Science inquiry skills In English, questions are formed in Carefully monitor the language of many ways and can be challenging EAL/D students when they pose With guidance, identify questions in for many EAL/D students. They can questions, and explicitly teach familiar contexts that can be be formed by changing word order English question forms by providing investigated scientifically and predict (for example, Is it cold?), or by using models of the structure of questions what might happen based on prior question words (for example, required for the chosen activity. Does it knowledge (ACSIS053) feel cold? How cold does it feel?). NB: the verb does not take the ‘feel’ third person in the question, but it ‘s’ does in the answer (i.e. It feels cold). Science inquiry skills Abbreviations are used often in Teach the source words of the informative texts, but an abbreviations to support the Safely use appropriate materials, understanding of students’ understanding of the tools or equipment to make and ‘familiar’ abbreviations should not be assumed concept that the abbreviation is record observations, using formal with EAL/D students. representing (for example, kg = measurements and digital kilogram, kilo = 1000, cm = technologies as appropriate centimetre, cent = 100). (ACSIS055) Science inquiry skills Diagrams in informative texts are Provide models of scientific diagrams informational, and are different from and tables in the same way as Use a range of methods including the images that students usually modelled written texts are provided tables and simple column graphs to create intuitively. For example, in to students. Discuss the features of represent data and to identify science diagrams require accuracy in the required visual texts. patterns and trends (ACSIS057) scale relationships and colour when recording an experiment. Reasoning and explaining require the Provide clear models of the Science inquiry skills language of cause and effect in sentences required for EAL/D Compare results with predictions, English, which entails sentence students to follow, including a word suggesting possible reasons for structures that appear later in the bank of conjunctions appropriate to findings (ACSIS215) language progression of EAL/D function (for example, cause and students. This includes the use of effect: so, as a result, this results in, connecting words for specific therefore). purposes (for example, The golf ball is denser, so it rolled faster).
Science inquiry skills With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS053) In English, questions are formed in many ways and can be challenging for many EAL/D students. They can be formed by changing word order (for example, Is it cold?), or by using question words (for example, Does it feel cold? How cold does it feel?). NB: the verb ‘feel’ does not take the third person ‘s’ in the question, but it does in the answer (i.e. It feels cold). Carefully monitor the language of EAL/D students when they pose questions, and explicitly teach English question forms by providing models of the structure of questions required for the chosen activity. Science inquiry skills Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS055) Abbreviations are used often in informative texts, but an understanding of ‘familiar’ abbreviations should not be assumed with EAL/D students. Teach the source words of the abbreviations to support the students’ understanding of the concept that the abbreviation is representing (for example, kg = kilogram, kilo = 1000, cm = centimetre, cent = 100). Science inquiry skills Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057) Diagrams in informative texts are informational, and are different from the images that students usually create intuitively. For example, in science diagrams require accuracy in scale relationships and colour when recording an experiment. Provide models of scientific diagrams and tables in the same way as modelled written texts are provided to students. Discuss the features of the required visual texts. Science inquiry skills Compare results with predictions, suggesting possible reasons for findings (ACSIS215) Reasoning and explaining require the language of cause and effect in English, which entails sentence structures that appear later in the language progression of EAL/D students. This includes the use of connecting words for specific purposes (for example, The golf ball is denser, so it rolled faster). Provide clear models of the sentences required for EAL/D students to follow, including a word bank of conjunctions appropriate to function (for example, cause and effect: so, as a result, this results in, therefore).
EALD-Science-Pre-primary-to-Year-10.DOCX