LSK3701
ASSIGNMENT 02
YEAR MODULE
DUE: JULY 2024
, Question 01
1.1
1.1.1 Earth and Space Science
1.1.2
My choice is motivated by the theme plan's focus on understanding phenomena related to Earth's
systems and the universe beyond. Earth and Space Science encompasses a wide range of topics,
including geology, meteorology, astronomy, and the interactions between Earth's systems. Given the
broad scope of this content strand, it provides a comprehensive framework for exploring various
scientific concepts related to the Earth, its atmosphere, oceans, landforms, and celestial bodies.
1.2
1.2.1 Sustainability
1.2.2
The choice of Sustainability is motivated by its broad applicability and relevance to many scientific and
social science topics
1.3
To gauge learners' understanding of the specific topic and science concept before teaching it, I would
employ a variety of formative assessment strategies designed to elicit their prior knowledge,
misconceptions, and areas of interest. Pre-Assessment Survey: Before introducing the topic and science
concept, I would administer a pre-assessment survey to gather information about students' prior
knowledge, experiences, and perceptions related to the topic. The survey could include open-ended
questions, multiple-choice questions, or rating scales to assess their familiarity with key concepts, their
attitudes towards the topic, and any misconceptions they may hold. Concept Mapping: I would ask
students to create concept maps or brainstorming diagrams related to the topic and science concept.
This activity encourages students to visually represent their existing knowledge and connections
between different concepts. By reviewing students' concept maps, I can identify patterns in their
understanding and pinpoint areas where clarification or additional instruction may be needed.
KWL Charts: KWL (Know, Want to know, Learned) charts are effective tools for assessing students' prior
knowledge and guiding their inquiry. I would ask students to complete the "K" and "W" sections of the
chart, where they list what they already know about the topic and what they want to learn. This allows
me to assess their existing knowledge and tailor instruction to address their interests and questions.
Think-Pair-Share: In a think-pair-share activity, students first reflect individually on a prompt related to
the topic and science concept, then discuss their thoughts with a partner, and finally share their ideas
with the class. This activity encourages active engagement and provides insights into students' initial
understanding and reasoning about the topic.
Conceptual Questions: I would pose conceptual questions related to the topic and science concept
during class discussions or online forums. By analyzing students' responses to these questions, I can
identify common misconceptions, areas of confusion, and areas of strength in their understanding.
1.4
In developing a theme plan for teaching science, it's essential to include placeholders that serve as
scaffolds for developing science concepts. These placeholders act as guideposts for students as they
navigate through complex scientific ideas.
1.5
Bootstrapping: Bootstrapping refers to the process of building upon existing knowledge and
experiences to construct new understanding. In the theme plan, bootstrapping can be integrated by:
ASSIGNMENT 02
YEAR MODULE
DUE: JULY 2024
, Question 01
1.1
1.1.1 Earth and Space Science
1.1.2
My choice is motivated by the theme plan's focus on understanding phenomena related to Earth's
systems and the universe beyond. Earth and Space Science encompasses a wide range of topics,
including geology, meteorology, astronomy, and the interactions between Earth's systems. Given the
broad scope of this content strand, it provides a comprehensive framework for exploring various
scientific concepts related to the Earth, its atmosphere, oceans, landforms, and celestial bodies.
1.2
1.2.1 Sustainability
1.2.2
The choice of Sustainability is motivated by its broad applicability and relevance to many scientific and
social science topics
1.3
To gauge learners' understanding of the specific topic and science concept before teaching it, I would
employ a variety of formative assessment strategies designed to elicit their prior knowledge,
misconceptions, and areas of interest. Pre-Assessment Survey: Before introducing the topic and science
concept, I would administer a pre-assessment survey to gather information about students' prior
knowledge, experiences, and perceptions related to the topic. The survey could include open-ended
questions, multiple-choice questions, or rating scales to assess their familiarity with key concepts, their
attitudes towards the topic, and any misconceptions they may hold. Concept Mapping: I would ask
students to create concept maps or brainstorming diagrams related to the topic and science concept.
This activity encourages students to visually represent their existing knowledge and connections
between different concepts. By reviewing students' concept maps, I can identify patterns in their
understanding and pinpoint areas where clarification or additional instruction may be needed.
KWL Charts: KWL (Know, Want to know, Learned) charts are effective tools for assessing students' prior
knowledge and guiding their inquiry. I would ask students to complete the "K" and "W" sections of the
chart, where they list what they already know about the topic and what they want to learn. This allows
me to assess their existing knowledge and tailor instruction to address their interests and questions.
Think-Pair-Share: In a think-pair-share activity, students first reflect individually on a prompt related to
the topic and science concept, then discuss their thoughts with a partner, and finally share their ideas
with the class. This activity encourages active engagement and provides insights into students' initial
understanding and reasoning about the topic.
Conceptual Questions: I would pose conceptual questions related to the topic and science concept
during class discussions or online forums. By analyzing students' responses to these questions, I can
identify common misconceptions, areas of confusion, and areas of strength in their understanding.
1.4
In developing a theme plan for teaching science, it's essential to include placeholders that serve as
scaffolds for developing science concepts. These placeholders act as guideposts for students as they
navigate through complex scientific ideas.
1.5
Bootstrapping: Bootstrapping refers to the process of building upon existing knowledge and
experiences to construct new understanding. In the theme plan, bootstrapping can be integrated by:
