1. 111 MakingConnections Applying the Science and Technology Syllabus in the classroom 1 & 15 May 2015 CEO Sydney – Inner West Region

2. 222 Acknowledgement of Country

3. 333 Prayer

4. 444 PrimaryConnections Presenters: Sophia McLean Jacqui Cleary Acknowledgement

5. 5 Outcomes On completion of the day you will be able to: describe the five underpinning principles of quality science teaching and apply the approach when implementing the NSW Science and Technology K-6 Syllabus make informed decisions about the use of inquiry skills and the potential benefits to enhance the teaching and learning of science and literacy in your school

6. 6 Workshop outline (one-day) INTRO:Purpose, outline, outcomes (15 mins)What do you want to know and be able to do ENGAGE:Beliefs about primary science and the challenges (45 mins) The Big picture Critical literacy and claims Science and technology Scientific and technological literacy EXPLORE:Explore the five underpinning principles of teaching science (210 mins) using ONE key concept EXPLAIN:The NSW Syllabus for the Australian Curriculum (15 mins) ELABORATE:Science education research (15 mins)The shift from activity-based science to “evidence/ argument-based” science through inquiry skills (5Es) EVALUATE: (35 mins)Dos and don’ts: focus on learning Ask questions, reflect and evaluate

7. 777 Affinity diagram p.7 Describe one thing you would most like to know by the end of the workshop. Describe one thing you would most like to be able to do by the end of the workshop.

8. 8 ENGAGE

9. 9 Consensogram Questions What is the degree of importance of the teaching and learning of science in primary school? What is the effectiveness level of the teaching and learning of science in primary schools? What is the confidence level of primary teachers in delivering effective teaching and learning in science?

10. 10 Low priority for science in the primary curriculum Overcrowding of the primary curriculum Un-achievable syllabus requirements in science Inadequate resourcing of science education Limited access to in-service professional learning for teachers Limited opportunities for teachers (and trainee teachers) to see quality teaching of science Limited time for science education units in pre-service teacher courses Limited understanding by decision makers of the issues in the teaching of primary science Limited understanding of science itself in the school context by teachers, principals and decision makers Change-weary teachers Low teacher confidence Challenges facing primary teachers in the delivery of quality science education

11. 11 The National Assessments of Scientific Literacy (NAPSL) conducted Australia-wide in 2006, 2009, 2012 and in March 2015 in both government and non-government schools. To achieve the proficient standard students were required to demonstrate, with more than minimal or elementary skills, an ability to interpret reports; use observed data; collate and compare data; and draw conclusions. Only 54.3% of Year 6 students achieved the proficient standard. Source: Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2009 Concerns about student achievement

12. 12 Why is this so? Teacher confidence Teacher knowledge and skill Inquiry pedagogy Status of science Resources

13. 13 The chain reaction Low Low confidence Low Little Low science and self-efficacy science opportunity science PCK teaching for learning achievement time PCK - Pedagogical Content Knowledge

14. 14 What is going on? STEM STEAM TPCK Constructivism - 5Es, Inquiry-based, Problem-based Argument-based C21st Learning (7Cs – Critical thinking, Creativity, Collaboration, Cross-cultural, Communication, Computing, Change)

15. 15 Science Specialist teachers have TPCK

16. 16

17. 17

18. 18 …is building a bridge for the gaps!

19. 19 The Bridge – single arch, two halves

20. 20 What sort of bridge is it? Five underpinning principles provide sturdy foundations

21. 21 How do you cross The Bridge?

22. 22 More lanes!

23. 23 Is there a toll to cross The Bridge? What support is available? Involvement in any project requires some effort – the question is does the benefit outweigh the cost? PrimaryConnections has lots of support if you feel you need some help to cross The Bridge: colleagues curriculum leaders professional learning facilitators master facilitators education officers state coordinators Academy of Science website.

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

25. 25 What makes the Sun shine? Try to represent your understanding in some way.

