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Primary Connections Ready

Pre-service Teacher Program, Day 1

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Primary Connections Ready ProgramPre-service Teacher ProgramTwo-day workshop

The Primary Connections - linking science with literacy project is supported by the Australian Government Department of Education through the Mathematics and Science Participation Program.

Facilitator: Louise RostronProfessional Learning Consultant

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Workshop purpose

• To develop knowledge and understanding of the purpose and major features of PrimaryConnections in order to feel confident, competent and ready to provide students with excellent teaching and learning experiences of science linked with literacy.

• To effectively implement the Australian Curriculum:Science.

Is this your bus? Will you get on it?

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Workshop outline (Day one)INTRO: Purpose, outline, outcomes(15 mins)

ENGAGE: Experiences of science(50 mins) Beliefs about primary science

The need for increased scientific literacyThe PrimaryConnections Bridge

EXPLORE: Explore the purpose and detail of four of five(335 mins) underpinning principles of PrimaryConnections:

Collaborative learning5EsInvestigatingScience and literacy

REFLECTION: Summarise, reflect, generate and discuss meaningful(30 mins) questions

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Workshop outline (Day two)INTRO: Review Day 1(15 mins)

EXPLOREExplore the fifth underpinning principle:(60 mins) Assessment

EXPLAIN: Explain the development of PrimaryConnections (120 mins) including its origin, research program, curriculum

resource organisation and links to the Australian Curriculum:ScienceAnalyse one curriculum unit in detailUnderstanding science concepts

ELABORATE: Extend knowledge to:(120 mins) Unit planning and backward design

Indigenous perspectives

EVALUATE: Summarise, reflect, and evaluate learning(60 mins)

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Affinity diagram

• 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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Outcomes

On completion of these two days 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

• feel confident, competent and ready to enhance the teaching and learning of science and literacy in primary schools

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Learning pyramid

The learning pyramid visually depicts approximate learning retention rates depending on the learning mode. It reflects learning theory which suggests that people learn best when they are actively involved in the learning process.

(Average learning retention rates)

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ENGAGE

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Beliefs continuum

Collaborative learning strategy: Beliefs continuum

_________________________________________Disagree Agree

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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?

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Great teachers inspire!!!!

Draw or represent a teacher that inspired you.

Write words that describe why they were inspiring (page 7 )

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Q and A episode – quality science and maths teachers!

Three things:

• On top of their subject• Inspire their students• Part of a cultural shift

It is not acceptable (or cool) to declare ignorance of the very basis of our modern society ……science and mathematics!!

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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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202020

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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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What is PrimaryConnections?

Professional learning program linking science with

literacy

Supported by quality curriculum resources

Based on research

Funded by the Australian Government 2005 – 2013 $11.2 million

Stage 6 has begun in 2014 – you are part of that!

hat is? – a complete approach to teaching and learning science

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Purpose of PrimaryConnections

To

improve learning outcomes for primary students in science and

literacy

by

developing a professional learning program 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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Where does the fat go?

Most of us are trying to shed some kilos………

When we do have you wondered about the question:

Where does the fat go?

Watch the Catalyst segment and mind map some themes about the meaning of scientific literacy (page 7)

Summarise the definition (page 7)

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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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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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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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Engage phase of the workshop

• What did we do?

• What did we learn?

(Page 7)

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EXPLORE

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Putting it all together

Linking science with literacy

5Es teaching/learning

model

Inquiry/ investigative

approach

Collaborative learning

Assessment for learning

Introduction

Linking science with literacy

5Es teaching/learning

model

Inquiry/Investigative

approach

Collaborative learning

Assessment for learning

Synthesis

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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

• Director• Manager• Speaker

Each role has specific dutiesand responsibilities as thestudents work through theactivities.Example: Students investigatingsmall animals in the schoolyard.

Complete collaborative learning behaviours(Page 12)

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Explore phase of the workshop:Collaborative learning

• What did we do?

• What did we learn?

(Page 46)

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Principle 2: 5Es

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The 5Es….what is it?

An inquiry instructional model of teaching and learning designed to facilitate conceptual change!

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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 unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out. (p 210)

•

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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

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Exploring each phase of the PrimaryConnections 5Es model

Engage: Quiz (page 16)

Explore: Verb volley (page 17)

Explain: Jumble (page 18)

Elaborate: Inquiry skills (page 19)

Evaluate: Observations (page 19)

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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

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EXPLORE BEFORE EXPLAIN!

