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Name:

Date:

Teaching Inquiry Science: PrimaryConnections in a STEM context

How to use this booklet

This booklet will be used during

today’s workshop - much as a

science journal is used throughout

a curriculum unit. It should also serve

as a useful reminder of what you

have learned. To that end we have

also included some pages that

can be photocopied.

The PrimaryConnections 5Es

teaching and learning approach

links science with literacy

(and numeracy). This workshop

explores how teaching science

with an inquiry based teaching

and learning approach supports

STEM learning.

This material is © Australian Academy of Science, 2017 (‘the Academy’)

Published by the Australian Academy of Science.

GPO Box 783 Canberra ACT 2601 Telephone: (02) 9386 4544 Fax: (02) 9387 7755 Email: [email protected] www.primaryconnections.org.au

Permitted Use PrimaryConnections Professional Learning materials (hard copy or digital) are for use in the conduct of professional learning workshops. All such workshops must use the materials as presented without modification.

You may only reproduce the resource sheets for use in sessions you facilitate in your school. The sessions and the resource sheets you provide must be done free of charge. Resource sheets may only be provided as a hard-copy handout. Electronic distribution is not permitted.

Any session you facilitate and/or resources you provide must be done without modification.

It is not permitted to run sessions using the PrimaryConnections Professional Learning materials unless you have first attended the corresponding training event facilitated directly by PrimaryConnections.

Registered Trademarks The image of the Dome building, and the logos of both the Academy and PrimaryConnections, are registered trademarks of the Australian Academy of Science and may not be used without prior written permission from the Academy.

The words ‘PrimaryConnections’ and ‘PrimaryConnections: Linking Science with literacy’ are registered trademarks and may not be used without prior written permission from the Academy.

Commercial Use In limited circumstances, the Academy may authorise the use of the PrimaryConnections Professional Learning materials and/or the use of its registered trademarks for commercial purposes, such as to advertise or run workshops where fees are charged. Any such authorisation will be in the form of a detailed written agreement.

Please direct requests for authorisation or further information to the PrimaryConnections Business Manager. Email: [email protected]

The Academy may change these terms of use in future without notice.

By using the PrimaryConnections Professional Learning materials you agree to these terms of use.

ENGAGE Where are we at? 2EXPLORE What is STEM? 5

The 5Es teaching and learning model 6Investigating approach 19The link between Science and Literacy 34

EXPLAIN The PrimaryConnections inquiry teaching and learning approach 39

ELABORATE PrimaryConnections in a STEM context 44EVALUATE Continuum for teaching science as argument 45

Appendices 46Pages to cut out 51

Copyright © Australian Academy of Science.

Contents


EN

GA

GE

2 Copyright © Australian Academy of Science.Teaching Inquiry Science: PrimaryConnections in a STEM context

What would you like to know and do by the end of the workshop?

1

2

3

Top three challenges

Where are we at?


EN

GA

GE

3Copyright © Australian Academy of Science.

Learning outcomes: To develop a deeper knowledge and understanding of the 5Es teaching and learning model.

To develop a robust understanding of the purpose of investigating, and how it is applied in PrimaryConnections units. To identify the links between the teaching

and learning of science and literacy. To develop a deeper understanding of PrimaryConnections and how it contributes to STEM education.

1

2

3

4

Learning intentions:

To experience the PrimaryConnections

approach to effective teaching and learning of

science.

To establish a shared understanding of how

teaching science with an inquiry based teaching

and learning approach supports ‘STEM’.

1

2

Purpose of the workshop

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GA

GE


Catalyst video

Why do we need vaccines?How do vaccines work?

What was the problem?What is the solution?

What do you need to know to be able to understand this technology? Why is this important?

Before

During

After


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If STEM is the solution, what is the problem?

What are the implications for teaching and learning (what do our students need)?

What is STEM?

6 Copyright © Australian Academy of Science.

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The 5Es teaching and learning model


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LESSON SUMMARY

ENG

AGE Lesson 1 Mysterious matter

Students explore different materials; vote and explain their ideas on whether they are solids, liquids or gases.

EXPL

ORE

Lesson 2 See how they run!Session 1 Looking at liquidsStudents explore the properties of different liquids, identify properties that are shared by liquids, and discuss how liquids flow and take the shape of their containers. Session 2 (Optional) Runny races Students set up an investigation of the viscosity of liquids, and work in teams to explore the viscosity of materials.

Lesson 3 Solid studiesStudents explore the properties of different solid materials, identify properties that are shared by solids, and identify that powders are solids based on their observable properties.

Lesson 4 What a gas!Students experience hands-on exploration of the properties of liquids, solids and gases.

EXPL

AIN Lesson 5 Sort it out

Students work in teams to sort materials according to what they have learned about solids, liquids and gases. Students read and discuss a text about solids, liquids and gases.

