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

What constitutes science learning? SCIENCE LEARNING Where do cool experiments fit in the new syllabus?

Overview ‘A students sense of wonder & curiosity … is fostered through actively engaging in the [scientific processes]’ 1 Aim & Rationale 2 Syllabus overview 3Planning NSW Science K-10 Syllabus Vol 1 Pg 4 Action learning

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Attitudes Skills foster students’ sense of wonder & expand their natural curiosity 1 Aim Surprises? Surprises? Encouraging attitudes & skills? Encouraging attitudes & skills?

Understanding of, interest in & enthusiasm for Science Appreciate natural & made environment Sense 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? wonder natural curiosity interest enthusiasm 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?

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1 Rationale Attitudes Skills What are students doing in Science? Why science? What is science?

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 Y - Chart What Science look like in the classroom? LOOK FEEL SOUND

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION 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 Substrand Strand Outcomes Content statements Overarching Content statement ST2-8ES

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION Content pages include important language Online K-10 Paper 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?

cannot-afford-to-get-science- education-wrong 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 doing Working scientifically Investigating Question & predict Plan investigations Conduct investigations Process & analyse data & information Communicate

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION teach the content through the skills. In Science and Technology we must Working scientifically involves: processesskills 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION processesskills 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION processesskills 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION processesskills 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION processesskills 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 investigation What 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? Can you make a ping pong ball sink?

What’s working technologically all about?

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION 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

Processes What are the implications for you as a teacher in enabling students to work technologically? 34bAM7Yip2_6cJT00YkO-h796

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION Working Technologically Progression by stage Early Stage 1 Uses a design process related to an identified purpose Stage 1 Structured design process Identifies needs and wants Stage 2 Applies design process Uses specific design criteria Stage 3 Plans process Chooses technologies Identifies constraints Stage 4 Uses complex design process Innovates Applies research

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION Technology process Design solutions for authentic needs.

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION S1-S3 4 step process ES1 3 step process Working technologically involves: processesskills 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION processesskills 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION processesskills 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

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION processesskills 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?

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION

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 authentic engaging – building upon areas of interest and relevance enables deep understanding and skill development gain meaningful feedback on student design ideas uses authentic processes of design and production

Developing quality design tasks what are: you required to teach the limitations for the design project Is there: An authentic need Opportunity 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?

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 TimeTime MaterialsMaterials Group work Team work SkillsSkills

? Problems and solutions! Time Materials Mess 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

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