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Explore phase of the workshop:5Es

• What did we do?

• What did we learn?

(Page 46)

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Principle 3: Investigating

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Planning a science investigation

What is the question for investigation?

What are the variables?

What equipment do I need?

VARIABLES GRID (M = Measure)

shadow height(M)

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Remember:- Cows Moo Softly

Change something

Measure something (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

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Stages of investigating

Planning

CommunicatingConducting

Interpreting and representing

Evaluating

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Australian Curriculum:Science - Science Inquiry SkillsQuestioning and predicting• Identifying and constructing questions• Proposing hypotheses (claims / predictions)• Suggesting possible outcomes

Planning and conducting• Deciding how to investigate / solve problems• Carry out investigations and collect data

Processing and analysing data and information• Representing data in meaningful and useful ways• Identifying trends, patterns and relationships in data

• Using evidence from the data to justify conclusions

Evaluating • Consider the quality of available evidence• Consider the merit or significance of a claim, proposition or conclusion with reference to

evidence

Communicating• Conveying information or ideas to others through appropriate representations, text types and

modes

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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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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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Investigating images

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2007 TRIALContinuum for teaching science as argument

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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QCER (Page 31)

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? Reasoning

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 (page 32) 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, drawn ….they are making a “claim” about

what they understand at that point.

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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Explore phase of the workshop:Investigating

• What did we do?

• What did we learn?

(Page 47)

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Principle 4: Science and literacy

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The confusion!

• 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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Global café

Have a chat about the terms. What do they mean to you?

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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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The relationship

• 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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TWLH charts and claims

Let’s practise this using the “Light” scienceunderstanding

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Literacy Focus – labelled diagram

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Modifying Literacy Focus – labelled diagram

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

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Quality matrixLiteracy of science: labelled diagram

Features Characteristics of a high-quality product

Opportunity for improvement

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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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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Literacy focus - table

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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 matrixLiteracy 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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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 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 label of changed variableRegular incrementsUnits of measurement

Write label clearlyMeasure the increment spaces

Vertical axis Straight lineClear label of changed variableRegular incrementsUnits of measurement

Write label clearlyMeasure the increment spaces

Type of graph Column, line, pictograph?Continuous or non-continous data

Choose the correct graph for the data

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The story of graphs

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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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Measurement – Length F – describes and compares lengths and distances in everyday

language

2 – measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres

4 – measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures

6 – selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters and converts between units of length

…addition, whole numbers, fractions and decimals….

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Statistics and Probability - Data

F– represents data and interprets data displays made from objects

2– gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results

4 - selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs

6 - uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables

….Data Collection, Single variable Data Analysis,

Bivariate Data Analysis…

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Explore phase of the workshop:Science and literacy

• What did we do?

• What did we learn?

(Page 47)

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Questions, questions, questions???

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Primary Connections Ready

Pre-service Teacher Program, Day 2

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Principle 5: Assessment

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• Write a statement summarising your understanding of the purpose of assessment

• Pass your statements around the group, read others and underline key words

• Collate the common themes from the statements and record them

• Write a group statement summarising the “Purpose of Assessment.”

(Page 48)

P3T (Paper, purpose, passing) tool

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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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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

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Types of assessment

Diagnostic

Formative

Summative

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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.

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Effective questioning

View Part Eight of Questioning Minds DVD

• What are broad questions?• What are narrow questions?• What is the purpose of wait time?

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Questioning and the 5Es modelSee Elaboration of the 5Es (pages 22-23)

• 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

• EVALUATE: Questions that assess students’ understanding.

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Assessment examples from Light shows

Diagnostic: In the dark

Formative: Periscope pals

Summative: Word loop

(Pages 50-53)

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Features of an assessment rubric

(Page 53)

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Discuss rubrics – what is the key concept?

If the work sample is from Engage, Explore, Explain:

• What is the assessment focus?• What questions might you ask of students?• What feedback might you provide to students?• How might you assist students to improve the quality of their work?

If the work sample is from Elaborate or Evaluate:

• What is the assessment focus?• What questions might you ask of students?• What judgements are you able to make about the standard of students’ Science Inquiry Skills or Science Understandings? • What evidence is available for your judgements?

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Student science journals and using assessment rubrics

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Explore phase of the workshop:Assessment

• What did we do?

• What did we learn?

