1. 111 Primary Connections Ready Pre-service Teacher Program, Day 1

2. 222 Primary Connections Ready Program Pre-service Teacher Program Two-day workshop The Primary Connections - linking science with literacy project is supported by the Australian Government Department of Education through the Mathematics and Science Participation Program. Facilitator: Louise Rostron Professional Learning Consultant

3. 3 Workshop purpose To develop knowledge and understanding of the purpose and major features of PrimaryConnections in order to feel confident, competent and ready to provide students with excellent teaching and learning experiences of science linked with literacy. To effectively implement the Australian Curriculum:Science. Is this your bus? Will you get on it?

4. 4 Workshop outline (Day one) INTRO:Purpose, outline, outcomes (15 mins) ENGAGE:Experiences of science (50 mins)Beliefs about primary science The need for increased scientific literacy The PrimaryConnections Bridge EXPLORE:Explore the purpose and detail of four of five (335 mins) underpinning principles of PrimaryConnections: Collaborative learning 5Es Investigating Science and literacy REFLECTION:Summarise, reflect, generate and discuss meaningful (30 mins) questions

5. 5 Workshop outline (Day two) INTRO:Review Day 1 (15 mins) EXPLOREExplore the fifth underpinning principle: (60 mins)Assessment EXPLAIN:Explain the development of PrimaryConnections (120 mins) including its origin, research program, curriculum resource organisation and links to the Australian Curriculum:Science Analyse one curriculum unit in detail Understanding science concepts ELABORATE:Extend knowledge to: (120 mins)Unit planning and backward design Indigenous perspectives EVALUATE:Summarise, reflect, and evaluate learning (60 mins)

6. 666 Affinity diagram 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

7. 7 Outcomes On completion of these two days you will be able to: describe the approach, the five underpinning principles, the background and organisation of PrimaryConnections and apply the approach in implementing the Australian Curriculum:Science feel confident, competent and ready to enhance the teaching and learning of science and literacy in primary schools

8. 888 Learning pyramid The learning pyramid visually depicts approximate learning retention rates depending on the learning mode. It reflects learning theory which suggests that people learn best when they are actively involved in the learning process. (Average learning retention rates)

9. 9 ENGAGE

10. 10 Beliefs continuum Collaborative learning strategy: Beliefs continuum _________________________________________ Disagree Agree

11. 11 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?

12. 12 Great teachers inspire!!!! Draw or represent a teacher that inspired you. Write words that describe why they were inspiring (page 7 )

13. 13 Q and A episode – quality science and maths teachers! Three things: On top of their subject Inspire their students Part of a cultural shift It is not acceptable (or cool) to declare ignorance of the very basis of our modern society …… science and mathematics!!

14. 14

15. 15

16. 16 …is building a bridge for the gaps!

17. 17 The Bridge – single arch, two halves

18. 18

19. 19

20. 20

21. 21

22. 22 What sort of bridge is it? Five underpinning principles provide sturdy foundations

23. 23 How do you cross The Bridge?

24. 24 More lanes!

25. 25 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.

26. 26 What is PrimaryConnections? Professional learning program linking science with literacy Supported by quality curriculum resources Based on research Funded by the Australian Government 2005 – 2013 $11.2 million Stage 6 has begun in 2014 – you are part of that! hat is? – a complete approach to teaching and learning science

27. 27 Purpose of PrimaryConnections To improve learning outcomes for primary students in science and literacy by developing a professional learning program supported with curriculum resources that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.

28. 28 Where does the fat go? Most of us are trying to shed some kilos……… When we do have you wondered about the question: Where does the fat go? Watch the Catalyst segment and mind map some themes about the meaning of scientific literacy (page 7) Summarise the definition (page 7)

29. 29 Scientific literacy is a high priority for all citizens, helping them: to be interested in, and understand the world around them to engage in the discourses of and about science to be sceptical and questioning of claims made by others about scientific matters to 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. 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.

30. 30 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

31. 31 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.

