1. Sustainability through Science: Analysing the teaching and learning of sustainability through science, maths and literacy and links to PrimaryConnections and the VIC ResourceSmart Schools Framework Sustainability through Science

2. Facilitators Ms Sophia McLean Professional Learning Manager Ms Louise Rostron Professional Learning Consultant PrimaryConnections Australian Academy of Science

3. Workshop purpose 1.To understand the teaching and learning of “sustainability” through science linked with literacy and mathematics 1.To explore ways that PrimaryConnections:linking science with literacy, based on the PC 5Es model, enables teachers to assist students to learn about the fundamental concepts of sustainability 1.To link the teaching and learning of sustainability with the ResourceSmart Schools Framework and other Victorian organisations

4. Workshop outline INTRO:Purpose, outline, outcomes (20 mins) ENGAGE:Exploration analogy (40 mins) What is a sustainability? Shared meanings. EXPLORE:What are the problems or issues with “sustainability” education? (30 mins ) EXPLAIN: Sustainability and …. (135 mins) AusVELS PrimaryConnections 5Es model and curriculum units VIC ResourceSmart Schools Framework ELABORATE:Design potential “sustainability activities” aligned to PC units and (60 mins) VIC ResourceSmart Schools Framework EVALUATE:Summarise, reflect, and evaluate (30 mins)How has my thinking changed?

5. Outcomes On completion of this module participants will understand: the shared meaning of the cross-curriculum priority of sustainability in AusVELS the shared problems or issues of incorporating sustainability into primary classroom learning ways to integrate sustainability education into science, maths and literacy connections between the program PrimaryConnections: linking science with literacy, and sustainability learning opportunities ways that the PrimaryConnections program builds teacher confidence and competence in teaching science and literacy, including sustainability the support provided by the VIC Resource Smart Schools Framework for sustainability education linked with curriculum

6. Group Exploration Chart What did we do? What did we learn?

7. Consensograms How important is the teaching and learning of “sustainability” in the primary school? How well is “sustainability” taught and learnt now? How confident do you feel about incorporating “sustainability” into the curriculum?

8. ENGAGE

9. Affinity diagram Describe “things” that you have personally been involved in that you would classify under the broad description of “sustainability” education. Contribute to the affinity diagram.

10. Venn Diagram Focus questions: What does this segment tell us about the meaning of “sustainability”? How does the concept of “sustainability” link to science and mathematics? Make notes on your Venn diagram, page 4

11. P3T Process (Paper, prose, passing) Write a statement summarising your meaning of the concept of “sustainability” (page 7) and the ways it links to science and mathematics Pass your statements around the group, read others and underline key words Collate the common themes from the statements and record them (page 7)

12. Group Exploration Chart Contribute to your group’s exploration chart for the ENGAGE phase. What did we do? What did we learn?

13. EXPLORE

14. Fishbone diagram Prepare a fishbone diagram (page 9) in answer to the question: What problems or issues have you experienced in translating the concept of “sustainability” into productive and useful learning experiences? Vote on the root cause. Contribute to the whole group.

15. Group Exploration Chart Contribute to your group’s exploration chart for the EXPLORE phase. What did we do? What did we learn?

16. EXPLAIN

17. Similarities and differences Read the statements from AusVELS about the cross-curriculum priority of sustainability, highlight key words and terms and compare with your statements and common themes from the Engage phase of the workshop. Make notes in the chart “Similarities and Differences” (page 12).

18. 18 18 Australian Curriculum:Science AusVELS Three interrelated strands: Science Understanding (SU) Science Inquiry Skills (SIS) Science as a Human Endeavour (SHE) Presented as “content” with “elaborations” for each year level An achievement standard for each year is also presented

19. 19 Australian Curriculum:Science AusVELS Science Understanding Strand divided into four sub-strands: Biological Sciences Chemical Sciences Physical Sciences Earth and Space Sciences

20. 20 Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science Australian Curriculum:Science AusVELS

21. 21 Australian Curriculum:Science AusVELS Science Inquiry Skills Strand includes: Identifying and posing questions Planning, conducting and reflecting on investigations Processing, analysing and interpreting evidence Communicating findings Evaluating claims Investigating ideas Solving problems Drawing valid conclusions Developing evidence-based arguments

22. 22 Australian Curriculum:Science AusVELS General Capabilities Literacy Numeracy Information and communication (ICT) capability Critical and creative thinking Ethical understanding Personal and social capability (self management, teamwork) Intercultural understanding. Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

23. Professional learning program linking science with literacy Supported by quality curriculum resources What is PrimaryConnections? – a complete approach to teaching and learning science Based on research Funded by the Australian Government 2005 – 2013 $11.2 million Stage 6 has begun in 2014

24. Purpose of PrimaryConnections To improve learning outcomes for primary students in science and literacy by developing a professional learning program supported with quality curriculum resources that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.

