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Sara Husi

2138602

EDUC 3624

Dear Mrs Tecklynne,


The science unit I would like you to teach to my Reception class is about the weather. The Australian Curriculum code and descriptor is ACSU004: Daily and
seasonal changes in our environment including weather affect daily life. The extension of which is; linking the changes in the daily weather to the way we modify
our behaviour and dress for different conditions, including examples from different cultures. This leads to the achievement standard: they suggest how the
environment affects them and other living things. The cross curriculum priority which is also addressed is Aboriginal and Torres Strait Islander histories and
cultures.
Attached to this letter are a unit plan and 5 lesson plans which detail all activities and instructions for the entire unit. This unit is based on the Primary
Connections book Weather in my world (also attached). It is important that within this unit you ask the students a variety of open ended questions (Smith 2001)
in the first lesson to establish their prior knowledge and also later on to extend their learning and understand their reasoning. This unit is based on inquiry models
of learning and follows the 5 E instructional model that Primary Connection units are well known for. Therefore I want you to give the students time to discover
and experience (Smith 2001) as many of the ideas on their own with you as their guide, leading them with interesting engaging and relevant open questions
(Huber & Moore 2001). I am a firm believer in a constructivist approach to teaching and therefore want to ensure all my students are given an opportunity to share
their beliefs and knowledge on the topic and then become active learners in experiencing further information (Fitzgerald 2013). As my students are receptions,
they could be thought of as natural scientists, therefore give them opportunities to ask questions, the unit has been designed for you to model what needs to be
done and allow them to explore in concrete ways (Smith 2001). I am beginning to teach my students to use investigation methods, this is why I have included a
number of the activities especially the testing of wind meter materials as it allows us as a class to plan, conduct, process and evaluate (Hackling 2000) the
materials prior to the wind meter being made.
As my class are a diverse group of individuals, I believe it is important to tailor my unit to meet as many of their needs as often as possible. This is why I have
attempted to offer choices and chosen a variety of instructional strategies such as books, videos, group work, outside activities and hands on activities (special
education support services). The videos and interactive websites I have chosen will give students an opportunity to enhance their understanding (Otrel-Cass, Khoo
& Cowie, 2012), as it allows them to see the concept of weather in other areas and extend their inquiry into a range of weather conditions they may not have
experienced.
Within my class I have students from a diverse range of cultural backgrounds and learning abilities. Three of my students (Tom, Ali & Jess) are recognised as
gifted and five who require learning support (John & Tim- Dyslexia, Rose- hearing impairment, Oliver & Tina ADHD). I would like you to follow these
instructions to differentiate these students learning in order for each student to be successful and get the most out of each and every lesson. Ensure person first
language (Duchesne, et.al, 2013), is always used when talking about or referring to these students, as they are a person with specialised learning needs. Their
difficulties or needs are not who they are, though keep in mind we can assist them by differentiating for their needs. If you find when doing the unit a particular
concept or activity works with certain students, feel free to use it even if I havent suggested it, I am open to suggestions. Though make sure you let me know
what worked and what didnt.
For Oliver and Tina as they have ADHD it is important to manipulate tasks and instructions to meet their individual needs, therefore unit adjustments will include;
reduced task length by dividing into sub-units of focus, using explicit instruction with stimulating visual presentations, and by designing interesting and
interactive activities in small peer-groups to ensure the student progresses at an individual rate (Fowler, 2010). Teaching strategies will be supported by the
classroom setting that will have minimal distractions and instructions written on the board. These students also have the personal strategy of fidget-to-focus
technique which is a stress ball to squeeze on during instructional time (Fowler, 2010).
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Sara Husi

