science team introducing science & technology k-6 thirlmere ps

Science Team

Introducing

Science & Technology K-6 Thirlmere PS

Our first astronomers

© Ray Norris 2007

Teachers who believe their job is to make tasks challenging for kids & to work out what is appropriately challenging are much more effective than teachers who argue that our job is to cover curriculum & the children have to do their best.

Hattie Visible Learning Pt 2 Effective methods

http://www.youtube.com/watch?v=jskDDLjFvGA

http://www.youtube.com/watch?v=jskDDLjFvGA

What constitutes science learning?

SCIENCE LEARNING

http://wonderopolis.org/home/wonder/how-are-magnets-used/

Where do cool experiments fit in the new syllabus?

http://wonderopolis.org/home/wonder/how-are-magnets-used/

Overview

‘A students sense of wonder & curiosity … is fostered through actively engaging in the [scientific processes]’

1 Aim & Rationale

2Syllabus overview

3Planning

NSW Science K-10 Syllabus Vol 1 Pg 4

Action learning

TURN TO PAGE 16

Attitudes Skills

foster students’ sense of wonder & expand their natural curiosity

1Aim

Surprises? Encouraging attitudes & skills?

Attitudes & skills

Understanding of, interest in & enthusiasm for Science

Appreciate natural & made environmentSense of wonder

Natural curiosity

Competence

Creativity Make evidence based decisions

Understanding natural & made environment

Design solutions

Foster a sense of wonder & natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science and technology

What would it look like?

Foster a sense of wonder & natural curiosity about the world around them in order to develop their understanding of, interest in, and enthusiasm for science and technology

Enablers? Blockers?

TURN TO PAGE 14

1Rationale

Attitudes Skills

• What are students doing in Science?

• Why science? • What is science?

http://www.learninghappens.com.au/services/emergent-curriculum/

WWW.DEC.NSW.GOV.AU

The skills of Working Scientifically and Working Technologically

are at the centre of teaching and learning.

The true intent is about learning through doing. Students are:• Immersed in real life contexts. • Actively engaged in practical activities

through which the content is learned.

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU

Y - Chart

What Science look like in the classroom?

LOOK FEELSOUND


through SKILLS

Teach content

Overview of the syllabus content

Content is organised in strands and substrands:

Strands

Skills Knowledge and Understanding

Working Scientifically (WS) Natural Environment (NE)

Working Technologically (WT) Made Environment (ME)

Curriculum layout

SubstrandStrand

Outcomes

Contentstatements

Overarching Content

statementST2-8ES


Content pages include important language

Online K-10Paper copies K-6 and 7-10

Overview of the syllabus: content

Within the Knowledge and Understanding strands/substrands:

.

Content statements summarise the overarching scientific and technological ideas. The related group of content describes the appropriate depth and scope of learning for each statement.

Therefore you must teach all content statements/ dot points under each overarching content statement to achieve the indicated outcomes

Content incorporates understanding about the nature, development, use and influence of science and technology with relevant knowledge of the scientific and/or technological ideas, principles and concepts.

Activity

1. Choose one outcome (page 19-21)2. Find the relevant content page 3. Consider practical ways to develop either

– Confidence & creativity or– Curiosity & a sense of wonder

4. What will be required of your teaching program, learning activities & pedagogy to develop these things?

http://theconversation.com/we-cannot-afford-to-get-science-education-wrong-20667

Kids need to know that curiosity did not kill the cat

Action!‘Studying

science without experiments is

like studying literature

without books.’

John Holeman

Learning by doingWorking scientifically

Investigating• Question & predict• Plan investigations• Conduct investigations• Process & analyse data & information• Communicate

https://www.youtube.com/watch?v=plrf7_pzar0&feature=youtu.be

https://www.youtube.com/watch?v=plrf7_pzar0&feature=youtu.be


stages is critical to understanding.

