111 MakingConnections Applying the Science and Technology Syllabus in the classroom 1 & 15 May 2015...

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MakingConnectionsApplying the Science and Technology Syllabus in the classroom

1 & 15 May 2015 CEO Sydney – Inner West Region

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Acknowledgement of Country

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Prayer

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PrimaryConnections Presenters:

Sophia McLean

Jacqui Cleary

Acknowledgement

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Outcomes

On completion of the day you will be able to:

• describe the five underpinning principles of quality science teaching and apply the approach when implementing the NSW Science and Technology K-6 Syllabus

• make informed decisions about the use of inquiry skills and the potential benefits to enhance the teaching and learning of

science and literacy in your school

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Workshop outline (one-day)INTRO: Purpose, outline, outcomes(15 mins) What do you want to know and be able to do

ENGAGE: Beliefs about primary science and the challenges(45 mins) The Big picture

Critical literacy and claimsScience and technologyScientific and technological literacy

EXPLORE: Explore the five underpinning principles of teaching science(210 mins) using ONE key concept

EXPLAIN: The NSW Syllabus for the Australian Curriculum(15 mins)

ELABORATE: Science education research (15 mins) The shift from activity-based science to “evidence/

argument-based” science through inquiry skills (5Es)

EVALUATE:(35 mins) Dos and don’ts: focus on learning

Ask questions, reflect and evaluate

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Affinity diagram p.7

• Describe one thing you would most like to know by the end of the workshop.

• Describe one thing you would most like to be able to do by the end of the workshop.

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ENGAGE

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Consensogram Questions

What is the degree of importance of the teaching and learning of science in primary school?

What is the effectiveness level of the teaching and learning of science in primary schools?

What is the confidence level of primary teachers in delivering effective teaching and learning in science?

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• Low priority for science in the primary curriculum• Overcrowding of the primary curriculum• Un-achievable syllabus requirements in science • Inadequate resourcing of science education• Limited access to in-service professional learning for teachers• Limited opportunities for teachers (and trainee teachers) to see quality

teaching of science• Limited time for science education units in pre-service teacher courses• Limited understanding by decision makers of the issues in the teaching of

primary science• Limited understanding of science itself in the school context by teachers,

principals and decision makers• Change-weary teachers• Low teacher confidence

Challenges facing primary teachers in thedelivery of quality science education

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The National Assessments of Scientific Literacy (NAPSL) conducted Australia-wide in 2006, 2009, 2012 and in March 2015 in both government and non-government schools.

To achieve the proficient standard students were required to demonstrate, with more than minimal or elementary skills, an ability to interpret reports; use observed data; collate and compare data; and draw conclusions.

Only 54.3% of Year 6 students achieved the proficient standard.

Source: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2009

Concerns about student achievement

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Why is this so?

• Teacher confidence• Teacher knowledge and skill• Inquiry pedagogy• Status of science• Resources

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The chain reaction

Low Low confidence Low Little Low science and self-efficacy science opportunity sciencePCK teaching for learning achievement time

PCK - Pedagogical Content Knowledge

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What is going on?

STEM STEAM TPCK

Constructivism - 5Es, Inquiry-based, Problem-based

Argument-based

C21st Learning (7Cs – Critical thinking, Creativity, Collaboration, Cross-cultural,

Communication, Computing, Change)

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Science Specialist teachers have TPCK

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…is building a bridge for the gaps!

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The Bridge – single arch, two halves

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What sort of bridge is it?

Five underpinning principles provide sturdy foundations

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How do you cross The Bridge?

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More lanes!

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Is there a toll to cross The Bridge?What support is available?

Involvement in any project requires some effort – the

question is does the benefit outweigh the cost?

PrimaryConnections has lots of support if you feel you need some help to cross The Bridge:

• colleagues• curriculum leaders• professional learning facilitators • master facilitators

• education officers• state coordinators• Academy of Science• website.

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Purpose of PrimaryConnections

To

improve learning outcomes for primary students in science and

literacy

by

developing professional learning programs supported with

curriculum resources

that will

improve teachers’ confidence and competence for teaching

science through developing their science pedagogical content

knowledge.

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What makes the Sun shine?

Try to represent your understanding in some way.

