ScitechTALK T1 2015 by NSW Department of Education

TALK

SciTech

This e-newsletter is designed to inform and support K

â&#x20AC;&#x201D; 6 teachers in the area of Science and Technology

ÂŠ State of New South Wales, Department of Education and Communities, 2014

Contents



What’s happening

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Digital Technology

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Opportunities: Power House Museum; Zoo program

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Important update: Anaphylaxis procedures for schools

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Professional Learning

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SciTech Syllabus unpacked – Working Scientifically

Welcome Welcome back to a brand new year! 2015 is already promising to be one which is full of opportunities and challenges to say the very least. As schools negotiate their individual paths on how to implement the SciTech syllabus, strategic planning and rigorous discussion are occurring across the state. Some interesting and unique ideas are being tested on how best to develop teachers’ understanding of not one but many syllabuses. As professional learning opportunities are being offered by a myriad of providers, it is important to be discerning and check to see if what they’re offering is on point as far as the syllabus and DEC policies are concerned. It has been noted that many PL events ‘sound’ like they are current and accurate but have in many cases fell short of reflecting the intent of the syllabus. Be wary of commercial entities trying to sell their wares! If your school is ready for PL around the syllabus, please contact your Educational Services team or us and we would be more than happy to support you. …and as usual, let us know what you would like to see in this newsletter. It would be great to hear of your successes/challenges or journeys with SciTech. Regards The Science and Technology team

SyllabusPLUS series 3 is coming! As we contemplate the content for SyllabusPLUS Series 3, please consider making a contribution which may be pertinent to you or your school. If there is an aspect that you feel needs unpacking or further explanation, we would be more than happy to develop an AdobeConnect session which supports its deeper understanding. It is anticipated that planning and development will occur in Term 1 for Term 2 delivery.

Young Scientist Award

Dr Karl Kruszelnicki, who announced the winners of the Models and Inventions category at The University of Sydney Open Day was intrigued by this rain-activated clothes-line cover, produced by Year 6, primary school student, Antonino Furfaro.

2015 promises to be an even bigger year with the STANSW Young Scientist Awards offering new awards for students in primary schools, so start planning now. Your students could be like Harry Wood, from Castle Cove Public School who won $150, for timing how long starfish take to flip over and having great fun at the same time.

For information, contact youngscientist@stansw.asn.au or go to www.stansw.asn.au/ys/ The 2015 Young Scientist information booklet is now available. One copy will be arriving in each NSW school in the next few weeks. Are you interested in hosting a YS workshop at your school in April? Dates: Mon 13 April - Bathurst, 3:30-5:30pm; Tues 14 April – Dubbo - 3:30-5:30pm; Wed 15 April -

West Wyalong 3:30-5:30pm; Thurs 16 April – Wagga Wagga, 3:30-5:30pm; Fri 17 April – Yass, 3:305:30pm. Email Stuart Garth for details.

Bebras is an international initiative whose goal is to promote Computing and Computational

Thinking especially among teachers and students of all ages. The big challenge of Bebras is to organise easily accessible and highly motivating online contests in many countries. Get readyâ&#x20AC;Śregister for the next challenge beginning March 16.

Field of Mars EEC is providing a hands-on course which will enable teachers to explore the pedagogy behind the use of mobile technology. This course will contribute 20 hours towards accreditation. Inquiries, phone 9816 1298 or register at MyPL@Edu

ÂŠ State of New South Wales, Department of Education and Communities, 2014

FYI… The Powerhouse Museum is now the flagship venue of Museum of Applied Arts and Sciences (MAAS). MAAS comprises three venues altogether: Powerhouse Museum, Sydney Observatory and Discovery Centre. Over the next couple of months you’ll learn more about what there is planned for MAAS, so keep an eye out for their new website and opportunities to get to know them better. collaboration with DEC curriculum advisors and NSW CEO staff. All programs are aligned to the NSW syllabuses. Zoo workshops cater to all stages ES1 – S6. Some focus areas include: Aboriginal culture, Backyard to Bush, Bird Patrol, The Bug Garden, Backyard Buddies, Plastic Predator…to name a few. These integrate the SciTech syllabus beautifully with other learning areas.

Education programs 2015 Taronga Zoo is connecting students with nature through Science and Technology and sustainability. The talented teaching staff has integrated these areas in an exciting and challenging way into their new programs. All learning resources and programs are developed and delivered by Taronga’s qualified teachers in

Book now and plan a teaching experience that will be an exciting catalyst to your term’s teaching and learning program or find out more.

Allergy and Anaphylaxis Management within the Curriculum P-12 – Procedures has now been published on the Anaphylaxis page of the NSW Public Schools website.

These new procedures apply to all curriculum and extracurricular activities and are designed to assist all teachers when planning activities which may involve students in the preparation and/or sharing of food, to protect the health and safety of students. These procedures support the Anaphylaxis Procedures for Schools and are mandatory for all NSW government schools and preschools. The main message of the new procedures is…

Schools must not use peanuts1, tree nuts2 or any nut products in curriculum or extracurricular activities. This does not include foods labelled as “may contain traces of nuts”. While these procedures will have particular significance for Food Technology and Hospitality teachers who deal with students preparing and sharing food on a regular basis, they are applicable to all KLAs P-12.

