EDST201/261 Assessment Task 2 Folio Template for Components 1 & 2 Name/Student No.

Chelsea Swarbrick S00171423

Activity Overview Links to 5Es Links to SiS Components Links to POLT
Identify key standards from Science in the For each of these you need to identify how aspects of the activity addressed the component.
Victorian Curriculum (or AusVELS) Write None where components did not occur.
ACTIVITY: Student Directed Investigation- Paper Engage: SIS 1: Actively engage by testing POLT 1:
Towel (Component 2) Elicit prior knowledge- of paper and exploring predictions through Supportive and productive
Victorian Curriculum - Level: 3/4 towel and creating SDI. Durability residue of paper environment Teacher
Science Understanding knowledgeable variables to test towel. Using equipment/materials. supporting students by
Science as a human endeavour from prior experiences. providing scaffolds to
Science knowledge helps people to understand the Explore: SIS 2: Developing meaningful creating their SDI-
effects of their actions (applying different Hands on experiences testing understandings through performing variable template, SDI
forces/situations to paper towel, spray/wiping, student planned investigation- this experiment- so students can planning template.
weight, water). paper towel durability of have a visual understanding of Teacher building on
residue. Challenging current what and why things occurred. students prior
Chemical understandings- made in Linking across contexts- results in knowledge. Teaching
Natural and processed materials have a range of prediction. experiments testing other variables knowing students Zone of
physical properties these properties can influence Recording observations- Higher order thinking: Proximal development.
their use (paper towelling- durability, strength, amount of residue remaining Creating: SDI, predictions, table,
absorbency) on surface graphs POLT 2:
Working cop-operatively in Analyse: comparing test results Interdependence-
Science Inquiry Skills: groups of 3-4. Evaluate: fairness of test students working in small
Questioning and Predicting group, relying upon each
Responding to the question of what is the best Explain: SIS 3: Linking with students lives others knowledge and
paper towel and questioning which variables to be Students listen to others and interests students may have input to create SDI.
tested. Making predictions on what might happen explanations and provides an experience with using paper towel Requires all group
when testing variables using prior knowledge. explanation of own results. for cleaning. Its an item often members to work
conducted after experiment, found in many households. cooperatively complete
Planning & Conducting: analysing and concluding experiment and deliver
Planning the focus question What is the best paper results. SIS 4: Catering for individuals- results to class.
towel, (independent), which variable to test there are a variety of roles that
(dependent) and what the surface/environment will Elaborate: students can undertake in SDI that POLT 3: as for SIS 3 & 4.
be used (controlled), ensuring fair test. Conducting Teacher assists development of may suit their learning style-visual
-organising equipment, following planned method, SDI with equipment - variable (observing results), kinaesthetic POLT 4: as for SIS 2.
safety. grid template, SDI template to (performing experiment). drawing
plan experiment. (graphs, table), oral- (speaking to
Recording & Processing Students design investigation- class on evidence/results). POLT 5: as for SIS 5.
Use a range of methods including tables and Measuring durability/ residue,
column graphs to represent data and to identify method, safety, prediction, SIS 5: Embedded assessment POLT 6: as for SIS 7.
patterns and trends (result & conclusion page) equipment. Diagnostic: Predictions/Hypothesis
Use formal measurements in the collection and Summative assessment Summative: Evaluating
recording of observations (number of hand wipes outcomes, students draw experiment- table, graph results
-40) conclusion from evidence- and conclusion poster.
paper A, B. C. D was better?
Analysing & Evaluating SIS 6: Representing the nature of
Compare results with predictions, suggesting Evaluate: science in its different
possible reasons for findings( (Summary of Students re-represent their perspectives- Certain jobs would
conclusion) understanding results and require people testing products like
Reflect on an investigation, including whether a test conclusion posters -table, paper towelling before being put
was fair or not (possible errors- strength, motion, column graph, conclusion. into stores.

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EDST201/261 Assessment Task 2 Folio Template for Components 1 & 2 Name/Student No.
Chelsea Swarbrick S00171423
Activity Overview Links to 5Es Links to SiS Components Links to POLT
Identify key standards from Science in the For each of these you need to identify how aspects of the activity addressed the component.
Victorian Curriculum (or AusVELS) Write None where components did not occur.
pace of hand wipes) Reflecting on learning- Sharing
Communicating test evidence and new SIS 7: NONE
Represent and communicate observations, ideas understanding with peers.
and findings (Presenting to class findings- on Comparing new understanding SIS 8: NONE
whiteboard table, discussing test results comparing with original prediction.
to peers and finding on average the better paper
towel,