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Scientific and technological literacy is a high priority for all citizens, helping them:

• to be interested in, and understand the world around them and consider problems to be solved

• to engage in the discourses of and about science and technology

• to be sceptical and questioning of claims made by others about scientific and technological matters

• to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions

• to make informed decisions about the environment, the use of technology and their own health and well-being.

Scientific and technological literacy

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science

in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

McLean, S. and Rostron. L. (2014). PrimaryConnections NSW syllabus to success.

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Scientific literacy develops

___________________________________________________None/very little informed adult

‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning

of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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Critical literacy

Critical literacy activities in science develop students’ questioning skills and encourage them to be sceptical about scientific claims made by others.

Image: Stock.xchng

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Science Technology

Venn Diagram

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Catalyst - Nanopatch

Focus questions:

• What was the problem to be solved?• What is technology?• How did the development of the technology advance science

understanding?• How did the science understanding lead to improvements in the

technology?

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What is the problem?What solutions does technology provide?

Method of vaccine delivery is the problem because:• Uses Needles• Vaccines need refrigeration (short shelf-life), hard to distribute worldwide• Application into muscles results in a slow rate of action

How has this problem improved with technology?• Nano-patch delivery is painless, easy, self-administered• Avoid needle stick injuries• No refrigeration required (longer shelf-life), easy to distribute worldwide• Application into skin has a faster rate of action

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…more to the technology story of vaccination (delivery mechanisms and the vaccines)

Syringe and vaccine 2013

Nanopatch 2013Syringe 1930s

Jenner 1796 smallpox Smallpox pustule

gauge 1870-1930Bifurcated needle

1970s

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Science & Technology

The study of Science and Technology provides opportunities for students to:

• think and act critically and creatively• develop informed attitudes based on evidence and reasoning• participate responsibly in developing innovative working solutions and

ideas in response to opportunities and questions relevant to personal, social and environmental issues in their lives

• begin to develop the capabilities needed to become more scientifically and technologically literate students

(NSW Science and Technology Syllabus K-6 p14)

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EXPLORE

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The five underpinning principles…

…let’s explore!

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Principle 1: Collaborative learning

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Beliefs continuum

Collaborative learning strategy: Beliefs continuum

_________________________________________Disagree Agree

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Collaborative learning teams in action p.10-11

Years K-2 (Pairs)• Speaker• Manager

Years 3-6 (Teams of 3)• Director• Manager• Speaker

Each role has specific responsibilities as the team ofstudents works through the activities and investigations.

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Principle 2: 5Es

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The 5Es….what is it?

An inquiry model of teaching and learning designed to facilitate conceptual change!p.15

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Phase Focus Assessment focus

ENGAGE Engage students and elicit prior knowledge Diagnostic assessment

EXPLORE Provide hands-on experience of the phenomenon Formative assessment

EXPLAIN Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanations

Formative assessment

ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation

Summative assessment of the Science Inquiry Skills (SIS)

EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes

Summative assessment of the Science Understanding (SU)

PrimaryConnections 5Es teaching and learning model

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Overarching message

ONE KEY CONCEPTUAL IDEA!

• this idea spans the entire 5Es sequence and should be emphasised and referenced often

• lessons build from one to the next contributing to the key idea• actions must be consistent with the purpose of the phase to

develop the key idea

SKAMP says:

‘Every phase in the 5Es model is important for optimum learning. None are [sic] unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out.’ (p 210)

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Images of activities from the 5Es phases

ENGAGE: Weather in my world EXPLORE: Plants in action EXPLAIN: Plants in action

ELABORATE: Push-pull

EVALUATE: It’s electrifying

Watch 5Es Engage

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EXPLORE BEFORE EXPLAIN!

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Principle 3: Investigating

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Types of investigating in PrimaryConnections

Exploratory investigations• occur at the Engage and Explore phases• are characterised by hands-on exploratory activities including:

observing, measuring, testing, representing.

Fair test, Survey, Design and Secondary data investigations• occur at the Elaborate phase• are characterised by a focus on student planning, following the

investigating process, representing findings using ‘literacies of science’ and drawing conclusions based on evidence and communicating findings.

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Planning a science investigation p.18

What is the question for investigation?

What are the variables?

What equipment do I need?

