Literacy: Teaching and Learning Activity #1
![Picture](/uploads/7/7/9/8/77989596/screen-shot-2016-08-02-at-12-18-55-pm_1.png?356)
Course/Stage:
- Biology Stage 5
Links to syllabus outcomes and content statements:
A student presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations (SC5-9WS)
a) selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports
d) proposing ideas that demonstrate coherence and logical progression
LW1 Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in their environment.
b) describe how the coordinated function of internal systems in multicellular organisms provides cells with requirements for life, including gases, nutrients and water, and removes cell wastes
- Biology Stage 5
Links to syllabus outcomes and content statements:
A student presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations (SC5-9WS)
a) selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations, expositions, procedures, recounts or reports
d) proposing ideas that demonstrate coherence and logical progression
LW1 Multicellular organisms rely on coordinated and interdependent internal systems to respond to changes in their environment.
b) describe how the coordinated function of internal systems in multicellular organisms provides cells with requirements for life, including gases, nutrients and water, and removes cell wastes
Links to online resources: http://storybird.com and https://www.mindmeister.com
Description of a specific teaching and learning activity:
Students are asked to "imagine that you are a molecule in the human body (e.g. oxygen, carbon dioxide, food particle, water or waste product). Write a story describing your journey through the body. Once you have written your story, use the Web 2.0 Tool - Storybird, to publish a digital version of your story." Students will then have an opportunity to read each other's stories and present to the class about what the story they read was about.
Through this activity, students will be able to develop and demonstrate written literacy, comprehension and verbal skills. Furthermore, students will be required to research the movement of their chosen molecule in the body, in order to understand the pathways available for the molecule. For example, an oxygen molecule may start their journey outside of the body and then go to the lungs, before being sent to the heart, followed by the rest of the body, and may be used in cellular respiration. By researching the movement of molecules, students will learn how the coordinated function of internal systems in the body are essential for life.
Strategy to differentiate the activity for at least one identified group of students:
The current teaching and learning activity can be differentiated to meet the needs of a diverse range of students, including Aboriginal and Torres Strait Islander students, by incorporating indigenous perspectives using the 8 ways of learning framework (Lowe & Yunkaporta, 2013; Yunkaporta & McGinty, 2009). The 8 ways of learning framework, outlines the different ways that aboriginal students learn most effectively. These methodologies are largely centred upon visual and oral skills such as story sharing, learning mind-maps, symbols and images. The current activity addresses these needs by encouraging students to demonstrate their knowledge of the content through the use of images, metaphors and stories. This teaching and learning activity could be further scaffolded to help address the learning needs of students who have low level literacy skills or English Second Language (ESL) learners who aren't confident in their writing abilities (Englert, Zhao, Dunsmore, Collings, & Wolbers, 2007). Students can use the Web 2.0 tool - Mindmiester, which helps create a visual mind map of ideas for a story, before allowing students to integrate this into a cohesive piece of writing. An example of this has been outlined in the screenshot below. This provides a visual scaffold for students, to assist with creating a logical storyline. Further individualised help could be provided by the teacher for students who need more assistance.
Students are asked to "imagine that you are a molecule in the human body (e.g. oxygen, carbon dioxide, food particle, water or waste product). Write a story describing your journey through the body. Once you have written your story, use the Web 2.0 Tool - Storybird, to publish a digital version of your story." Students will then have an opportunity to read each other's stories and present to the class about what the story they read was about.
Through this activity, students will be able to develop and demonstrate written literacy, comprehension and verbal skills. Furthermore, students will be required to research the movement of their chosen molecule in the body, in order to understand the pathways available for the molecule. For example, an oxygen molecule may start their journey outside of the body and then go to the lungs, before being sent to the heart, followed by the rest of the body, and may be used in cellular respiration. By researching the movement of molecules, students will learn how the coordinated function of internal systems in the body are essential for life.