2138602

EDUC 3624

For Tom, Ali & Jess who are recognised as gifted, they have a greater working memory load and ability to self-manage. This is why the curriculum and teaching
pedagogy can be differentiated to give them more complex additional tasks .These tasks are given to the students to give them; consistent challenge, opportunities
for independent work and depth and complexity (Munro, 2013), so the students potential can be achieved and they are not demotivated in class. Extend their
learning wherever possible, I have given suggests, though if they are interested in a particular concept allow them to research this by supplying relevant materials.
For Rose who has a hearing impairment the classroom has already been arranged to support her as best as possible by minimising background noise and seating
her close to the teacher so she can use non-verbal cues. Also in place is a sound field speaker system to enhance auditory retention. Give the class and Rose longer
waiting times, as it will increase processing, also group work and peer mentoring will provide on-going support and reinforcement (Partington & Galloway, 2006).
To further support Rose, when doing work outside or on the floor, ensure Rose is close and can see you - also write basic instruction on the board, which will
assist a number of the students.
John and Tim have dyslexia, this means that you will need to give clear simple instructions, if writing on the board ensure wording is concise and if long sentences
underline key words (International Dyslexia Association, 2014). Present these two children with small amounts of work at once, no large tasks most of my tasks
are small and the templates are simple so they should not need to block out any pictures which distract them (International Dyslexia Association, 2014). Repeat
instructions and give step by step directions, if needed and show visual images when speaking to clarify understanding (International Dyslexia Association, 2014
As you will see at the beginning of each lesson plan the KUDs are explained it is extremely important that the lessons are centred on these essential learnings.
The lessons are all designed to be 50-60 minutes each though; dependant on students engagement can be extended or split into 2 lessons. The unit is to be taught
1 lesson a week over 5 weeks. As I mentioned earlier these lessons are based on the 5 E constructivist learning approach which is sequential so please teach the
lessons in order and remember lesson 1 is: Engage, lesson 2: Explore, lesson 3: Explain, lesson 4: Elaborate, lesson 5: Evaluate. Please read page v of the Primary
Connections book if you are not familiar with the 5 Es and also appendix 1-4 prior to commencement of teaching.
The assessments in my unit begin in lesson 1 where I would like you to use diagnostic assessment to assess students prior knowledge (Fitzgerald 2013).
Throughout the unit I would like you to observe the students work and their comments, then use the Formative Assessment Data Collection sheet (Dodge, 2009,
p.8) to record their understanding for each KUD in each lesson. I believe that without regular formative assessment how can we determine whether we are
meeting our students needs.? This assessment will also allow you to scaffold work for those who find it difficult and challenge those who are excelling (Dodge,
2009). Formative assessment can also be recognised as assessment for learning and I want to ensure you use it in the classroom, as well as helping us meet student
needs it also assists us to respond to students interests (Fitzgerald, 2013). Therefore even though my lesson plans are quite detailed, I would like you to teach to
my students needs/interests, if this means finding a resource or activity that is more appropriate please do this. As long as the students learning, about the weather
and how it affects them is extended, then we are following the Australian Curriculum while also keeping the students engaged and extending their thinking. To
conclude the unit, the summative assessment is a weather report and it allows the students to show the learning they have gained in the unit. Students must
complete the weather report template, for us to check their understanding and then the presentation will allow them to expand on this and show their
understanding and creativity in a way of their choice.
Resources; most of these can regularly be found or made from materials in my room (pencils, paper, cardboard). I have also emailed you a copy of this this letter,
unit plan and lesson plans to make the youtube links easy to use. All the books you require are left on my desk, with the hard copy of this letter and the Primary
Connections teaching resource (Primary connections has also been emailed in case you want to demonstrate templates on the IWB). Other unique materials you
require such as a coat hanger, materials for wind meter and pegs are in a bag labelled science on my desk. To photocopy or print materials please use the front
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Sara Husi

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EDUC 3624

office, to book Ipads for last lesson please contact the library- for extra books or resources please also contact the library. If there are any further questions, please
do not hesitate to email me.
Lastly I want to thank you for taking my students on a journey to learn about the weather; they are very excited about meeting you and starting their new science
unit. Have Fun
Sara Husi

