111 makingconnections one-day introduction to primaryconnections 13 july 2015 st paul’s gateshead
TRANSCRIPT
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MakingConnectionsOne-day Introduction to PrimaryConnections
13 July 2015 St Paul’s Gateshead
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PrimaryConnections Professional Learning Facilitator
Angela Gigliotti
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Workshop purpose
You are here to develop your knowledge and understanding of:• the purpose and major features of PrimaryConnections • the relationship to the Australian Curriculum: Science & NSW syllabus• the curriculum units and resources that exemplify the approach
in order to make informed decisions about its potential benefits and suitability in enhancing the teaching and learning of science and literacy in your school.Is this your bus? Will you get on it?
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Outcomes
On completion of the Introductory day you will be able to:
• describe the approach, the five underpinning principles, the background and organisation of PrimaryConnections and apply the approach in implementing the Australian
Curriculum:Science
• make informed decisions about the use of inquiry skills and the potential benefits and suitability of PrimaryConnections to
enhance the teaching and learning of science and literacy inyour school
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Workshop outline (one-day)INTRO: Purpose, outline, outcomes
What do you want to know and be able to do
ENGAGE: Elicit participants’ beliefs about primary science and discuss the challenges facing primary teachersThe PrimaryConnections BridgeScientific literacy
EXPLORE: Explore the purpose and five underpinning principles of PrimaryConnections using ONE key concept
EXPLAIN: The elements of the Australian Curriculum:Science andPrimaryConnections curriculum resource organisation
ELABORATE: Analyse a unit in detailResearch underpinning PrimaryConnectionsOther resources
EVALUATE:The shift from activity-based science to “evidence/argument- based” science through inquiry skillsDos and don’ts: focus on learningAsk questions, reflect and evaluate
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Affinity diagram p. 5
• 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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…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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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 2015-2016This workshop is part of the Stage 6 program.
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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.
Watch Enlightening Campaign
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What makes the Sun shine?
Try to represent your understanding in some way.
Watch Catalyst
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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
• to engage in the discourses of and about science
• to be sceptical and questioning of claims made by others about scientific matters
• to 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.
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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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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EXPLORE
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The five underpinning principles…
…let’s explore!
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Principle 1: Collaborative learning
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Collaborative learning teams in action p. 8-10
Years F-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.
Watch QM Cooperative Learning
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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.11
Watch 5Es Introduction
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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!
Watch 5Es Explain/Evaluate
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Principle 3: Investigating
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Types of investigating in PrimaryConnections p. 24
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.
Watch 5Es Explore
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Planning a science investigation p. 25
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.28-9
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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.
Watch 5Es Elaborate
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QCER p.32-33
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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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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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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Investigating images
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Principle 4: Science and literacy
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The confusion! p.34
• 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 per person
• 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 - 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 matrix p.37
Literacy of science: graph
Features Characteristics of a high-quality product
Opportunity for improvement
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.
Watch QM: LoS
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Principle 5: Assessment
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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/learning model p.40-41
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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
Watch QM Assessment
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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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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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PrimaryConnections – a collaborative project
• 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)
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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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Australian Curriculum:Science
Science Understanding Strand divided into four sub-strands
Biological sciences
Chemical sciences
Physical sciences
Earth and space sciences
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Australian Curriculum:Science
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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Australian Curriculum:Science
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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Australian Curriculum:Science
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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Where did I come from?....
…..the birth…..
Australian Curriculum: Science (ACARA)
NSW Science and Technology K-6 (BOSTES)
So:
The NSW Syllabus for the Australian curriculum Science and Technology….……………………………………………
is a version of the Australian Curriculum: Science
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Context
Question or Problem
Linking Science & Technology
Science
• Hands-on scientific investigations.• Draws on: - tools - processes developed by technology.
Technology
• Hands-on design projects.• Uses: - concepts/principles - processes developed by science.
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NSW from AC
Science concept: Page 63
A student describes how relationships between the sun and the Earth cause regular changes ST2-9ES
Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
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Coding
All PC units use these codes which you can cross-reference to the syllabus
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Colours of units:
Biological Sciences
Chemical Sciences
Physical Sciences
Earth and Space Sciences
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Physical World (PW) – blue unitsEarth and Space (ES) – red unitsLiving World (LW) – green unitsMaterial World (MW) – yellow unitsWorking Scientifically (WS) – in all units
Syllabus organisation-Content
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Curriculum Units – Australian Curriculum:Science / NSW syllabus
Curriculum Units Stage Year Living World
(LW)Material World
(MW)Earth and Space
(ES)Physical World
(PW)
Curriculum focus: awareness of self and the local world
ES1 F Staying alive or
Growing wellWhat’s it made of? Weather in my world On the move
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Schoolyard safariSpot the difference
orBend 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
2 3Feathers, fur or leaves Melting moments Night and day Heating up
4 Plants in Action Material worldBeneath our feet
Smooth moves or
Magnetic movesFriends or foes Package it better
3 5Desert survivors What’s the matter? Earth’s place in space Light shows
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Marvellousmicro-organisms Change detectives
Earthquake explorer or Volcanoes
(coming soon)
It’s electrifying
Essential energy
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Stage Year Living World(LW)
Material World(MW)
Earth and Space(ES)
Physical World(PW)
Curriculum focus: awareness of self and the local world
ES1 F Staying alive orGrowing well What’s it made of? Weather in my world On the move
1 1
Schoolyard safari Spot the difference orBend it! Stretch it! Up, down and all around Look! Listen!
(replaces Sounds sensational)
2Watch it grow All mixed up Water works Push pull
Curriculum focus: recognising questions that can be investigated scientifically and investigating them
2 3Feathers, fur or leaves Melting moments Night and day
(replaces Spinning in space)Heating up
4Plants in Action Material world
Beneath our feet Smooth moves or Magnetic moves
Friends or foes Package it better
3 5Desert survivors What’s the matter? Earth’s place in space Light shows
(replaces Light fantastic)
6Marvellous
micro-organisms Change detectivesEarthquake explorers or
Volcanoes(coming soon)
It’s electrifying
Essential energy
Units with Indigenous Perspectives
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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
Watch ITR
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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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EVALUATE
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Continuum for teaching science as argument p.52
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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PrimaryConnections website
www.primaryconnections.org.au
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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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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