australian curriculum: science day 1. australian curriculum purpose of modules develop capacity to...

Australian Curriculum: Science

Day 1

Australian Curriculum

PURPOSE OF MODULES

• Develop capacity to lead change and support schools and network of schools with the implementation of Australian Curriculum: Science

• Teachers improve their confidence with teaching science content of the Australian Curriculum

• Day 1: everything

• Day 2: everything else

• ACTION LEARNING TASK: program & work samples


SUPPORT FOR SCHOOLS

• 62 Teacher Development Schools provide targeted support to schools and school networks

• The Institute for Professional learning plays a key role in brokering and co-ordinating support for teachers and administrators.

• Teachers have access to digital resources through the K-12 Resources website and Resources Online.

• 4 Day Leading Australian Curriculum modules for each learning area for curriculum leaders

• Train the Trainer for key curriculum leaders in regions


SUPPORT FOR SCHOOLS

• The Curriculum Support website provides schools with news, advice and practical resources to ensure teachers have up to date information throughout the implementation period, including:

• A series of PowerPoint presentations available – an overview and learning area specific

• Australian Curriculum Mapping Documents available on the Curriculum Support website.

• A set of Frequently Asked Questions

• Graphic overviews for Phase 1 Australian Curriculum

CHECK FOR CLARIFICATION

http://det.wa.edu.au/curriculumsupport/detcms/portal/

http://det.wa.edu.au/curriculumsupport/detcms/portal


AUSTRALIAN CURRICULUM: SCIENCE AIMS, RATIONALE AND ORGANISATION

WHY SCIENCE?

JIGSAW

Form 6 groups to become an ‘expert’ on one aspect of the introduction to the science curriculum.

- Individually read section and note key messages

- Within your ‘expert’ group discuss the key messages

- Return to ‘home group’ and share key messages

DEBRIEF STRATEGY


SHAPE OF THE CURRICULUM

Science has 3 interrelated strands: SIS, SHE, SU

Students are encouraged to explore science, its concepts, nature and uses through clearly described inquiry processes


SCIENCE (ORGANISATION)

• Science Understanding across each of the science ‘disciplines’ is taught every year

• Science as a Human Endeavour and Science Inquiry Skills are taught over two years

• The sub-strands of Science Understanding are:

- Biological sciences - Chemical sciences - Earth and Space sciences

- Physical sciences.


OVERARCHING IDEAS

• Patterns, order and organisation

• Form and function

• Stability and change

• Scale and measurement

• Matter and energy

• Systems


• What is your understanding of the 5Es model?

•In small groups, share your experiences teaching Primary Connections using the 5Es model

PRIMARY CONNECTIONS PEDAGOGY


OVERARCHING IDEAS

CONCEPT MAP

- 6 groups, with each group selecting an overarching idea

- Groups draw a concept map highlighting key aspects of their overarching idea

- Each group shares their concept map with whole group


SCIENCE INQUIRY SKILLS

• The content in this strand is described over two years

• There are five sub-strands:

- Questioning and predicting

- Planning and conducting

- Processing and analysing data and information

- Evaluating

- Communicating


SCIENCE AS A HUMAN ENDEAVOUR

Key messages

• The content in this strand is described over two years

• There are two sub-strands:

- Nature and development of science

- Use and influence of science


CHEMICAL SCIENCE

In Phases of learning – Think, Pair, Share:

• Individually, write in your journals a response to:

- What concepts in Chemistry are critical for students to learn in your phase of learning?

• In pairs draw a graphic representation of Chemical Science

• Share your drawing with another pair in another phase of learning and explain the concepts you included.


CHEMICAL SCIENCE

• Understanding the composition and behaviour of substances

Students will:

• Classify substances based on their properties or their composition

• Explore physical changes and investigate how chemical reactions result in the production of new substances

• Recognise that all substances consist of atoms and atoms can be rearranged


Science Engagement

• Pick something – ANYTHING – and make it into a science engagement activity, eg.

• Piece of hair

• Rock

• Pencil in water

• Sun shadows

• A selection of leaves

• Your eyeball


MORNING TEA


SCIENCE UNDERSTANDING CONCEPTUAL DEVELOPMENT

• Progression of concepts from Foundation to Year 10

• Sequencing of the learning is appropriately ordered

• Curriculum focus across the phases are:

- Foundation – Year 2 – (awareness of self and the local world)

- Years 3 – 6 – (recognising questions that can be investigated scientifically and investigating them)

- Years 7 – 10 – ( explaining phenomena involving science and its applications)


PHYSICAL SCIENCE

• What are the key concepts for Physical Science?

Revisit the content structure and identify the key messages in Physical science

Placemat

• Individually write in your section a response to the question

• In your group share your responses and then come to a consensus on the key concepts for Physical Science

• Share with the whole group – call out and write responses on whiteboard

DEBRIEF


PHYSICAL SCIENCE

Energy

Energy appears in different forms and can be transferred and transformed

Transfers and transformations within a system usually result in some energy (heat) escaping into surrounding environment

Law of Energy conservation

Forces

Pushes and pulls

Forces have size and direction


TEACHING PHYSICAL SCIENCE

In pairs plan a sequence of learning activities:

• Select content descriptor for the year you are currently teaching

• Highlight key ideas in the statement

• Describe a sequence of 3 learning activities related to those key ideas using the items available

• Identify potential misconceptions and how will these be overcome


KEY MESSAGES FOR BIOLOGICAL SCIENCE

Interdependence Structure and Function

Evolution

? ? ?


EARTH AND SPACE SCIENCE

Key ideas include:

• Systems in space

• Changes to Earth

5 Why Strategy

Why should Earth and Space Science be taught in primary school?


EARTH AND SPACE SCIENCE

Brainstorm Investigative ideas

• In year groups brainstorm ideas that can be investigated for Earth and Space Science

• Write 5 investigative questions to address these ideas

Stray and Stay

• One group member stays to explain the ideas, while the rest of the group looks at all other group’s ideas


Cross-curriculum planning

• Start thinking about how you can deliver science curriculum through your literacy and numeracy programs.

• Is it already being done? How?

• What kind of support do you need to develop your cross-curricular ideas/plans?


Moderation for Day 2

• Bring a set of work samples for Science – below, satisfactory & above achievement standard.

• If you’re not yet using AC Science Achievement Standards, bring Curriculum Framework equivalent (B, C, D grades)

• Provide 3 copies of each for moderation


LUNCH


AFTER LUNCH

Networking

• Talk with people from other schools about how you deal with multi-age classes/assessment/planning/cross-curricular etc

• Start planning your cross-curricular links to English/Maths/History/ Art etc