Sara Husi

2138602

EDUC 3624

Unit Plan ACSU004: Daily & seasonal changes in our environment including weather affect daily life.
Time
line

Objectiv
es
(Aims)

Key
Concepts &
Skills

Teaching

Lesso
n1

Engage

Weather,
how it can
change &
be different
in different
places

Brainstorm - Word
Wall
Walk outsideobserve weather
Weather at different
times and places
Weather symbols
Indigenous symbols

Lesso
n2

Explore

Range of
temperature
s, how to
recognise

Lesso
n3

Explain

What we
can wear
and do in
different
weather
conditions

Discussion
Read Big rain
coming
Watch video
Noticing weather
changes
Complete weather
and me
Global education
weather and where

& learning Activities

How does it feel?


Temperatures
Temp tool
Weather watchers
(ongoing)

Assessment
Activities

Resources

Capabilities & Cross


curriculum priorities

Differentiation

Diagnostic
assessment prior knowledge
Questioning,
observation

Cardboard
frames
Weather
watchers
template
Weather
symbols
IWB

Literacy
Intercultural
understanding
Critical &
creative thinking
Aboriginal and
Torres Strait
Islander histories
& cultures

Extension
Break down tasks,
fidget to focus
Close to front,
written
instructions, ensure
understanding
Simplify, highlight

Formative
assessment
checklist &
anecdotal notes
Questioning,
observation

Heater, air
conditioner,
fan
Masking tape
Temperature
template
Coloured
pencils

Literacy
Numeracy
Critical &
creative thinking
ICT

Extension
Break down tasks,
fidget to focus
Close to front,
written
instructions, ensure
understanding
Simplify, highlight

Formative
assessment
weather and me
Questioning,
observation

IWB
Literacy
Book - Big
Critical &
rain coming
creative thinking
You tube
Intercultural
video
Understanding
Weather & me
template

Extension
Break down tasks,
fidget to focus
Close to front,
written
instructions, ensure
understanding
Simplify, highlight

Sara Husi

2138602

EDUC 3624

we live

Lesso
n4

Elaborat
e

Wind, its
effects and
developing
an object to
measure
wind

Wind discussion
What does wind feel
like
Wind experiment
partner work
Make wind meter
Test wind meter
The wind blew
book
Wind and extreme
weather

Formative
assessment
checklist &
anecdotal notes
Questioning,
observation

IWB
Thin card,
calico, plastic,
heavy card,
balsa wood,
vinyl floor tile
Coat hanger &
tape
Team roles
Fair test
template

Lesso
n5

Evaluat
e

Weather
forecastswhat needs
to be
included in
forecasts

Read Freddy
Frogcaster
Weather report
videos
Weather reporters
template
Review unit

Summative
assessment
weather report &
presentation will
follow
Questioning,
observation

IWB video
Weather
report
template
Ipads,
cardboard
Craft supplies

Literacy
Extension
ICT
Break down tasks,
Critical &
fidget to focus
Creative thinking Close to front,
Personal & social
written
instructions, ensure
competence
understanding
Numeracy
Simplify, highlight
Adequate partners

Literacy
Extension
Ethical behaviour Break down tasks,
Numeracy
fidget to focus

Close
to front,
Personal &
written
Social
instructions, ensure
competence
understanding
Simplify, highlight
Adequate partners

Sara Husi

2138602

EDUC 3624

Year level: Foundation, Lesson number: 1 Lesson Topic: Wondering about the weather Time: 50-60 minutes
ACSU004: Daily & seasonal changes in our environment including weather affect daily life.
Essential Learning: Students will understand that weather can change over time and is different in different areas.
Learning outcome strand: Science Understanding- Earth and Space Science, Science as a Human Endeavour & Science Inquiry Skills
By the end of the lesson, students will (KUDs):

At the beginning of the lesson (20mins)

Have Knowledge about: Different types of weather that can occur sun,
wind, rain, etc.
Understand: That weather changes in different areas and over time.
Be able to (Do): Draw weather symbols of different types of weather and
recognise different types of weather outside and from pictures.