Don’t miss a presentation by Professor Federico Lauro, Director and Captain of Indigo V, champion sailor and microbiologist. Together with cutting edge instrumentation and world cruiser involvement, there is a real opportunity to crowd-source the collection of oceanographic data that will lead to the scientific preservation of our oceans for generations to come. Bookings essential – RSVP to sims@sims.org.au by 20th February 2015

New e-newsletter feature After much discussion, it was decided to include snippets of the Science and Technology syllabus – unpacked. As schools begin to implement the syllabus, it was suggested this might be of some support to gain a deeper understanding of particular areas. Please peruse the Working Scientifically information which is the focus this term. Contact us for future focus items so we might be supporting you more effectively.

How is science defined? Scientific knowledge provides explanations and enables sense to be

made of the Natural Environment and the Made Environment. Scientific inquiry involves posing questions, testing ideas, developing solutions and evaluating arguments based on evidence gained through applying the skills of Working Scientifically. p12 Science K-10 (incorporating Science and Technology K-6) Syllabus (online version)

When working scientifically, students identify and ask questions about their world. They plan and conduct a range of first-hand investigations in which they use and apply the processes of Working Scientifically. Students use scientific inquiry to develop their knowledge of science and understanding about the Natural and Made Environment. They evaluate the processes and the quality of findings, evidence and conclusions. In their investigations students will often draw on processes and design ideas developed through Working Technologically. Scientific inquiry is a distinct way of finding answers to the interesting questions and solutions to important problems about the world locally, nationally and globally, including shaping sustainable futures. As students engage in the processes, they demonstrate honesty and fairness in using the skills of Working Scientifically.

ÂŠ State of New South Wales, Department of Education and Communities, 2014

question and predict

plan investigations

communicate

process and analyse data and information

conduct investigations

As students apply these processes they are involved in many activities, some of which would need to be explicitly taught. This cycle does not necessarily move in one direction. Processes may need to be repeated, revisited, reviewed or modified to ensure questions which are investigated have been answered and that tests have been conducted fairly. Processes unpacked…Students…

Question and predict

Stage 2

Respond to questions about familiar objects and events Make predictions resulting from the questions

Identify questions in familiar contexts that can be investigated scientifically Predict what might happen based on prior knowledge

Respond to and pose questions Make predictions about familiar objects and events Make predictions about the outcome of investigations

Pose questions to clarify practical problems Pose questions to inform a scientific investigation Predict findings of the investigation Predict what might happen in a new situation

Early Stage 1

Stage 1

Stage 3

Plan Investigations

Early Stage 1 (Plan and conduct investigations ES1)

Share what they know and how they could find out more about their questions Make predictions resulting from their questions

Stage 1

Identify the purpose of the investigation Suggest some types of activities Suggest observations that could be made to collect data about their questions and predictions Recognise that the results can inform the processes of Working Technologically

Stage 2

Suggest ways to plan and conduct investigations to find answers to questions Suggest appropriate materials, tools and equipment they could use to conduct investigations Suggest appropriate materials, tools and equipment they could use to record their findings Identify where Working Scientifically might inform or test elements of WT

Stage 3

Plan investigation methods to test predictions, answer questions or solve problems Decide which variable should be changed and measured in fair tests while keeping everything else the same Select suitable methods for gathering data and information

ÂŠ State of New South Wales, Department of Education and Communities, 2014

Conduct Investigations

Early Stage 1 (Plan and conduct investigations ES1) Stage 1

Participate in different types of guided investigations to explore and answer questions Use a range of methods to gather data and/or information Make observations using tools and equipment

Stage 2

Follow a planned method, making adjustments Safely use materials, tools or equipment Make and record observations Use formal measurements and digital technologies Use a range of methods to record observations and measurements

Stage 3

Conduct a range of investigation methods, including fair tests Use suitable equipment and materials Check observations and measurements by repeating them Use equipment and materials safely, identifying risks Accurately observe, measure and record data Use formal units and abbreviations for measuring and recording data Suggest improvements to the methods used

Process and analyse data

Communicate

Organise objects or images to display data and/or information Engage in discussions about observations Use drawings to represent ideas

Use a range of methods to share observations and ideas Reflect on • What was interesting • Liked/disliked • What they did • What was/not expected • Do differently

Early Stage 1

Stage 1

Use a range of methods to sort information Describe changes in objects and events observed in investigations Compare observations in the findings of their investigations Compare observations with predictions Share ideas about safety, care and honesty in observations, recording, displaying and interpreting data.

Stage 2

Use a range of methods to represent data and identify patterns and trends Reflect on the investigation, incl fairness Describe patterns and relationships in data Compare results with predictions, suggesting reasons for findings Use findings to identify what they could find out next

Stage 3

Construct and use a range of representations Use numerical techniques to analyse data and information Draw conclusions and provide explanations Compare data with predictions and use evidence in explanations Reflect on evidence in relation to: • The process • Prior knowledge • Their own and others’ conclusions

Early Stage 1

Stage 1

Represent and communicate observations and ideas Display data and information in a variety of ways Sharing what they did and could do differently

Stage 2

Represent and communicate ideas and findings in a variety of ways Share what they did and found out, including strengths and limitations and deciding what could be done differently

Stage 3

Construct and use a range of representations to represent and describe patterns or relationships Use a variety of ways to communicate ideas, explanations and processes

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ÂŠ State of New South Wales, Department of Education and Communities, 2014