Year 4 Earth and Space Sciences EDU30011 Assignment 2B Analysis

This document presents a comprehensive solution to a Year 4 Earth and Space Sciences assignment (EDU30011), focusing on the Australian Curriculum content descriptions related to Earth and Space Sciences. The assignment addresses key ideas within the Science Understanding and Science Inquiry Skills strands, including the exploration of scientific knowledge, advancements in telescopes, and the development of models of the solar system. The rationale section explains the importance of science in understanding the world and its relevance to the curriculum. The core of the solution outlines a plan using the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate), detailing activities, resources, and experiences for each phase, supported by relevant references to educational research. The Engage phase utilizes presentations, the Explore phase includes virtual labs, the Explain phase focuses on brief constructed responses, the Elaborate phase suggests tools like MovieMaker, and the Evaluate phase employs formative assessments. The assignment aims to facilitate a deeper understanding of scientific concepts and inquiry skills in alignment with educational standards.

Year 4 Earth and Space Sciences
EDU30011: Discovering science, Assignment 2B
Student name:
Australian Curriculum Content Descriptions
Science Understanding: (not included in word count)
Earth and Space Sciences
Earth and space science manages the investigation of material science of earth, its environment,
diverse common physical procedures going on in that and after that position of our planet in
space, the near by celestial bodies and the internal and external processes that exert their effects
on earth functioning. It essentially incorporates geography, oceanography, meteorology, biology
and space science (Dalbotten, et al., 2017).
Science as Human Endeavour
Choose at least one of sub-strands to focus on:
Scientific Knowledge has changed people comprehension of the world and is refined as new
proof which is noticeably accessible (Stanistreet, 2017):
 researching how propels in telescopes and space tests have given new confirmation about
space
 Different ideas are researches as a part of the improvement of models of the close
planetary system created by researchers, for example, Copernicus, Khayyám and Galileo
 exploring advancements in the comprehension of cosmology, for example, the forecasts
of eclipses and the calculation of the length of the solar year by Al Battani in the tenth
century
Science Inquiry Skills (not included in word count)
Choose at least one of sub-strands to focus on:
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identify inquiries and issues that can be explored experimentally and make expectations in view
of scientific information (Zapata-Rivera, Liu, Chen, Hao, & von Davier, 2017):
 working cooperatively to recognize an issue to explore
 perceiving that the solutions of a few inquiries and issues requires thought of social,
social, financial or moral perspectives instead of scientific examination
 utilizing data and learning from past examinations to anticipate the outcomes from an
investigation
Rationale (150 words)
Explain the scientific concepts that will be covered within your plan.
Explain which Australian Curriculum: Science key idea(s) are being addressed within your
plan.
Science provides an empirical method to answer interesting and important questions about
biological, physical and technological world. Therefore, the knowledge provided by it has
become a reliable source of action in our personal, social and economic lives. Also, Science is
another way of exploring the unknown facts, researching universal mysteries, forecasting
predications and solving problems. Aim of science is to understand observations in terms of
broad principles (Gough, 2015).
Australian Curriculum: Science has provided an opportunity to understand the basic concepts
and processes, practical experiments and how science has contributed to our lives to make it
easy (Harris & Ammermann, 2016).
Despite its sober minded applications, learning science is a productive enthusiasm for its own
specific right. It experiences the pleasure of coherent revelation and manage their ordinary
enthusiasm about their general environment. In doing this, they make fundamental and
imaginative thinking capacities and test themselves to perceive request and reach demonstrate
based inductions using sensible methods. The more broad preferences of this 'legitimate training'
are dug in, including enabling understudies to explore the general world and changes made to it
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through human development (Arrowsmith & Mandla, 2017).
The ability to think and act in legitimate ways helps build the more broad suite of capacities in
understudies as beyond any doubt, self-impelled and dynamic people from our overall
population (Harris & Ammermann, 2016).
References
Arrowsmith, C., & Mandla, V. R. (2017). Institutional approaches for building intercultural
understanding into the curriculum: an Australian perspective. Journal of Geography in
Higher Education, 41(4), 475-487.
Dalbotten, D., Watts, N. B., Berthelote, A., Paxton, L., Crumsey, J., & Singh, R. P. (2017,
November 14). Voice of the Earth and Space Science Community. Retrieved from From
the Prow: https://fromtheprow.agu.org/thoughts-geoscience-alliance-national-native-
american-heritage-month/
Gough, A. (2015). STEM policy and science education: Scientistic curriculum and sociopolitical
silences. Cultural Studies of Science Education, 10(2), 445-458.
Harris, A., & Ammermann, M. (2016). The changing face of creativity in Australian education.
Teaching Education, 27(1), 103-113.
Stanistreet, P. (2017). Hume's scepticism and the science of human nature. New York: Taylor &
Francis.
Zapata-Rivera, D., Liu, L., Chen, L., Hao, J., & von Davier, A. A. (2017). Assessing Science
Inquiry Skills in an Immersive, Conversation-Based Scenario. Big data and learning
analytics in higher education, 237-252.
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(350 words)
PHASE Activities, resources and experiences Explanation for choices made (supported by
relevant references)
ENGAGE A simple power point presentation can be built by using
embedded video and images in order to introduce a new
concept which one wants to convey and to express his
ideas.
Connections between the past and present learning
activities should be elaborated. All these activities
should be anticipated while focusing on the learning
outcomes of the current activities. One should be
indulged mentally in the concept, process or skill for the
better outcomes.
EXPLORE In the exploring section, fundamentals, virtual labs,
integrated science simulations, explorations are made to
fill the requirements of better understanding.
A common base of experience is provided with this
phase of the 5 E’s. Concepts, processes and skills are
developed and identified with the help of it. During this
phase, environmental or manipulated materials are
explored in a better way.
EXPLAIN In the explanation section, there is “Brief Constructed
Responses” in which students provide the explanation
of what they have learned so far. One can also write
Prompts, which can be easily found in the building
In this phase, all the concept are explained which have
been explored so far. One has the opportunity to
verbalize their conceptual understanding or to
demonstrate new skills or behaviors. In this, formal
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section of demonstration. This helps one to enhance it’s
skills and productivity.
terms, definitions and explanations for concepts,
processes, skills or behaviors is also explained.
ELABORATE In this phase of learning, one can use the tools such as
MovieMaker, Photosory, iMovie or web 2.0 in order to
make connections between the prior knowledge and
newly learned concepts.
This phase of learning helps one to extend their
knowledge, conceptual understanding and allows one to
practice skills and behaviors. Through new encounters,
the students create further and more extensive
comprehension of real ideas, acquire more data about
zones of intrigue, and refine their abilities.
EVALUATE In this phase, formative assessments are utilized for
each unit in order to create their own assessments which
is built around standards of state.
This period of the 5 E's urges students to survey their
comprehension and capacities and gives educators a
chance to assess understudies' comprehension of key
ideas and expertise improvement
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