Visual Brain Teaching Method Essay Example

gases have different observable properties and behave in different ways. Between the foundation year and year 2 of learning science, students expand their understanding of atomic and microscopic structures; how systems at various scales are shaped by flows of matter and energy and connections through forces, and enhance their ability to quantify relative and changes amounts. There are different elements in chemistry that exist in the form of gases, solids, and liquids. All these chemical forms have distinct observable properties and behave differently, especially through reversible and irreversible reactions.

The mind map below will help students achieve several learning outcomes in chemistry. These outcomes include identifying various subjects in chemistry and naming different chemical elements. Additionally, students will be able to write chemical equations and balance them, regardless of whether the reactions are reversible or irreversible. They will also become familiar with the periodic table, including definitions and how to sketch the nucleus and the chemical makeup of electrons and neutrons. Furthermore, students will observe and record different chemical changes related to temperature and change in form.

The mind map presented below pertains to the years from foundation to year 2. In the Australian curriculum, Biology is among the science subjects studied. Through the implementation of graphic organizers in Biology classes and incorporating a learning process, the feeling of intimidation towards the subject is often eliminated (Obe ; Qualter, 2014). This enables students to effectively arrange their thoughts and information, making it easier for them to review their notes efficiently while also grasping the key concepts.

Graphic organizers aid students in efficiently organizing and reflecting on the information they gather, leading to a better understanding of the content.

A hierarchical graphic organizer specifically designed for a biology class is provided below. This graphic assists students in comprehending the various kingdoms and their subdivisions, taking into account the biodiversity and interconnectedness of life. The Australian curriculum on biodiversity (Polesel, Rice ; Dulfer, 2014) includes this graphic.

The Animalia kingdom illustrates the classification of biodiversity, encompassing reptiles, amphibians, birds, and mammals. For instance, snakes can be classified as either cold-blooded or warm-blooded reptiles and amphibians. This classification system enables the identification of species based on their distinct characteristics and belonging to certain families. The hierarchical sequence of classification consists of kingdoms, divisions, families, and species.

The provided graphic organizer is useful in a biology class for classifying different species based on their kingdoms, families, and divisions. It also helps students progress in branching to attain the highest level of species, where botanical and scientific names are assigned to them. Concept cartoon is a visual tool that aids elementary school science students in comprehending concepts effortlessly. These cartoons involve characters engaging in humorous and satirical dialogues about everyday events and issues, effectively relating real-life experiences to the subject matter being taught in the classroom.

Also, according to (Hudson, 2012), students can be encouraged to engage in argumentation with characters as a means to promote a relaxed classroom environment and stimulate creativity. This approach is particularly effective with primary school students because they can easily relate to comic book characters. The visual appeal and humor of this concept enhance its educational value. Its purpose is to introduce specific scientific concepts to students. In this instance, cartoons depicting physics were utilized to help students identify various types of grass and their

respective properties. The following is an example of an animated concept that can be employed with primary school physics students at the foundational level.

Class engaging

In order to engage science students, they will need to interact with the animations and counter argue the accuracy of statements made in conversations. The students will learn about the properties of Helium gas. One property of helium gas is that it is free. Based on the previous conversations, students are correct in their argument that heating helium gas in a hair dryer will cause a light effect. Additionally, student D is partially correct in arguing that releasing helium gas will cause her to float.

In the class interaction, the teacher will stress that simply filling a balloon with helium gas does not guarantee its ability to float because the volume of helium gas in the balloon is small compared to other gases in the atmosphere. Moreover, when helium gas reacts with other atmospheric gases, it forms a chemical substance that may have different properties than helium gas.

Class outcomes:

By the end of the class discussion, students should be able to effectively explain and identify unique properties of helium gas. They should also be familiar with specific applications such as weather balloons and airships that utilize its buoyancy.

Teachers use digital learning objects like ACSSU078 (The Earth is part of a system of planets orbiting around a star) to help convey scientific information to primary school students.

The design of digital learning objects is important for teaching scientific concepts and providing instruction. Considering individual students during the design process (Maher, Phelps, Urane & Lee, 2012) is crucial. Additionally, it is necessary for the object to

have a user-friendly interface and easy navigation. The instructions should be clear, concise, and straightforward with easily understandable feedback. In this case, a video was chosen and created to allow students to explore the concept of gravity.

The video was created to ensure that students quickly and easily comprehend the concept. It includes an audio voiceover and subtitles at the bottom of the visuals. Additionally, a simple introduction to gravity is provided in the video. The clear audio and visuals aim to help students understand the content (Cremin ; Arthur, 2014).

This included studying the connections between planets and the effects of gravity on objects. As a result, students were able to comprehend how gravity impacts objects and grasp the underlying concept. The students' task was to watch a video at their convenience and then jot down what they had learned for the teacher's analysis of the video's efficacy in conveying information. The outcome was that, by the end of the activity, students were able to provide accurate and detailed explanations of the gravity concept. Furthermore, they were expected to elucidate how gravity affects their everyday lives in their young world. As an example, students will be prompted to explain the occurrence of summer and winter in Australia.

The choice of this activity was based on the fact that it involved the interrelationship between Earth's space science, mathematics, and geography. The learning experience would include the positioning of the earth about the sun and the geography of Australia in relation to these issues (Polesel, Rice, & Dulfer). Mathematics was also incorporated in calculating temperature differences and the timing of winter and summer. The use of the 5E's

of enhancing education, specifically the Explore phase, was crucial. This phase provided students with an opportunity to develop concepts, processes, and skills while actively exploring their familiar environment.

References

• Cremin, T., & Arthur, J. (2014). Learning to teach in the primary school. Routledge.
• Hudson, P. B. (2012). A model for curricula integration using the Australian Curriculum. Teaching Science, 58(3), 40-45.
• Maher, D., Phelps, R., Urane, N., & Lee, M. (2012). Primary school teachers' use of digital resources with interactive whiteboards: The Australian context.

Australasian Journal of Educational Technology, 28(1).

Nakata, Martin. (2011): "Pathways for Indigenous Education in the Australian Curriculum Framework." The Australian Journal of Indigenous Education 40 1-8.

OBE, W. H., ; Qualter, A. (2014). The teaching of science in primary schools.

routledge.