ESC301 s123 Asst 2

ECM301 Assignment 2:
Critical reflection

Assessment determines how well you have met the learning outcomes. To do so effectively you
need to engage with the learning materials and experiences provided, to build on your current
knowledge, understanding and experiences. If you haven’t engaged with the learning materials
and lectures, do not expect to pass this assignment.

Assignment 2: Critical reflection

Value: 40% of final mark
Due: End of week 8 (Sunday 7 May, 2023) by midnight
Length: 1200 words maximum
Learning outcomes: 1,2,3,4,5.

Context:
One problem with teaching science is that the ideas are all so conceptual. You often can’t see
any of the things being discussed, but kids are expected to understand and explain them.
So what do you do? Lazy YouTube teaching? Death by PowerPoint? Stay up til 3 am trying to
make something up? No… You go online and find an activity that someone else has designed, of
course! The problem is that most of these are quite poor. Remember no-one edits the internet,
so anyone can put anything up and say it’s great. Even sites specifically for junior science
teachers often have great activities with terrible questions or poor presentation.

One example of such an activity is given below.

It is a practical task given to year 10 biology students, who have been studying natural
selection and evolution (curriculum point: use the theory of evolution by natural selection
to explain past and present diversity and analyse the scientific evidence supporting the
theory AC9S10U02). This is a topic where a vast range of misconceptions are easily taken
on by students, and the task is aimed at challenging students to think about their ideas
logically and scientifically to understand speciation fully and correctly.
The answers given by one student are shown afterwards. There are multiple problems with
the student’s answers.
There are multiple problems with the questions and instructions.
There are no questions asked about science inquiry to make this a richer learning task.

Many teachers would just do this activity with their students, as it looks fun and engaging
because there’s lollies involved, and call it science (I’m not sure why, but they do!). However,
you’re a teacher, not an entertainer. This task is only a sugar-picnic unless students learn
something! However, with changes it could be a fantastic scientific learning opportunity as well.

The sample activity is on the next page.

 ESC301 s123 Asst 2
Red and Green Frogs

Key concepts: mutations, selection pressures, adaptations, speciation.

Each group needs:

• about 10 jelly frogs (equal numbers of red and green frogs)
• 1 killer python
• 2 coloured bowls (one red, one yellow) – or “islands” made of
paper.

Method:
1. Make one island out of two bowls, joined together. Put equal numbers of red and green frogs
into each bowl. No frog predators exist here. Why are the frogs considered the same species?
……………………………………………………………………………………………………………………………………………………………..
2. The water level rises, and the island becomes two islands. Are the frogs still the same species?
……………………………………………………………………………………………………………………………………………………………..
3. Which of the frogs are better adapted on the red island?
……………………………………………………………………………………………………………………………………………………………..
4. Which of the frogs are better adapted on the yellow island?
……………………………………………………………………………………………………………………………………………………………..
5. A group of people come on a boat to visit the red island. They bring with them a snake that
eats frogs. The people leave but the snake stays. Which frogs are better adapted now?
……………………………………………………………………………………………………………………………………………………………..
6. If the snake had come to the yellow island which frogs would have been better adapted?
……………………………………………………………………………………………………………………………………………………………..
7. Are the frogs on the two islands the same species now or different species?
……………………………………………………………………………………………………………………………………………………………..
8. One of the frogs living on the yellow island finds a pool of yellow substance to colour itself
with. Is this an adaptation?
……………………………………………………………………………………………………………………………………………………………..
9. On the red island the snake can only hear the lower frequencies of frog calls, so frogs with
higher pitched voices cannot be heard by the snake. What will happen to the population of
frogs on this island?
……………………………………………………………………………………………………………………………………………………………..
10. Lower frequencies of sound carry further, and so on the yellow island the frogs have evolved
with calls of lower frequencies. The water level now drops, but the two populations of frogs
cannot interbreed, because they do not recognise each other’s mating calls. What is the name
of the process where two species are formed from one?
……………………………………………………………………………………………………………………………………………………………..
11. Give one other example of a mechanism by which reproductive isolation could have occurred.
……………………………………………………………………………………………………………………………………………………………..
12. What was the selection pressure that caused the frogs to become two species?
……………………………………………………………………………………………………………………………………………………………..
13. What caused the creation of new alleles, that allowed for adaptation?
……………………………………………………………………………………………………………………………………………………………..
 ESC301 s123 Asst 2

The big question:

What is wrong with this task and how could you improve the teaching and learning in it, to
make it an excellent activity that caters for different learners?

