Heinemann Science Links 3 VELS Edition Mission Assessment

Heinemann Science Links 3 VELS Edition—Mission Assessment

Chapter 1 – What do you think?

Introduction

This Mission asks students to choose one of the issues or casestudies presented in the chapter, or another of their choice, and prepare a report about it. Students need to clearly state their goals and plan the steps needed to achieve their purpose. The Mission Logincluded in the Skills Links section of thestudent CD provides a template for students planning, tracking and evaluating their mission. They should present their report to their peers first and include appropriate changes before making their final presentation.
The Mission Log includes sections on:

resources needed
statement
goals
research and/or data needed
action plan steps

audience
format of final presentation
self-evaluation
peer evaluation
teacher evaluation

Assistance with a range of presentation formats is provided on thestudent CD, including electronic templates. Extensive ICT support is provided in the ICT Toolkit.
Students should start the Mission at the start of the chapter and complete sections as they gain the necessary skills and understandings as they work through the chapter. The KWLH chart should also be used in the same manner. / In most cases theMission, along with the KWLH chart, can be used as a major assessment item for the chapter but it is not anticipated that students will complete these for all chapters. The Work Program included on an extensive outline of further assessment opportunities throughout the chapter.
This unit provides opportunities for students to demonstrate achievement against the standards in:

Science
Interpersonal Development
Personal Learning
Communication
Design, Creativity and Technology (DCT)
Information and Communication Technology (ICT)
Thinking Processes
Civics and Citizenship

Safety and Risk Assessment
In carrying out investigations and designing their own experiments students need to

develop skills in the safe use of scientific apparatus
be made aware of safe practices
be encouraged to act responsibly
be made aware of the principles of green chemistry
be made aware of the correct use and disposal ofchemicals
know and understand the school’s laboratory safety policy
developideas about the responsible use and disposal of materials using Material SafetyData Sheets (MSDS)

A Risk Assessment Sheet template is provided on the Student CD.

Victorian Essential Learning Standards – ScienceLearning Focus Statements

The table below covers the Level 6Science Learning Focus Statements that aredeveloped in this Mission.

Learning Focus
As students work towards the achievement of Level 6 standards in Science,they:

extend their concept of science as a way of knowing to include an understanding of how scientific theories and models drawn from traditionaland emerging sciences are based on evidence that may initially be tentativeand limited

explore the ways in which scientific theories are bothpowerful (in guiding thinking and investigation) and tentative (in being opento change) at the same time
understand that the features of science asa way of knowing lead to it being: empirical and non-empirical, creative andmethodical, and speculative and logical
investigate sources of waste generated within the communityand consider waste treatment and management options
learn howwastes are generated in the processing of natural materials (for example, oil,water, brown coal and ores), and how the procedures used to manage thesewastes contribute to environmental sustainability
investigate, createand produce a range of strategies and products that explore, encourage andcommunicate the responsible use and management of natural and processedresources
make links across related areas of science: for example, biotechnology(biology and chemistry); communication satellites (physics and astronomy);neuroscience (psychology, biology and chemistry); synchrotron science(biology, chemistry and physics); resource management and green chemistry(chemistry and earth and environmental science); and habitat renewal (earthand environmental sciences and biology)
learn that scientific theories are both powerful and never final, thatclarity is always assumed to be a significant attribute of science theories, andthat the use of a theory to successfully predict the consequences of changesto situations is important in the validation of the theory
using a variety of formats, prepare investigation reports learning to use symbols and diagrams extensively to illustrate procedures and data analysis, and support the conclusions drawn and presented*
develop an understanding of the constancy of the ‘big’ ideas of science (matter, energy, time and space) and science methodologies across different areas and contexts
debate, from the basis of scientific knowledge, the merits and problems of science-related issues that are reported in the popular media, particularly those that embrace a clear ethical dimension
also explore the ways in which science concepts, language and perspectives can be misunderstood and misrepresented. This involves students applying their conceptual understandings to the consideration of issues significant to themselves as individuals and to the broader society in which they live; for example, stem cell research, ecotourism, tourism in space, personal safety, a clean and healthy environment, energy use, ecological footprints, electronic gadgets, robotics, the history and philosophy of science, ethics and science research.