25. Purpose: Increase the quality and quantity of science teaching and learning in primary schools Vision: Engaged students Confident and competent teachers of science PrimaryConnections

26. What PrimaryConnections isn’t!! It is not just “a resource”! It is not just “a set of books”! It is not “a commercial product resulting from the Australian Curriculum:Science”! It is not mandatory!

27. It is………….. …….all about giving primary teachers and students a research-based program that builds science conceptual understanding science inquiry skills an appreciation that science is a human endeavour literacy skills especially the “literacies of science” ……..using a highly effective approach: the PrimaryConnections 5Es teaching and learning model! It is all about helping and providing benefit to teachers and students to develop improved “scientific literacy”!!

28. Curriculum Units StageYearBiological sciencesChemical sciences Earth and space sciences Physical sciences Curriculum focus: awareness of self and the local world ES1F Staying aliveWhat’s it made of?Weather in my worldOn the move 11 Schoolyard safariSpot the difference Up, down and all around Look! Listen! (replaces Sounds sensational) 2 Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 23 Feathers, fur or leavesMelting moments Night and day (replaces Spinning in space) Heating up 4 Plants in ActionMaterial world Beneath our feetSmooth moves Friends or foesPackage it better 35 Desert survivorsWhat’s the matter?Earth’s place in space Light shows (replaces Light fantastic) 6 Marvellous micro-organisms Change detectivesEarthquake explorers It’s electrifying Essential energy

29. PhaseFocusAssessment focus ENGAGEEngage students and elicit prior knowledgeDiagnostic assessment EXPLOREProvide hands-on experience of the phenomenonFormative assessment EXPLAIN Develop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanations Formative assessment ELABORATEExtend understanding to a new context or make connections to additional concepts through a student- planned investigation Summative assessment of the Science Inquiry Skills (SIS) EVALUATEStudents re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the Science Understanding (SU) PrimaryConnections 5Es teaching/learning model

30. Analyse a curriculum unit in detail Form groups of 5-6 to analyse ONE curriculum unit in detail 1.Identify and summarise the “sustainability” paragraph at the front of the unit (page 14) 2.For one phase of the unit only, identify and summarise the following in the charts on pages: Science activities Mathematics activities Literacy focuses and practices Sustainability activities Sustainability opportunities 3.Report back to the group your summary in the order of the 5Es. Each person summarises the entire unit on their chart (pages 18-19)

31. Analyse the ResourceSmart Schools Framework in detail Join one of the six groups available to analyse ONE aspect of the ResourceSmart Schools Framework in detail: Why participate? Curriculum Completing modules Certification process Who is involved? History Each group will appoint reporters on their aspect. The group will: analyse the information available on the website (15 mins) prepare a visual representation based on their analysis (15 mins) report to the whole group (2 mins each) Each person summarises the information on their chart (pages 20-21).

32. Group Exploration Chart Contribute to your group’s exploration chart for the EXPLAIN phase. What did we do? What did we learn?

33. ELABORATE

34. Design a “sustainability activity” Jigsaw group divides into two sub-groups. Using the curriculum unit you have been studying, each sub-group: re-visits the sustainability statement from their unit identifies a sustainability opportunity from their analysis designs and summarises an appropriate “sustainability activity” on the planner (page 22) refers to the ResourceSmart Schools Framework and identifies the link to an appropriate module or project identifies other VIC organisations that could support the sustainability activity

35. Group Exploration Chart Contribute to your group’s exploration chart for the ELABORATE phase. What did we do? What did we learn?

36. EVALUATE

37. Beliefs continuum Collaborative learning strategy: Beliefs continuum _________________________________________________ Agree Disagree

38. DOs and DON’Ts DO Teach 4 units each year (1 from each colour) Teach the lessons in the sequence as written Modify the unit based on the literacy outcomes Base decision making on the “Disaster Scale” Check website for updates DON’T Cherry pick from units Try to cover multiple conceptual areas at once Avoid the Chemical and Physical sciences Leave out the literacy processes

39. Dialogue for meaning How has my thinking changed? Rules of Dialogue Suspend judgement Ask questions Clarify answers Hold opinions ‘gently’

40. Group Exploration Chart Contribute to your group’s exploration chart for the EVALUATE phase. What did we do? What did we learn?

41. PrimaryConnections website www.primaryconnections.org.au