Clara Dziedziczak

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102090 - Secondary Curriculum 2A

Assessment 2 – Content Artefacts and

Assessment Task

Clara Dziedziczak

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Part A - Instructional Video

Link to instructional Video:
https://www.youtube.com/watch?v=X09Ce3igQQ4&feature=youtu.be&hd=1

Link to syllabus: investigate and model the innate and adaptive immune systems in the human body
(ACSBL119)

Completed Lecture Activities:

Week 6 Lecture Activity
When teaching the unit Genetic Change – Module 6, it is going to be important to address many of
the student misconceptions about various concepts. For example the belief that all mutations are
harmful to the body and that clones are exactly the same - a replica of the original. It will be
important to personally understand these concepts in depth in order to teach them effectively. To
tackle these misconceptions it will be important to ask students what they already know about
particular concepts and any pre-conceived ideas that they have and address the issues before they
become ingrained. For example mutations are often portrayed as undesirable and bad, when in
reality they can have beneficial outcomes and have a positive effect on an organism. It will be
important to provide examples of different beneficial mutations as well so that students can see the
advantages. Students need to also understand that while clones are genetically identical, they will
differ in their behavioural patterns, environmental factors may also affect the phenotype of some
genes.

Week 7 Lecture Activity

1) Describe one finding from the study that really resonated with you.

From the results of the study, one particular finding that particularly resonated with me was the
relationships between teachers and their students and the impact that this has on students learning.
From the study the relationship that the teacher has with their students was a major contributor to
in teaching success. By having strong relationships

2) How can that finding inform the way you approach the teaching of your specific subject's HSC
course (biology, chemistry, physics)?

In teaching biology, this particular finding is able to influence my teaching practice by ensuring that I
build up a good rapport with students in my class. This can be practically done by showing an
interest in students’ lives as well as making the content relevant to students, so they may have deep
interest and understanding of the content. By there being a mutual respect between students and
teachers, there would be a positive environment in classrooms where different teaching strategies
may be utilised with little time lost to behaviour management.

Response:
Clara Dziedziczak
RE: Week 7 Lecture Activity
Great points Andy! Definitely agree that strong relationships between students and teachers build up
confidence in students and help students to apply their knowledge.

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Response:

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Week 8 Lecture Activity

Last Name First Type of Resource Name of URL Resource Brief Lesson HSC Biology Content Dot Points Within Module
Name Resource Description Description Module: Provide
Name and
Number
Dziedziczak Clara Simulation Gene https://phe Simulation allows Can be utilised in a Module 5 - model the process of polypeptide
Expression t.colorado. students to generate lesson to allow Heredity synthesis, including: (ACSBL079) –
Basics edu/en/sim and explore students to explore transcription and translation –
ulation/leg different proteins gene translation and assessing the importance of mRNA
acy/gene- and the factors that transcription in a and tRNA in transcription and
expression- can affect protein visual way after a translation (ACSBL079) – analysing
basics synthesis presentation of the the function and importance of
processes of gene polypeptide synthesis (ACSBL080) –
expression and assessing how genes and
translation and environment affect phenotypic
transcription expression (ACSBL081)

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Part B - Problem-based learning or project-based learning

assessment task
1) Provide a brief description of how you will scaffold students’ learning up until providing
the task to students (1-2 paragraphs)

As this is a summative assessment drawing on many different concepts introduced in the

unit, this assessment will be given after a big portion of the unit has been covered. The unit
will be programmed in a logical sequence so that prior terms are built on and expanded on,
and a glossary of terms will be encouraged to be updated by the students each lesson. The
content will be scaffolded to suit the particular needs of the students in the class. The unit
will be differentiated in a number of ways to cater for the need of all the students in the
task, providing more structure and help for those students that require it and providing
extension activities and modifying activities to provide more or less difficulty for particular
students.
Guided inquiry tasks will be carried out throughout the unit to equip the students with the
skills for independent research and interoperating data. Small group discussions and class
wide discussions will also be utilised to gain the perspectives of other students in the class
and to share ideas about different topics.