Strategy to differentiate the activity for at least one identified group of students:
The current teaching and learning activity can be differentiated to meet the needs of a diverse range of students, including Aboriginal and Torres Strait Islander students, by incorporating indigenous perspectives using the 8 ways of learning framework (Lowe & Yunkaporta, 2013; Yunkaporta & McGinty, 2009). The 8 ways of learning framework, outlines the different ways that aboriginal students learn most effectively. These methodologies are largely centred upon visual and oral skills such as story sharing, learning mind-maps, symbols and images. The current activity addresses these needs by encouraging students to demonstrate their knowledge of the content through the use of images, metaphors and stories. This teaching and learning activity could be further scaffolded to help address the learning needs of students who have low level literacy skills or English Second Language (ESL) learners who aren't confident in their writing abilities (Englert, Zhao, Dunsmore, Collings, & Wolbers, 2007). Students can use the Web 2.0 tool - Mindmiester, which helps create a visual mind map of ideas for a story, before allowing students to integrate this into a cohesive piece of writing. An example of this has been outlined in the screenshot below. This provides a visual scaffold for students, to assist with creating a logical storyline. Further individualised help could be provided by the teacher for students who need more assistance.
References:
Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Wolbers, K. (2007). Scaffolding the writing of students with
disabilities through procedural facilitation: Using an internet-based technology to improve
performance. Learning Disability Quarterly, 30(1), 9-29.
Lowe, K., & Yunkaporta, T. (2013). The inclusion of Aboriginal and Torres Strait Islander content in the Australian
National Curriculum: A cultural, cognitive and socio-political evaluation. Curriculum Perspectives, 33(1),
1-14.
Yunkaporta, T., & McGinty, S. (2009). Reclaiming aboriginal knowledge at the cultural interface. The Australian
Educational Researcher, 36(2), 55-72. doi:10.1007/bf03216899
Englert, C. S., Zhao, Y., Dunsmore, K., Collings, N. Y., & Wolbers, K. (2007). Scaffolding the writing of students with
disabilities through procedural facilitation: Using an internet-based technology to improve
performance. Learning Disability Quarterly, 30(1), 9-29.
Lowe, K., & Yunkaporta, T. (2013). The inclusion of Aboriginal and Torres Strait Islander content in the Australian
National Curriculum: A cultural, cognitive and socio-political evaluation. Curriculum Perspectives, 33(1),
1-14.
Yunkaporta, T., & McGinty, S. (2009). Reclaiming aboriginal knowledge at the cultural interface. The Australian
Educational Researcher, 36(2), 55-72. doi:10.1007/bf03216899
Literacy: Teaching and Learning Activity #2
![Picture](/uploads/7/7/9/8/77989596/2252702_1.png)
Course/Stage:
- Chemistry Stage 4
Links to syllabus outcomes and content statements:
CW2 Scientific knowledge and developments in technology have changed our understanding of the structure and properties of matter.
a) Describe the properties and uses of some common elements, including metals and non-metals
c) Identify some examples of common compounds
- Chemistry Stage 4
Links to syllabus outcomes and content statements:
CW2 Scientific knowledge and developments in technology have changed our understanding of the structure and properties of matter.
a) Describe the properties and uses of some common elements, including metals and non-metals
c) Identify some examples of common compounds
Links to online resources: http://www.classtools.net/crossword/ and http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp
Description of a specific teaching and learning activity:
Students are asked to create a crossword puzzle, with the Web 2.0 Tool - ClassTools for Crosswords, using their knowledge of the properties and uses of some common elements on the periodic table, as well as examples of common compounds. An example of this has been briefly demonstrated in the screenshot below. Once the students finish creating their crossword puzzles, the teacher will compile all of the activities into a small booklet for the students to complete. Through this activity, students will be able to develop and demonstrate written literacy skills through the creation of a crossword puzzle, in addition to learning to read the Periodic Table, i.e. visual literacy, which is an important skill in science. By creating a crossword puzzle, students can become more comfortable and familiar with the spelling of technical words in chemistry that students may not have encountered previously.
Strategy to differentiate the activity for at least one identified group of students:
The crossword puzzle activity can be differentiated, using tiering, which aims to challenge all students academically to develop their essential skills at different levels of complexity and abstractness, based on their abilities (Richards & Omdal, 2007). For students in Tier 1 who have low levels of literacy, the activity can be modified so that students can use the Web 2.0 Tool - Puzzlemaker, to create a word finding activity. Within this software program, students have the option to make the find-a-word match their learning abilities, by creating small or large scale find-a-words. For students in Tier 2, which targets most students who demonstrate a good understanding of the concept, the normal crossword activity can be completed. Students in Tier 3, who demonstrate a strong depth of understanding for the content i.e. gifted and talented students with appropriate levels of prior knowledge (Tieso, 2005), can be tasked with creating a cryptic crossword, for the elements and compounds topic. These crosswords, could have clues which don't directly give an answer, however, when you look at the clue more closely, it indicates what the answer could be. For example, "a light" could be a clue used in the cryptic crossword. The answer would be "Argon" as Argon is used in lights, and the "a" in the clue, indicates that the answer is Argon. The use of tiering as a differentiation technique, ensures that all students are appropriately challenged and engaged in the teaching and learning activity, which will enable them to develop their literacy skills.
