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MODULE 1 RESPONSE - 5 E's and Primary Connections

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MODULE 1 RESPONSE - 5 E's and Primary Connections

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| Idea |  The importance of engaging with students prior knowledge about the topic/concept

| Relationship | I found this idea to be an extremely powerful one and an important piece of learning for myself. I think, at times, I have been guilty of thinking that my job as a teacher is to be constantly introducing new ideas and learnings for the students, to be always 'teaching', sometimes forgetting the importance of letting students express themselves and the growing knowledge they have. Especially in science, students will often have ideas or thoughts about how a certain process or concept occurs, forming a key baseline for students to build upon. Research shows us that building upon prior knowledge is vital for learning and so I must ensure this phase and idea remains at the front of my mind for my future practice.

| Implications |  Emphasise, and really delve into the 'engage' step of the 5 e's, don't hurry over. Ignite curiosity amongst students and give everyone a chance to express and share their prior knowledge about the topic - providing a starting point to build upon.

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ACTIVITY: COUNTING BREATHS

Science Concepts (C) and Skills (S) addressed

Breathing is necessary for life
People vary a lot in each characteristic.
Our breathing rate and pulse increase with physical activity

What did you do
Investigated our pulse and breathing rates - how do they change?

What did you learn about:

Science - Science experiments can be simple yet still effective. The body forms a great base point for many of these activities.

Teaching - Simple instruction works best sometimes.

One way you could use this activity
This activity could be used as a part of data representation activity or lesson. Students could estimate and map their findings in graphs or tables.

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Question
What do you see as the argument for students being challenged to construct representations rather than simply be taught to interpret them?

Response & Implication
I think that the construction of representations is absolutely key in the science process, as it allows students to draw upon different skills to further their knowledge of the concept. Constructing representations requires students to think deeper and creatively about the concept, justifying their explanations, building upon their knowledge and then effectively communicating this. Students can think about the different ways to represent phenomenon and the importance of this skill. Developing this science literacy will be a key feature of my pedagogy in the future.

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ACTIVITY: RAMP ROLL

Science Concepts (C) and Skills (S) addressed

The shape and size of a roller affect its motion down a ramp and along a floor.
Gravity is a force that makes things fall.
A change in motion (speeding up, slowing down, swerving) is caused by an external effect and not by the object itself or something inside it.

What did you do
Investigated what factors affect how an object rolls

What did you learn about:

Science - Weight makes things fall faster. Weight effects friction

Teaching - Letting students make their own conclusions is important.

One way you could use this activity
Could use this activity as a part of a force and motion lesson. Students could make their own ramps as a part of a design and technology lesson?

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IDEA - How the IMS pedagogy connects to the 5 e's

Response - The Primary Connections 5 e's underpin the IMS pedagogy forming a strong basis and framework for teaching science. Both of these frameworks provide valuable insight into how to effectively teach science.

The first stage of the IMS model - orienting, builds upon the first 2 e's, engage and explore. Orienting involves engaging students by placing them at the centre of the learning, giving them an active role in discovery and thinking about the concept. They then, with the orientation of the teacher, explore and experience the learning for themselves.

The second phase 'posing representational challenges' draws further upon the explore and explain stages, where they delve into how effectively construct a representation of their findings.

'Building consensus' connects with the elaborate and evaluate stages, asking students to synthesise, refine and consolidate ideas and representations.

The final stage 'Applying and extending conceptual understanding' also draws upon these 2 e's, elaborate and evaluate, as students will continue to think about the learning and how in could effect further learning/concepts. This stage connects to the idea that learning never really ends, helping students to understand the bigger picture of the learning.

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ACTIVITY: Barry Plant’s Inquiry Cards

What additional support or scaffolding, with suggested experiments, activities, key search words, weblinks would you give your students?

I would encourage students to use the links provided in the cards to continue and support their inquiry.

Where in the unit could you use these cards? (Immersion Task to start a unit, or a Common Assessment Task?)

I see these cards as a great way to begin a unit of investigation, I think these cards are best utilised as a resource to aid students in beginning to think scientifically rather than testing their science capabilities.

How much choice and freedom would you give your students (give them a card or free choice)?

I would give them free choice for their card, however I would remind them to look at the second page of the card before choosing it as some of the cards require experiments that may be not possible for the time frame/ resources available.

Generate your own card.

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IDEA - Design Challenges

Response - One of the favourite parts about this unit was the introduction to design challenges and their cardinal value to current day classrooms. Design challenges are something I personally love but I somewhat always thought of them as an extra-curricular, something done outside of the classroom. This module and writing by Tori Brookes has opened by eyes to the clear value of these challenges in my pedagogy. Something that really stood out to me is the clear trend and need of the employment field for STEM related skills, where these jobs are growing at 1.5 times the rate of the other jobs. It is clear that we must prepare our students for the way and demand of the future and so design challenges prove to be a key way to improve students skills across the STEM field, drawing upon a variety of different skills that are directly related to the skills employers are searching for.