4) Explain an example of a student product that would result from participating in your
assessment task (1-2 paragraphs)

From participating in this assessment task, a desired product would consist of both Part A
and B completed to a high standard with no errors in spelling, grammar or punctuation. Part
A would consist of approximately 4 page document with the questions written out above
each answer. Each question would contain detailed and accurate information that is from a
reputable source. Full sentences would be used rather than dot points. Accurate and
relevant examples would also be included. Part B would consist of a professional looking
printed pamphlet. The pamphlet would contain all of the required information that is
presented in an easy to read format. The pamphlet would be eye-catching and engaging and
convey the information without too much unnecessary jargon or irrelevant information.

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Year 12 HSC Biology Assessment Task 2

Student Name:__________________________________________

Assessment Information
Task Type: Project Based Research Task Date Issued: 2nd June 2017
Weighing: 20% Due Date: 19th June 2017
Subject Details
Subject: Biology Teacher: Ms McGonagall
Unit: Module 7 – Infectious Diseases

Task Number: 2 Marks: 50 Year: 12 – Stage 6

Task Instructions
Part A (28 Marks)
Students are to perform independent research using the internet, journal articles and library books to
research an infectious disease of their choice from the below list:

Malaria Tetanus Ebola Smallpox Whooping Cough Measles

Rabies Mumps Tuberculosis HIV Foot and Mouth Disease Ringworm
Influenza Tinea Meningitis Dengue Glandular Fever Chicken Pox

Students are to answer the following questions surrounding the disease they have chosen:
1. Name of the disease chosen – common name and any other names it is known by.
2. Cause of the disease (approx. 2 paragraphs)
3. How the disease is transmitted (approx. 2 paragraphs)
4. Symptoms of the disease (1 paragraph)
5. What happens in the human body’s immune system when a pathogen is detected? Explain
the effects of the disease on the body. Is there an incubation period?(approx. 4 paragraphs)
6. Treatment options (approx. 2-3 paragraphs)
7. Control and prevention measures. What can be done to help stop the spread of the disease?
(approx. 3 paragraphs)
8. A brief history of disease – how long has the disease been known about for? How has the
knowledge about the disease changed over time? Where is the disease most common? Have
there been any major outbreaks of the disease? (3-4 paragraphs)
9. Current developments or research into the disease – Is the disease currently in the news?
Does it receive a lot of funding to find a cure? (3-4 paragraphs)

Students are to format their work answering all the above questions utilising appropriate titles to
break up the sections.
Students must select a font that is easy to read (i.e. Ariel or Calibri in a size between 11pt and 14pt).
Expected length 3-4 pages. Suggestions of paragraphs length are just a guide.

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Part B (20 Marks)

As an expert on infectious diseases, you have been selected by the NSW Health Department to
prepare a resource that will appear in doctor’s offices and medical centres across NSW, informing
patients about a particular infectious disease (i.e the one you have just researched in Part A).

The resource may be a pamphlet, poster, video (maximum length 3 minutes) or an interactive
PowerPoint presentation – you may choose how to best communicate the information, be creative!

The resource must address the following questions:

 Name of Disease
 Symptoms
 Effects of Disease on the body
 Treatment or cure
 Prevention
 At risk individuals
 Statistics relating to the disease

The resource must be presented in a way that is easy to understand and looks professional and clearly
communicates the disease to the audience.

Bibliography (2 Marks)
 Students must include a list of all sources utilised to gather information
 APA referencing should be used to cite the sources used. See:
https://library.westernsydney.edu.au/main/guides/referencing-citation/i%3aCite
 A range of different resources should be utilised to gather information (not just the internet),
Wikipedia should not be used as a primary source of information.
 Include your bibliography at the end of Part A

Outcomes Assessed

Skills:
 analyses and evaluates primary and secondary data and information BIO11/12-5

 selects and processes appropriate qualitative and quantitative data and information using a
range of appropriate media BIO11/12-4

 communicates scientific understanding using suitable language and terminology for a

specific audience or purpose BIO11/12-7

Knowledge:
 analyses infectious disease in terms of cause, transmission, management and the
organism’s response, including the human immune system BIO12-14

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Submission Instructions
Due Date: 19th June 2017
Students will hand in their assignment in class to Ms McGonagall at the beginning of first period at
9:30am.