ELAB

ORA

TE Lesson 6 Hot stuffStudents work in teams to conduct a fair test investigation about air and discuss how temperature enables gases to spread out and fill containers.

EVAL

UATE Lesson 8 Mind your matters

Students create cards to summarise their understanding of solids,liquids and gases and reflect on their learning.

Year 5, Chemical sciences, Science

Understanding. “Solids, liquids and gases

have different observable properties

and behave in different ways”.

TIP: The full unit can be

found on Scootle. More

details are on our website.

What’s the matter?


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What’s the matter? Resource sheet 4

Fill the container with water.

Place one tissue in the bottom of a plastic cup.

Turn the cup upside down and place the lip of the cup as flat as possible on the surface of the water.

Press the cup down into the water.

Remove the cup from the water and examine the tissue.

What are you going to do?

What do you predict will happen? Explain why.Give scientific reasons for your predictions.

1

2

3

4

5

Investigation one


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Draw an annotated drawing to explain what happened.

Explaining results

Date:


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Everything around us that takes up space is called matter. ‘States of matter’ means the form that matter takes. The states of matter that we mostly come across are solids, liquids and gases. Another state of matter is plasma. The Sun is mostly made of plasma.

Some solids are hard, such as stone and wood. Some are soft, such as sponges and wool. Others are powders, such as flour and coffee, where each particle is a tiny solid. Solids keep their shape. In a solid, it is the particles that maintain its rigid structure. Heating some solids can turn them into liquids. For example, heating butter turns it into a liquid.

Solids


States of matter


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Liquids flow and will spread out when poured. The shape of a liquid depends on the container it is in. Even when liquids change their shape, they always take up the same amount of space. Heating a liquid can turn it into a gas, for example, boiling water turns it into water vapour. Cooling a liquid can turn it into a solid, for example, freezing water turns it into ice.

Liquids

Gases can be compressed. They are floating around us or are trapped inside a solid. They spread out and fill up the size or shape of the container they are in. Gases are often invisible. Cooling a gas can turn it into a liquid, for example, water vapour turns into liquid water as it cools.

Gases



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In hot water

Predict: What do you think will happen when the bottle with the balloon on top is put in hot water?

Reason: Why do you think that will happen?

Observe: What happened?

Explain: Why do you think that happened?


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PrimaryConnections 5Es teaching and learning model

Phas

eFo

cus

Asse

ssm

ent

focu

s

ENG

AGE

Enga

ge s

tude

nts

and

elicit

prio

r kno

wled

geD

iagn

ostic

ass

essm

ent

EXPL

ORE

Prov

ide

hand

s-on

exp

erien

ce o

f the

phe

nom

enon

Form

ativ

e as

sess

men

t

EXPL

AIN

Deve

lop

scien

tific

expl

anat

ions

for o

bser

vatio

ns a

nd re

pres

ent

deve

lopi

ng c

once

ptua

l und

erst

andi

ngCo

nsid

er c

urre

nt s

cient

ific e

xplan

atio

ns

Form

ativ

e as

sess

men

t

ELAB

ORA

TEEx

tend

und

erst

andi

ng to

a n

ew c

onte

xt o

r mak

e co

nnec

tions

to

add

itiona

l con

cept

s th

roug

h a

stud

ent-p

lanne

d in

vest

igat

ion

Sum

mat

ive

asse

ssm

ent

of th

e Sc

ience

Inqu

iry S

kills

EVAL

UATE

Stud

ents

re-re

pres

ent t

heir

unde

rsta

ndin

g an

d re

flect

on

their

lea

rning

jour

ney,

and

teac

hers

col

lect e

viden

ce a

bout

the

achi

evem

ent o

f out

com

es

Sum

mat

ive

asse

ssm

ent

of th

e Sc

ience

Und

erst

andi

ng


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PrimaryConnections 5Es teaching and learning model:

Student perspectivePh

ase

Focu

sAs

sess

men

t fo

cus

ENG

AGE

Wha

t do

I thi

nk I

know

ab

out t

his?

How

can

I ex

pres

s th

at?

Dia

gnos

tic a

sses

smen

t I c

an ta

lk ab

out w

hat I

thin

k I k

now

or d

on’t

know

abo

ut a

scie

nce

idea

and

ask

qu

estio

ns a

bout

it; I

can

liste

n to

oth

er’s

idea

s.

EXPL

ORE

Let m

e ex

plor

e so

me

thin

gs a

bout

this

idea

, co

mpa

re w

hat h

appe

ns

with

wha

t I th

ough

t and

try

to m

ake

sens

e of

it.

Form

ativ

e as

sess

men

t I c

an s

pend

tim

e ex

plor

ing

the

scien

ce id

ea a

nd te

stin

g in

itial id

eas

abou

t it.