Looking at the answers that students give provides excellent insight into the problems with
the questions. A sample student (Josh)’s answers are given below, along with my feedback
to Josh. (I’ve taken the information off the top of the page just so you can view it all on one
page.)

You are NOT expected to present sample answers and feedback in this assignment.
 Name………Josh…………….

1. Make one island out of two bowls, joined together. Put equal numbers of red and green frogs
into each bowl. No frog predators exist here. Why are the frogs considered the same species?
They can interbreed and have fertile offspring. 
2. The water level rises and the island becomes two islands. Are the frogs still the same species?
Yes 
3. Which of the frogs are better adapted on the red island?
Red frogs Remember that adaptations must be beneficial. With no predators, there is no
benefit to being camouflaged.
4. Which of the frogs are better adapted on the yellow island?
Green frogs Neither of the colour frogs are better adapted.
5. A group of people come on a boat to visit the red island. They bring with them a snake that
eats frogs. The people leave but the snake stays. Which frogs are better adapted now?
Red frogs Yes, because now there is a selection pressure.
6. If the snake had come to the yellow island which frogs would have been better adapted?
Green frogs Neither of the colour frogs are better adapted, as green and red are both
very visible on the yellow island.
7. Are the frogs on the two islands the same species now or different species?
Different species.  They are only geographically isolated, not reproductively. If you put them
back in the same place they could still interbreed.
8. One of the frogs living on the yellow island finds a pool of yellow substance to colour itself
with. Is this an adaptation?
Yes  This is not a genetic trait, so it can’t be an adaptation.
9. On the red island the snake can only hear the lower frequencies of frog calls, so frogs with
higher pitched voices cannot be heard by the snake. What will happen to the population of
frogs on this island?
They will all get eaten by the snake.  The snake won’t see the red frogs and won’t hear the
red frogs with higher pitched voices, so these frogs will survive.
10. Lower frequencies of sound carry further, and so on the yellow island the frogs have evolved
with calls of lower frequencies. The water level now drops, but the two populations of frogs
cannot interbreed, because they do not recognise each other’s mating calls. What is the name
of the process where two species are formed from one?
Reproductive isolation.  Reproductive isolation is a description of mating behaviour, but the
process here is speciation.
11. Give one other example of a mechanism by which reproductive isolation could have occurred.
Speciation  Mechanisms of reproductive isolation include different mating seasons (due to
different weather patterns), different mating calls or behaviours, or gametes not recognising each
other…etc.
12. What was the selection pressure that caused the frogs to become two species?
The colour of the island The selection pressure is the thing that kills the frogs. That’s the
snake.
13. What caused the creation of new alleles, that allowed for adaptation?
The snake. Mutation is the source of all new alleles.
 ESC301 s123 Asst 2

Using Josh’s answers I can see where I would need to change the worksheet to improve it.
Below, you can see my explanation of the problems, and my suggestions and justifications for
improvements. You’ll notice I have changed colour and font so the marker can clearly see what
is original and what my suggestions are… What a good idea! If you make it easy for the marker
to give you marks, they will!

