits and limitations of using models to explain the properties of solids, liquids and gases

Register Suggested Teaching, Learning and Assessment introduce the domain of Chemistry in this section.


In TV shows/movies and in books, the ability to perform magic/potions is sometimes used. Show some magic from Harry Potter movies https://www.youtube.com/watch?v=9FeX1Qs6Amk (potions) https://www.youtube.com/watch?v=zHPqO0UnaW8 (magic spells

– select a short section only)

As a class identify what students already know about how chemistry is used in magic tricks and what knowledge they have about chemical and chemistry in general.

Particle theory Starter Activity: Have all students stand up and cover their eyes with their hands. The teachers says the name of a material and if the student thinks it’s a solid they turn to the left, a liquid they stay facing the front and a gas they turn to the right. After each one they should open their eyes and see what others think. Students can be given lives so they can participate in each material even if they get it wrong.

Students investigate the properties of solids, liquids and gases by completing practical activities on:

 Shape, volume and flow of different states of matter

 Compressibility of different states of matter (Note: density revisited later on)

Students to summarise information by constructing a table to compare solids, liquids and gases (fixed shaped, fixed volume, compressibility, fluidity). Teachers should discuss the skill of constructing tables to display scientific information.

Useful resource for solid, liquids and gases http://www.nationalstemcentre.org.uk/elibrary/resource/888/solids-liquids-and-gases

Discuss the particle model as the behaviour of matter in terms of particles that are continuously moving and interacting. Students complete the following task http://www.tesaustralia.com/Source/ResourceDetail.aspx?storyCode=6045676

As a class discuss what models are, why we use them in Science, and the benefits and limitations of models in relation to the particle model used to describe the behaviour of solids, liquids and gases.

Extension Work

Cornflour slime - is it a solid or a liquid? http://www.csiro.au/Portals/Education/Programs/Do-it-yourself-science/Chemical-sciences-activities/best-of-slime/Cornflourslime.aspx



Content



( ACSSU151 )

Students: b. relate an increase or decrease in the amount of heat energy possessed by particles to changes in particle movement


WS5.3

Students choose equipment or resources for an investigation by: a. identifying suitable equipment or resources to perform the task, including safety equipment and digital technologies b. selecting equipment to collect data with accuracy appropriate to the task

( ACSIS126, ACSIS141 )

Stage 4 – Conducting

Investigations

WS6 Students conduct investigations by: f. performing specific roles safely and responsibly when working collaboratively to complete a task within the timeline


Heat energy and particle movement


In this section teachers will use a first-hand investigation to explore changes in heat energy and particle movement. Students will be involved in planning this investigation and teachers should explicitly teach the working scientifically skills of identifying suitable equipment to use the task and suitable equipment to gather data. Students will be introduced to the Bunsen Burner in this section and should be provided with time to explore the parts and safe lighting practices.

The Bunsen Burner

Students are introduced to the Bunsen Burner and will be able to name the parts of the Bunsen Burner and safe lighting practices. Discuss the risks associated with using Bunsen Burners and strategies to minimise these risks.

First Hand Investigation: Heating ice (accurately recording temperature at set time intervals)

What happens to ice as heat energy is increased?

 Introduction and discussion of safety specific to practical

– glassware, equipment use etc.



As a class discuss and develop the method, select equipment being used and the appropriate set up. Students should be introduced to best practice drawing and labelling of scientific equipment for this section.



Importance of accuracy in reading temperatures off a thermometer and timing using a stopwatch during this investigation (use of digital thermometer optional )



As a class discuss how results and observations will be recorded. Specific teaching of how to accurately tabulate data should occur (headings, units, columns and rows etc.). Review qualitative and quantitative data.



In groups students will complete the first-hand investigation and collect/record data. Teachers may wish to provide students with criteria to allow them the opportunity for self-assessment. (Assessment as Learning)

 Discuss the features of graphing scientific information and have students graph their results.

As a class discuss results and link change of state to increased heat energy and the first-hand data collected by the students.



Content



( ACSSU151 )

Students: c. use a simple particle model to predict the effect of adding or removing heat on different states of matter d. relate changes in the physical properties of matter to heat energy and particle movement that occur during observations of evaporation, condensation, boiling, melting and freezing


Changing states


In this section students will explore the concept of changing states of matter. Students will be introduced to flow charts as a way of presenting information on changing states of water.