During the lesson (25mins)

Prior Knowledge:

Knowledge of the weather around them, what it looks like and how it
makes them feel.

Resources:

Tell students they are going outside to watch the weather; brainstorm
different types of weather and what to look for outside. Write on
word wall, sun, clouds, wind.
Go for the walk outside, take cardboard frames and find a good
place to sit where they can observe clouds, sun, wind moving
trees, etc. then ask them to close their eyes and ask them how they
feel.

Cardboard paper frames


Large pieces of cardboard for word wall
Weather photos
6

Show students pictures on different types of weather on IWB or from


a book of photographs, calendar, etc.
Ask students about the weather that can occur now and at different
times of the year e.g. cold, windy, rainy, stormy, sunny
Ask students is the weather always the same at school and home, or
the city and the beach?
Brainstorm with students what images represent different types of
weather
Ask students to draw their own symbols of weather they have
experienced (minimum of 4 e.g. sun, wind, rain, storm, cloud,
rainbows) - walk around talking to students while they are drawing,
scribe what they say about pictures.

Sara Husi

2138602

IWB
Science journals
Weather symbols p.25 Primary Connections

Differentiation:

EDUC 3624

At the end of the lesson (15mins)

Gifted- extension: encourage as many symbols as possible and


challenge them to find new words for word wall in magazines and
books.
ADHD shorten activity if needed and fidget to focus such as stress
ball during discussions
Dyslexic simplify instructions- clarify understanding
Hearing Impairment microphone on, up front, clarify understanding

Safety:

Take pictures of some of their symbols to add to word wall


Add new words to word wall as students come up with them

Ensure students are only taken out in appropriate weather with sun or
rain protection

Discuss what students drew and why


Show symbols used by BOM (p.25 Primary Connections) and other
weather reports (hand out newspaper clipping)
Discuss that Indigenous people and other cultures have different
symbols for weather
Show some Aboriginal symbols and note similarities
http://www.aboriginalartonline.com/culture/symbols.php

Sara Husi

2138602

EDUC 3624

Year level: Foundation Lesson number: 2 Lesson Topic: Weather Watchers & Temperature Time: 50-60 minutes
ACSU004: Daily & seasonal changes in our environment including weather affect daily life.
Essential Learning: Recognising the difference between hot, warm, cool and cold temperatures
Learning outcome strand: Science Understanding- Earth and Space Science, Science as a Human Endeavour & Science Inquiry Skills
By the end of the lesson, students will (KUDs):

At the beginning of the lesson (15mins)

Have Knowledge about: Temperatures; if its hot, warm, cool or cold.

Understand: How temperature can be measured

Be able to (Do): Record and recognise temperatures and other weather

Ask students to breathe on their hands, then share how this feels,
after this organise for them to walk past a heater, an air conditioner
and electric fan or handheld fan discuss how each feels afterwards.
Discuss what the air feels like today and why? E.g. It is sunny so it is
hot
Make a large temperature scale with tape. Ask students to hold hot
and cold signs on either end. Then invite students to join somewhere
on the line with a temperature, when you introduce weather scenarios
(introduce words warm and cool).

During the lesson (30mins)

Prior Knowledge:

Weather symbols

Resources:

http://www.youtube.com/watch?v=POP_xGg-hGU
Temperature Tool p.40 Primary Connections x 30
8

Introduce the word temperature and ask students different ways they
have seen it measured, (thermometer-sick, temperature on news)
Students will now make their own tool to record temperature
Show an enlarged copy of the temperature tool, then discuss different
colours used to portray temperatures (hot and cold taps).
Ask students to colour one side of tool with appropriate colour. On
the other side of the tool ask students to draw activities and clothing
(or cut pictures from magazines) for those temperatures.
Once finished use a peg to indicate the days weather, discuss use of
thermometers and show different types.