32. 32 Engage phase of the workshop What did we do? What did we learn? (Page 7)

33. 33 EXPLORE

34. 34 Putting it all together Linking science with literacy 5Es teaching/learning model Inquiry/ investigative approach Collaborative learning Assessment for learning Introduction Linking science with literacy 5Es teaching/learning model Inquiry/ Investigative approach Collaborative learning Assessment for learning Synthesis

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 Director Manager Speaker Each role has specific duties and responsibilities as the students work through the activities. Example: Students investigating small animals in the schoolyard. Complete collaborative learning behaviours (Page 12)

39. 39 Explore phase of the workshop: Collaborative learning What did we do? What did we learn? (Page 46)

40. 40 Principle 2: 5Es

41. 41 The 5Es….what is it? An inquiry instructional model of teaching and learning designed to facilitate conceptual change!

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 unnecessary and none should be omitted. The impact of omitting a phase needs to be pointed out. (p 210)

43. 43 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

44. 44 Exploring each phase of the PrimaryConnections 5Es model Engage: Quiz (page 16) Explore: Verb volley (page 17) Explain: Jumble (page 18) Elaborate: Inquiry skills (page 19) Evaluate: Observations (page 19)

45. 45 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

46. 46 EXPLORE BEFORE EXPLAIN!

47. 47 Explore phase of the workshop: 5Es What did we do? What did we learn? (Page 46)

48. 48 Principle 3: Investigating

49. 49 Planning a science investigation What is the question for investigation? What are the variables? What equipment do I need? VARIABLES GRID (M = Measure) shadow height (M)

50. 50 Remember:- Cows Moo Softly Change something Measure something (dependent on the change) Keep everything else the Same

51. 51 Variables table for “fair tests” What will I change?What will I keep the same? What will I measure? Independent variableControlled variablesDependent variable

52. 52 Conducting a science investigation

53. 53 Stages of investigating Planning Communicating Conducting Interpreting and representing Evaluating

54. 54 Australian Curriculum:Science - Science Inquiry Skills Questioning and predicting Identifying and constructing questions Proposing hypotheses (claims / predictions) Suggesting possible outcomes Planning and conducting Deciding how to investigate / solve problems Carry out investigations and collect data Processing and analysing data and information Representing data in meaningful and useful ways Identifying trends, patterns and relationships in data Using evidence from the data to justify conclusions Evaluating Consider the quality of available evidence Consider the merit or significance of a claim, proposition or conclusion with reference to evidence Communicating Conveying information or ideas to others through appropriate representations, text types and modes

55. 55 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.

56. 56 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.

57. 57 Investigating images

58. 58 2007 TRIAL Continuum for teaching science as argument 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.

59. 59 QCER (Page 31) 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? Reasoning 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 (page 32) can be used to model and practise this process.

60. 60 Claims claims claims!!! Whenever a student makes a representation about a science phenomenon whether verbal, written, gestured, drawn ….they are making a “claim” about what they understand at that point. 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.

61. 61 Explore phase of the workshop: Investigating What did we do? What did we learn? (Page 47)

62. 62 Principle 4: Science and literacy

63. 63 The confusion! 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 Global café Have a chat about the terms. What do they mean to you?

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 The relationship 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.

68. 68 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.

69. 69 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.

70. 70 TWLH charts and claims Let’s practise this using the “Light” science understanding

71. 71 Literacy Focus – labelled diagram

72. 72 Modifying Literacy Focus – labelled diagram How can we modify this literacy focus for different ages / abilities / Stages?

73. 73 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

74. 74 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

75. 75 Literacy focus - table

76. 76 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

77. 77 Quality matrix 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

78. 78 Literacy focus - graph

79. 79 Literacy of science - graphs Horizontal (x) axis: What was changed (independent variable) Vertical (Y) axis What was measured/ observed (dependent variable)

80. 80 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 of changed variable Regular increments Units of measurement Write label clearly Measure the increment spaces Vertical axisStraight line Clear label of changed variable Regular increments Units of measurement Write label clearly Measure the increment spaces Type of graphColumn, line, pictograph? Continuous or non-continous data Choose the correct graph for the data

81. 81 The story of graphs

82. 82 2007 TRIAL 82 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?

83. 83 Measurement – Length F – describes and compares lengths and distances in everyday language 2 – measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres 4 – measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures 6 – selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters and converts between units of length …addition, whole numbers, fractions and decimals….

