Science Unit Plane Life Cycle

Theoretical Framework
The unit “Life cycle” is developed using a constructivist approach with student centred pedagogy to influence student achievement. Student centred pedagogy encourages collaborative learning and student achievement (Au, 2009; Eguawa, Andrews, Moralez, & Holguin-Dotson, 2009). The constructivist theory states that learners construct their own knowledge through self-direction and connection with their environment (Kumar, 2006).
Bush (2006) supports the value of constructivist-based instruction because it connects students’ world with learning pursuits in the classroom. Students find cognitive meanings from experience with objects.
In a multicultural school like Campsie, it is important that teachers address diversity and increase students’ responsibility for sharing and learning in supportive environments (Ross, Bondy, Gallingane & Hambacher, 2008). Culturally diverse student populations need student-focused instructional strategies (White-Clarke, 2005). Teachers use student-focused instructions to support ethnic diversity, cognitive differences, and socialization.
Constructivism guides culturally diverse learning groups in cooperative learning (Cartledge & Kourea, 2008).

Jean Piaget, argued the significance of cognitive development in children, he emphasised that children need to be active learners and should interact with their environment. According to Piaget, people adapt to their environment via to basic processes, assimilation, and accommodation (Woolfolk, Margetts, 2007). In planning the unit, I have used the 5 E’s model to help me make the lessons organised and to encourage inquiry based thinking among the students My lesson aims to encourage students to acknowledge and appreciate science and technology through balanced investigations, questioning, critical analysis and logical developed arguments. Students are given opportunities to process information, think critically and creatively, make decisions, solve problems...