Red and Green Frogs

1. Make one island out of two bowls, joined together. Put equal numbers of red and green frogs
into each bowl. No frog predators exist here. Why are the frogs considered the same species?
This is just asking for a definition. A better question would be:
These are all one species and there are no adaptations observable. Why not?
This now requires students to understand that being different colours doesn’t automatically
make the frogs different species.
2. The water level rises, and the island becomes two islands. Are the frogs still the same species?
This is just a yes/no question with no explanation: kids have a 50% chance of guessing
correctly. If the students get this wrong, they will get lots wrong below, as well, as there is no
scope for them to learn during this activity (which is actually the point of the activity!). A
better question would be:
Why are the frogs still one species?
Any students who were under the misconception that geographic isolation IS speciation will be
challenged to rethink their ideas by this question, and forced to address why this is not true.
Students will have to apply their understanding of species, (which has been removed from the
first question,) as well as articulate it.
3. Which of the frogs are better adapted on the red island?
This question is far too easy for students to get wrong. They automatically say the red ones,
because they aren’t thinking about the reasons why camouflage is (or isn’t) beneficial. A
better question is:
The red frogs are not better adapted on the red island. Explain why not.
This question challenges the students to think about the advantage of camouflage: it’s not
advantageous if there are no predators. Students then realise that not all genetic variation is
an adaptation, reinforcing the idea that adaptations must be beneficial, as well as genetic.
4. Which of the frogs are better adapted on the yellow island?
Students are “guided” by the question into giving an answer, and so green seems closer to
yellow than red, (but this same logic could apply if they chose red). It requires quite a bit of
confidence in their understandings for a student to say that neither is better adapted, or
that the question is “wrong”. A better question is:
Neither of the colours of frogs are better adapted on the yellow island. Give two reasons why not.
 ESC301 s123 Asst 2

This question reinforces what the students should have learnt in question 3, but still
challenges them to think further. Neither is camouflaged, but without a selection pressure this
doesn’t matter.
5. A group of people come on a boat to visit the red island. They bring with them a snake that
eats frogs. The people leave but the snake stays. Which frogs are better adapted now?
This question is fine, and consolidates the ideas from the last two.
6. If the snake had come to the yellow island which frogs would have been better adapted?
This question is fine. It’s repeating the ideas from the previous questions, though, so if the
students had those wrong they’ll probably have this one wrong too. However, this is not a
summative task, it’s formative, so that’s okay.
7. Are the frogs on the two islands the same species now or different species?
This question tests students’ understanding of species, but students have a 50% chance of
guessing correctly, without any understanding. It would be better as:
Explain why the frogs on the two islands are still the same species.
Now students have to explain their understandings about species.
8. One of the frogs living on the yellow island finds a pool of yellow substance to colour itself
with. Is this an adaptation?
This is just a yes/no question, so students have a 50% chance of guessing correctly, without any
understanding. A better question is:
Explain why this is not an adaptation.
This question now tests students’ understanding that learned behaviours and acquired traits
are not genetic, and therefore not being adaptations.
9. On the red island the snake can only hear the lower frequencies of frog calls, so frogs with
higher pitched voices cannot be heard by the snake. What will happen to the population of
frogs on this island?
This question is fine. It tests students’ understanding of how variation affects survival, which
is a fundamental concept in evolution by natural selection.
10. Lower frequencies of sound carry further, and so on the yellow island the frogs have evolved
with calls of lower frequencies. The water level now drops, but the two populations of frogs
cannot interbreed, because they do not recognise each other’s mating calls. What is the name
of the process where two species are formed from one?
This question is fine, and tests students’ understanding of much of the terminology. Poor
students would be tempted to use the term reproductive isolation because it is given in the
next question. This topic has lots of vocabulary that seems the same, so this is a good question
to test students’ understanding of the differences.
11. Give one other example of a mechanism by which reproductive isolation could have occurred.
This question is fine,
12. What was the selection pressure that caused the frogs to become two species?
This question is fine, and determines whether the students understand what a selection
pressure is. (This student doesn’t.)
13. What caused the creation of new alleles, that allowed for adaptation?
This question is fine, and encourages students to make the links back to adaptations being
genetic, and that the only source of new alleles is mutation.
 ESC301 s123 Asst 2

It is very difficult to add much science inquiry into this task, as it’s simply the modelling of a
process, rather than a controlled experiment. However, one question that could be added is:
14. Identify two assumptions inherent in this activity.
(For example, it is assumed that there is no movement between the frogs on the different
islands once they have been separated (even though frogs can swim).)