The development of the skills through

What is Working Scientifically?Working scientifically involves students in the processes of:

questioning and

predicting

planning investigations

conducting investigations

processing and analysing

data and information

communicating


teach the content through the skills.

In Science and Technology we must

Working scientifically involves:

processes skills

Questioning and predicting

• pose questions

• identify questions

• respond to questions

• make predictions

• make predictions based on prior knowledge

• predicting what might happen in a new situation


processes skills

Planning investigations

• sharing ideas and observations

• Identifying purpose

• suggesting activities and materials

• working individually and collaboratively

• planning to test predictions, answer questions and solve problems

• Deciding variables to be changed and measured in fair tests


processes skills

Conducting investigations

• exploring

• working individually and in teams

• manipulating objects

• gathering a range of data and recording information

• following planned methods considering safety

• identifying risk

• checking observations and repeating

• Suggesting improvements


processes skills

Processing and analysing data and information

• organising images or objects to display data

• Identify patterns and trends

• describing changes in observed investigations

• Reflecting on the investigation including safety and fairness

• Drawing conclusions

• comparing observations with those of others and with predictions


. processes skills

Communicating

• Sharing observations through discussion, drawing, text moving into tables and graphs to explanation and argument

• Displaying information in a variety of modes

• Sharing what they did and how they could do things differently building up to strengths and limitations

An investigationWhat will happen when you put the ping pong ball into the water? Why?

What will happen when you push the ping pong ball down into the water with the glass?

http://splash.abc.net.au/media/-/m/155608/floating-ping-pong-ball

Can you make a ping pong ball sink?

What’s working technologically all about?


is NOT ICT.

Technology in Science and Technology

Understanding the technology in Science and Technology

The study of technology involves solving real problems and creating ideas and solutions in response to needs and opportunities in a range of technological contexts.

The application of technology involves students in actively engaging with real world situations to create solutions for themselves and others to produce solutions relevant to their world.

Science K-10 (incorporating Science and Technology K-6) Syllabus

One of the most misunderstood

areas of Science and Technology

is TECHNOLOGY!

Science and Technology

Scientific inquiry

Problem solving

Technological design

The link through problem solving

https://www.youtube.com/watch?v=ze8fDgLK1R8&index=9&list=PLB17C6995D72366C2



Processes

What are the implications for you as a teacher in enabling students to work technologically? http://www.youtube.com/watch?v=fWCzW80zSuU&list=PL4OaBCdO3

4bAM7Yip2_6cJT00YkO-h796

http://www.youtube.com/watch?v=fWCzW80zSuU&list=PL4OaBCdO34bAM7Yip2_6cJT00YkO-h796

http://www.youtube.com/watch?v=fWCzW80zSuU&list=PL4OaBCdO34bAM7Yip2_6cJT00YkO-h796


Objective: Students develop knowledge, understanding of and skills in applying the processes of Working Technologically

OUTCOMES Related Stage 4 Objectives Early Stage 1 Stage 1 Stage 2 Stage 3 Students will develop:

STe-5WT uses a simple design process to produce solutions with identified purposes

ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants

ST2-5WT applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address specific design criteria

ST3-5WT plans and implements a design process, selecting a range of tools, equipment, materials and techniques to produce solutions that address the design criteria and identified constraints

1. knowledge, understanding and appreciation of and skills in design processes, design theory and the work of designers

2. knowledge of and skills in researching, experimenting, generating and communicating creative design ideas and solutions

3. knowledge and understanding of and skills in the responsible selection and safe use of materials, tools and techniques

4. knowledge, understanding and appreciation of the impact of innovation and emerging technologies on the individual, society and the environment

5. knowledge of and skills in managing quality solutions to successful completion

6. understanding and appreciation of and skills in evaluating and reflecting on the success of their own and others’ design activities.