84. 84 Statistics and Probability - Data F– represents data and interprets data displays made from objects 2– gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results 4 - selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs 6 - uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables ….Data Collection, Single variable Data Analysis, Bivariate Data Analysis…

85. 85 Explore phase of the workshop: Science and literacy What did we do? What did we learn? (Page 47)

86. 86 Questions, questions, questions???

87. 87 Primary Connections Ready Pre-service Teacher Program, Day 2

88. 88 Principle 5: Assessment

89. 89 Write a statement summarising your understanding of the purpose of assessment Pass your statements around the group, read others and underline key words Collate the common themes from the statements and record them Write a group statement summarising the “Purpose of Assessment.” (Page 48) P3T (Paper, purpose, passing) tool

90. 90 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.

91. 91 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.

92. 92 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.

93. 93 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

94. 94 Types of assessment Diagnostic Formative Summative

95. 95 ‘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.

96. 96 Effective questioning View Part Eight of Questioning Minds DVD What are broad questions? What are narrow questions? What is the purpose of wait time?

97. 97 Questioning and the 5Es model See Elaboration of the 5Es (pages 22-23) 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 EVALUATE: Questions that assess students’ understanding.

98. 98 Assessment examples from Light shows Diagnostic:In the dark Formative:Periscope pals Summative: Word loop (Pages 50-53)

99. 99 Features of an assessment rubric (Page 53)

100. 100 Discuss rubrics – what is the key concept? If the work sample is from Engage, Explore, Explain: What is the assessment focus? What questions might you ask of students? What feedback might you provide to students? How might you assist students to improve the quality of their work? If the work sample is from Elaborate or Evaluate: What is the assessment focus? What questions might you ask of students? What judgements are you able to make about the standard of students’ Science Inquiry Skills or Science Understandings? What evidence is available for your judgements?

101. 101 Student science journals and using assessment rubrics

102. 102 Explore phase of the workshop: Assessment What did we do? What did we learn? (Page 46)

103. 103 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 resources All of these contribute to students’ developing scientific literacy by……………. PrimaryConnections

104. 104 ………giving students opportunities to learn to interpret and construct literacies of science.

105. 105 ………providing opportunities for students to experience the systematic collection of data and search for evidence to support scientific explanations and claims AND to represent their understanding using a variety of modes.

106. 106 ……….encouraging a world view that values “working scientifically”. What is our question? How will we test it? How will we make it fair? What happened? What does this tell us? How do we present the data? What is our claim? What is our evidence? How do we know? Is there another explanation? What have we learnt?

107. 107 EXPLAIN

108. 108 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

109. 109 Australian Curriculum:Science Science Understanding Strand divided into four sub-strands Biological sciences Chemical sciences Physical sciences Earth and space sciences

110. 110 Australian Curriculum:Science Science as a Human Endeavour Strand divided into two sub-strands Nature and development of science Use and influence of science

111. 111 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

112. 112 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

113. 113 113113113 2007 TRIAL 113 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?

114. 114 114114114 2007 TRIAL 114 PrimaryConnections…….. ………..provides the “what” and the “how”!!!

115. 115 What is PrimaryConnections? Professional learning program linking science with literacy Supported by quality curriculum resources Based on research Funded by the Australian Government 2005 – 2013 $11.2 million Stage 6 has begun in 2014 – you are part of that! hat is? – a complete approach to teaching and learning science

116. 116 Award-winning units and DVD

117. 117 Suite of Curriculum Units-after the Australian Curriculum:Science

118. 118

119. 119 Units with Indigenous Perspectives YearBiological sciencesChemical sciencesEarth and space sciencesPhysical sciences Curriculum focus: awareness of self and the local world FStaying aliveWhat’s it made of?Weather in my worldOn the move 1Schoolyard SafariSpot the differenceUp, down and all around Look! Listen! (replaces Sounds sensational) 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 feetSmooth 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

120. 120 PrimaryConnections – a collaborative project 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

121. 121 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

122. 122 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 Scamp (2012)

123. 123 Teacher Flash Cards

124. 124 Student Flash Cards

125. 125 Wristbands – collaborative learning roles

126. 126 Feathers – Interactive Resource

127. 127 Resource kits

128. 128 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

129. 129 PrimaryConnections website www.primaryconnections.org.au

130. 130 PrimaryConnections website All teaching information and resources in members section