I can

lea

rn h

ow to

repr

esen

t wha

t I th

ink

and

star

t lea

rnin

g ho

w to

inve

stig

ate;

I ca

n lis

ten

and

learn

, ask

and

ans

wer

que

stio

ns.

EXPL

AIN

I’ll tr

y to

exp

lain

wha

t I

have

lear

ned

abou

t the

ke

y id

ea s

o fa

r. I n

eed

som

e sc

ience

idea

s an

d w

ords

to e

xplai

n it

bette

r.

Form

ativ

e as

sess

men

t Th

e te

ache

r list

ens

and

asks

que

stio

ns w

hile

I exp

lain

and

repr

esen

t wha

t I h

ave

learn

t so

far.

I can

liste

n to

and

que

stio

n ot

hers

. I le

arn

new

idea

s, w

ords

, ter

ms

and

sym

bols

to h

elp m

e w

ith m

y ex

plan

atio

ns.

ELAB

ORA

TEI’m

goi

ng to

find

out

m

ore

abou

t thi

s id

ea

by c

ondu

ctin

g an

in

vest

igat

ion,

usin

g all

th

e sk

ills w

e ha

ve b

een

learn

ing.

Sum

mat

ive

asse

ssm

ent o

f the

Scie

nce

Inqu

iry S

kills

I can

sho

w th

e te

ache

r how

our

team

con

duct

s an

inve

stig

atio

n on

the

key

idea

: ho

w I

form

a q

uest

ion

and

pred

ict th

e ou

tcom

e; h

ow I

plan

and

con

duct

it; h

ow

I gat

her d

ata

and

repr

esen

t it;

how

I m

ake

claim

s ba

sed

on th

e ev

iden

ce; h

ow I

analy

se a

nd c

omm

unica

te m

y re

sults

.

EVAL

UATE

I’ll e

xplai

n w

hat I

now

kn

ow a

nd b

ack

it up

with

ev

iden

ce o

f my

learn

ing.

I w

ill sh

ow h

ow m

y th

inkin

g ha

s ch

ange

d. I’

ll ask

som

e m

ore

ques

tions

.

Sum

mat

ive

asse

ssm

ent o

f the

Scie

nce

Unde

rsta

ndin

g I c

an s

how

the

teac

her h

ow w

ell I

have

und

erst

ood

the

key

scien

ce id

eas

for t

his

unit:

wha

t I th

ough

t I k

new

and

wha

t I h

ave

learn

t; w

hat e

viden

ce I

can

show

fo

r lea

rnin

g an

d ho

w I

can

repr

esen

t my

unde

rsta

ndin

g; h

ow m

y th

inkin

g ha

s ch

ange

d.


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An elaboration of the PrimaryConnections 5Es teaching and learning model

Phase Purpose Role of teaching and learning activity

ENGAGE Create interest and stimulate curiosity.Set learning within a meaningful context.Raise questions for inquiry.Reveal students’ ideas and beliefs, compare students’ ideas.

Activity or multi-modal text used to set context and establish topicality and relevance.Motivating/discrepant experience to create interest and raise questions.Open questions, individual student writing, drawing, acting out understandings, and discussion to reveal students’ existing ideas and beliefs so that teachers are aware of current conceptions and can plan to extend and challenge as appropriate—a form of diagnostic assessment.

EXPLORE Provide experience of the phenomenon or concept.Explore and inquire into students’ questions and test their ideas.Investigate and solve problems.

Open investigations to experience the phenomenon, collect evidence through observation and measurement, test ideas and try to answer questions.Investigation of text-based materials (for example, newspaper articles, web-based articles) with consideration given to aspects of critical literacy, including making judgments about the reliability of the sources or the scientific claims made in the texts.

EXPLAIN Introduce conceptual tools that can be used to interpret the evidence and construct explanations of the phenomenon.Construct multi-modal explanations and justify claims in terms of the evidence gathered.Compare explanations generated by different students/groups.

Student reading or teacher explanation to access concepts and terms that will be useful in interpreting evidence and explaining the phenomenon.Small group discussion to generate explanations, compare ideas and relate evidence to explanations.Individual writing, drawing and mapping to clarify ideas and explanations.Formative assessment to provide feedback to teacher and students about development of investigation skills and conceptual understanding.


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Phase Purpose Role of teaching and learning activity

Explain(Continued)

Consider current scientific explanations.

Small group writing/design to generate a communication product (for example, poster, oral report, formal written report or PowerPoint presentation, cartoon strip, drama presentation, letter) with attention to form of argumentation, genre form/function and audience, and with integration of different modes for representing science ideas and findings.

ELABORATE Use and apply concepts and explanations in new contexts to test their general applicability.

Reconstruct and extend explanations and understanding using and integrating different modes, such as written language, diagrammatic and graphic modes, and mathematics.

Student-planned investigations, exercises, problems or design tasks to provide an opportunity to apply, clarify, extend and consolidate new conceptual understanding and skills.