26. 26 Scientific and technological literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them and consider problems to be solved to engage in the discourses of and about science and technology to be sceptical and questioning of claims made by others about scientific and technological matters to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions to make informed decisions about the environment, the use of technology and their own health and well-being. Scientific and technological literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs. McLean, S. and Rostron. L. (2014). PrimaryConnections NSW syllabus to success.

27. 27 Scientific literacy develops ___________________________________________________ None/very littleinformed adult ‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’ Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

28. 28 Critical literacy Critical literacy activities in science develop students’ questioning skills and encourage them to be sceptical about scientific claims made by others. Image: Stock.xchng

29. 29 Science Technology Venn Diagram

30. 30 Catalyst - Nanopatch Focus questions: What was the problem to be solved? What is technology? How did the development of the technology advance science understanding? How did the science understanding lead to improvements in the technology?

31. 31 What is the problem? What solutions does technology provide? Method of vaccine delivery is the problem because: Uses Needles Vaccines need refrigeration (short shelf-life), hard to distribute worldwide Application into muscles results in a slow rate of action How has this problem improved with technology? Nano-patch delivery is painless, easy, self-administered Avoid needle stick injuries No refrigeration required (longer shelf-life), easy to distribute worldwide Application into skin has a faster rate of action

32. 32 …more to the technology story of vaccination (delivery mechanisms and the vaccines) Syringe and vaccine 2013 Nanopatch 2013 Syringe 1930s Jenner 1796 smallpox Smallpox pustule gauge 1870-1930 Bifurcated needle 1970s

33. 33 Science & Technology The study of Science and Technology provides opportunities for students to: think and act critically and creatively develop informed attitudes based on evidence and reasoning participate responsibly in developing innovative working solutions and ideas in response to opportunities and questions relevant to personal, social and environmental issues in their lives begin to develop the capabilities needed to become more scientifically and technologically literate students (NSW Science and Technology Syllabus K-6 p14)

34. 34 EXPLORE

35. 35 The five underpinning principles… …let’s explore!

36. 36 Principle 1: Collaborative learning

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

38. 38 Collaborative learning teams in action p.10-11 Years K-2 (Pairs) Speaker Manager Years 3-6 (Teams of 3) Director Manager Speaker Each role has specific responsibilities as the team of students works through the activities and investigations.

39. 39 Principle 2: 5Es

40. 40 The 5Es….what is it? An inquiry model of teaching and learning designed to facilitate conceptual change! p.15

41. 41 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 and learning model

42. 42 Overarching message ONE KEY CONCEPTUAL IDEA! this idea spans the entire 5Es sequence and should be emphasised and referenced often lessons build from one to the next contributing to the key idea actions must be consistent with the purpose of the phase to develop the key idea SKAMP says: ‘Every phase in the 5Es model is important for optimum learning. None are [sic] unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out.’ (p 210)

43. 43 Images of activities from the 5Es phases ENGAGE: Weather in my worldEXPLORE: Plants in action EXPLAIN: Plants in action ELABORATE: Push-pull EVALUATE: It’s electrifying Watch 5Es Engage

44. 44 EXPLORE BEFORE EXPLAIN!

45. 45 Principle 3: Investigating

46. 46 Types of investigating in PrimaryConnections Exploratory investigations occur at the Engage and Explore phases are characterised by hands-on exploratory activities including: observing, measuring, testing, representing. Fair test, Survey, Design and Secondary data investigations occur at the Elaborate phase are characterised by a focus on student planning, following the investigating process, representing findings using ‘literacies of science’ and drawing conclusions based on evidence and communicating findings.

47. 47 Planning a science investigation p.18 What is the question for investigation? What are the variables? What equipment do I need? VARIABLES GRID (M = Measure) Hotness of a spoon (M)

48. 48 Fair test acronym Remember:- Cows Moo Softly Change one thing Measure one thing (dependent on the change) Keep everything else the Same

49. 49 Variables table for fair tests What will I change?What will I keep the same? What will I measure? Independent variableControlled variablesDependent variable

50. 50 Conducting a science investigation p.20

51. 51 Stages of investigating Planning Communicating Conducting Interpreting and representing Evaluating Questioning and predicting come BEFORE planning

52. 52 Australian Curriculum:Science SIS 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 Predict which of these teachers and students do effectively / ineffectively.

53. 53 QCER p.34 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 there 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.

54. 54 Literacy focus - table

55. 55 Draw a table Distance from torch to glue stick (cm) Height of shadow (cm) 519.3 1016.1 1514.7 2013.9 OR The effect of distance from a torch on the shadow height of a glue stick

56. 56 What was changed (independent variable) What was measured/ observed (dependent variable) Each row should show a different treatment, organism, sampling site etc. Table of the number and type of organisms found in a sample of leaf litter Organism typeNumber of organisms leaves29 Woodlouse10 Beetle larva4 Spider2 Literacy of science - data tables

57. 57 Quality matrix p.32 Literacy of science: data table FeaturesCharacteristics of a high-quality product Opportunity for improvement TitleClear and accurateWrite in a straight line Check spelling ColumnsStraight line Clear label Regular size Units of measurement Changed variable on left Measured variable on right Write label clearly Measure the increment spaces

58. 58 Claims claims claims! Whenever a student makes a representation about a science phenomenon whether verbal, written, gestured or drawn, they are making a claim about what they do or don’t understand at that point in time. These claims are like “gold” and provide teachers with insights into students’ thinking. Delving into these claims with questions is like digging for more gold.

59. 59 The purposes of investigating are to: actively engage students in learning provide an opportunity to learn the skills and processes of investigating provide students with an authentic experience of science help students develop an understanding of scientific evidence and of the nature of science provide a foundation for conceptual development through experience of science phenomena

60. 60 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 and learning model

61. 61 Investigating images

62. 62 Principle 4: Science and literacy

63. 63 The confusion! P.36 Three different expressions are used. What do they mean? How are they similar? How are they different? literacies of science scientific literacy everyday literacies

64. 64 Visual representation – an everyday literacy Focus question How do we maintain a comfortable level of warmth in our home during winter? 4 individual visual representations each Form large groups and create a scientific representation of the group’s data

65. 65 Defining ‘everyday literacies’ are the literacy skills students bring to the learning process are tools of learning are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding involve multiple modes of representation

66. 66 Defining ‘literacies of science’ are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer- generated images, gestures, role-plays.

67. 67 Literacy Focus – labelled diagram

68. 68 Quality matrix Literacy of science: labelled diagram FeaturesCharacteristics of a high- quality product Opportunity for improvement TitleClear and accurate identifying the organism Write in a straight line Check spelling LabelsScientific languageCheck spelling Use scientific language Leader linesStraight line Same side of diagram Ensure lines do not cross each other ScaleUnits of measurement Accurate Measure size to calculate scale Include a scale DrawingClear narrow pencil line Centred on paper Large enough to represent detail No shading Larger drawing

69. 69 Modifying Literacy Focus – labelled diagram p.42 How can we modify this literacy focus for different ages / abilities / stages?

70. 70 Literacy focus - graph

71. 71 Literacy of science - graphs Horizontal (x) axis: What was changed (independent variable) Vertical (Y) axis What was measured/ observed (dependent variable)

72. 72 Quality matrix Literacy of science: graph FeaturesCharacteristics of a high-quality product Opportunity for improvement TitleClear and accurateWrite in a straight line Check spelling Horizontal axisStraight line Clear label Regular increments Units of measurement Write label clearly Measure the increment spaces

73. 73 The story of graphs p.27

74. 74 2007 TRIAL 74 Graphs: Questioning for analysis What is the “story” of your graph? Do the data in your graph reveal any patterns? Is this what you expected? Why? Can you explain the pattern? Why did this happen? What do you think the pattern would be if you continued the line of the graph? How certain are you of your results?

75. 75 The relationship between literacy and science Literacy skills do not develop in isolation from a context In PrimaryConnections: students use everyday literacies and learn literacies of science the science context provides a meaningful purpose for literacy development

76. 76 So what is scientific literacy? The use of everyday literacies to learn about science concepts and processes – including the development of the literacies of science – contributes to students’ developing scientific literacy as they learn about, communicate and represent science understanding.

77. 77 Scientific literacy is a high priority for all citizens, helping them to: be interested in, and understand the world around them engage in the discourses of and about science be sceptical and questioning of claims made by others about scientific matters be able to identify questions, investigate and draw evidence-based conclusions to make informed decisions about the environment and their own health and well-being. Defining scientific literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.

78. 78 Principle 5: Assessment

79. 79 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

80. 80 Types of assessment Diagnostic Formative Summative

81. 81 Assessment ‘for’ learning Gathering information about the gap between where the student is and needs to be. Students learn best when they: understand clearly what they are trying to learn and what is expected of them are given feedback about the quality of their work are given advice on how to make improvements are fully involved in deciding what needs to be done next and who can help if needed.

82. 82 Assessment ‘of’ learning Gathering and working with evidence to enable teachers and the wider assessment community to evaluate students’ progress. Judgements about the extent and quality of student learning need to be: based on sound criteria negotiated with and known to students reliable and accurate

83. 83 Assessment ‘as’ learning Reflecting on evidence of learning and the processes of learning. Reflecting on the learning process helps students focus on: what they have learned how they have learned what processes help them to learn

84. 84 Assessment examples from Heating up Diagnostic:How does heat move? Formative:Moving heat Summative: Where’s the heat?

85. 85 ‘More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding.’ Questioning Black, P. et al. (2003). Assessment for learning. UK, Open University Press. Is a seed alive?

86. 86 Effective questioning What are broad questions? What are narrow questions? What is the purpose of wait time?

87. 87 Questioning and the 5Es model ENGAGE: Broad questions that encourage students to discuss their ideas and experiences EXPLORE: Questions that encourage students to discuss their ideas and to express common experiences EXPLAIN: Focused questions that reinforce the explanations of the concepts ELABORATE: Questions that help students understand the concept in a new situation and that assess inquiry skills EVALUATE: Questions that assess students’ understanding

88. 88 Student science journals and using assessment rubrics

89. 89 PrimaryConnections website All teaching information and resources in the members section

90. 90 links science with literacy is based on the 5Es teaching and learning model uses an inquiry-based investigative approach uses collaborative learning strategies embeds the assessment processes in the teaching and learning model provides exemplary curriculum units and other support resources Together, all of these factors contribute to students’ developing scientific literacy. PrimaryConnections

91. 91 EXPLAIN

92. 92 Scientific and technological literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them and consider problems to be solved to engage in the discourses of and about science and technology to be sceptical and questioning of claims made by others about scientific and technological matters to be able to identify questions and problems, investigate and draw evidence-based conclusions that lead to technological solutions to make informed decisions about the environment, the use of technology and their own health and well-being. Scientific and technological literacy Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs. McLean, S. and Rostron. L. (2014). PrimaryConnections NSW syllabus to success.

93. 93 Time – NSW BOSTES syllabus requirements Science and Technology should be taught for 1.5-2.5 hours per week

94. 94 Australian Curriculum:Science 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

95. 95 Australian Curriculum:Science Science Understanding Strand divided into four sub-strands Biological sciences Chemical sciences Physical sciences Earth and space sciences

96. 96 Australian Curriculum:Science Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science

97. 97 Australian Curriculum:Science 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 Communicating

98. 98 Australian Curriculum:Science General Capabilities Literacy Numeracy Information and communication (ICT) capability Critical and creative thinking Ethical understanding Personal and social capability Intercultural understanding Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

99. 99 99 2007 TRIAL 99 Major message The Australian Curriculum:Science outlines the “what” of the curriculum….what should be taught and learnt. It does not outline how teachers deliver the curriculum. How do you actually do this at the most fundamental “coal face” level….the teacher and the students?