Students are to hand in Part A in a plastic sleeve, with all sheets stapled together.
Part B of the assignment may be folded and placed inside the plastic sleeve clearly labelled with the
students name on the back – for pamphlets or posters, for video presentations a USB with a student’s
name clearly labelled on it must be placed inside the plastic sleeve. The USB must be PC formatted.
Students will receive their posters, pamphlets or USB’s back after they have been marked.

Absence
If you are absent from school on the day that the task is to be submitted, you are required to submit a
doctors certificate to the office on your next day back at school along with your assignment.

Assessing Own work

Prior to submission, students are to compare their own work to the provided marking criteria and
make an assessment of their own work and ensure they have met all the necessary criteria.

Acknowledgement of Students Own Work

I, ______________________________ declare that the work I am submitting is my own work. Any

assistance or information received or obtained from another source has been acknowledged in the
references section of the task.

Student Signature: Date:

Note: This bottom section will be removed by your teacher when your assessment has been
submitted for marking. Students are to fill in slip prior to submission.

Receipt of Submission – Year 12 Biology Assessment Task 2

Student Name: ____________________________________________________

Due Date: 19th June 2017 Date Submitted:

Techer Signature: Student Signature:

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Making Guidelines for HSC Biology Assessment Task 2

Students Name:________________________________ Mark: /50

Criteria Outstanding High Sound Limited Basic N/A Mark

Part A (25 Marks)
5 4 3 2 1 0
An infectious disease has An infectious disease An infectious An infectious Identifies an No evidence
been selected from the has been selected disease has been disease has been infectious disease. of any correct
given list. from the given list. selected from the selected. Cause Some relevant information,
An accurate and detailed Accurately explains given list. Cause of and transmission of information or absent
explanation of the cause the cause of the the disease has the disease is present and many information.
Cause and
of the disease is outlined disease, lacks depth. been identified. identified with errors present in
Analyses transmission
in depth. Transmission of the Transmission of some errors information
infectious
How the disease is disease is explained, the disease is present. presented.
disease
transmitted has been lacks detail identified.
in terms
identified and thoroughly No examples.
of:
explained.
Examples provided.
Accurately explains how Accurately explains Accurately General Identifies some No evidence
(Marks
the disease selected is how the disease identifies how the information about relevant of any correct
15)
managed and controlled selected is managed selected disease is how diseases are information to the information,
Management today. Detailed and and controlled today. managed and managed and selected infectious or absent
and control relevant information Information lacks controlled. No controlled, relevant disease. information
presented with detail and/or depth or examples to the selected Many errors
examples. examples disease present in
information

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Accurately explains what Accurately explains Accurately Accurately Identifies some No evidence
occurs in an organism what occurs in an identifies what identifies what relevant of any correct
and the human immune organism and the occurs in an occurs in an information to the information,
the organism’s
system when the human immune organism and the organism and/or in selected infectious or absent
response,
selected infectious system when the human immune the human immune disease and an information
including the
disease enters a host. selected infectious system when the system when the organism’s
human
Information is detailed disease enters a host. selected infectious infectious disease response.
immune
and relevant examples Information lacks disease enters a enters a host, some Many errors
system
are provided. detail and/or host. No depth or errors present or present in
examples examples some information information
missing.
Derive trends, patterns Information is connected Information is Information is Information is Information is not Information
and relationships in data and accurate statistics connected and connected and connected and connected; trends is incorrect or
and information and trends are presented accurate statistics statistics and statistics and or statistics are no evidence
and interoperated. and trends are trends are trends are basic or missing. of an attempt
(Marks 5) History and current presented and presented and presented but not History and to
developments in the interoperated. interoperated interoperated. current interoperate
disease are discussed History and current briefly. History and current developments are information
accurately and in depth. developments in the History and developments in missing or
disease are discussed current the disease are incorrect.
accurately, missing developments in identified, missing
some detail. the disease are some detail or
identified, missing information
some detail.
Information is Information has been Information has been Information has Information has Some Information Information
communicated in a clear effectively gathered and effectively gathered been gathered and been gathered, has been is poorly
and logical manner organised and is and organised and is organised. lacks organisation presented, lacks communicate
presented accurately. presented accurately. All required Most required organisation and d and
(Marks 5) All required sections All required sections sections have been sections have been sequencing. presented.
have been addressed and have been addressed addressed and addressed and Some required Difficult to
answered in detail. and answered. answered. answered. sections have been read.
Students present Students present Students present Students present addressed and
information in a clear information in a clear information with information with answered.

