1. 1 The Importance of Representations PrimaryConnections: Continuing Professional Development 2014

2. 2 Facilitator Ms Sophia McLean Professional Learning Manager PrimaryConnections Australian Academy of Science

3. 3 Workshop purpose You are here to experience and understand the prime importance of representing understanding using multiple modes in the PrimaryConnections program.

4. 4 Workshop outline (90 minutes) INTRO:Purpose, outline, outcomes (5 mins) ENGAGE:The three literacy terms - a review (10 mins) The phenomenon of “dissolving EXPLORE:Explore the phenomena of “dissolving” and “diffusing” using (20 mins )multiple modes of representation EXPLAIN:The importance of multiple representations (20 mins) Literacy focuses across the curriculum resources The development of a “literacy of science” from simple to complex ELABORATE:Investigate and represent the “rate of a reaction” (30 mins) EVALUATE:Re-visit the three literacy terms and link to workshop activities (5 mins)

5. 5 Outcomes On completion of this module participants will understand: the prime importance of multiple modes of representation in understanding science concepts more about the phenomena of “dissolving” and “diffusing” the ways representations can be differentiated across year levels the range of “literacy focuses” across the PrimaryConnections suite of curriculum units that representing understanding is a crucial part of the science inquiry process

6. 6 ENGAGE

7. 7 Represent what you observe Try representing what you think is happening by creating a drawing or diagram, an explanation or some other form of representation. Try using more than one mode if possible. Potassium permanganate in water.

8. 8 EXPLORE

9. 9 A whole body role play representation Potassium K+ Permanganate MnO 4 – Hydrogen H Oxygen O Potassium Permanganate crystals: Four people: each person labelled head and feet with a Potassium ion (K+) and a Permanganate ion(KMNO 4) Water molecules: Three people: one Oxygen and two Hydrogen atoms

10. 10 If a solid sample of Potassium permanganate is placed in water, the water molecules will interact with the Potassium cations and the permanganate anions held in the crystal to break the ionic bonds that hold the crystal together. This is a process of dissolving the crystal into solution. You will not be able to see the Potassium ions, but the permanganate ions are purple even in solution and you will see the water slowly darken (perhaps turning pink or violet first near the solid and finally taking on a uniform purple color). This second phase is the diffusion of the the ions into the solvent. This process will speed up if the solution is heated or stirred. Eventually one ends up with a homogeneous solution of Potassium permanganate in water. The water is the solvent and the Potassium Permanganate is the solute. A description of “Potassium Permanganate in water”

11. 11 EXPLAIN

12. 12 The Five Whys Why is it important for students to have opportunities to create multiple representations of their understanding?

13. 13 A developing literacy focus Line drawing: We use a line drawing to show what an object looks like without lots of detail. A line drawing includes simple lines usually using a pencil. Drawing: We use a drawing to illustrate an idea or an object. A drawing includes lines to represent a likeness, image, plan or design, usually using a pen, pencil or crayon. Annotated drawing: We use an annotated drawing to show an idea or object. An annotated drawing includes a picture and words or descriptions about the idea or object. Annotated diagram: We use an annotated diagram to show the parts of an object and what they do. An annotated diagram might include an accurate drawing, a title, a date and a few words about each of the parts. A line or arrow joins the words to the part. Labelled diagram: We use a labelled diagram to show the shape, size and features of an object. A labelled diagram might include a title, an accurate drawing, a scale to show the object’s size and labels showing the main features. A line or arrow connects the label to the feature.

14. 14 Re-represent your understanding using two different level drawings or diagrams Dissolving and diffusing Potassium Permanganate in water

15. 15 ELABORATE

16. 16 Investigate: The rate of reaction What is the question for investigation? What are the variables? What equipment do I need? VARIABLES GRID (M = Measure) Rate of reaction of a fizzy tablet (M)

17. 17 QCER Q:What question are you trying to answer? C:What is your claim at this point? E:What specific evidence do you have to support your claim? R:How does the evidence support the claim? Can this be linked to a science concept? Are their alternative explanations for the data collected? How accurate is the data? Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning. The Question Starters can be used to model and practise this process.

18. 18 Australian Curriculum:Science Science Inquiry Skills Science Inquiry Skills content is described in two-year bands. There are five sub-strands: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communication Each of these skills requires and includes “representations”.

19. 19 EVALUATE

20. 20 Re-visit the three literacy terms Everyday literacies Literacies of science Scientific literacy How and when did you use each of these in this workshop?