Show stimulus video - Wizard of Oz (Wicked Witch Melting) http://www.youtube.com/watch?v=aopdD9Cu-So

Class Discussion and Activity

In groups have student’s role-play changing states of matter and relate this to heat energy and particle movement.

Students complete a labelled and annotated flow diagram of the different processes when matter changes from one state to another. Useful resource http://www.tesaustralia.com/teaching-resource/Changing-the-State-of-Matter-6112521/

Students need to relate changes in the physical properties of water to heat energy and particle movement during melting, evaporating, condensing, freezing, boiling.

Students follow instructions to draw a flow diagram linking these processes http://www.tesaustralia.com/teaching-resource/Changes-of-State-6202721/



( ACSSU151 )

Students: e. explain density in terms of a simple particle model

Density


In this section, using everyday examples, students will be introduced to the concept of density and explaining it in terms of a simple particle model. Teachers should link with the Maths Faculty to ensure consistency in regards to mass and volume.

Density in Science Fiction is explored, looking at the ways in which it is used correctly and incorrectly (e.g. quicksand, testing for a witch - do they sink or float) Harry Potter and the Goblet of Fire - Foreign Visitors Arrive http://www.youtube.com/watch?v=6Ug8Q8xedx0


Opening questions: Why do huge tankers float and not sink? What causes something to sink? What is density? How is this important especially to Science Fiction situations (can superman really fly, what makes a hot air balloon float- use images as stimulus material). Students use a model to explain density in terms of particle model.



Content Register Suggested Teaching, Learning and Assessment

Useful resources http://www.marinetraffic.com/ais/details/ships/9186338/vessel:BLUE_MARLIN https://www.youtube.com/watch?v=ba7eOMhtu9I

Teacher may wish to show different examples of density in everyday life e.g. oil and water. Students will be able to explain the concept of density using the particle model.

Extension Work

Carry out practical tasks to determine density of regular and irregular objects using d=m/v and displacement of water

Class competition

– Students make a paper boat from 1 A4 piece of plain paper. As a class, they compete to see which design is able to hold the most 10g masses prior to it sinking (Plain paper, 10g masses, white tubs)

Making a Cartesian diver to demonstrate the effects of pressure (not to be covered explicitly at this point, but referred to in terms of particle theory). Links to be made with submarines: http://www.physics.org/tricks/cartesian-diver/ http://www.sciencebob.com/experiments/cartesian.php

https://www.youtube.com/watch?v=Yfn19IxP18c


Teachers lead students to reflect upon Chemistry as a branch of Science – what it is, its relevance to our everyday life and their experiences with Chemistry.

In Class Assessment of Learning Task

– Pseudoscience Stage 4 - 1 period



Resources

In Class Assessment Task

– Pseudoscience Stage 4

Web Resources – see links embedded in Suggested Teaching, Learning and Assessment Column

Physical Resources will be needed for the listed First-Hand Investigations

Zoo/Wildlife Park Visit Resources



Unit of Work Evaluation

Unit Title ............................................................................................................................ Class ........................................ Teacher ..................................................................................

Element Evaluation

Unit of Work

 Was the indicative time for the unit appropriate?

 Which teaching and learning experiences were effective? Which require modification?

 Are there any alternative or additional teaching and learning experiences that could be used in the future?

Resources



Were the resources used appropriate in terms of age level, variety and the ability to engage the students?

 Are there any alternative resources that could be used in the future?

Student Assessment Data and Feedback

 Reflect and comment on the level of student achievement in this program.



From the student feedback what aspects of the unit did they enjoy? What suggestions for improvement did they make?

Other Comments

Date Commenced ................................................ Date Completed ........................................................ Signature and Date ............................................................................................



Stage 4 Pseudoscience Unit of Work

Stage 4 | Science Program

PSEUDOSCIENCE – FACT OR FICTION?

Unit of Work Evaluation

Related documents

Products

Support

Stage 4 Pseudoscience Unit of Work

Stage 4 | Science Program

PSEUDOSCIENCE – FACT OR FICTION?

Unit of Work Evaluation

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib