Primary Science Matters Day 3 – Session 9 As smooth as silk – one approach

What could your presentation look like? Describe the silkworm experience as a story like the written case of Mary’s – you need not write a lot to tell a good story Or.... list some key dot points that sequence the development of the ideas that you can talk to that address each of the scaffolding questions – powerPoint is an obvious choice here Use a sequence of cartoons on A3 paper that you use to story board your ideas – you don’t have to be an artist to draw Provide a number of brief dated journal entries (or blog) that tell how your experience unfolded and your thinking – use some creative licence some other innovative idea?

(Q1) What have you done (tried), or learnt from this experience? As smooth as silk The story of silkworms in my classroom I decided to go with silkworms as a context for open ended science investigations without really knowing where this would go A chance conversation between students provided a glimpse of very narrow views of science ‘science’ = ‘just experiments’ Students thought they only ever did science during ‘Science Week ’

Q 2) Why did you focus on this action or thinking and consider this was worth trying? As smooth as silk Why silkworms in my classroom Looking after silkworms may provide a ‘fuller picture’ of science and allow students to see connections between ‘science’ and their world Could provide opportunities for practical data collection and individual student research May encourage increased literacy opportunities and oral communication Could be good for peer to peer teaching and learning

Q 3) How were you feeling about this before you did it? Were there things you were worried or unsure about? As smooth as silk The story of silkworms in my classroom No knowledge of how to look after silkworms I wasn’t sure what would be learnt/whether much would be learnt of value Activity could introduce ‘big’ distractions in class for the students Need to find time to read and research to answer students’ questions Potential for ‘creepy crawlies’ to escape into the classroom Class time may need to be stolen from other programs

Q 4) What has been the effect on you and/or your students of what was tried, or as a result of your change in thinking? As smooth as silk The story of silkworms in my classroom Heightened skills of observation providing opportunities to see why record keeping and data collection can be important Better integration of science ideas and skills into the students’ real world A chance for students to see science in action with big changes in a short time span Students (regardless of gender) given the chance to be seen as experts by teacher, parents and peers

Q 5) What implications has this experience had for your teaching? As smooth as silk The story of silkworms in my classroom Activities that link multiple science contexts offer rich opportunities for high engagement and memorable learning experiences. Offering students ‘real’ ownership and control are ‘high risk’ but potentially very rewarding for them, the teacher and the whole school community.

Q 6) What do you plan to do in the future? As smooth as silk The story of silkworms in my classroom Discuss with the class their good learning behaviours: posing questions, collecting, presenting & analysing data and researching Take risks with trialling other activities which give students ownership and opportunities to become knowledge ‘experts’ through research and peer to peer learning. Look to provide science ‘experiences’ where students can develop skills in observation and data collection which are ‘real’ and not contrived Provide science opportunities that are more than ‘just experiments’