VARIABLES GRID (M = Measure)

Hotness of a spoon(M)

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Fair test acronym

Remember:- Cows Moo Softly

Change one thing

Measure one thing (dependent on the change)

Keep everything else the Same

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Variables table for fair tests

What will I change? What will I keep the same?

What will I measure?

Independent variable Controlled variables Dependent variable

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Conducting a science investigation p.20

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Stages of investigating

Planning

CommunicatingConducting

Interpreting and representing

Evaluating

Questioning and predicting come BEFORE planning

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Australian Curriculum:Science SIS

Science Inquiry Skills content is described in two-year bands.

There are five sub-strands:

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communication

Predict which of these teachers and students do

effectively / ineffectively.

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QCER p.34

Q: What question are you trying to answer?

C: What is your claim at this point?

E: What specific evidence do you have to support your claim?

R: How does the evidence support the claim? Can this be linked to a science concept? Are there alternative explanations for the data collected? How accurate is the data?

Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning.

The Question Starters can be used to model and practise this

process.

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Literacy focus - table

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Draw a table

Distance from torch to glue stick (cm)

Height of shadow (cm)

5 19.3

10 16.1

15 14.7

20 13.9

OR

The effect of distance from a torch on the shadow height of a glue stick

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What was changed (independent variable)

What was measured/ observed(dependent variable)

Each row should show a different treatment, organism, sampling site etc.

Table of the number and type of organisms found in a sample of leaf litter

Organism type Number of organisms

leaves 29

Woodlouse 10

Beetle larva 4

Spider 2

Literacy of science - data tables

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Quality matrix p.32

Literacy of science: data table

Features Characteristics of a high-quality product

Opportunity for improvement

Title Clear and accurate Write in a straight lineCheck spelling

Columns Straight lineClear labelRegular sizeUnits of measurementChanged variable on leftMeasured variable on right

Write label clearlyMeasure the increment spaces

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Claims claims claims!

• Whenever a student makes a representation about a science phenomenon whether verbal, written, gestured or drawn, they are making a claim about what they do or don’t understand at that point in time.

• These claims are like “gold” and provide teachers with insights into students’ thinking. Delving into these claims with questions is like digging for more gold.

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The purposes of investigating are to:

• actively engage students in learning

• provide an opportunity to learn the skills and processes of investigating

• provide students with an authentic experience of science

• help students develop an understanding of scientific evidence and of the nature of science

• provide a foundation for conceptual development through experience of science phenomena

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PrimaryConnections 5Es teaching and learning model

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Investigating images

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Principle 4: Science and literacy

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The confusion! P.36

• Three different expressions are used.• What do they mean? • How are they similar? How are they different?

literacies of science

scientific literacy

everyday literacies

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Visual representation – an everyday literacy

Focus question

How do we maintain a comfortable level of warmth in our home during winter?

• 4 individual visual representations each

• Form large groups and create a scientific representation of the group’s data

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Defining ‘everyday literacies’

• are the literacy skills students bring to the learning process

• are tools of learning

• are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding

• involve multiple modes of representation

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Defining ‘literacies of science’

• are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes

• are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer-generated images, gestures, role-plays.

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Literacy Focus – labelled diagram

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Quality matrixLiteracy of science: labelled diagram



Title Clear and accurate identifying the organism

Write in a straight lineCheck spelling

Labels Scientific language Check spellingUse scientific language

Leader lines Straight lineSame side of diagram

Ensure lines do not cross each other

Scale Units of measurementAccurate

Measure size to calculate scaleInclude a scale

Drawing Clear narrow pencil lineCentred on paperLarge enough to represent detail

No shadingLarger drawing

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Modifying Literacy Focus – labelled diagram p.42

How can we modify this literacy focus for different ages / abilities / stages?

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Literacy focus - graph

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Literacy of science - graphs

Horizontal (x) axis:What was changed (independent variable)

Vertical (Y) axisWhat was measured/ observed(dependent variable)

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Quality matrixLiteracy of science: graph



Title Clear and accurate Write in a straight lineCheck spelling

Horizontal axis Straight lineClear labelRegular incrementsUnits of measurement

Write label clearlyMeasure the increment spaces

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The story of graphs p.27

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2007 TRIAL

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Graphs: Questioning for analysis

What is the “story” of your graph?

Do the data in your graph reveal any patterns?

Is this what you expected? Why?

Can you explain the pattern? Why did this happen?

