Students are required to reflect on the inquiry processes and problem solving learning through the integration of the STEM disciplines (Science, Technology, Engineering and Mathematics) as covered in weeks 1 - 5 of this unit.

In this written submission, students must show evidence of engagement with weeks 1 – 5 course content and demonstrate their participation in their Learning Community Group (LCG). Students are expected demonstrate evidence of wider reading, accessed either from the Moodle content or their own investigations, with examples applicable to a real-world STEM lesson.  The task must be written as a coherent narrative in in academic style adhering to APA7 formatting and referencing procedures.

The written submission will provide evidence of the student’s engagement with the course content through the following sections:

1. Introduction - What is STEM and why teach it as an integrated suite of disciplines in real-world contexts?

2. Explanation of the inquiry process using a real-world example that integrates the STEM disciplines.

Design a real-world example of an integrated STEM inquiry activity. Outline an activity appropriate for a Year 1 STEM lesson, using the Australian Curriculum(v9) content description AC9S1I01 "pose questions to explore observed simple patterns and relationship to make predication base on experiences", from the Science Inquiry sub-strand of the Science content strand. 

Choose one of the elaborations for the content description AC9S1I01 as the real-world focus. Explain the STEM inquiry activity, identify how the four STEM disciplines are integrated in the STEM inquiry activity using one content description from the Australian Curriculum (v9), of each  of the content strands: Science, Mathematics and Technology, include an Engineering connection. Include the general capabilities associated to the activity to support the inquiry process.

A detailed lesson plan is not required; however, a clear description of the STEM inquiry activity is required.

3. Explanation of problem-solving learning using a real-world example that integrates the STEM disciplines.

Design an example of a real-world integrated STEM problem-solving activity. This requires an outline of an activity appropriate for a Year 1 STEM lesson, using the Australian Curriculum(v9) content description AC9M1SP02 "give and follow directions to move people and objects to different locations within a space", from the Space sub-strand of the Mathematics content strand. 

Choose one of the elaborations for the content description AC9M1SP02 as the focus of a real-world context. Explain the activity chosen, identify how the four STEM disciplines are integrated in the STEM activity and one content description from the Australian Curriculum (v9), content strands: Science, and Technology, include an Engineering connection. Include the general capabilities associated to the activity to support problem-solving learning.

A detailed lesson plan is not required; however, a clear description of the activity and problem-solving learning is required.

4. Overview of the peer feedback from Learning Community Group discussions.

Choose one or two discussions that you were involved in with your LCG as a response to the weekly course content. Discuss a topic that interested you and where your LCG discussions helped your understanding of a topic or where you were able to help your LCG members.

5. Conclusion – Self-reflection of engagement and understanding of the week 1 – 5 course content and the professional learning gained from this engagement.

Assessment 1 Criteria

In this assessment, the student will be assessed on their:

1. Understanding of integrating the STEM disciplines in real-world contexts.
2. Understanding inquiry processes with real-world examples.
3. Understanding problem-solving learning with real-world examples.
4. Professional engagement with the course content through the Learning Community Group.
5. Self-reflection of engagement and learning with the course content achieved
6. Research presented as a written narrative in an academic style adhering to APA7 formatting and referencing procedures.

Criteria Rubric

Click here to view the rubric as the criteria grading sheet for this assessment.

Australian Professional Standards for Teachers demonstrated:
1.2 Understand how students learn;
2.6 Information and Communication Technology (ICTs);
3.1 Establish challenging learning goals; and,
6.2 Engage in professional learning and improve practice.

Your submission

You can structure your written submission as:

·       Title page including: your name, student number, unit number and name, word count.

·       Content’s page: numbered section headings with links to each section.

·       Body of work (see below for suggested chapter structure and word count).

·       List of references.

 Do not include any appendices

(NOTE Title page, contents page, and list of references are not included in the 1500 words count).

This task is strictly 1500 words. Markers may not read part of the submission that extends beyond the acceptable higher word limit range.  Acceptable range is 10% of the word limit, thus all submissions must be between 1350 and 1650 words.