100. 100 100100100 2007 TRIAL 100 PrimaryConnections… …..provides the “what” and the “how”!

101. 101 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 began in 2014 and will continue through 2015-2016

102. 102 Curriculum Units - aligned to Australian Curriculum:Science Curriculum Units YearBiological sciencesChemical sciencesEarth and space sciencesPhysical Sciences Curriculum focus: awareness of self and the local world F Staying alive or Growing well What’s it made of?Weather in my worldOn the move 1 Schoolyard safari Spot the difference or Bend it! Stretch it! Up, down and all aroundLook! Listen! 2 Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 3 Feathers, fur or leavesMelting momentsNight and dayHeating up 4 Plants in ActionMaterial world Beneath our feet Smooth moves or Magnetic moves Friends or foesPackage it better 5 Desert survivorsWhat’s the matter?Earth’s place in spaceLight shows 6 Marvellous micro-organisms Change detectives Earthquake explorers or Volcanoes (coming soon) It’s electrifying Essential energy

103. 103 Units with Indigenous Perspectives YearBiological sciencesChemical sciencesEarth and space sciencesPhysical sciences Curriculum focus: awareness of self and the local world F Staying alive or Growing well What’s it made of?Weather in my worldOn the move 1Schoolyard safari Spot the difference or Bend it! Stretch it! Up, down and all aroundLook! Listen! 2Watch it growAll mixed upWater worksPush pull Curriculum focus: recognising questions that can be investigated scientifically and investigating them 3Feathers, fur or leavesMelting moments Night and Day (replaces Spinning in Space) Heating up 4 Plants in ActionMaterial World Beneath our feet Smooth moves or Magnetic moves Friends or foes?Package it better 5Desert 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

104. 104 ELABORATE

105. 105 Form groups of 6 to analyse ONE curriculum unit in detail 1.Complete the curriculum unit checklist, page 45 2.Identify and summarise the “science understanding” at the front of the unit 3.For one 5Es phase of the unit only, identify and summarise the following in the charts on pages 48-49 activities literacy focuses and practices collaborative learning activities assessment focus 4. Report back to the group your summary in the order of the 5Es 5. Each person summarises the entire unit on their chart Essence of a curriculum unit

106. 106 Teacher Flash Cards

107. 107 Student Flash Cards

108. 108 Wristbands – collaborative learning roles Years 3-6 Years K-2

109. 109 Feathers – Interactive Resource p 50-51

110. 110 Resource kits

111. 111 Costs and ordering All costs are available on the website All ordering done via the website Online Online with printed fax order form All professional learning registered online

112. 112 PrimaryConnections – a collaborative project p. 38-39 Australian Academy of Science project Steering Committee: AAS and DEEWR Reference Group: –Australian Academy of Science –Department of Education, Employment and Workplace Relations –Universities – Australian Council of Deans of Education –Literacy, English and Science Educator Associations –State Education Departments –Catholic and Independent Schools Associations –Australian Primary Principals Association –Academy of Technological Sciences and Engineering

113. 113 Summary of research 2005-2011 Original trial teachers: improvements for teachers, science status & quantity Factors for successful implementation: support, science coordinator, time Professional Learning Facilitators and Curriculum Leaders: excellent resources with effective programs Teachers: report significant benefits in confidence and competence Students: show significant differences in “processes of science” and “literacies of science” compared with other science programs

