Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community
Science by Doing is a comprehensive website for high school Science Years 7-10 covering the Australian Curriculum. This site is free to all Australian students and teachers and presents science in an engaging, guided inquiry-based approach to lift student interest and understanding.
This sequence of lessons is aligned as a “future of science” topic that can be a great way to engage learners individually when remote learning. There are a number of animations, videos, prompts, and activities that can be used. The practical activities utilise limited physical resources, and as such students can still engage with hands-on learning at home.
The student digital unit map has a sequence of learning that can be assigned for students to both develop an understanding of our universe, as well as assess their understanding with short quizzes and activities.
The CSIRO has a range of resources that are teacher developed and recommended for Australian classrooms.
The focus of this task is to explore an aspect of contemporary Biology with a particular emphasis on the interaction between society and, for example, the application and use of biological knowledge, the influence and development of new technologies, or the design of solutions to problems.
Science Alert provides a weekly infographic titled: The Science News You Need to Know This Week.
The Science Alert infographic can be used as a prompt for weekly “Science as a Human Endeavour” discussions to create a routine of critical thinking and communication within the remote classroom. Typically there is a news piece each week that can be linked to the current learning of the classroom.
Abstract and technical vocabulary is used in evaluations. While the evaluation may not be challenging for EAL/D students, expressing their ideas may be. Model exemplar texts that deconstruct the text structure, language and linguistic features required for this skill.
Forming questions in English will pose problems for students with fewer linguistic resources. Explicitly teach the forms of questions required (for example, the use of question words such as why, when, how, and the way we invert word order if we don’t use these words – Can we …).
Hypothesising requires use of the conditional language structure, which is difficult for many EAL/D students. Provide clear models of conditional sentence structures (for example, I think that x will happen if y occurs).