Your task is to find a resource that you would use to teach one aspect of year 7-10 science
understanding. Choose the task carefully. Don’t go for something too simplistic, or you won’t
be able to make enough points to do well. Ensure you choose an aspect that students find
challenging.
You are then going to modify the task, as I did with the red and green frogs task.

1. Present the original resource, with a citation. (5%) (Do not include this in the word count)
2. Identify what year level and curriculum point (from version 9 of the curriculum) the
activity can be used to teach. (5%)
3. Look at the questions themselves. Decide whether they are good questions or poor ones,
whether they challenge students’ thinking or mislead them into reinforcing
misconceptions. Rewrite the questions to make them better, and justify the
improvement(s). If you don’t change the question, justify why it is already an effective
question. (50%)
4. Add some science inquiry questions into the task. Identify the science inquiry points you
are adding in, from the curriculum (v9). (20%)
5. Classes include students with a vast range of abilities. Describe ONE change you would
make to cater for this; for example, it might be ONE extension question for a gifted
student, or ONE modified question for a less able student... (10%)
6. Ensure you reference your source and the curriculum fully and correctly. Proof-read your
work to ensure it is free of spelling, punctuation and grammar errors, and is clear and
logical. Short sentences work best in science! (10%)

You may not have an appropriately-aged “Josh” to try this out on, but it’s worth practicing
teaching the content to someone and getting them to try answering the activity questions. This
should give you more insights into what questions need changing and why. Can you think of
another time you might need this skill in the future?!
 ESC301 s123 Asst 2

Use the numbers from the task to identify the different parts of your assignment.

DO NOT USE APPENDICES. Simply present each part in the order given on the task sheet. Make it
easy for me to give you marks and I will! Make me scroll up and down over and over, and hunt for
things and I’m likely to miss or forget something.

DO NOT USE LINKS TO EXTERNAL SOURCES. I can’t open them from Turnitin or from a PDF.
Besides, I don’t care how someone else would teach it: I want to see how YOU will teach it!

The initial resource (in part 1) is NOT included in the word count.

Refer to the marking criteria (also known as the cheat-sheet!) on the following pages to
maximise your chances of success in this assignment.
If it’s not in the marking criteria you won’t get marks for it, no matter how brilliant it is.
If it is in the marking criteria and you leave it out you will lose marks.

To submit:

• Please use DOUBLE line spacing, to allow room for feedback.

• The assignment must be proof-read and written to a professional standard, with correct
grammar, spelling and punctuation, and include references and citations as necessary.
• You will only be able to upload ONE document. Do not try to break it up. If you upload the
wrong thing you’ll need to contact me to remove it and allow you to submit again.
• The uploaded document must not be larger than 2.0 MB.
• Upload your assignment through Learnline. Go to the Assessments tab and go through the
plagiarism declaration. Once this is completed you will have access to the submission point.
• Upload your assignment as ONE PDF file, labelled following the convention:

Lastname_Initial_ECM301_Asst2 _S123.pdf

For example, the great god David would upload: Attenborough_D_ECM301_Asst 2_S123.pdf
 ESC301 s123 Asst 2