114. 114 Teaching Primary Science – Trial teacher feedback on the implementation of PrimaryConnections and the 5E model (2012) Primary Connections has had a very real, positive influence on most (if not all) responding teachers’ thinking about the nature of inquiry-oriented and constructivist-based (as in, the 5E model) science learning at the primary level. It would appear that these perceptions have been realised, to varying degrees, in many classrooms. Furthermore, for some teachers, the influence of PrimaryConnections has produced teaching and learning environments that fulfill many criteria associated with high-quality science learning. Keith Skamp (2012)

115. Working technologically (how) Unit: Push-pull (Year 2, Stage 1) Science activity from Push-pull Explore Lesson 4 has students explore what sinks and what floats. Technology activity from Push-pull Explore Lesson 4 has students design different shaped objects and explore which objects sink and which float. Technology Outcome: ST1-5WT: Students use a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants. To meet the outcome students would need to use a structured design process during the lesson to respond to the problem of finding a shape that will float.

116. Built environment (what) Unit: Smooth moves (Year 4, Stage 2) Science activity from Smooth moves Explore Lesson 3 has students explore friction as they move objects over different surfaces. Technology Outcome: ST2-14BE: Students describe how people interact within built environments and the factors considered in their design and construction. To meet the outcome students could observe how people interact on bike paths and describe how its design, including its surface, meets the needs of bike users. They could also describe how the design and construction of a bike path may be modified to better suit the needs of users.

117. Product (what) Unit: Smooth moves (Year 4, Stage 2) Science activity from Smooth moves Explore Lesson 3 has students explore friction as they move objects over different surfaces. Technology activity from Smooth moves Explore Lesson 3 (in the curriculum links) could have students identify the component parts of a bike and explain how the parts are designed to work together to reduce or increase friction. Technology Outcome: ST2-16P Students describe how products are designed and produced, and the ways people use them. To further meet the outcome students could examine the process used to produce an existing product such as a helmet by creating a flowchart from design to finished product.

118. Lesson 1 Session 2 – Uses a map (literacy focus) of the playground ST1-5WT –– could have students jointly construct the map using a design process ST1-14BE – Observe how people use the playground and how use has influenced design Lesson 1 Session 3 – Optional session ST1-5WT –– have students construct a map with key of their backyard using a design process ST1-15I – discuss ways that students could record animals (eg photograph, draw) and have them identify an information solution that would be appropriate Lesson 2 Session 2 – Curriculum link ST1-5WT – have students design an effective worm farm based on the needs of earthworms Several lessons – and optional “Animated animals lesson” ST1-15I – students could use a camera with a stopmotion app to record the sequence of movement of a small animal (earthworm, snail, ant) and share it with others, or simply annotate a photo of a small animal with text and perhaps sound of the animal Some Technology opportunities – Schoolyard safari Stage 1 – Year 1

119. 119 EVALUATE

120. 120 Continuum for teaching science as argument p.43 Activity based Investigation based Evidence based Argument based Fun, hands-on activities designed to motivate students and keep them physically engaged Abilities to engage in inquiry; ask testable questions and design fair tests; focus on collecting data Need to support claims with evidence; evidence is not questioned in terms of quality, coherence etc Argument construction is central; coordinating evidence and claims is viewed as important; emerging attention to considering alternatives. Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):687-719.

121. 121 Making a difference… The PrimaryConnections program: is based on research is well conceptualised uses extensive trialling is collaboratively developed has a national profile Is fully aligned to the Australian Curriculum:Science is involved in ongoing research is providing evidence of significant changes for teachers and students

122. 122 122122122 2007 TRIAL 122 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

123. 123 PrimaryConnections website www.primaryconnections.org.au

124. 124 There is much excitement and enthusiasm around the school this term…it is all a buzz with science. I now feel I can actually teach science in a quality way…and enjoy doing it. I had children walking out saying that science was fun, interesting and even their ‘favourite subject’. It gave me renewed skills as a teacher. Thanks to your resources I was able to help deliver science to primary age students in an engaging and meaningful way. This has been the most invigorating and rewarding project I have been involved in. What teachers are saying about PrimaryConnections