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AusVELS An inquiry approach across

Science Levels 5–8

Maria James3 September 2013

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Session aims

• To share ideas in developing a sample snapshot unit/sequence of lessons for Years 5–8 based on generation of questions (an important element of an inquiry approach to science learning)

• To share ideas in planning a sample snapshot unit of work integrating the three strands of the AusVELS Science curriculum (SU, SIS and SHE)

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Question

Use the ‘vote’ button to indicate whether you are primarily interested in:

a) Levels 5 & 6b) Levels 7 & 8c) Levels 5–8

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Where can I find AusVELS?

VCAA websites

AusVELS curriculum website: http://ausvels.vcaa.vic.edu.au/

AusVELS resources and support website:http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/index.aspx

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Inquiry-based curriculum

The Australian Curriculum: Science emphasises inquiry-based teaching and learning

Opportunities for student-led open inquiry should be provided within each phase of schooling

Teacher -driveninquiry

Student -driven inquiry

Semi -structured

inquiryLevel 5-6: With guidance,

select appropriate

investigation methods to

answer questions or

solve problems … decide which variable should be changed and measured in fair

tests

Level 7–8:Collaboratively and individually plan and conduct

a range of investigation types … in fair tests, measure and control variables, and select equipment to collect data with accuracy

appropriate to the task

Levels 9–10

Levels F–4

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A model for examining ideas about inquiry

1. Level of integration of skills and domain knowledge:•Skills taught as separate unit ‘the scientific method’•Science skills used to reinforce application of knowledge•Content and skills integrated through the unit•Context provided for content and skill integration

2. Level of student direction or choice/level of scaffolding needed:Prescribed processes independent task•Focus on reasoning ability•Focus on identifying variables•Assessing evidence and developing understanding•Report writing

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Age-relevant curriculum

Curriculum focus•Foundation – Level 2: awareness of self and the local world•Levels 3 – Level 6: recognising questions that can be investigated scientifically and investigating them•Levels 7 – 10: explaining phenomena involving science and its applications

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Stimulus material – e.g. media articles

Sharks? No need to cry for kelp, says ocean expert

Lawrence MoneyThe AgeTuesday September 3, 2013 p.8

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“Sharks? No need to cry for kelp, says ocean expert”

…Aquatic scientist Sheree Marris (has) good news…there are lots more sharks…“It’s a great sign…Sharks are top food-chain predators and increased numbers in the protected areas is a healthy sign”… “They don’t eat you…You have more chance of being killed by a toaster, a horse or a vending machine.”…Marris…says more than 60 marine parks have been set up in the Philippines in the past 10 years and they are monitored by international volunteers. The reason: fish are the prime food source for most of the population and the protected waters help swell the number and diversity, leading to better fishing in the adjacent waters.…“One of the big challenges facing Port Phillip Bay is that people think it’s a marine wasteland. They don’t realise what an incredible asset we have on our doorstep. It rivals the tropical reefs in colour and diversity. Eighty per cent of the marine life found here on the southern shores are found nowhere else in the world. You compare that to the overglamorised Great Barrier Reef where only 15 per cent is unique.”…(Matters) says most Melburnians would be amazed at the corals, kelp forests, sponge gardens, seagrass meadows and rocky reefs that lay beneath the waters of the bay.

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Generating questions

Activity: What questions

does the stimulus

material lead you to ask?

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Science Understanding strand:content descriptionsLevel 5

•Living things have structural features and adaptations that help them to survive in their environment•Solids, liquids and gases have different observable properties and behave in different ways•Light from a source forms shadows and can be absorbed, reflected and refractedLevel 6•The growth and survival of living things are affected by the physical conditions of their environment•Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting•Sudden geological changes or extreme weather conditions can affect Earth’s surfaceLevel 7•There are differences within and between groups of organisms; classification helps organise this diversity•Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions•Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques•Change to an object’s motion is caused by unbalanced forces acting on the object•Earth’s gravity pulls objects towards the centre of the EarthLevel 8•Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce•Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales

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Refining questionsScience Understanding•Biological sciences•Chemical sciences•Earth and space sciences•Physical sciences

Activity: How can looking across the sub-strands of the Science Understanding strand provide breadth and depth?