Further reading, individual and group writing may be used to introduce additional concepts and clarify meanings through writing.

A communication product may be produced to re-represent ideas using and integrating diverse representational modes and genres consolidating and extending science understanding and literacy practices.

EVALUATE Provide an opportunity for students to review and reflect on their own learning and new understanding and skills.

Provide evidence for changes to students’ understanding, beliefs and skills.

Discussion of open questions or writing and diagrammatic responses to open questions—may use same/similar questions to those used in Engage phase to generate additional evidence of the extent to which the learning outcomes have been achieved.

Reflections on changes to explanations generated in Engage and Evaluate phases to help students be more metacognitively aware of their learning.


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Foundation Year 1

Year 2 Year 3

Year 4 Year 5

Year 6 Year 7

Chemical sciences: Science Understandings


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5 WhysQuestion 1 Why is investigation important in primary science?

Answer 1

Question 2 Why?

Answer 2

Question 3 Why?

Answer 3

Question 4 Why?

Answer 4

Question 5 Why?

Answer 5

Investigating approach


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DISCUSSION SKILLS

• Listen when others speak

• Ask questions of each other

• Criticise ideas, not people

• Listen to and discuss all ideas before selecting one

TEAM SKILLS

1 Move into your teams quickly and quietly

2 Speak softly

3 Stay with your team

4 Take turns

5 Perform your role

TEAM ROLES

ManagerCollects and returns all materials the team needs

SpeakerAsks the teacher and other team speakers for help

DirectorMakes sure that the team understands the team investigation and completes each step


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IntroductionStudents working in collaborative teams is a key feature of the PrimaryConnections inquiry-based program. By working in collaborative teams students are able to:

• communicate and compare their ideas with one another• build on one another’s ideas• discuss and debate these ideas• revise and rethink their reasoning • present their final team understanding through multi-modal representations.

Opportunities for working in collaborative learning teams are highlighted throughout the unit.

Students need to be taught how to work collaboratively. They need to work together regularly to develop effective group learning skills.

The development of these collaborative skills aligns to descriptions in the Australian Curriculum: English.

Team structureThe first step towards teaching students to work collaboratively is to organise the team composition, roles and skills. Use the following ideas when planning collaborative learning with your class:

• Assign students to teams rather than allowing them to choose partners.• Vary the composition of each team. Give students opportunities to work with others who

might be of a different ability level, gender or cultural background.• Keep teams together for two or more lessons so that students have enough time to learn

to work together successfully.• If you cannot divide the students in your class into teams of three, form two teams of two

students rather than one team of four. It is difficult for students to work together effectively in larger groups.

• Keep a record of the students who have worked together as a team so that by the end of the year each student has worked with as many others as possible.

Team rolesStudents are assigned roles within their team (see below). Each team member has a specific role but all members share leadership responsibilities. Each member is accountable for the performance of the team and should be able to explain how the team obtained its results. Students must therefore be concerned with the performance of all team members. It is important to rotate team jobs each time a team works together so that all students have an opportunity to perform different roles.

For Year 3–Year 6, the teams consist of three students—Director, Manager and Speaker. (For Foundation–Year 2, teams consist of two students—Manager and Speaker.)

How to organise collaborative learning teams (Year 3 – Year 6)


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Keeps the team’s equipment in good order

Helps team members to focus on each step of the investigation

Rotates the roles among members of the team

Shares obtained information with team members

Checks that the team has conducted the investigation successfully Takes a leadership role in the team

Provides guidance about the investigation Has the opportunity to perform different roles

Asks the teacher or another team’s speaker for help Offers encouragement and support

Has permission to leave the team to seek help

Tells the teacher if any equipment is broken

Collects and returns all of the team’s equipment Varies the composition of the teams

Moves into a team quickly Speaks softly

Completes the necessary written work for the investigation

Makes sure the team members understand the team investigation

Assigns students to teams Wears a role identifier such as a wristband

Keeps teams together for several lessons Explains the team roles

Works collaboratively rather than individually or competitively Keeps records of team composition

Talks to the speakers in the teams Prepares resources prior to the lesson

Is accountable for the performance of the team

Cleans up and gets equipment ready to return to the equipment table

Reports to the class about the team’s results Stays with the team

Performs a team role Takes turns

Checks on the progress of the investigation

Makes sure that the team has all necessary equipment

Collaborative Learning Behaviours

Which behaviours are part of the Manager, Speaker or Director roles

and which might be behaviours expected of every student or the teacher?


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Types of investigation

Exploratory investigationsnoccur mostly at the Engage and Explore phases

nare characterised by hands-on exploratory activities including: observing, measuring,

testing, representing.

From Melting moments, Year 3 Chemical sciences unit

Title of investigation Description

Heat it up Students work in teams to safely use appropriate equipment to investigate what happens when different materials are warmed.