131. 131 Form groups of 5 to analyse ONE curriculum unit in detail 1.Complete the curriculum unit checklist (page 55) 2.Identify and summarise the “science understanding” at the front of the unit 3.For one phase of the unit only, identify and summarise the following in the charts on pages: Activities Literacy focuses and practices Collaborative learning activities Assessment focus Report back to the group your summary in the order of the 5Es. Each person summarises the entire unit on their chart. (Pages 60-61) Essence of a curriculum unit

132. 132 Literacy focuses progress map

133. 133 2007 TRIAL Continuum for teaching science as argument 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.

134. 134 The Tree Approach Purpose This is a technique that an individual or a small group can use to analyse extended text in order to extract the main themes and messages. The purpose is to assist with understanding the meaning of the text. It utilises a metaphor of a tree with main trunk, branches and leaves. Product The product of this process is a clearly articulated analysis of extended text reduced down to ensure each that each component is understood. PrimaryConnections Example Use the tree approach to analyse the Teacher Background information from a Primary Connections curriculum unit

135. 135 A Tree Diagram

136. 136 Living things too small to see with the naked eye They can live in any environment They feed, grow and reproduce They are used in food production Oceans Very hot environmentsOther living things They can cause food to spoil They are important in medicine Asexual reproductionBacteria Yeast makes bread rise Yeast breaks sugar into CO 2 and alcohol Some undetected bacteria cause food poisoning Penicillin mould was the first anti-biotic YeastFungi CO 2 is trapped in the dough to make it rise Mould eg. on bread is a fungusBacteria spoils meat Bacteria can cause milk to sour (acidic) Some micro-organisms treat diseases Fleming, Florey and Chain: Nobel Prize winners Bacteria cause diseases eg. cholera, tetanus

137. 137 Construct a Tree Diagram using Teacher Background Information from a unit of your choice 1.Read TBI 2.Break down TBI into a Tree diagram 3.Traffic light concepts: red, orange, green 4.Create a word wall of unfamiliar words and terms

138. 138 How do we resolve the orange and red traffic light concepts? TBI from other phases of the unit TBI from other units from the same strands Science Background Resource (on line) Try resolving some orange or red concepts.

139. 139 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.

140. 140 Explain phase of the workshop: What did we do? What did we learn? (Page 65)

141. 141 ELABORATE

142. 142 Unit planning

143. 143 Statements of Learning for Science (2006) Year 5 Science as a body of knowledge – Matter Students compare properties of an object with those of the material from which it is made. They consider how and why materials are chosen for particular purposes.

144. 144 The Australian Curriculum:Science (2010) Year 4 – Chemical sciences Science Understanding Natural and processed materials have a range of physical properties; These properties can influence their use

145. 145 Outcome Students will be able to explain why the physical properties of a material make it suitable for a particular use.

146. 146 Mini unit plan 1. Define the outcome/s 2. How/what will we assess for this outcome? (evaluate) 3. Plan the investigation (elaborate) 4. What will students need to know and be able to do to demonstrate this outcome? (explore, explain) 5.How/what will we use to engage the students and find out what they already know? (engage)

147. 147 Planning a science investigation What is the question for investigation? What are the variables? What equipment do I need? VARIABLES GRID (M = Measure) absorbency (M)

148. 148 Remember:- Cows Moo Softly Change something Measure something (dependent on the change) Keep everything else the Same

149. 149 Variables table for “fair tests” What will I change?What will I keep the same? What will I measure? Independent variableControlled variablesDependent variable

150. 150 Review of mini-unit PhaseFocus ENGAGEEngage students and elicit prior knowledge Diagnostic assessment EXPLOREProvide hands-on experience of the phenomenon Formative assessment EXPLAINDevelop scientific explanations for observations and represent developing conceptual understanding Consider current scientific explanation Formative assessment What do you want them to know? ELABORATEExtend understanding to a new context or make connections to additional concepts through a student- planned investigation Summative assessment of the investigating outcomes What do you want them to do? Absorbency investigation: measure the absorbency of paper towel EVALUATE Students re-represent understanding and reflect on their learning journey and teachers collect evidence about the achievement of outcomes Summative assessment of the conceptual outcomes Identify outcomes: Desired results What do you want them to know? What do you want them to do? Students will be able to explain why the physical properties of a material make it suitable for a particular use