(Page 46)

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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 resources

All of these contribute to students’ developing

scientific literacy by…………….

PrimaryConnections

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………giving students opportunities to learn to interpret and construct literacies of science.

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………providing opportunities for students to experience the systematic collection of data and search for evidence to support scientific explanations and claims AND to represent their understanding using a variety of modes.

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……….encouraging a world view that values “working scientifically”.

• What is our question?• How will we test it?• How will we make it fair?• What happened?• What does this tell us?• How do we present the data?• What is our claim?• What is our evidence?• How do we know?• Is there another explanation?• What have we learnt?

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EXPLAIN

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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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What is PrimaryConnections?

Professional learning program linking science with

literacy

Supported by quality curriculum resources

Based on research

Funded by the Australian Government 2005 – 2013 $11.2 million

Stage 6 has begun in 2014 – you are part of that!

hat is? – a complete approach to teaching and learning science

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Award-winning units and DVD

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Suite of Curriculum Units-after the Australian Curriculum:Science

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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

F Staying alive What’s it made of? Weather in my world On the move

1 Schoolyard Safari Spot the difference Up, down and all around Look! Listen!(replaces Sounds sensational)

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 feet Smooth movesFriends 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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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 Scamp (2012)

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Teacher Flash Cards

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Student Flash Cards

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Wristbands – collaborative learning roles

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Feathers – Interactive Resource

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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 website

www.primaryconnections.org.au

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PrimaryConnections website

All teaching information and resources in members section

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Form groups of 5 to analyse ONE curriculum unit in detail

1. Complete the curriculum unit checklist (page 55)

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

3. For one phase of the unit only, identify and summarise the following in the charts on pages:

• Activities• Literacy focuses and practices• Collaborative learning activities• Assessment focus

Report back to the group your summary in the order of the 5Es. Each person summarises the entire unit on their chart.(Pages 60-61)

Essence of a curriculum unit

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Literacy focuses progress map

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2007 TRIALContinuum for teaching science as argument

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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The Tree Approach Purpose

This is a technique that an individual or a small group can use to analyse extended text in order to extract the main themes and messages. The purpose is to assist with understanding the meaning of the text. It utilises a metaphor of a tree with main trunk, branches and leaves.

Product

The product of this process is a clearly articulated analysis of extended text reduced down to ensure each that each component is understood.

PrimaryConnections Example

Use the tree approach to analyse the Teacher Background information from a Primary Connections curriculum unit

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A Tree Diagram

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Living things too small to see with the

naked eye

They can live in any environment

They feed, grow and reproduce

They are used in food production

Oceans Very hot environments Other living things

They can cause food to spoil

They are important in medicine

Asexual reproduction Bacteria

Yeast makes bread riseYeast breaks sugar into CO2 and

alcohol

Some undetected bacteria cause food poisoning

Penicillin mould was the first anti-biotic

Yeast Fungi

CO2 is trapped in the dough to make it rise

Mould eg. on bread is a fungusBacteria spoils meatBacteria can cause milk to sour

(acidic)

Some micro-organisms treat diseases

Fleming, Florey and Chain: Nobel Prize winners

Bacteria cause diseases eg. cholera, tetanus

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Construct a Tree Diagram using Teacher Background Information from a unit of your choice

1. Read TBI2. Break down TBI into a Tree diagram3. Traffic light concepts: red, orange, green4. Create a word wall of unfamiliar words and terms

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How do we resolve the orange and red traffic light concepts?

• TBI from other phases of the unit• TBI from other units from the same strands• Science Background Resource (on line)

Try resolving some orange or red concepts.

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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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Explain phase of the workshop:

• What did we do?

• What did we learn?

(Page 65)

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ELABORATE

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Unit planning

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Statements of Learning for Science (2006)Year 5 Science as a body of knowledge – Matter

Students compare properties of an object with

those of the material from which it is made. They

consider how and why materials are chosen for

particular purposes.

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The Australian Curriculum:Science (2010)Year 4 – Chemical sciences

Science Understanding Natural and processed materials have a range of physical properties; These properties can influence their use

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Outcome

Students will be able to explain

why the physical properties

of a material make it

suitable for a particular use.

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Mini unit plan

1. Define the outcome/s

2. How/what will we assess for this outcome? (evaluate)

3. Plan the investigation (elaborate)

4. What will students need to know and be able to do to demonstrate this outcome? (explore, explain)

5. How/what will we use to engage the students and find out what they already know? (engage)

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Planning a science investigation

What is the question for investigation?

