STEM Model: Ecosystem, Scientific Concepts, and Student Engagement

This assignment presents a STEM model designed to teach the concept of ecosystems, aligning with the Victorian Science Curriculum and Early Years Learning Framework. The model emphasizes the interaction of biotic and abiotic elements, and it proposes an interactive, inquiry-based learning activity. The assignment details how the model integrates with the 5E learning model (Explore, Explain, Engage, Elaborate, Evaluate), provides examples of key scientific questions, and outlines feedback mechanisms for diverse student performance levels. Additionally, it explores the model's alignment with STEM principles (Science, Technology, Engineering, and Mathematics), and it discusses the advantages and limitations of using the model in a science lesson. The provided references include books and journals relevant to the topic.

STEM model

Describe the key scientific
concept associated with your
model.
The key scientific concepts here
are understanding an ecosystem.
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: VCGGK145
Levels 5&6: A biological
community of interacting
organism and their physical
environment.
Elaborations: An ecosystem is
a community of living
organisms in conjunction with
the nonliving components of
their environment, interacting as
a system.
Big idea of science
descriptors: Ecosystem is
categorized within its abiotic
constituents which includes
minerals, climate, soil, water,
sunlight as well as several other
nonliving elements. Biotics
constitutes all living members.
Describe the interactive and inquiry based learning activity you have designed for your model.
Ecosystem is categorized within its abiotic constituents who include minerals, climate, soil, water,
sunlight as well as several other nonliving elements. Biotics constitutes all living members. These two
major forces linked together that forces the flow of energy through ecosystem as well as cycling of
nutrients within ecosystem.
Describe three SPECIFIC
advantages of using your
model in a science lesson.
Provide SPECIFIC examples
of key scientific questions you
could ask students as they
How does your model
SPECIFICALLY align with
5E Learning Model?

Students will be able to learn
about ecosystem in effective
manner.
interact with your model.
What are biotic and abiotic
elements?
Here, 5E include engage,
explore, explain, elaborate
and evaluate.
Describe three SPECIFIC
limitations of using your
model in a science lesson.
Many student will face
difficulty in understanding the
concept of ecosystem.
Provide SPECIFIC examples
of feedback you could use to
guide high, medium and low
performing students as they
interact with your model.
It is important to encourage
students who are performing
below level. For those are
performing at level it is
important to take participation
in group activities. Moreover,
those who are performing above
level it is important to
encourage them for grasping
more knowledge.
How does your model align
with the principles of STEM
education?
STEAM is Science, technology,
engineering and math.

REFERENCES
Books and Journals
Li, Z., Li, M., Ashok, J. and Kawi, S., 2019. NiCo@ NiCo phyllosilicate@ CeO2
hollow core shell catalysts for steam reforming of toluene as biomass tar model
compound. Energy conversion and management, 180, pp.822-830.
Calles, J.A., Carrero, A., Vizcaíno, A.J., García-Moreno, L. and Megía, P.J., 2019.
Steam reforming of model bio-oil aqueous fraction using Ni-(Cu, Co, Cr)/SBA-15
catalysts. International journal of molecular sciences, 20(3), p.512.