151. 151 Three major steps in backward design 1.Identify the desired results. 2.Determine acceptable evidence. 3.Plan learning experiences and instructions. (The Backward Design Process, a model designed by Wiggins and McTighe, 2001)

152. 152 PrimaryConnections backward design process Identify desired results/outcomes Determine acceptable evidence of learning Design evaluation activities and summative assessment tasks Plan and develop learning experiences, including strategies and activities for the 5Es phases.

153. 153 Tips for unit planning Collaborate with colleagues to maximise the generation of effective ideas. Don’t try to cover too much content. Begin at the end. Pay close attention to the purpose of each phase of the 5Es by using the PrimaryConnections 5Es teaching and learning model. Remember Explore before Explain. Brainstorm a variety of modes for students to represent their ideas. Limit the number of concepts for the unit.

154. 154 Advantages of backward design Backward design helps you to: decide what is worth knowing, understanding and doing know clearly what you want the students to achieve decide what is acceptable evidence of understanding plan the most effective learning experiences to achieve the outcome avoid planning from activity-to-activity or day-to-day avoid getting off track avoid deciding on the assessment tasks at the end.

155. 155 In summary PrimaryConnections develops knowledge and understanding of curriculum unit planning using the PrimaryConnections 5Es teaching and learning model by supporting teachers to: plan a sequence of lessons using the backward design process link the design of curriculum units to specified outcomes work collaboratively to develop effective curriculum units include appropriate, embedded collaborative learning strategies, investigations, literacy focuses and assessment processes.

156. 156 Indigenous Perspectives

157. 157 The Macquarie Library, Macquarie Atlas of Indigenous Australia, Macquarie University NSW, 2005.

158. 158 Research findings The PrimaryConnections Indigenous Perspective framework is based on national research findings and collaboration with Aboriginal and Torres Strait Islander groups, cultural consultants, Indigenous education and linguistic experts and other stakeholders. Throughout PrimaryConnections the term ‘Indigenous’ refers to the Aboriginal and Torres Strait Islander people of Australia.

159. 159 Links with the local Indigenous people Where possible, it is important to establish links with local Indigenous community members to access contextualised, relevant Indigenous perspectives.

160. 160 The PrimaryConnections Indigenous perspectives framework: –aims to accelerate science and literacy learning outcomes for Indigenous students –aims to increase non-Indigenous students’ and teachers’ awareness and understanding of Indigenous perspectives –acknowledges the cultural diversity of Australian society

161. 161 Six key concept areas The PrimaryConnections Indigenous perspective is underpinned by six key concept areas represented by the windows in the Indigenous Perspective section on the PrimaryConnections website. Each concept button links to further information and resources to support teachers.

162. 162 The PrimaryConnections Indigenous perspective components 1.The PrimaryConnections Indigenous perspective framework. 2.A professional learning module to support teachers’ development of relevant, contextualised curriculum with embedded Indigenous perspectives. 3.Curriculum unit links to relevant Indigenous perspectives.

163. 163 Units with Indigenous Perspectives YearBiological sciencesChemical sciencesEarth and space sciencesPhysical sciences Curriculum focus: awareness of self and the local world FStaying aliveWhat’s it made of?Weather in my worldOn the move 1Schoolyard SafariSpot the differenceUp, down and all around Look! Listen! (replaces Sounds sensational) 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 feetSmooth 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

164. 164 Elaborate phase of the workshop: What did we do? What did we learn? (Page 76)

165. 165 EVALUATE

166. 166 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

167. 167 Dialogue for meaning/DIGA Rules of Dialogue Suspend judgement Ask questions Clarify answers Hold opinions ‘gently’ DIGA Describe Interpret Generalise Apply

168. 168 Evaluate phase of the workshop: What did we do? What did we learn? (Page 79)

169. 169 Questions, questions, questions???

170. 170 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

171. 171 Become a registered member www.primaryconnections.org.au