Working TechnologicallyProgression by stage

Early Stage 1Uses a design

process related to an identified

purpose

Stage 1Structured design

processIdentifies needs and

wants

Stage 2Applies design

processUses specific design

criteria

Stage 3Plans process

Chooses technologies

Identifies constraints

Stage 4Uses complex design

processInnovates

Applies research


Technology process

Design solutions for authentic needs.


S1-S34 step process

ES13 step process

Working technologically involves:processes skills

Explore and define the task

• Identify purpose, and use, likes and dislikes of products, spaces, places

• Identify needs and wants of users

• Working individually and collaboratively to develop a design brief

• Developing design criteria that considers a variety of aspects

• Planning the process considering restraints


processes skills

Generate and develop ideas (develop ideas and produce solutions ES1)

• Using play and imagination to explore possibilities of products, places , spaces

• Follow steps to draw, model or construct solutions

• Research and explore different material and different sources of information

• Using creative thinking techniques and digital technologies to communicate ideas

• Using feedback and results to refine and redesign

• Apply established criteria to evaluate and modify


processes skills

Produce solutions(ES1 included in previous step)

• Suggest simple steps in production

• Use a range of tools and techniques working cooperatively and safely

• Exploring a range of suitable materials

• Developing and utilising a plan for production considering for example, time, increasing to specifications to guide production

• Safe and correct use of tools and techniques

• Testing for suitability ensuring a fair test


processes skills

Evaluation

• Recounting steps

• Expressing likes and dislikes

• Reflecting on the solution

• Explaining strengths, limitations and possible improvements

• Identifying how the solution met the desired need.

• Establishing where improvements could be made.

• Identifying strengths and limitations

• Self and or peer assessment using design criteria

What is the connection between Working Scientifically and Working Technologically?

http://www.youtube.com/watch?v=0leTiZyAFAQ&feature=youtu.be



Quality design tasks

For teachers a quality design task will:

Ensure teaching of programmed syllabus outcomes and content

Provide engaging opportunities for students Be open ended to allow curriculum differentiation Provide opportunity to collect evidence of student learning Focussed to allow student understanding and success

What a quality design tasks looks like for students

real and authenticengaging – building upon areas of interest and

relevanceenables deep understanding and skill developmentgain meaningful feedback on student design ideasuses authentic processes of design and production

Developing quality design tasks

what are: you required to teachthe limitations for the design project

Is there:An authentic needOpportunity for negotiation or collaboration

Designing a school garden

• What is a productive garden and how might it work?

• What things do you need to consider when choosing the location for your garden?

http://splash.abc.net.au/media/-/m/30735/designing-a-school-garden

http://splash.abc.net.au/media/-/m/30735/designing-a-school-garden

After viewing

• What are some of the issues with the school site?

• What are some suggested improvements?

• What are some of the design features of the garden?

Next steps

Your school is applying for a Stephanie Alexander Kitchen Garden Foundation grant of $10,000. Your class will need to submit an application.

What will you need to consider in your application?

Who will you seek assistance from?

Develop the submission with detailed drawings, costings and designs for the garden.

Resources for school gardens

Scootle – The Garden Detective

TALE – Design a garden

Scootle – The Lab

Sites 2 see -Garden materials to grow an idea

Curriculum support - Kitchen gardens

More garden resources

Gardening Australia – The Patch

ABC Splash – STEM resources

ABC Splash – Sustainable school gardens

DEC Environmental Education

Interactive House and garden

3… explore & define tasks, generate and develop ideas,

produce solutions ,evaluate processes & solutions

Planning

www.panmacmillan.com/author/kingfisherindividual

Time

Materials

Group work Team work

Skills

? Problems and solutions!

Time

MaterialsMess

My knowledge

Managing class

Questioning

Self-Audit and Action Planning

• Complete self-audit • Action Plan• Sharing

More resources

Curriculum Support – Kids design in practice

Kids design challenge

CSIRO

STANSW

ECO Space

Building Capacity

Exit Slip

science team introducing science & technology k-6 thirlmere ps

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