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Part B (20 Marks)
Students select and use
suitable forms of digital,
visual, written and/or oral
forms of communication
(10 marks)
Students select and apply
appropriate scientific
notations, nomenclature
and scientific language to
communicate in a variety
of contexts
(5 marks)
Professional presentation
of resource
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and logical manner with manner with minimal some errors in some errors in Students present
no errors in spelling, errors in spelling, spelling, spelling, information with
punctuation or grammar. punctuation or punctuation or punctuation or many errors in
grammar. grammar. grammar. spelling,
punctuation or
grammar.
10 – 9 8–7 6-5 4–3 2–1 0
Student utilise an Student utilise an Student utilise an Students have Very basic No resource
appropriate method: a appropriate method: appropriate attempted to resource prepared or
video, pamphlet, poster a video, pamphlet, method: a video, create a resource, presented. Lacks resource is
or PowerPoint to poster or PowerPoint pamphlet, poster some errors information or the incomplete
accurately convey the to accurately convey or PowerPoint to present, not all information is
required information in a the required accurately convey required incorrect.
way that is engaging and information in a way the required information is
interesting. Information is that is engaging and information. presented.
complete and easy to interesting. Resource lacks Resource is hard to
understand. Students information is interest and some understand and
utilise images or diagrams complete, use of information is interoperate.
to aid understanding. some images or missing.
diagrams
5 4 3 2 1 0
Students convey Students convey Students convey Information is Basic information Information is
information in a clear and information in a clear information in a difficult to provided. poorly
concise way that is easy and way that is easy somewhat clear understand. Use of Frequent use of presented
to understand for the to understand for the way. Some use of unexplained jargon unexplained jargon using language
general population. No general population. unexplained and/or scientific and/or scientific that is too
use of unexplained Limited use of jargon. Scientific language is used language is used basic or
jargon. Scientific unexplained jargon. language is used inappropriately or inappropriately or inappropriate
language is used Scientific language is appropriately. incorrectly. incorrectly. for the
appropriately. used appropriately. context.
Resource presented is Resource presented Resource Resource Resource Resource is
professional looking and is professional presented is presented is basic, presented is basic, poorly
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clearly communicates looking and professional and ineffectively and ineffectively presented or
(5 marks) information to target communicates looking and communicates communicates absent
audience with no errors information to target communicates information to information.
in grammar, spelling or audience with information to target audience Many errors
punctuation. Resource is minimal errors in target audience and/or many errors present in
eye-catching grammar, spelling or with some errors present in information
punctuation. present in grammar, spelling and/or errors
Resource is eye- grammar, spelling or punctuation. present in
catching or punctuation. grammar, spelling
or punctuation.
Referencing
2 1 0
Information used is All sources are Some sources are Sources are
correctly referenced in APA correctly included, some not
referenced in APA missing or in the referenced
style
format incorrect format
(2 marks)

Total
Self-assessment mark: /50

Student Comments: _____________________________________________________________________________________

_____________________________________________________________________________________

Teacher comments: _____________________________________________________________________________________

_____________________________________________________________________________________

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Part C - Justification
This justification will explore the reasons behind the use of educational technology
resources in presenting elements of content, how student learning is scaffolded through the
unit and the design of the assessment task and. Research from scientific literature will be
discussed to support why particular decisions were made about how these areas were made
to best support student learning throughout Parts A and B.

The use of a short instructional video was made to present a section of content from
Module 7 of the HSC syllabus – Infectious Diseases. The intention of the video is to be for
students to watch at home prior to coming to class the next day so that they may be
introduced to some of the key terms and ideas that will be discussed in the lesson. This is so
that students have some understanding of concepts prior to them being discussed in depth
in class, utilising class time for conducting higher order learning and teaching (Jong, 2017).
Efe (2011), discusses the importance of technology for understanding science, and states
that the use of technology aids in helping students to visualise processes more clearly.
Utilising a visual simulation in the instructional video also allows students to gain a deeper
knowledge of what is occurring at the cellular level, as well as being able to visually
contextualise concepts that may be difficult to understand (Chen & Howard 2010).