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ACTIVITY: SPAGHETTI

Science Concepts (C) and Skills (S) addressed

The effects of heat
Timekeeping
How properties of food can change

What did you do
Investigated how the spaghetti changed over time when exposed to boiling water

What did you learn about:

Science - As water is absorbed, the strand expands.

Teaching - Describing a safe strategy to navigate the boiling water will be essential. Wear gloves? Use utensils.

One way you could use this activity
As an immersion task into food properties. Different food groups?

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MODULE 5 Response - Working Scientifically 

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MODULE 5 Response - Working Scientifically 

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Idea - Questioning and wait time as a key part of effective science learning

Response - Effective questioning is on a key strategy in helping students to construct their own meaning of ideas. This is a crucial aspect of science learning as it allows students to foster the thinking skills required for reasoning, problem solving, evaluation and the formulation of hypotheses. Using open-ended questions that allow for a variety of responses often results in students taking ownership of their own learning and actively engage in the task by evaluating and making meaning for possible answers. Additionally, wait time is an interesting concept for me, as something I hadn't previously given much thought but is most certainly is a key cog in the questioning and science learning process. Science ideas are not thought up instantly, with many phenomenon and concepts requiring deep and sustained thought to produce higher level responses. Neglecting students of adequate wait time feels like a disservice to the students learning, where higher order thinking is effectively cut short. These two key concepts will be paramount in my science pedagogy.

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ACTIVITY: TESTING BALLS

How could you get your students to report on their findings (think tables, graphs, presentations, videos …)?

Students could initially record the results in a table. They can then represent this data how ever they feel would best demonstrate their findings. A combination of graphs and a presentation explaining and pointing out the key conclusions may be a great scientific approach for students.

What other investigations would motivate students?

Investigations into their own interests may be a good place to motivate students. This may include sports, animals, places of interest, etc.

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IDEA - STEM education as a way to engage students from all levels

Response- I loved this idea of STEM education and lessons as being a great option for classrooms not only for the vital skills and knowledge that it provides but also for its ability to engage learners from a variety of different levels. STEM learning presents opportunities to explore less rigid
learning contexts, which can be key in engaging students who may be disillusioned and frustrated with traditional more direct learning. In STEM related learning contexts, the learning tends to be more practical and student-directed, meaning less direct teaching from the teacher which can be evoke feelings of anxiety and doubt for some students. Students can take a more prominent role in the learning that is often empowering and satisfying for students as they tackle practical problems.

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ACTIVITY: UPTURNED GLASS

Science Concepts (C) and Skills (S) addressed

Air in the atmosphere exerts a pressure in all directions.
The atmosphere can exert a surprisingly strong force on objects.

Air can push or cause pressure on things.

What did you do

Investigated atmospheric pressure

What did you learn about:

Science - Surface tension can help make a small adhesive force

Teaching - Asking students to make predictions is an important part of a science activity - what explanations to students have before the task is undertaken? What are their preconceptions?

One way you could use this activity
As a predict–observe–explain (POE) task. Or as an introduction into atmospheric pressure or air and flight as this activity has many spin off questions and inquiries to be made.

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IDEA - Engaging aboriginal students with science learning

RESPONSE - I found the practices outlined in the reading to be certainly relevant to teaching science in the classroom, regardless of whether there are indigenous students in that class. Relationship building, collaboration, open ended questions, just to name a few are all explicitly applicable to all science classes and could benefit students immensely.

How the principles could be applied:
Relationship-building through
cultural competency - Introduce yourself and your own heritage - make a video

A collaborative, active and
inclusive approach- create checkpoints in group activities where students check they have taken into account everyones ideas

Student ownership and agency in
learning - give students the opportunity to the lead the experiment/ activity

Direct access to materials for hands on activities - utilise any science equipment available - a school i was at had microscopes - implement this equipment

Few and simple instructions
communicated multimodally - move beyond just spoken instructions - leave key & summarised instructions up on the board for students to check back on

Low key responses for behaviour
management - Use of clapping to refocus attention - students follow clapping pattern

An interactive-dialogic
communicative approach within a
supportive classroom climate - Lead encouragement for student work - prompt others to join in

A high proportion of open questions - write some key open ended questions on the board - provide students adequate wait time

Focus on vocabulary building - Write key vocabulary on the board

Use of movement, gestural and
sound cues - Incorporate role-play

Links made between science
activities and familiar contexts and
experiences - Link to previous excursions completed.

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ACTIVITY: CHARGED ATTRACTION

Science Concepts (C) and Skills (S) addressed

Charged objects can attract uncharged objects.
Objects with the same electric charge repel each other; objects with opposite charge attract each other.
Objects can become electrically charged by rubbing them

What did you do

Charged a balloon and investigated its effect on uncharged objects.

What did you learn about:

Science - How to charge an object.

Teaching - When dealing with items that are fun such as balloons, keeping students on track with the objective and science will be important.

One way you could use this activity
As an investigation into charged electricity.