Students are asked to create a crossword puzzle, with the Web 2.0 Tool - ClassTools for Crosswords, using their knowledge of the properties and uses of some common elements on the periodic table, as well as examples of common compounds. An example of this has been briefly demonstrated in the screenshot below. Once the students finish creating their crossword puzzles, the teacher will compile all of the activities into a small booklet for the students to complete. Through this activity, students will be able to develop and demonstrate written literacy skills through the creation of a crossword puzzle, in addition to learning to read the Periodic Table, i.e. visual literacy, which is an important skill in science. By creating a crossword puzzle, students can become more comfortable and familiar with the spelling of technical words in chemistry that students may not have encountered previously.
Strategy to differentiate the activity for at least one identified group of students:
The crossword puzzle activity can be differentiated, using tiering, which aims to challenge all students academically to develop their essential skills at different levels of complexity and abstractness, based on their abilities (Richards & Omdal, 2007). For students in Tier 1 who have low levels of literacy, the activity can be modified so that students can use the Web 2.0 Tool - Puzzlemaker, to create a word finding activity. Within this software program, students have the option to make the find-a-word match their learning abilities, by creating small or large scale find-a-words. For students in Tier 2, which targets most students who demonstrate a good understanding of the concept, the normal crossword activity can be completed. Students in Tier 3, who demonstrate a strong depth of understanding for the content i.e. gifted and talented students with appropriate levels of prior knowledge (Tieso, 2005), can be tasked with creating a cryptic crossword, for the elements and compounds topic. These crosswords, could have clues which don't directly give an answer, however, when you look at the clue more closely, it indicates what the answer could be. For example, "a light" could be a clue used in the cryptic crossword. The answer would be "Argon" as Argon is used in lights, and the "a" in the clue, indicates that the answer is Argon. The use of tiering as a differentiation technique, ensures that all students are appropriately challenged and engaged in the teaching and learning activity, which will enable them to develop their literacy skills.
References:
Richards, M., & Omdal, S. N. (2007). Effects of tiered instruction on academic performance in a secondary science
course. Journal of Advanced Academics, 18(3), 424-453.
Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the
Education of the Gifted, 29(1), 60-89.
Richards, M., & Omdal, S. N. (2007). Effects of tiered instruction on academic performance in a secondary science
course. Journal of Advanced Academics, 18(3), 424-453.
Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the
Education of the Gifted, 29(1), 60-89.
Literacy: Teaching and Learning Activity #3
![Picture](/uploads/7/7/9/8/77989596/4629987_1.png)
Course/Stage:
- Biology Stage 5
Links to syllabus outcomes and content statements:
A student presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations (SC5-9WS)
d) proposing ideas that demonstrate coherence and logical progression
e) presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.
f) evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs
- Biology Stage 5
Links to syllabus outcomes and content statements:
A student presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations (SC5-9WS)
d) proposing ideas that demonstrate coherence and logical progression
e) presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences
LW2 Conserving and maintaining the quality and sustainability of the environment requires scientific understanding of interactions within, the cycling of matter and the flow of energy through ecosystems.
f) evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs
Links to online resources: http://www.wordle.net and https://www.wordnik.com
Description of a specific teaching and learning activity:
Students are asked to work in groups to think of key words that they would use to answer the question "evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs". Students are then asked to put these key words into the Web 2.0 Tools - Wordle and Wordnik. Wordle enables students to create a word cloud of relevant key words. An example of this has been demonstrated in the screenshot below. Whereas, Wordnik works as an online dictionary and thesaurus combined. For example, a student who puts the word "ecosystem" in the Wordle site, but doesn't fully understand what the word means, can input the word "ecosystem" into Wordnik which will provide a definition, examples and synonyms. An example of this has been demonstrated in the screenshot below. Students can then use their knowledge of the key words to structure a response to the question. Through this activity, students will develop their literacy skills by understanding the definitions of key words in science relating to the ecosystem. Students will also become more comfortable with spelling key words relating to the ecosystem, and will develop an understanding of synonyms that could be used. Furthermore, by having students think of key words first, using Wordle, prior to writing a response, it will enable them to structure a more cohesive response that targets the important points.