What do you think the pattern would be if you continued the line of

the graph?

How certain are you of your results?

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The relationship between literacy and science

• Literacy skills do not develop in

isolation from a context

In PrimaryConnections:• students use everyday literacies

and learn literacies of science

• the science context provides a

meaningful purpose for literacy development

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So what is scientific literacy?

The use of everyday literacies to

learn about science concepts and

processes – including the

development of the literacies of

science – contributes to students’

developing scientific literacy as

they learn about, communicate and

represent science understanding.

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Scientific literacy is a high priority for all citizens, helping them to:• be interested in, and understand the world around them• engage in the discourses of and about science• be sceptical and questioning of claims made by others

about scientific matters• be able to identify questions, investigate and draw

evidence-based conclusions• to make informed decisions about the environment and

their own health and well-being.

Defining scientific literacy

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

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Principle 5: Assessment

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PrimaryConnections 5Es teaching/learning model

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Types of assessment

Diagnostic

Formative

Summative

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Assessment ‘for’ learning

Gathering information about the gap between where the student is and needs to be.

Students learn best when they:• understand clearly what they are trying to learn and what is expected

of them• are given feedback about the quality of their work• are given advice on how to make improvements• are fully involved in deciding what needs to be done next and who can help if needed.

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Assessment ‘of’ learning

Gathering and working with evidence to enable teachers and the wider assessment community to evaluate students’ progress.

Judgements about the extent and quality of student learning need to be:• based on sound criteria negotiated with and known to students• reliable and accurate

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Assessment ‘as’ learning

Reflecting on evidence of learning and the processes of learning.

Reflecting on the learning process helps students focus on:• what they have learned• how they have learned• what processes help them to learn

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Assessment examples from Heating up

Diagnostic: How does heat move?

Formative:Moving heat

Summative: Where’s the heat?

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‘More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding.’

Questioning

Black, P. et al. (2003). Assessment for learning. UK, Open University Press.

Is a seed alive?

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Effective questioning

• What are broad questions?

• What are narrow questions?

• What is the purpose of wait time?

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Questioning and the 5Es model

• ENGAGE: Broad questions that encourage students to discuss

their ideas and experiences

• EXPLORE: Questions that encourage students to discuss their

ideas and to express common experiences

• EXPLAIN: Focused questions that reinforce the explanations of

the concepts

• ELABORATE: Questions that help students understand the

concept in a new situation and that assess inquiry skills

• EVALUATE: Questions that assess students’ understanding

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Student science journals and using assessment rubrics

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PrimaryConnections website

All teaching information and resources in the members section

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• links science with literacy• is based on the 5Es teaching and learning model• uses an inquiry-based investigative approach • uses collaborative learning strategies• embeds the assessment processes in the teaching

and learning model• provides exemplary curriculum units and other

support resources

Together, all of these factors contribute to students’ developing scientific literacy.

PrimaryConnections

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EXPLAIN

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Scientific and technological literacy is a high priority for all citizens, helping them:

• to be interested in, and understand the world around them and consider problems to be solved

• to engage in the discourses of and about science and technology

• to be sceptical and questioning of claims made by others about scientific and technological matters

• to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions

• to make informed decisions about the environment, the use of technology and their own health and well-being.

Scientific and technological literacy

Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science

in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

McLean, S. and Rostron. L. (2014). PrimaryConnections NSW syllabus to success.

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Time – NSW BOSTES syllabus requirements

Science and Technology should be taught for 1.5-2.5 hours per week

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Australian Curriculum:Science

Three interrelated strands:Science Understanding (SU)Science Inquiry Skills (SIS)Science as a Human Endeavour (SHE)

Presented as “content” with “elaborations” for each year level

An achievement Standard for each year is also presented

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Science Understanding Strand divided into four sub-strands

Biological sciences

Chemical sciences

Physical sciences

Earth and space sciences

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Science as a Human Endeavour Strand divided into two sub-strands

Nature and development of science

Use and influence of science

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Science Inquiry Skills content is described in two-year bands.

There are five sub-strands:

Questioning and predicting

Planning and conducting

Processing and analysing data and information

Evaluating

Communicating

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General CapabilitiesLiteracyNumeracyInformation and communication (ICT) capabilityCritical and creative thinkingEthical understandingPersonal and social capabilityIntercultural understanding

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability

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2007 TRIAL

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Major message

The Australian Curriculum:Science outlines the

“what” of the curriculum….what should be taught

and learnt.