Sara Husi

2138602

Scissors, coloured pencils


Thermometers or pictures of thermometers
Weather watchers p.26 Primary Connections

Differentiation:

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At the end of the lesson (15mins)

Gifted- extension: discussion and in science journal draw or write


what the weather can look like when hot or cold (can be sunny and
cold)
ADHD shorten activity if needed and fidget to focus such as stress
ball during discussions
Dyslexic simplify instructions- clarify understanding
Hearing Impairment microphone on, up front or close if outside,
clarify understanding

Safety:

Discuss how temperatures can affect activities, food and clothing.


Ask questions such as a suitable temperature for wearing gloves and
ask them to indicate answers on their temperature scale.

Ensure you are stationed next to electrical sources when students are
testing temperatures.
Scissors- ensure students are supervised during use (rounded tip)

http://www.youtube.com/watch?v=POP_xGg-hGU
Watch video to recap all weather that has been discussed
Begin weather watch activity as a class, walk outside and look round
- discuss a picture and temperature for that time of day and a daily
review.
Continue activity each day in morning and afternoon.
Nominate daily weather watchers. To complete activity twice a day
and then complete daily review prior to going home as a class.

Sara Husi

2138602

EDUC 3624

Year level: Foundation Lesson number: 3 Lesson Topic: Weather book Time: 50-60 minutes
ACSU004: Daily & seasonal changes in our environment including weather affect daily life.
Essential Learning: What to wear in different weather conditions and seasons.
Learning outcome strand: Science Understanding- Earth and Space Science, Science as a Human Endeavour & Science Inquiry Skills
By the end of the lesson, students will (KUDs):
Have Knowledge about: What to wear in different weather conditions and
temperatures
Understand: Weather changes with seasons and how the weather affects
what they wear or do

At the beginning of the lesson (10mins)

Read Big Rain Coming by K. Germein.


Discuss the book as well as predicting and observing weather.
Do a weather watch together as a class
Talk about activities they did today and what they are wearing

During the lesson (35mins)


Be able to (Do): Record weather symbols, words and relate these to what
we wear and do.

Prior Knowledge:

Temperatures: hot, warm, cool, cold and weather symbols

Resources:

IWB
Big Rain Coming by K.Germein.
Weather and me (double sided) p. 46 Primary Connections x 60
Coloured pencils
You tube season video

10

Go over word wall and review weather watch table.


Discussion about prior lessons: different types of weather, related
symbols (draw on board).
What have they noticed about the changes in weather over time? Ask
what was the weather on your birthday and when is your birthday?
www.youtube.com/watch?
v=SJsIXSlo6dQ&feature=youtube_gdata_player
Watch video about what to wear for what season
Then ask questions about what we wear or what activities we can do in
these different types of weather.
Show a copy of Weather and me and how to complete - they can draw,
write or cut and stick in pictures
Ask students to complete Weather and me p. 46 Primary Connections (2

Sara Husi

2138602

Global education- weather and where we live website

Differentiation:

Gifted- extension: make book into different activities and clothes


for different seasons and weather experienced in these seasons.
ADHD shorten activity if needed and fidget to focus such as
stress ball during discussions
Dyslexic simplify instructions- clarify understanding
Hearing Impairment microphone on, up front, clarify
understanding

EDUC 3624

At the end of the lesson (15mins)

Safety:

sheets each) and then make into a short book for each child
Walk around room and discuss with individual students what they chose
to wear and do in different weather conditions and why.

Scissors- ensure students are supervised during use (rounded tip)

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Show books in front of class and share 1 line each


Use IWB to investigate temperatures and rainfall in different locations at
different times of year -http://www.globaleducation.edu.au/teachingactivity/weather-and-where-we-live-f-2.html - discuss how this affects
what we do and wear.
Investigate Australia, Asia, Europe and USA and compare similarities
and differences.