Cool customers Students work in teams to observe what happens when different materials are cooled.

Freeze it! Students predict what will happen when different materials are placed in a freezer and compare results with predictions.

Fair test, Survey, Design and Secondary data investigationsnoccur mostly at the Elaborate phase

nare 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.

Examples

Type of investigation

Strand Year level Unit Title of Investigation

Fair test Earth and space sciences

F Weather in my world

Using wind meters

Survey Biological sciences

1 Schoolyard safari

Habitat detectives

Design Physical sciences

4 Magnetic moves Forces at work

Secondary data Earth and space sciences

6 Earthquake explorers

Earthquakes downunder

Fair test Chemical sciences

6 Change detectives

Fizz whiz


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Variables gridEl

icit

varia

bles

: Wha

t thi

ngs

mig

ht a

ffect

___

____

____

____

____

____

____

____

_?

Focu

s qu

estio

n: W

hat h

appe

ns to

___

____

____

____

____

____

____

____

____

__

whe

n w

e ch

ange

___

____

____

____

____

____

____

____

____

____

____

____

____

__?

Variables grid


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Question for investigation

Can you write this as a question?

What do you think will happen? Explain why.

Give scientific explanations for your prediction

To make this a fair test, what things (variables) are you going to:Change

Change only one thing (independent variable)

Measure/observe

What would the change affect? (dependent variable)

Keep the same

Which variables will you control? (controlled variables)

Draw the equipment you will use and show how it will be set up

Name: ________________________________ Date: _____________Other members of your team: ________________________________

Investigation planner


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Presenting results – data table

Presenting resultsCan you show your results in a graph?


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Discussing results

What is your claim to answer your question for investigation?

What is your evidence for the claim? How does your evidence support your claim?

Does your claim match your prediction? Why do you think that is?

Evaluating the investigation

What problems did you have in doing this investigation?

How could you improve this investigation (fairness, accuracy)?


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Q What question are you trying to answer?

C What is your claim?

E What is your evidence?

R What is your (scientific) reasoning? How do you know?

Question, Claim, Evidence, Reasoning (QCER)


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Question type Question starter

Asking for evidence

I have a question about __________________.

How does your evidence support your claim?

What other evidence do you have to support your claim?

Agreeing I agree with ________________ because ________________.

Disagreeing I disagree with _______________ because ________________.

One difference between my idea and yours is _____________.

Questioning further

I wonder what would happen if ____________?

I have a question about __________________.

I wonder why ___________________________?

What caused ___________________________?

How would it be different if _______________?

What do you think will happen if ___________?

Clarifying I’m not sure what you meant there.

Could you explain your thinking to me again?

Science Question Starters


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Science Inquiry Skills (SIS) SequenceF

Year

s 1-

2Ye

ars

3-4

Year

s 5-

6Ye

ars

7-8

Q&P: Questioning and predicting, P&C: Planning and conducting, P&A, D&I: Processing and analysing data and informationEVAL: Evaluating, COMM: Communicating


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Everyday literacies

Scientific literacy

Literacies of science

The link between Science and Literacy


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Quality matrix

FeaturesCharacteristics of a

high-quality productOpportunity for

improvement

Title Clear and accurate identifying the organism

Write in a straight lineCheck spelling

Drawing Clear narrow pencil line centred on paperLarge enough to represent detail

No shadingLarger drawing

Scale Units of measurementAccurate

Measure size to calculate scaleInclude a scale

Labels Scientific language Check spellingUse scientific language

Leader lines Straight lineSame side of diagram

Ensure lines do not cross each other

Literacy of science: Biological drawing


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Literacy of science: __________________________________

FeaturesCharacteristics of a

high-quality productOpportunity for

improvement

Quality matrix


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STAG

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Literacy focuses progress map


EX

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TWLH chart


EX

PLA

IN


5Es model

Embedded Authentic

Assessment

Science integrated with

curriculum

Collaborative learning

Focus on science and

literacy Primary Connections teaching and

learning approach

Investigation

English

Cross-curricula priorities

Ethical behaviour

General Capability

ICT General Capability

Mathematics

Science integrated with

curriculum

Critical and creative thinking

General Capability

The PrimaryConnections 5Es inquiry teaching and

learning approach


EX

PLA

IN


A way of thinking

A way of working

PrimaryConnections in a STEM context


EX

PLA

IN


A way of communicating (science and literacy)

Knowledge and understanding (scientific literacy)

PrimaryConnections: Unit map*

Yr Biological sciences Chemical sciences Earth and space sciences Physical sciences

F

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

1

Schoolyard safari

Dinosaurs and more

Spot the difference

Bend it! Stretch it!

Up, down and all around Look! Listen!