Assessment

Information about assessment in general is provided in the Assessment Advice document on The Work Program, also included on the website, provides an extensive outline of assessment opportunities throughout the chapter. When assessing student achievement, assessment criteria can be developed from relevant VELS standards and associated tasks or activities.

Chapter Outcomes

The table below provides a rubric for assessing theChapter Outcomes addressed by this Mission and includes suggested evidence of learning.

Relevant chapter outcomes / Not shown / Shown to some degree / Sufficient detail / Shown to a high degree or exceeds the expected level of detail
explain what an issue is / does not explain what an issue is / mentions issues but does not explain what they are / explains what an issue is / uses a description of their chosen issue to explain what an issue is
explain what is meant by ethics / does not explain what ethic means / mentions ethics but does not explain what they are / explains what ethics are / explains what ethics are and identifies any in their chosen situation
describe the main features that make an issue environmental, social, political, economic or ethical / does not mention the types of issues / mentions the types of issues but does not describe their main features / lists and explains the main types of issues / lists and explains the main types of issues; identifies the types of issues in their chosen situation
explain the difference between an environmental, social, political,economic and ethical issue / does not mention the types of issues / mentions the types of issues but does not explain the differences between them / lists the main types of issues and outlines the differences between them / lists and explains the differences between the types of issues; outlines the difference between types of issues in their chosen situation
describe how people develop their own ethical positions / does not mention ethical positions / mentions ethical positions but does not describe how people develop them / includes discussion of ethical positions and how people develop them / describes how people develop their own ethical positions; identifies ethical positions in their chosen situation
explain the process for resolving issues / does not mention resolving issues / mentions resolving issues but does not explain the process / describes methods used for resolving issues / describes methods used for resolving issues; explain how issues are resolved in their chosen situation
analyse a number of issues to identify the stakeholders, describe their views and explain the ethical position that has led to those views / does not identify stakeholders / identifies stakeholders but does not identify their views / identifies the stakeholders in their issue and describes their views / identifies the stakeholders in their issue and describes their views; explain the ethical position that has led to those views
evaluate how it could be possible to resolve a number of issues / does not mention resolving issues / mentions resolving issues but does not evaluate how it was done / describes ways to resolve issues / describes methods used for resolving issues; evaluates these methods in resolving their issue

Science – Scienceat Work

The table below provides a rubric for assessing the Science at Work standards addressed by this Mission and includes suggested evidence of learning.

Key elements of the standards / 5.25 / 5.5 / 5.75 / 6.0
describe the science base of science-related occupationsin their local community / is aware of science-related occupations / identifies science-based occupations but does not elaborate on the science involved / outlines the science involved in the occupation or issue chosen / analyses the issue or case study chosen based on the scientific aspects included
use the relevant science concepts andrelationships as one dimension of debating contentious and/or ethically basedscience-related issues of broad community concern / recognises the scientific basis of the issue/case study / debates issues but does not clearly identify basis for arguments / uses relevant science concepts to debate their issue/case study / uses relevant science concepts to identify and support or challenge both sides of their issue/case study

Victorian Essential Learning Standards—other Domains

The Mission can be used to assess a range of Progression Points and Level 6 Learning standards across a broad range of domains and dimensions. These are summarised in the table below but may not all be relevant, depending on the issue or case study chosen.

Strand / Domains / Dimensions / 5.25 / 5.50 / 5.75 / 6
Interdisciplinary Learning / Communication / Listening, viewing and responding
Presenting
Design, Creativity and Technology
(DCT) / Investigating and designing
Producing
Analysing and evaluating
Information and Communication Technology
(ICT) / ICT for visualising thinking
ICT for creating
ICT for communicating
Thinking Processes / Reasoning, processing and inquiry
Creativity
Reflection, evaluation and metacognition
Physical, Personal and Social Learning / Interpersonal development / Working in teams
Personal Learning / The individual learner
Managing personal learning
Civics and citizenship / Community engagement.
Health and Physical Education / Health knowledge and promotion