It does not outline how teachers deliver the

curriculum. How do you actually do this at the most

fundamental “coal face” level….the teacher and the

students?

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2007 TRIAL

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PrimaryConnections…

…..provides the “what” and the “how”!

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Professional learning program linking science with literacy

Supported byquality curriculum

resources

What is PrimaryConnections? – a complete approach to teaching and learning science

Based on research

Funded by the Australian Government 2005 – 2013 $11.2 million

Stage 6 has began in 2014 and will continue through 2015-2016

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Curriculum Units - aligned to Australian Curriculum:Science

Curriculum Units Year Biological sciences Chemical sciences Earth and space sciences Physical Sciences

Curriculum focus: awareness of self and the local world

F Staying aliveor

Growing wellWhat’s it made of? Weather in my world On the move

1Schoolyard safari

Spot the differenceor

Bend it! Stretch it!Up, down and all around Look! Listen!

2Watch it grow All mixed up Water works Push pull

Curriculum focus: recognising questions that can be investigated scientifically and investigating them

3Feathers, fur or leaves Melting moments Night and day Heating up

4 Plants in Action Material worldBeneath our feet

Smooth movesor

Magnetic movesFriends or foes Package it better

5Desert survivors What’s the matter? Earth’s place in space Light shows

6

Marvellousmicro-organisms Change detectives

Earthquake explorersor

Volcanoes (coming soon)

It’s electrifying

Essential energy

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Units with Indigenous PerspectivesYear Biological sciences Chemical sciences Earth and space sciences Physical sciences

Curriculum focus: awareness of self and the local world

FStaying alive or

Growing wellWhat’s it made of? Weather in my world On the move

1 Schoolyard safariSpot the difference or

Bend it! Stretch it!Up, down and all around Look! Listen!

2 Watch it grow All mixed up Water works Push pull

Curriculum focus: recognising questions that can be investigated scientifically and investigating them

3 Feathers, fur or leaves Melting moments Night and Day (replaces Spinning in Space)

Heating up

4Plants in Action Material World

Beneath our feetSmooth moves or Magnetic moves

Friends or foes? Package it better

5 Desert Survivors What’s the matter? Earth’s place in space Light shows(replaces Light fantastic)

6Marvellous micro-

organismsChange detectives Earthquake explorers

It’s electrifying

Essential Energy

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ELABORATE

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Form groups of 6 to analyse ONE curriculum unit in detail

1. Complete the curriculum unit checklist, page 45

2. Identify and summarise the “science understanding” at the front of the unit

3. For one 5Es phase of the unit only, identify and summarise the following in the charts on pages 48-49

• activities• literacy focuses and practices• collaborative learning activities• assessment focus

4. Report back to the group your summary in the order of the 5Es

5. Each person summarises the entire unit on their chart

Essence of a curriculum unit

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Teacher Flash Cards

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Student Flash Cards

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Wristbands – collaborative learning roles

Years 3-6

Years K-2

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Feathers – Interactive Resource p 50-51

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Resource kits

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Costs and ordering

All costs are available on the website

All ordering done via the website• Online• Online with printed fax order form

All professional learning registered online

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PrimaryConnections – a collaborative projectp. 38-39

• Australian Academy of Science project• Steering Committee: AAS and DEEWR• Reference Group:

– Australian Academy of Science– Department of Education, Employment and Workplace Relations– Universities – Australian Council of Deans of Education– Literacy, English and Science Educator Associations– State Education Departments– Catholic and Independent Schools Associations– Australian Primary Principals Association– Academy of Technological Sciences and Engineering

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Summary of research 2005-2011

• Original trial teachers: improvements for teachers, science status & quantity

• Factors for successful implementation: support, science coordinator, time

• Professional Learning Facilitators and Curriculum Leaders: excellent resources with effective programs

• Teachers: report significant benefits in confidence and competence

• Students: show significant differences in “processes of science” and “literacies of science” compared with other science programs

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Teaching Primary Science – Trial teacher feedback on the implementation of PrimaryConnections and the 5E model (2012)

Primary Connections has had a very real, positive influence on most (if not all) responding teachers’ thinking about the nature of inquiry-oriented and constructivist-based (as in, the 5E model) science learning at the primary level.