Submit your response to this task on the Moodle “Assessment Task 1 Detail” site as one word document, there should not be extra files in your submission. 

Your response should be named as: SmithJ_12345678_EDED14355AT1. 

That is, “Surname, First name initial, underscore, student number, underscore, EDED14355AT1”.

Suggested chapter structure and suggested word count

Section heading and content
Word count
1.   Introduction: What is STEM and integrating STEM disciplines in real world contexts. (300 words)
2.   Body: design and inquiry approaches & real-world examples. (400 words)
3.   Body: problem and project-based learning & real-world examples. (400 words)
4.   Overview professional learning from LCGs. (200 words)
5.   Conclusion: Self-reflection of professional engagement with course content. (200 words)
Total 1500 words
 

Assessment Due Date: Week 5 Friday 5 April 2024 11:45pm AEST

In this assessment, the student will be assessed on their:

• Understanding of integrating the STEM disciplines in real-world contexts.
• Understanding inquiry process with real-world examples.
• Understanding problem-solving learning with real-world examples.
• Professional engagement with the course content through the Learning Community Group.
• Self-reflection of engagement and learning with the course content achieved.
• Research presented as a written narrative in an academic style adhering to APA7 formatting and referencing procedures.

This task has two components

Part 1: STEM Unit of work project report presented to Learning Community Group members

Part 2: Written report submitted on Moodle for external marking.

Part 1- STEM UNIT OF WORK PROJECT REPORT

All Students will work within their Learning Community Groups (LCG) in preparation for the individual report to be presented to their LCG. Students can share ideas, research and support each other in the preparation of their report.

The presentation will involve each LCG member presenting a 5-10 minute report to their LCG of a STEM unit of work project developed for a year 3-4 class.

LEARNING COMMUNITY GROUP (LCG) Presentation on Feedback Fruits

Each LCG member gives a report (see suggested timeline below) on their STEM unit of work project to their LCG members. Each LCG member reviews other LCG member's reports responding to set Report Criteria Questions.. Each presenter reviews their own recording and completes their self-reflection report. Once the LCG reviews are complete, each LCG member evaluates each other’s reports using the Feedback Fruits rubric.

Part 2 Written Report

The 1000 word written report is submitted as a reflective practice task.

This written report of the STEM unit of work project development is written in academic style  following APA7 formatting and referencing guidelines. This written report includes references to the literature that framed the STEM unit of work project, references to the Australian Curriculum (v9) (strands, sub-strands, content descriptions, elaborations, and General Capabilities).  This written report is not a script or a reproduction of your report, it is an independently written reflection of the processes undertaken, the development and research of your STEM unit of work project done to complete the STEM unit of work report presentation.  This is written account of the research undertaken to complete this task and feedback received from your LCG members is marked independently, other LCG members do not influence the marking of this written report.

In this assessment students will be assessed on:
• Selects real-world STEM content with connections to the Australian Curriculum.
• Integrates the STEM disciplines and its variations in a project-based inquiry unit of work
• Exhibits wider reading as evidence-based research that informs the development of pedagogical practices in STEM education.
• Demonstrates understanding and inclusion of the STEM education practices meeting the needs of an inclusive and diverse range of students.
• Uses reflective practices as a professional learning tool to critique, reflect and evaluate understanding of STEM education, knowledge, and pedagogy.
• Written submission is presented as a narrative in an academic style adhering to APA7 formatting and referencing procedures.

Students will be evaluating each of your LCG members commitment to the LCG and the quality of their involvement on the SPA peer evaluation application.

Students will be required to give a grade of 0 - 5 for each group member based on 10 criteria questions given in the SPA questions. The questions involve quality of involvement and commitment to the Learning Community Group.

The total mark, given by the LCG members will be recalculated to a mark out of 10, students will not be disadvantaged if a LCG member withdraws from the course or fails to complete this assessment. The final mark from SPA will be entered into the Moodle grade book to become 10% of the student's final mark.

No Assessment Criteria