Strategy to differentiate the activity for at least one identified group of students:
This activity can be differentiated by tiering the lesson using Blooms Taxonomy, which is an effective planning tool for curriculum differentiation (Levy, 2008; Noble, 2004). More specifically, the use of Wordle and Wordnik, in conjunction to Blooms Taxonomy, is most beneficial for English Second Language (ESL) students, who struggle with literacy. By providing Web 2.0 tools that are readily available, that help define words, provide examples and create synonyms, ESL students will be able to have a deeper understanding for the content that they are learning. An example of a tired blooms taxonomy lesson is identified below:
Tier 1: Define an ecosystem. Identify human activities and needs that are harmful to the ecosystem. Identify and describe ways to maintain the quality of the environment.
Tier 2: Analyse some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs.
Tier 3: Evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs.
These activities could be further scaffolded for each group to help provide structure and guidance for ESL students. The use of an ALARM matrix could be beneficial, to provide students with further support for structure. The use of tiering with blooms taxonomy, in addition to scaffolding with the ALARM matrix, ensures that ESL students are provided with sufficient support for developing their literacy skills for the teaching and learning activity.
Students are asked to work in groups to think of key words that they would use to answer the question "evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs". Students are then asked to put these key words into the Web 2.0 Tools - Wordle and Wordnik. Wordle enables students to create a word cloud of relevant key words. An example of this has been demonstrated in the screenshot below. Whereas, Wordnik works as an online dictionary and thesaurus combined. For example, a student who puts the word "ecosystem" in the Wordle site, but doesn't fully understand what the word means, can input the word "ecosystem" into Wordnik which will provide a definition, examples and synonyms. An example of this has been demonstrated in the screenshot below. Students can then use their knowledge of the key words to structure a response to the question. Through this activity, students will develop their literacy skills by understanding the definitions of key words in science relating to the ecosystem. Students will also become more comfortable with spelling key words relating to the ecosystem, and will develop an understanding of synonyms that could be used. Furthermore, by having students think of key words first, using Wordle, prior to writing a response, it will enable them to structure a more cohesive response that targets the important points.
Strategy to differentiate the activity for at least one identified group of students:
This activity can be differentiated by tiering the lesson using Blooms Taxonomy, which is an effective planning tool for curriculum differentiation (Levy, 2008; Noble, 2004). More specifically, the use of Wordle and Wordnik, in conjunction to Blooms Taxonomy, is most beneficial for English Second Language (ESL) students, who struggle with literacy. By providing Web 2.0 tools that are readily available, that help define words, provide examples and create synonyms, ESL students will be able to have a deeper understanding for the content that they are learning. An example of a tired blooms taxonomy lesson is identified below:
Tier 1: Define an ecosystem. Identify human activities and needs that are harmful to the ecosystem. Identify and describe ways to maintain the quality of the environment.
Tier 2: Analyse some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs.
Tier 3: Evaluate some examples in ecosystems, of strategies used to balance conserving, protecting and maintaining the quality and sustainability of the environment with human activities and needs.
These activities could be further scaffolded for each group to help provide structure and guidance for ESL students. The use of an ALARM matrix could be beneficial, to provide students with further support for structure. The use of tiering with blooms taxonomy, in addition to scaffolding with the ALARM matrix, ensures that ESL students are provided with sufficient support for developing their literacy skills for the teaching and learning activity.
References:
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach
and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-
164.
Noble, T. (2004). Integrating the revised Bloom's taxonomy with multiple intelligences: A planning tool for
curriculum differentiation. Teachers College Record, 106(1), 193-211.
Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach
and exceed standards. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(4), 161-
164.
Noble, T. (2004). Integrating the revised Bloom's taxonomy with multiple intelligences: A planning tool for
curriculum differentiation. Teachers College Record, 106(1), 193-211.