The purpose of Assignment 2A is for you to gain practical experience with using Science processing skills. This will help to support how and why you will be including Science processing skills in your...

The purpose of Assignment 2A is for you to gain practical experience with using Science processing skills. This will help to support how and why you will be including Science processing skills in your planning forAssignment2B.Assignment2A links toAssignment2B because you will be identifying the Science processing skills that you use to explore a collection of objects. In 2B you will be developing learning plans that use Science processing skills as you explore technology with children. A folio is a demonstration of your professional growth and improvement as a teacher as well as a useful place to store and curate ideas, examples and a place for critical reflection.

Related learning outcomes

This assignment assesses the following unit learning outcomes:

2. Distinguish fundamental science and technology concepts and how to promote concept development across the curriculum.

3. Develop and critique explicit and systematic teaching approaches to science and technology appropriate to the content area and levels of understanding of the children they teach.

6. Create opportunities for design, technology and digital technologies to be integrated with science and learning experiences.Assignment 2A of your portfolio should comprise the following:
   • Compilation of a collection of artefacts with an analysis of Science processing skills (1500 words).

   Part 2A of yourAssignmentfolio requires you to create a collection of found objects. The idea of collecting has been woven through this Science and Technology unit with activities and provocations drawn from the textHow to be an Explorer of the World (PDF 6.0 MB)(Links to an external site.)Links to an external site.by Keri Smith. ThisAssignmentis an interesting way of focusing on Science processing skills, fine-tuning your observation and opening up to the scientific and creative opportunities that can be found in everyday objects.

   Your collection and research could be made up of things that you may be attracted to or that interest you, and exist for free, such as natural and waste materials. They should be things that are readily available or found, not purchased. They should be objects that you experience in an embodied way through movement, seeing, feeling, smelling and wondering about. They should therefore not include digital objects from the Internet, like a collection of photographs, as the purpose of this experience is to think and research in an embodied way, using both mind and body.

   This is also a useful and minimal cost approach that can be included in Science teaching.

   You'll need to write an account of a collection of everyday objects, in your discussion include relevant readings and references from the unit and additional resources from your research, a suggested format is included below:

   DISPLAY

   • Gather and create a collection of at least 15 found objects – this can be anything, but think about how it can align with Science and this criteria on a deeper level. Display your collection in an interesting way and include a photograph or photographs in your report. This is a photograph of the whole collection, not separate images, although you may include more images if you want to highlight particular features of your analysis.

   OBSERVE

   • Compare the objects in your collection – even if they are all the same object, such as white stones, there will still be subtle differences and similarities.
   • Can you see or sense patterns within your collection such as shading, similarities, differences, function, form or texture?
   • Notice key points about your collection – will they link to other ideas, materials or enable you to think about something in a different way?

   ANALYSE

   • Analyse your choice of objects with more depth, their history, where they were found, why you are attracted to them and how they link with understandings of science and technology.

   REFLECT

   • Reflect on your collection.
     • What have you learned from this experience?
     • What would children learn and how could this idea be integrated into a Science curriculum for young children (you may choose which age group you target here, early childhood or primary)?
     • What are the benefits of collecting everyday objects?
       1. Compilation,display and observations of a collection of everyday found objects.
       2. Analysis and reflection of collection of everyday found objects.
       3. Academic expression and referencing.

       Your work will be assessed using the following marking guide:

       Criteria	No Pass	Pass 50-59%	Credit 60-69%	Distinction 70-79%	High Distinction 80-100%
       Compilation, display and observations of a collection of everyday found objects. (45%)	Did not meet criterion.	Collection of found objects has been gathered and documented with photographic evidence of the key requirements of the task such as science processing skills.	As per Pass and: Observations are made about patterns.	As per Credit and: Comparisons made show a deeper level of understanding of science processing skills. The display shows careful consideration. The collection is aesthetically appealing, and it cultivates young children’s interest and curiosity in science.	As per Distinction and: Identifies the alignment of the collection with science concepts and processing skills using diverse sources of citation.
       Analysis and reflection of collection of everyday found objects.(45%)	Did not meet criterion.	Analysis and reflections are implied and are aligned with an understanding of science and technology.	As per Pass and: Analysis reflects a depth of thinking and reflection about the collection, and supported with academic literature.	As per Credit and: Demonstrates critical engagement with the ideas of collecting and science processing skills.	As per Distinction and: Presents an in-depth understanding of the alignment with everyday objects and building scientific understandings.
       Academic expression and referencing. (10%)	Did not meet criterion.	Contains some extraneous information and /or repetition that reduce the clarity of the discussion. There are minor errors and/or inconsistencies with grammar, spelling and expression. APA referencing has been attempted.	Contains little by way of excess information or repetition and is generally clear in both purpose and execution. The writing is mostly free of errors with grammar, spelling and expression. APA referencing has been adhered to on most occasions.	Only minor errors with grammar, writing conventions, spelling and expression are evident. APA referencinghas been adhered to consistently.	There is evidence of independent learning and the understanding of writing conventions. The writing is free of any errors with grammar, spelling and expression. APA referencing has been adhered to consistently with no errors.

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