In order for the content to be learnt effectively and class time to be maximised, students
learning is to be scaffolded so that student’s cognitive and metacognitive abilities are
developed (van de Pol, Volman, & Beishuizen, 2010). This is achieved by appropriately
providing support to students at different stages of their learning throughout the unit,
particularly providing more support and structure around topics that are known to be
difficult for students to grasp. A number of different inquiry strategies will be utilised to help
students make connections between concepts (Roll, Holmes, Day, & Bonn, 2012). Strategies
such as creating guided inquiry tasks, allowing students to experiment and complete tasks
independently as well as having a range of activities to cater to all levels of students will be
utilised throughout the unit. By scaffolding learning effectively and factoring in the learning
needs of each student, all students in the class would be able to be included in each task and
benefit from the instruction.

The assessment task created is a project based assessment task, requiring students to
deliver a product at the end of the task. The task directs students to gather and interoperate
information in order to produce a resource that would be found in a doctor’s surgery or
medical centre. The task allows for a degree of student choice, allowing students to pick the
disease they research and the method in which it is presented. This task allows for an
informal class discussion after the resources have been marked, providing an opportunity
for the class to see each other’s work and provide constructive feedback to each other as
well as learning about other diseases researched by their peers. The project based learning
approach allows for a deep cognitive engagement in the task and increased self-direction
which helps to increase motivation (Cook, Buck, & Park-Rodgers, 2012). Other research
surrounding project based learning reports positive outcomes on a student’s content
knowledge, problem solving skills as well as achieving positive results with low achieving
students (Cho, & Brown, 2013). Cho and Brown (2013), also found that students are more
engaged and motivated to complete the task if it is relevant to them personally. This is

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achieved by affording students the choice of disease to research and method of

presentation as well as creating something tangible that they can see and reflect on.

The assessment task created serves as summative assessment, allowing students to

consolidate the knowledge learnt throughout the unit and synthesise and interoperate
knowledge that they have researched (Castleberry, Schneider, Carle, & Stowe, 2016). A
summative assessment is able to provide feedback to the learner to enable them the further
their learning (Su, 2015). An element of self-assessment has been included in the task, as
self-assessment is able to aid learners in becoming lifelong learners which, as Su (2015)
argues an important aspect of what teachers need to foster in students so they are able to
learn on a continual and sustainable basis (Su, 2015).

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References

Castleberry, A., Schneider, E., Carle, M., & Stowe, C. (2016). Development of a Summative
Examination with Subject Matter Expert Validation. American Journal of
Pharmaceutical Education, 80(2), 29. http://dx.doi.org/10.5688/ajpe80229

Chen, C.-H., & Howard, B. (2010). Effect of Live Simulation on Middle School Students'
Attitudes and Learning toward Science. Educational Technology & Society, 13 (1), 133–
139. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/advanced?accountid=36155

Cho, Y., & Brown, C. (2013). Project-based learning in education: integrating business needs
and student learning. European Journal Of Training And Development, 37(8), 744-765.
http://dx.doi.org/10.1108/ejtd-01-2013-0006

Cook, K., Buck, G., & Park-Rodgers, M. (2012). Preparing Biology Teachers to Teach Evolution
in a Project-Based Approach. Science Educator, 21(2), 18-30. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/advanced?accountid=36155

Efe, R. (2011). Science Student Teachers and Educational Technology: Experience,

Intentions, and Value. EducationalTechnology & Society, 14 (1), 228–240. Retrieved
from http://search.proquest.com.ezproxy.uws.edu.au/advanced?accountid=36155

Jong, M. S. Y. (2017). Empowering Students in the Process of Social Inquiry Learning through
Flipping the Classroom. Educational Technology & Society, 20 (1), 306–322. Retrieved
from http://search.proquest.com.ezproxy.uws.edu.au/advanced?accountid=36155

Roll, I., Holmes, N., Day, J., & Bonn, D. (2012). Evaluating metacognitive scaffolding in Guided
Invention Activities. Instructional Science, 40(4), 691-710.
http://dx.doi.org/10.1007/s11251-012-9208-7

Su, Y. (2015). Ensuring the continuum of learning: The role of assessment for lifelong
learning. International Review Of Education, 61(1), 7-20.
http://dx.doi.org/10.1007/s11159-015-9465-1

van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student
Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271-296.
http://dx.doi.org/10.1007/s10648-010-9127-6

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