ECM301 s123 Assignment 2: Critical reflection. Marking criteria

Marking criteria High Distinction Distinction Credit Pass Fail
85%+ 75-85% 85-75% 50-65% <50%
1. Present the original Highly appropriate Very appropriate Very appropriate Appropriate resource for Resource is not
resource, with a resource for teaching, resource for teaching, resource for teaching, teaching, but needing appropriate for teaching,
citation. (5%) but needing extensive but needing significant but needing some improvement. and/or does not need
improvement. improvement. improvement. improvement.
2. Identify the year level Year group and Year group and Year group and Year group and Year group and
and curriculum point curriculum point curriculum point curriculum point curriculum point curriculum point not
the activity can be correctly and clearly correctly and clearly correctly and clearly identified. identified.
used to teach. (5%) identified. identified. identified.
3. Rewrite the Excellent, challenging Challenging new New questions are good New questions are clear New questions are not
task/questions to new questions that questions, that increase quality and clear, and and an improvement for clear or do not improve
improve them. increase and enrich and enrich learning. improve learning. (20%) learning . (20%) learning. (20%)
Justify the learning. (20%) (20%) Justification of Some justifications of Justification of
improvements or why Justifications of Justification of improvements (or not) improvements (or not) improvement (or not)
nothing was changed. Improvements (or not) improvements (or not) are valid. (30%) are valid. (30%) isn’t valid or doesn’t
(50%) are valid and in-depth. are valid and detailed. make sense. (30%)
(30%) (30%)
4. Add some science Science inquiry added, Science inquiry added Science inquiry added Science inquiry added to Science inquiry not added
inquiry into the task. which highly effectively which very effectively that effectively improve improve the task. (15%) or added inappropriately.
Identify the science improves the task. (15%) improves the task. (15%) the task. (15%) Curriculum points (15%)
inquiry points from Curriculum points Curriculum points Curriculum points identified. (5%) Curriculum points not
the curriculum. (20%) identified. (5%) identified. (5%) identified. (5%) identified. (5%)
5. Describe ONE change Highly effective Very effective Effective improvement Somewhat effective Improvement and/or
you would make to improvement for improvement for for specified situation. improvement for stated situation not specified, or
cater for a differently specified situation. (10%) specified situation. (10%) (10%) situation. (10%) not relevant. (10%)
able student (10%)
6. Professional All sources appropriately All sources appropriately Most sources Some sources Sources not appropriately
presentation (10%) referenced. (5%) referenced. (5%) appropriately referenced. referenced. (5%) referenced. (5%)
Spelling, grammar and Spelling, grammar and (5%) Some spelling, grammar Multiple spelling,
punctuation are punctuation are Few spelling, grammar and punctuation grammar and
excellent, enabling easy effective, enabling easy and punctuation mistakes, but still punctuation errors,
reading.(5%) reading.(5%) mistakes.(5%) readable.(5%) impeding reading.(5%)
 ESC301 s123 Asst 2

Learning outcomes (in red) embedded in each marking criterion:

1. Present the original resource, with a citation. (5%) (Do not include this in the word count) 2,
2. Identify what year level and curriculum point (from version 9 of the curriculum) the activity
can be used to teach. (5%) 2, 3
3. Look at the questions themselves. Decide whether they are good questions or poor ones,
whether they challenge students’ thinking or mislead them into reinforcing misconceptions.
Rewrite the questions to make them better, and justify the improvement(s). If you don’t
change the question, justify why it is already an effective question. (50%) 1, 2, 3, 4, 5
4. Add some science inquiry into the task. Identify the science inquiry points you are adding in,
from the curriculum (v9). (20%) 1, 2, 3, 5
5. Classes include students with a vast range of abilities. Describe ONE change you would make
to cater for this; for example, it might be ONE extension question for a gifted student, or
ONE modified question for a less able student... (10%) 1, 2, 3, 4, 6
6. Ensure you reference your source and the curriculum fully and correctly. Proof-read your
work to ensure it is free of spelling, punctuation and grammar errors, and is clear and logical.
Short sentences work best in science! (10%) 5.

Unit Learning Outcomes

1. Apply knowledge and understanding of science teaching models, concepts, content, and
assessment structure for junior secondary science.
2. Analyse learning activities, resources, and opportunities to facilitate student development
of junior secondary science curriculum content
3. Critically reflect and apply pedagogical content knowledge under Australian Curriculum or
state and territory syllabus to plan and design activities that engage students in the
learning of junior secondary science.
4. Apply pedagogical content knowledge to meet students' learning needs, promoting
participation and inclusion of all students in science learning.
5. Demonstrate an understanding of the role of strategic and pedagogical questioning in the
development of scientific inquiry and communication required in junior secondary science
education.
6. Plan for supporting the learning needs of diverse student cohorts, including the teaching of
literacy and numeracy in the context of science education.