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Science as a Human EndeavourSub-strand: Use and influence of scienceLevels 5 & 6•Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives•Scientific knowledge is used to inform personal and community decisionsLevels 7 & 8•Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations•Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management

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Science as a Human EndeavourSub-strand: Nature and development of scienceLevels 5 & 6•Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena•Important contributions to the advancement of science have been made by people from a range of culturesLevels 7 & 8•Scientific knowledge changes as new evidence becomes available, and some scientific discoveries have significantly changed people’s understanding of the world•Science knowledge can develop through collaboration and connecting ideas across the disciplines of science

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Refining questions

Science as a Human Endeavour•Nature and development of science•Use and influence of science

Activity: How can consideration of the Science as a Human Endeavour strand enhance science lesson/unit planning?

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Science Inquiry Skills

Questioning and predictingLevels 5 & 6With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might beLevels 7 & 8Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge

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Science Inquiry SkillsProcessing and analysing data and informationLevels 5 & 6•Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate•Compare data with predictions and use as evidence in developing explanationsLevels 7 & 8•Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate•Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions

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Other resources related to oceans?

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Assessment

“ … the fundamental purpose of assessment is to establish where

learners are in their learning at the time of assessment.”

Masters G (2013), ‘Reforming Educational Assessment: Imperatives, principles and challenges’, Australian Education

Review, 5-6

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Measuring achievement

Achievement Standards (available on the AusVELS curriculum website)

Progression points examples (available on the AusVELS Resources

and Support website)

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Progression point examples• Assist teachers in the assessment and reporting of student achievement. • In AusVELS, the progression point examples are provided in 0.5 increments.

Progression point examples are designed to:

Progression point examples are NOT designed to:

• illustrate how a student might show evidence of progression

• be used in conjunction with other tools such as annotated student work samples

• be modified by schools so that the examples reflect the curriculum structure and timing of when knowledge and skills are taught and assessed

• replace standards • be used as a definitive or mandated

set of progression measures for student assessment

• be the only resource used by teachers to assign progression points on student reports

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Measuring achievement: Science inquiry skillsSIS Progression point 4.5: collect data systematically SIS Progression point 5.0: collect data systematically and begin to draw reasonable conclusions from the data.SIS Progression point 5.5: collect data systematically and analyse data to identify some relationships between variables and to draw reasonable conclusions Level 6 SIS Achievement standard: They construct tables and graphs to collect and organise their data, and to identify and analyse patterns and relationships. SIS Progression point 6.5: systematically collect, and accurately record, experimental data SIS Progression point 7.0: analyse and interpret collected and recorded experimental data, consistent with investigation aims SIS Progression point 7.5: comment on the validity of conclusions drawn from experimental data Level 8 SIS Achievement standard: Students summarise data from different sources and construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions .

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Levels 5 & 6 achievement: Science as a Human Endeavour

SHE Progression point 4.5: explain how the work of a particular Australian scientist has benefited society SHE Progression point 5.0: explain how scientific collaboration has led to developing knowledge about, or solutions to, science-related problems SHE Progression point 5.5: compare different approaches to developing scientific knowledge or solving a scientific problem, including the role of scientific debate Level 6 SHE achievement standard: Students explain how scientific knowledge develops from many people’s contributions and how scientific understandings, discoveries and inventions affect peoples’ lives.

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Levels 7 & 8 achievement: Science Understanding

SU Progression point 6.5: use a range of provided simple dichotomous keys to identify a set of living and/or non-living things. SU Progression point 7.0: create a dichotomous key to classify a set of provided living and/or non-living things SU Progression point 7.5: use a five-kingdom taxonomic classification key to identify, distinguish between and give the scientific names of a range of living organisms Level 8 SU achievement standard: They use dichotomous keys to identify and classify living things. They explain how living organisms can be classified into major taxonomic groups based on observable similarities and differences.

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ContactsMaria James

Curriculum Manager, ScienceEmail: james.maria.m@edumail.vic.gov.au

Telephone: 9032 1722

AusVELS Unit Email: vcaa.ausvels@edumail.vic.gov.au