Subject Area: Biology Year level 8 AusVELS
Author: Stephanie Arranga, Hope Henley, Natasha Lam and Rosalie Lennon
Description
A practical designed to show the process of diffusion in the small intestine.
Students are required to complete a practical component including an experiment investigating the movement of molecules across a semi-permeable membrane.
Following this, students complete a written component in the form of a scientific report. This was completed in class time.
Curriculum links
Biological sciences:
- Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce(ACSSU150) (Year level 8)
- Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to theirenvironment (ACSSU175) (Year level 9)
Inquiry skills:
- Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge(ACSIS139)
- Collaboratively and individually plan and conduct a range ofinvestigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- In fair tests, measure and control variables, and select equipment to collectdata with accuracy appropriate to the task (ACSIS141)
- Construct and use a range of representations, including graphs, keys and models to represent and analysepatterns or relationships, including using digital technologies as appropriate (ACSIS144)
- Summarisedata, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145)
- Reflect onthe method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS146)
- Use scientific knowledge and findings from investigations toevaluate claims (ACSIS234)
- Communicate ideas, findings and solutions to problems usingscientific language and representations using digital technologies as appropriate (ACSIS148)
Australian Curriculum and Assessment Reporting Authority (ACARA), (2014). Science Scope and Sequence; Foundation to Level 10.
Retrieved from: http://www.vcaa.vic.edu.au/Documents/auscurric/Science_scope_and_sequence_AusVELS.pdf
Procedural Properties
Context for task |
|
| Purpose | Evaluate students’ experimental inquiry skills and scientific report writing skills |
| Administer | Task completed entirely in class time. Groups of 3 for completion of experiment. One 50min session to complete experiment. Students were given 20mins to complete written report, done individually under test conditions, ensuring task authenticity. |
| Record | Scores kept in an excel spreadsheet. Recorded as 1/3 of semester report practical component. |
| Interpret | Marks for each section developed into a Guttman chart and ZPD groups sorted to show skill development areas for each group of students. |
| Use | Used for reporting purposes to show student progress. Used to inform future student targets through ZPD groupings. Feedback also given to students when marks returned to them. |
Construct
Construct |
|
| High | Students at this level are able to justify and evaluate results, demonstrating scientific understanding of the scientific theory underpinning the experiment and linking this to the relevant theories. |
| Medium | Students at this level are able to articulate and discern between theory and empirical evidence. Students can show the links between evidence and scientific theory. |
| Low | Students at this level are able to follow the scientific report structure and adhere to the safety procedures required in the laboratory. |
Rubrics
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
click to enlarge
reliable rubrics 