2

Watch it grow! All mixed up Water works Push-pull

3

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

4

Friends or foes? Among the gum trees

Material world

Package it better

Beneath our feet Smooth moves Magnetic moves

5

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

6

Marvellous micro-organisms

Rising salt Change detectives Earthquake explorers

Creators and destroyers

Essential energy

Circuits and switches

NEWNEW NEW

NEW NEW

NEW

NEW NEW

Digital versions of 31 curriculum units are available free for educational, non-commercial use by Australian educators through the National Digital Learning Resources Network (www.scootle.edu.au) or your local jurisdictional portal. Hard copies of all units can also be purchased.

The book contains assessment rubrics and a code to download a free PDF of the unit.

P P

PP

P

P P

S

S

S

S S S

S

S

S

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Student Science Journal availableCards available for students/teachers

Information text available for students

*Units are organised by strand and year level, not in the recommended order for teaching.

J J

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S C

JS JS

JS JSJSJSJS

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These units address the following Australian Curriculum Science Understandings:

Yr Biological sciences Chemical sciences Earth and space sciences Physical sciences

F

Staying alive or Growing well (ACSSU002)Living things have basic needs, including food and water.

What’s it made of? (ACSSU003)Objects are made of materials that have observable properties.

Weather in my world (ACSSU004)Daily and seasonal changes in our environment affect everyday life.

On the move (ACSSU005)The way objects move depends on a variety of factors, including their size and shape.

1

Schoolyard safari or Dinosaurs and more (ACSSU017/211)Living things have a variety of external features.Living things live in different places where their needs are met.

Spot the difference or Bend it! Stretch it! (ACSSU018)Everyday materials can be physically changed in a variety of ways.

Up, down and all around (ACSSU019)Observable changes occur in the sky and landscape.

Look! Listen! (ACSSU020)Light and sound are produced by a range of sources and can be sensed.

2

Watch it grow (ACSSU030)Living things grow, change and have offspring similar to themselves.

All mixed up (ACSSU031)Different materials can be combined for a particular purpose.

Water works (ACSSU032)Earth’s resources are used in a variety of ways.

Push-pull (ACSSU033)A push or pull affects how an object moves or changes shape.

3

Feathers, fur or leaves? (ACSSU044)Living things can be grouped on the basis of observable features and can be distinguished from non-living things.

Melting moments (ACSSU046)A change of state between solid and liquid can be caused by adding or removing heat.

Night and day (ACSSU048)Earth’s rotation on its axis causes regular changes, including night and day.

Heating up (ACSSU049)Heat can be produced in many ways and can move from one object to another.

4

Friends or foes? or Among the gum trees (ACSSU072/073)Living things have life cycles.Living things depend on each other and the environment to survive.

Material world or Package it better (ACSSU074)Natural and processed materials have a range of physical properties that can influence their use.

Beneath our feet (ACSSU075)Earth’s surface changes over time as a result of natural processes and human activity.

Smooth moves or Magnetic moves (ACSSU076)Forces can be exerted by one object on another through direct contact or from a distance.

5

Desert survivors (ACSSU043)Living things have structural features and adaptations that help them to survive in their environment.

What’s the matter? (ACSSU077)Solids, liquids and gases have different observable properties and behave in different ways.

Earth’s place in space (ACSSU078)The Earth is part of a system of planets orbiting around a star (the Sun).

Light shows (ACSSU080)Light from a source forms shadows and can be absorbed, reflected and refracted.

6

Marvellous micro-organisms or Rising salt (ACSSU094)The growth and survival of living things are affected by the physical conditions of their environment.

Change detectives (ACSSU095)Changes to materials can be reversible or irreversible.

Earthquake explorers or Creators and destroyers (ACSSU096)Sudden geological changes or extreme weather conditions can affect Earth’s surface.

Essential energy or Circuits and switches (ACSSU097/219)Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources.

PrimaryConnections: Unit overview

All the material in this table is sourced from the Australian Curriculum version 8.3.


ELA

BO

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Unit checklistSUPPORTING FEATURE DRAW OR WRITE

Using teacher feedback, our designers include specific features that allow units to be used seamlessly in a hands-on science classroom. Explore and list some design features you notice that support teachers to teach science with confidence.

Indicates in which phase the lessons take place

Key concept for the unit (AC: Science Understanding) is on page …

Alignment to the Australian Curriculum:Science specific to this unit is on page …

Alignment to the Australian Curriculum:Mathematics on page …

Alignment to the Australian Curriculum:English on page …

Australian Curriculum General Capabilities explained on page …

Australian Curriculum Cross Curricula Priorities explained on page …

Location of Australian Curriculum links to individual lessons

Location of assessment focus for each lesson

2 possible locations of the Teacher Background Information

Way

s of

co

mm

unic

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Location of suggested ICT links to lessons