Sara Husi

2138602

EDUC 3624

Year level: Foundation Lesson number: 4 Lesson Topic: Investigating the wind Time: 50-60 minutes
ACSU004: Daily & seasonal changes in our environment including weather affect daily life.
Essential Learning: Understanding wind strength is an important part of weather
Learning outcome strand: Science Understanding- Earth and Space Science, Science as a Human Endeavour & Science Inquiry Skills
By the end of the lesson, students will (KUDs):

At the beginning of the lesson (10mins)

Have Knowledge about: wind and the effect of its strength


Understand: that wind strength is important when observing the weather
Be able to (Do): Use a wind meter to observe the strength of wind

Review the weather watch table


Discuss what wind feels like- invite students to wave hands in their
faces and spin around in circles to feel the wind
Discuss activities that work well in wind and how you can see if there
is wind (flags, washing blowing on line).

During the lesson (35mins)

Prior Knowledge: Weather and seasons affects what we wear and do.

12

Discuss whether wind is different in areas around school and why?


(buildings, trees, where you are standing)
Discuss how you could measure the wind and lead the idea on
making a wind meter to investigate wind around the school.

Sara Husi

2138602

EDUC 3624

Resources:

Paper fans
Team roles and skills chart p. 62-65
Thin card, calico, plastic, heavy card, balsa wood, vinyl floor tile (cut
to same size- 8 x 15cm)
Coat hanger and tape.

Differentiation:

At the end of the lesson (15mins)

Gifted- extension: investigate other materials within classroom which


could be used
ADHD shorten activity if needed and fidget to focus such as stress
ball during discussions
Dyslexic simplify instructions- clarify understanding
Hearing Impairment microphone on, up front, clarify understanding
Adequate partnering

Safety:

Select a lightweight material (paper) that is moved by a gentle wind,


demonstrate with a handheld fan, repeat with a heavy weighted
material that needs to be moved by strong wind.
Arrange students in partners and organise for them to test materials to
use for their wind meter (team roles & skills chart)
Explain fair testing
Use p.53 Primary Connections to record the tests and then decide as a
class which 2 materials are best (1 light, 1 heavy)
Make wind meter
Discuss what it means if neither material moves, one moves or both
move.

Be cautious when asking students to wave hands and spin in class


Ensure wind meter materials do not have sharp edges

13

Test wind meter in a few locations at school as a group record in


science journal if there is no wind, light wind or strong wind
dependant on which if any material moved.
Read The wind blew by Pat Hutchins
Lastly discuss how the strength of wind can affect what we do and
extreme wind weather

Sara Husi

2138602

EDUC 3624

Year level: Foundation Lesson number: 5 Lesson Topic: Weather Reporters Time: 50-60 minutes
ACSU004: Daily & seasonal changes in our environment including weather affect daily life.
Essential Learning: Students understand how weather affects their everyday life.
Learning outcome strand: Science Understanding- Earth and Space Science, Science as a Human Endeavour & Science Inquiry Skills
By the end of the lesson, students will (KUDs):
Have Knowledge about: Weather (cloud, temperature, rain & wind),
what they wear and do in different types of weather
Understand: How weather affects their daily life

At the beginning of the lesson (10mins)

Review the word wall and weather watch from the past few weeks
Read Freddy the Frogcaster by Janice Dean - discuss
Watch the local weather report http://www.youtube.com/watch?
v=ND2zpCxl3PE&feature=youtube_gdata_player

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Sara Husi

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EDUC 3624
During the lesson (40mins)

Be able to (Do): A weather report that depicts daily weather and its
changes

Prior Knowledge:

Weather- clouds, temperature, wind, etc. and what we can wear


and do in this weather

Resources:

Freddy the Frogcaster by Janice Dean


IWB You tube video
Weather report planner p. 61 Primary Connections
Craft supplies: cardboard, textas