It would appear that these perceptions have been realised, to varying degrees, in many classrooms. Furthermore, for some teachers, the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high-quality science learning. Keith Skamp (2012)

Working technologically (how)Unit: Push-pull (Year 2, Stage 1)

Science activity from Push-pull Explore Lesson 4 has

students explore what sinks and what floats.

Technology activity from Push-pull Explore Lesson 4 has students design different shaped objects and explore which objects sink and which float.

Technology Outcome: ST1-5WT:

Students use a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants.

To meet the outcome students would need to use a structured design process during the lesson to respond to the problem of finding a shape that will float.

Built environment (what)Unit: Smooth moves (Year 4, Stage 2)

Science activity from Smooth moves Explore Lesson 3

has students explore friction as they move objects over different surfaces.

Technology Outcome: ST2-14BE:

Students describe how people interact within built environments and the factors considered in their design and construction.

To meet the outcome students could observe how people interact on bike paths and describe how its design, including its surface, meets the needs of bike users. They could also describe how the design and construction of a bike path may be modified to better suit the needs of users.

Product (what)Unit: Smooth moves (Year 4, Stage 2)

Science activity from Smooth moves Explore Lesson 3 has students explore friction as they move objects over different surfaces.

Technology activity from Smooth moves Explore Lesson 3 (in the curriculum links) could have students identify the component parts of a bike and explain how the parts are designed to work together to reduce or increase friction.

Technology Outcome: ST2-16P Students describe how products are designed and produced, and the ways people use them.

To further meet the outcome students could examine the process used to produce an existing product such as a helmet by creating a flowchart from design to finished product.

Lesson 1 Session 2 – Uses a map (literacy focus) of the playgroundST1-5WT –– could have students jointly construct the map using a design processST1-14BE – Observe how people use the playground and how use has influenced design

Lesson 1 Session 3 – Optional sessionST1-5WT –– have students construct a map with key of their backyard using a design processST1-15I – discuss ways that students could record animals (eg photograph, draw) and have them identify an information solution that would be appropriate

Lesson 2 Session 2 – Curriculum linkST1-5WT – have students design an effective worm farm based on the needs of earthworms

Several lessons – and optional “Animated animals lesson”ST1-15I – students could use a camera with a stopmotion app to record the sequence of movement of a small animal (earthworm, snail, ant) and share it with others, or simply annotate a photo of a small animal with text and perhaps sound of the animal

Some Technology opportunities – Schoolyard safari Stage 1 – Year 1

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EVALUATE

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Continuum for teaching science as argument p.43

Activity based

Investigation based

Evidence based

Argument based

Fun, hands-on activities designed to motivate students and keep them physicallyengaged

Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data

Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc

Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives.

Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):687-719.

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Making a difference…

The PrimaryConnections program:

• is based on research• is well conceptualised• uses extensive trialling • is collaboratively developed• has a national profile• Is fully aligned to the Australian

Curriculum:Science• is involved in ongoing research• is providing evidence of significant

changes for teachers and students

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2007 TRIAL

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DOS AND DON’TSDO

• Teach 4 units each year (1 from each colour)

• Teach the lessons in the sequence as written

• Modify the unit based on the literacy outcomes

• Base decision making on the “Disaster Scale”

• Check website for updates

DON’T

• Cherry pick from units

• Try to cover multiple conceptual areas at once

• Avoid the Chemical and Physical sciences

• Leave out the literacy processes

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PrimaryConnections website

www.primaryconnections.org.au

http://www.primaryconnections.org.au/

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There is much excitement and enthusiasm around the school this term…it is all a buzz with science.

I now feel I can actually teach science in a quality way…and enjoy doing it.

I had children walking out saying that science was fun, interesting and even their ‘favourite subject’.

It gave me renewed skills as a teacher.

Thanks to your resources I was able to help deliver science to primary age students in an engaging and meaningful way.

This has been the most invigorating and rewarding project I have been involved in.

What teachers are saying about PrimaryConnections

111 MakingConnections Applying the Science and Technology Syllabus in the classroom 1 & 15 May 2015...

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Transcript of 111 MakingConnections Applying the Science and Technology Syllabus in the classroom 1 & 15 May 2015...