Literacy focus within lessons are indicated by a …

Way

s of

thin

king

Draw the symbol representing Numeracy

Draw the symbol representing Critical and Creative Thinking

Draw the symbol representing Personal and Social Competence

Draw the symbol representing Intercultural Understanding

Draw the symbol representing the Cross Curriculum priority ‘Aboriginal and Torres Strait Islander histories and cultures’

Draw the symbol representing Diagnostic Assessment

Draw the symbol representing Formative Assessment

Draw the symbol representing Summative Assessment

The ‘How Tos’ are located in the …

The Equipment List is located in the …

The Unit Overview is located in the …

Assessment rubrics can be found on …

PrimaryConnections in a STEM context


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Continuum for teaching science as argument

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46 Copyright © Australian Academy of Science.Appendices Literacy focuses

Literacy focuses

Why do we use a science journal? We use a science journal to record what we see, hear, think and feel so that we can look at it later.

What does a science journal include? A science journal includes dates and times. It might include written text, drawings, measurements, labelled diagrams, photographs, tables and graphs.

Science journal

Graph Why do we use a graph? We use a graph to organise information so we can look for patterns. We use different types of graphs, such as picture, column or line graphs, for different purposes.

What does a graph include? A graph includes a title, axes with labels on them and the units of measurement.

47Appendices Literacy focusesCopyright © Australian Academy of Science.

Table

Why do we use a table? We use a table to organise information so that we can understand it more easily.

What does a table include? A table includes a title, columns with headings and information organised under each heading.

TWLH chartWhy do we use a TWLH chart?

We use a TWLH chart to show our thoughts

and ideas about a topic before, during and

after an investigation or activity.

What does a TWLH include?

A TWLH chart includes four sections with

the headings: What we Think we know, What

we Want to learn, What we Learned, and

How we know. Words or pictures can be

used to show our thoughts and ideas.

Why do we use a word wall? We use a word wall to record words we know or learn about a topic. We display the word wall in the classroom so that we can look up words we are learning about and see how they are spelled.

What does a word wall include? A word wall includes a topic title or picture and words that we have seen or heard about the topic. We might also have our own word wall in our science journal.

Word wall

“TEACHING PRIMARY SCIENCE: Trial-teacher feedback on the implementation of Primary Connections and the 5E model.” Skamp, K. (2012)

Keith Skamp

Teaching Primary ScienceTrial-teacher feedback on the implementation of Primary Connections and the 5E model

PC FINDINGS

Page 251

• PrimaryConnections 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.

• … the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high quality science learning.

Page 254

• Overall, teachers and students enjoyed the PrimaryConnections units and student learning in science advanced.

• The units encouraged investigative science and occasionally autonomous student learning.

Page 256

• Most units created interest and stimulated curiosity, with many identifying students’ ideas and/or having students compare their ideas.

Page 258

• All units provided experience of the phenomenon or concept, with many activities having a most positive impact on teachers and students.

Page 268

• PrimaryConnections has enabled many teachers to engage in assessing their students’ progress in science.

Page 270

• All students actively engaged with ideas and … with evidence across many units.

• Fair testing provided a ready opportunity for middle and upper primary teachers to explicitly introduce the concept of evidence.

Page 272

• Teachers’ confidence to teach primary science appeared to be positively impacted by teaching PrimaryConnections units … which was, in part, related to their students’ obvious interest in science and the impact of the units on their learning in science.

Page 274

• … PrimaryConnections has had a real and positive impact on many teachers who have trialled its units and reflected on those trials.

Page 273

• Virtually all teachers who commented on the literacy aspects of PrimaryConnections commended their inclusion.

• … the potential of PrimaryConnections units to link with other curriculum areas was also very positively received.

The first time, teach the unit as it is written. Why?

• So you (and the students) can experience and understand what is embedded in the sequence of lessons and what takes so long to write, trial and rewrite.

• So you can see how it affects student learning and enjoyment.

Undertake some professional learning so you understand what is in the units:

• The 5Es (the model overall; the purposes of the phases).

• What is implicit and what is embedded (in particular the beginning and end of lessons).

• To start your own continuous professional learning journey in science—see below.

PrimaryConnections (PC) has a ‘reform agenda’ ie it is designed for you to:

• change what and how you teach science, not just add to your repertoire of tips, tricks and activities.

• build your enjoyment of teaching science, literacy and teaching generally.

• see this style of learning as a journey over a professional lifetime (it takes 40–80 hours of PL to make and sustain change to teaching practices and beliefs).

Trial teachers (206 provided feedback over more than 6 years) say that system and school requirements can still be met while implementing PrimaryConnections units.

PC unit context can be used as the basis for literacy learning, and multi-modal representations to build deep learning, as well as ICTs.

On average it takes 7–10 hours to implement a PC unit.

When using multiple PC units (at least 2), students bring their learning from previous units and build on their knowledge and skills—ie there is retention of knowledge and skills acquisition.

Look at your use of student ideas and questions and improve your pedagogy. Learn how to:

• Set learning in a meaningful context.