Differentiation:

Gifted- extension: encourage an extended weather report, i.e


include forecast of the week
ADHD step by step instructions if needed and fidget to focus
such as stress ball during discussions
Dyslexic simplify instructions- clarify understanding
Hearing Impairment microphone on, up front, clarify
understanding
Adequate partnering for all

Explain to students that they are going to become weather reporters by


planning and presenting their own weather reports.
Discuss what they as weather reporters need to include in reports, ask
questions such as what have we investigated in this science unit?
Show an enlarged copy of weather report planner and explain to students
that prior to the presentation of reports that they will complete the planner
Students will work individually or in partners organise these partnerships
and then discuss how they can present reports- i.e. make videos, use props,
pictures, posters.
Hand out planners and assist students as needed, asking questions about
their report and understanding of the project.
Refer students to word wall and weather watch for ideas, encourage them to
pick a recent day to report on if they are stuck.

At the end of the lesson (10mins)

Discuss that they will have some more time to complete their weather report
prior to presenting.
Review the unit- discuss which activities they enjoyed and helped them
learn the most. Record responses.

Safety

Explain safe use of ICTs

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Sara Husi

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EDUC 3624

References
Australian Curriculum and Assessment Reporting Authority [ACARA]. (2014). Foundation to Year 10 Curriculum: Science : Earth and Space Science
Dodge, Judith 2009, 'Introduction: what are formative assessments and why should we use them?', in Dodge, Judith, 25 quick formative assessments for a
differentiated classroom, Scholastic, New York, pp. 4-11.
Duchesne, S.; McMaugh, A.; Bochner, S.; Krause, KL. (2013). Educational Psychology for learning and teaching. (4th edition). South Melbourne, Cenage
Learning Australia.
Fitzgerald, A. (2013) Learning and teaching Primary Science. Port Melbourne, Australia: Cambridge University Press.
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Sara Husi

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Fowler, M. (2010). Increasing On-Task Performance for Students with ADHD. The Education Digest. Vol. 76(2). pp. 44-50. [cited 21/10] available at;
http://search.proquest.com.ezproxy.flinders.edu.au/docview/763161018/fulltext?accountid=10910
Hackling, Mark W 2000, 'Using open investigation for improving scientific literacy', The Australian Science Teachers' Journal, vol. 16, no. 1, pp. 9-15.
Huber, Richard A & Moore, Christopher J 2001, 'A model for extending hands-on science to be inquiry based', School Science and Mathematics, vol. 101, no. 1,
pp. 32-41.
International Dyslexia Association, 2014. Accommodating Students with Dyslexia in All Classroom Settings
http://www.readingrockets.org/article/accommodating-students-dyslexia-all-classroom-settings
Munro, J. (2013). High-ability learning and brain processes: How neuroscience can help us to understand how gifted and talented students learn and the
implications for teaching. Australian Council For Education (ACER). Conference Paper 2013, pp. 103-110. [cited 3/11] available at;
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1183&context=research_conference
Otrel-Cass, Kathrin, Khoo, Elaine & Cowie, Bronwen 2012, 'Scaffolding with and through videos: an example of ICT-TPACK', Contemporary Issues in
Technology and Teacher Education, vol. 12, no. 4, pp. 369-390.
Partington, G., Galloway, A. (2006). Effective Practices in Teaching Indigenous Students With Conductive Hearing Loss. Childhood Education. Vol. 82(2). pp.
101-106. [cited 3/10] available at;
http://search.proquest.com.ezproxy.flinders.edu.au/docview/210387991?accountid=10910
Smith, Ann 2001, 'Early childhood: a wonderful time for science learning: suggestions and ideas for teaching', Investigating, vol. 17, no. 2, pp. 18-20.
Special Education Support Service, 2008. Science differentiation in action. Practical strategies for adopting learning and teaching in science for students with
diverse needs and abilities, pp.1-134

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