Term4 Science Project Scientists 2012

7/29/2019 Term4 Science Project Scientists 2012

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St Josephs College, Gregory Terrace.

NAME _______________________

Year 8Science

Term 4 Aus tral ian sc ient is tsAss ignment submiss ion

N It Ch k D


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N It Ch k D


Science as a Human EndeavourSub-strand Nature and d evelopment of sc ience

Science knowledge can develop through collaboration andconnecting ideas across the disciplines of science.

Scientific knowledge changes as new evidence becomesavailable, and some scientific discoveries have significantlychanged peoples understanding of the world.

Sub-strand Use and inf luen ce of science

Science and technology contribute to finding solutions to a

range of contemporary issues; these solutions may impacton other areas of society and involve ethical considerations.

Planning for Completion

Task Item When?Teacher

s ign ofDone?

Why gro up wo rk? (p. 1-2) Week 1


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DIMENSION 5: HABITS OF MINDCri t ical Thinkin g

Thinking

Interdependently


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St Josephs College, Gregory Terrace. Year 8 Science

Why group work?Can you think of some situations where people work in groups or teams to

achieve something?

Sports

ScienceResearch,

Health etc

Indust ry ,

CommerceOther

Why work in a group why work interdependently rather than independently?

Thomas Edison, when asked why he had a team of twenty-oneassistants said: If I could solve all the problems myself, I would.

Michael Jordans first basketball coach in his freshman year atUNC, Dean Smith, said to him: Michael, if you can't pass, you can'tplay.

Think about the strengths (positives) and weaknesses (negatives) of working in a groupor team and complete the following table.

St th (+) W k ( )


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What is an effect ive group or team?What do you think an ineffective working group would look like? What would a

effective group be like?Groups

What an effect ive group

looks l ike.

What an inef fect ive grou p

looks l ike.

Sharing ofthe work of

the group.

Contributingto groupdiscussions.

Staying on

task.

Listening toothers.

Respectingothers.


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Year 8 Science Project

Scenario

The Florey Medal was established in 1998 by the Australian Institute of Policyand Science in honour of the Australian Nobel Prize-winning scientist SirHoward Florey, who developed penicillin. It is awarded biennially to anAustralian biomedical researcher for significant achievements in biomedicalscience and human health advancement.

In a similar spirit, the Australian Academy of Science hopes next year toestablish an award for outstanding science students. The AAS wishes to namethe medal after an Australian scientist who provides the greatest inspiration foryoung people considering a future career in science. After months ofconsultation, they have narrowed the choices down to the following:

David Unaipon (1872-1967): Inventor

Douglas Mawson (1882-1958) Geologist and explorer Elizabeth Kenny (1886-1952) nurse and author William Bragg (1890-1971) - crystallographer Marcus Oliphant (1901 2000) - Physicist Dorothy Hill ( 1907-1997) Geologist and Palaeontologist Frank Fenner (1914-2010) - virologist Fred Hollows (1929-1993): Ophthalmologist Graeme Clark (1935- ): Otolaryngeal surgeon and engineer

Peter Doherty (1940- ): Veterinarian and Immunologist Elizabeth Blackburn ( 1948- ) molecular geneticist Andrew Thomas (1951- ): Astronaut Barry Marshall (1951- ) medical researcher


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Stepping i t out

Term 4 - Week 3 The TaskStep 1: Students form groups of 3-4 students

Form Groups of 3 or 4 students

Meet in group to share research; decideon selectioncriteria and decide which scientist best fits criteria

Planning and preparation of final product

Assign roles individual research of scientist andselection criteria

Refine and complete product

Submit workbooklet and infographic


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Week Tasks

Week1-2

TheTask

Step 1Class to watch short presentation

Students form Groups of 4 or 5

Step 2

Each student selects scientist from the listEach student agrees to research selection criteria for otherawards e.g Florey Medal, Australian of year, Young TallPoppy Science Awards, Young Australian of the year

Step 3

Individual research on topic

your chosen scientist and

selection criteria for other awards; prepare information to share with other students in the

group

email to other group members

Week

2-3 Step 4

Students assemble in Groups to

brainstorm selection criteria

decide on selection criteria

prioritise selection criteria choose the scientist that best meets your criteria

Step 5

Preparation of final product

discuss the 4 or 5 scientists

present selection criteria

present the winning scientist

justify your choice.

Week 4Step 6 Assemble product reshape and finalise.

In the format ofyour choice.Ensure this isacceptable toyour teacher.