What are the variables?

What equipment do I need?

VARIABLES GRID (M = Measure)

absorbency(M)

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Remember:- Cows Moo Softly

Change something

Measure something (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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Review of mini-unit

Phase 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 understanding Consider current scientific explanationFormative assessment

What do you want them to know?

ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigationSummative assessment of the investigating outcomes

What do you want them to do?Absorbency investigation: measure the absorbency of paper towel

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

Identify outcomes: Desired resultsWhat do you want them to know? What do you want them to do?

Students will be able to explain why the physical properties of a material make it suitable for a particular use

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Three major steps in backward design

1. Identify the desired results.

2. Determine acceptable evidence.

3. Plan learning experiences and instructions.

(The Backward Design Process, a model designed by Wiggins and McTighe, 2001)

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PrimaryConnections backward design process

• Identify desired results/outcomes

• Determine acceptable evidence of learning

• Design evaluation activities and summative assessment tasks

• Plan and develop learning experiences, including strategies and activities for the 5Es phases.

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Tips for unit planning

• Collaborate with colleagues to maximise the generation of effective ideas.

• Don’t try to cover too much content.• Begin at the end.• Pay close attention to the purpose of each phase of the 5Es by

using the PrimaryConnections 5Es teaching and learning model.• Remember Explore before Explain.• Brainstorm a variety of modes for students to represent their ideas.• Limit the number of concepts for the unit.

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Advantages of backward design

Backward design helps you to:• decide what is worth knowing, understanding and doing• know clearly what you want the students to achieve• decide what is acceptable evidence of understanding• plan the most effective learning experiences to achieve the

outcome• avoid planning from activity-to-activity or day-to-day• avoid getting off track• avoid deciding on the assessment tasks at the end.

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In summary

PrimaryConnections develops knowledge and understanding of curriculum

unit planning using the PrimaryConnections 5Es teaching and learning

model by supporting teachers to:

• plan a sequence of lessons using the backward design process• link the design of curriculum units to specified outcomes• work collaboratively to develop effective curriculum units• include appropriate, embedded collaborative learning strategies,

investigations, literacy focuses and assessment processes.

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Indigenous Perspectives

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The Macquarie Library, Macquarie Atlas of Indigenous Australia, Macquarie University NSW, 2005.

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Research findings

The PrimaryConnections Indigenous Perspective framework is based on national research findings and collaboration with Aboriginal and Torres Strait Islander groups, cultural consultants, Indigenous education and linguistic experts and other stakeholders.Throughout PrimaryConnections the term ‘Indigenous’ refers to the Aboriginal and Torres Strait Islander people of Australia.

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Links with the local Indigenous people

Where possible, it is important to establish links with local Indigenous community members to access contextualised, relevant Indigenous perspectives.

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The PrimaryConnections Indigenous perspectives framework:

– aims to accelerate science and literacy learning outcomes for Indigenous students

– aims to increase non-Indigenous students’ and teachers’ awareness and understanding of Indigenous perspectives

– acknowledges the cultural diversity of Australian society

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Six key concept areas

The PrimaryConnections Indigenous perspective is underpinned by six key concept areas represented by the windows in the Indigenous Perspective section on the PrimaryConnections website.

Each concept button links to further information and resources to support teachers.

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The PrimaryConnections Indigenous perspective components

1. The PrimaryConnections Indigenous perspective framework.

2. A professional learning module to support teachers’ development of relevant, contextualised curriculum with embedded Indigenous perspectives.

3. Curriculum unit links to relevant Indigenous perspectives.

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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

F Staying alive What’s it made of? Weather in my world On the move

1 Schoolyard Safari Spot the difference Up, down and all around Look! Listen!(replaces Sounds sensational)

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 feet Smooth movesFriends 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 phase of the workshop:

• What did we do?

• What did we learn?

(Page 76)

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EVALUATE

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DOS AND DON’TS

DO

• 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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Dialogue for meaning/DIGA

Rules of Dialogue

Suspend judgement

Ask questions

Clarify answers

Hold opinions ‘gently’

DIGA

Describe

Interpret

Generalise

Apply

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Evaluate phase of the workshop:

• What did we do?

• What did we learn?

(Page 79)

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Questions, questions, questions???

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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

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Become a registered member

www.primaryconnections.org.au