• Raise questions for inquiry (Engage phase of 5Es).

• Turn student questions into questions for inquiry—this is an acquired skill.

• Explore and inquire into student questions and test their ideas (in the Explore phase).

• Assist students to compare the explanations generated by different students or groups.

Look at the use of evidence. Support students to:

• Reason about evidence.

• Modify ideas in light of evidence.

• Reason with others about how different ideas fit with evidence (argumentation).

Look at assessment:

• Increase peer and self-assessment.

• Focus more on students’ development of science inquiry skills and assessment of those.

• Understand that the main conceptual big idea is the focus of the unit, and use it especially in the Elaborate phase—this is the basis of assessment.

Be aware of the barriers to implementation of quality science – especially time:

• Time for preparation (not just the materials—but to identify and understand the big conceptual ideas, the context, the facilitation of deep learning).

• Time for students to discuss and reason —so don’t rush through a lesson ‘doing things’; ensure students have time to think and compare and modify ideas in light of evidence, and have meaningful closure at the end of a lesson about their reasoning and learning.

• Don’t skip phases of the 5Es.

IMPLICATIONS FOR TEACHERS FROM THE SKAMP REPORT (2012)

50‘PrimaryConnections: linking science with literacy’ is supported by the Australian Government Department of Education and Training through the Mathematics and Science Participation Programme.

By registering for this course, you have signed up for FREE access to the members section of our website, and become part of the PrimaryConnections community. Here you will find a wealth of information and opportunities to interact with other members.

The following course related resources will be available after the workshop by logging into the member section:

üWorkshop PowerPoint Presentation

ü5Es Card Sort

üFacilitation Tools Booklet

üWorkshop Booklet There will also be a forum for you to interact with other members of the PrimaryConnections community.

PrimaryConnections community

You will have FREE access to material, such as:

Assessment Rubrics

Indigenous Perspectives

Australian Curriculum

Professional Reading

NSW Syllabus Grid

Good Science Books

Science Background Resources Unit Resources

Free PrimaryConnections UnitsThirty-one PrimaryConnections curriculum units are freely available on Scootle in PDF and html5 formats for all Australian teachers and student teachers: www.scootle.edu.auHow to access Scootle All teachers and pre-service teachers across Australia have full access to the content on Scootle using their education email address. Membership is not managed by ESA, but by jurisdictional education departments and Independent and Catholic school bodies. To access Scootle you will need to login using your registered email address and password. Check with your principal or lecturer about log-in and passwords for your context.

51Copyright © Australian Academy of Science. Appendices Chemical sciences: Science Understandings

Cut out these cards,

sort them and paste

on page 18.

Changes to materials can be reversible, or irreversible.

Natural and processed materials have a range of physical

properties that can influence their use.

Objects are made of materials that have observable properties.

Solids, liquids and gases have different observable properties and behave in different ways.

A change of state between solid and liquid can be caused by

adding or removing heat.

Everyday materials can be physically changed in a variety

of ways.

Mixtures, including solutions, contain a combination of pure

substances that can be separated using a range of techniques.

Different materials can be combined for a particular purpose.

Chemical sciences: Science Understandings

53Copyright © Australian Academy of Science. Appendices Science Inquiry Skills (SIS) Sequence

Cut out these cards, sort them

and paste on page 33.

Q&P: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge.P&C: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment.Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately.P&A, D&I: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.Compare results with predictions, suggesting possible reasons for findings.EVAL: Reflect on investigations, including whether a test was fair or not.COMM: Represent and communicate observations, ideas and findings using formal and informal representations.

Q&P: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.P&C: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed.Measure and control variables, select equipment appropriate to the task and collect data with accuracy.P&A, D&I: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate.Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence.EVAL: Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements.Use scientific knowledge and findings from investigations to evaluate claims based on evidence.COMM: Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate.

Q&P: Pose and respond to questions about familiar objects and events.P&C: Participate in guided investigations and make observations using the senses.P&A, D&I: Engage in discussions about observations and represent ideas.COMM: Share observations and ideas.

Q&P: With guidance, pose clarifying questions and make predictions about scientific investigations.P&C: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks.Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate.P&A, D&I: Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate.Compare data with predictions and use as evidence in developing explanations.EVAL: Reflect on and suggest improvements to scientific investigations.COMM: Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts.

Q&P: Pose and respond to questions, and make predictions about familiar objects and events.P&C: Participate in guided investigations to explore and answer questions.Use informal measurements to collect and record observations, using digital technologies as appropriate.P&A, D&I: Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions.EVAL: Compare observations with those of others.COMM: Represent and communicate observations and ideas in a variety of ways.

Science Inquiry Skills (SIS) Sequence

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Notes

teaching inquiry science: primaryconnections in a stem context · i learn new ideas, words, terms...

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