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No. My select ion cr i ter ia

1.

2.

3.

4.

5.

6.

7


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In formation o n my Au stral ian s cientis t

Name of scient ist

Achievements how do es he/she f i t the cri ter ia? Why shou ldhe/she be honoured by the medal?


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In formation o n m y Austra lian s cient is t

Name of scient ist

Achievements how do es he/she f i t the cri ter ia? Why shou ldhe/she be honoured by the medal?


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Term 1 - Week 2-3

Step 4: Students assemble in Groups to brainstorm selection criteria

decide on selection criteria

prioritise selection criteria

choose scientists that best meets criteria

No. Final Select io n cri ter ia - prio ri t ised

1.

2.

3.

4.


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RECOMMENDED SCIENTIST

REASONS JUSTIFICATION


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DIMENSION 5: HABITS OF MINDCrit ical Think ing

Evaluate theeffectiveness of your

actions.


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12

Week 6 Self-evaluation Contr ibut ion to the Group

RatingRarely Sometimes Often

1. Completed assigned tasks.

2. Contributed to Group discussions.

3. Shared of information with Group.

4. Contributed to problem-solving/selection of criteria andscientist in Group.

5. Listened to other members and respected other point of view.

6. Encouraged and supported group members.

7. Refrained from dominating the discussion, decision making

and the final product.Identify at least one strength you have displayed as a group

member:

Suggest one way you could improve your contribution to the

group:

Teacher s ignature:


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Name____________________________

Assess able cri ter ia - Bo oklet

Assessable

elements

Descr iptors

A B C D E

The student work demonstrates evidence of:

Knowledge and

unders tanding

(Booklet p6-7)

Indiv idual mark

Reproduces andinterprets complex andchallenging scientificconcepts processes

and ideas.

Reproduces andinterprets complex orchallenging scientificconcepts processes

and ideas.

Reproduces scientificconcepts processesand ideas.

Describes simplescientific processes andideas.

Recognizes isolatedsimple scientific ideas.

Science ski l ls -

(Booklet p8-9)Indiv idual mark

Discerning analysis andevaluation to draw well-reasoned conclusions

Logical analysis andevaluation to drawreasoned conclusions

Relevant analysis andevaluation to drawcredible conclusions

Narrow analysis andevaluation to proposeobvious conclusions

Cursory analysis andevaluation to proposeconclusions

Reflecting

(p 1,2, 12)

Indiv idual mark

Perceptive reflection onscience investigations,values, perspectivesand learning

Informed reflection onscience investigations,values, perspectivesand learning

Relevant reflection onscience investigations,values, perspectivesand learning

Superficial reflection onscience investigations,values, perspectivesand learning

Cursory reflection onscience investigations,values, perspectivesand learning


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Name_________________________ Grou p members____________________________

Assess able cri ter ia - Presentat ion - infog raphic

Assessable

elements

Descr iptors

A B C D E

The student work demonstrates evidence of:

Knowledge and

unders tandinginformation

presented

Reproduces and interpretscomplex and challengingscientific concepts processes

and ideas.

Reproduces andinterprets complex orchallenging scientificconcepts processesand ideas.

Reproduces scientificconcepts processesand ideas.

Describes simplescientific processesand ideas.

Recognizes isolatedsimple scientificideas.

Science Skil lscommunicat ion

(scientif ic

l i teracy)

Clear and accuratecommunication usingscientific terminology,images and illustrations.Consistently demonstrates acommand of the principalconventions of writtenlanguage.(images are referenced)

Accuratecommunication usingscientific terminologyimages andillustrations.Demonstrates acommand of theprincipal conventionsof written language.

Soundcommunication usingterminology, imagesandIllustrations. Somelapses in the use ofconventions of writtenlanguage.

Communication usinglanguage, imagesand illustrations,Frequent lapses incorrect use of writtenconventions.

Unclearcommunication usinglanguage, images orillustrations. Frequentlapses in correct useof writtenconventions.

Science Skil lscommunicat ion

(design and

creat iv i ty)

Discriminating selection,design and presentation of

scientific information throughan innovative infographicposter.

Selection, design andpresentation of

scientific informationthrough aninfographic poster.

Selection andpresentation of

scientific informationthrough aninfographic poster.

Presentation ofscientific informationthrough aninfographic poster.

Presentation of fewscientific ideasthrough aninfographic poster

Comments


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Some hin ts and ideas for creat ing an in fograph ic :

Term4 Science Project Scientists 2012

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