1. © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz Teachers using the Hub One website with many uses Barbara Ryan – with Greta Dromgool September 2015 @NZScienceLearn www.sciencelearn.org.nz

2. © 2015 The University of Waikato | www.sciencelearn.org.nzwww.sciencelearn.org.nz The New Zealand Curriculum advocates that many of the major challenges and opportunities that confront our world need to be approached from a scientific perspective, taking into account social and ethical considerations. The Science Learning Hub is a repository of up-to-date NZ science resources in contextual settings.

4. Contexts Science stories

5. Greta Dromgool teaches Year 7 & 8 students. Greta teaches science in an intermediate school. She uses the Science Learning Hub frequently for her science teaching. Let’s see what Greta says about the Science Learning Hub and how she uses it.

6. Make SLH links accessible to students Links to the SLH on the school’s ultranet SLH App on student devices “The links direct students to the NZ Research articles and help them learn something beyond the classroom.”

7. SLH activities increase engagement of students Activities: Relate to school topics Are interesting to students Have great visuals Are practical Are easily accessible

8. An example: Introduction to DNA

10. Adapting the ideas Greta used text and photos from the activity to make up a set of instructions. These are laminated and used for group work. The activity suggests students extract DNA from tomatoes, but Greta adapts the activity to use whatever fruit is in season.

11. An observation focus – using Observing earthworms

12. Developing science capabilities - gathering and using evidence through observation Instead of a major focus on students discerning the characteristics of earthworms, Greta placed emphasis on the skills of observation. Greta wanted her students to know how to make and record detailed observations and to understand that scientists build knowledge through observation and written information. Over the course of the year, she aimed to build on these foundation ideas.

13. Observing earthworms aim/learning intentions Aim: To explore earthworm anatomy and the nature of science. Learning intentions: Identify various physical characteristics. Describe how an earthworm uses its circular and longitudinal muscles to move. Discuss how students’ observations and experiences in the classroom mirror those of real scientists. Greta’s altered aim/learning intentions Aim: To observe living organisms and appreciate the way scientists gather evidence. Learning intentions: Identify observation as a way of gathering evidence. Make multiple observations using more than one sense. Record observations in multiple ways.

14. Learning about observation – Nature of Science

15. Why is it important to be good at observation? (We might miss or misrepresent important information.)

16. Observing earthworms Students observed earthworms in small groups – listed what they could see. Some students used hands lenses and made measurements.

17. Video clip – Physical adaptations for life underground

19. Reading – Pasture earthworms brochure Students discussed new scientific vocabulary such as dorsal, segment, clitellum and prostomium They asked questions among themselves – do they sleep? Do they have a brain? http://sciencelearn.org.nz/Science-Stories/Earthworms/Observing-earthworms

20. Second Observation The second time they drew and labeled an earthworm – recording observations on a specified worksheet. Students used tools such as hand lenses, rulers and the earthworms brochure. Students talked about the benefits of observing closely. “Looking through magnifying glasses, it’s actually really fun, because when you look up close, they look very different. You get to measure them and time how fast they are”.

21. Interactives and animations

22. Label the heart An alternative to dissecting sheep’s hearts

23. Making connections between real artefacts and models or diagrams

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25. © THE UNIVERSITY OF WAIKATO TE WHARE WANANGA O WAIKATO Thanks! Questions and comments? The images contained within this PowerPoint presentation are copyrighted to the University of Waikato and other 3 rd party individuals and organisations. Any reuse beyond the classroom as per the intended use of these resources, should be cleared with the copyright owner/s.