sustainability through science: analysing the teaching and learning of sustainability through...
TRANSCRIPT
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Sustainability through Science:Analysing the teaching and learning of sustainability through science, maths and literacy and links to PrimaryConnections and the VIC ResourceSmart Schools Framework
Sustainability through Science
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Facilitators
Ms Sophia McLean
Professional Learning Manager
Ms Louise Rostron
Professional Learning Consultant
PrimaryConnections
Australian Academy of Science
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Workshop purpose
1. To understand the teaching and learning of “sustainability” through science linked with literacy and mathematics
2. To explore ways that PrimaryConnections:linking science with literacy, based on the PC 5Es model, enables teachers to assist students to learn about the fundamental concepts of sustainability
3. To link the teaching and learning of sustainability with the ResourceSmart Schools Framework and other Victorian organisations
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Workshop outline
INTRO: Purpose, outline, outcomes(20 mins)
ENGAGE: Exploration analogy(40 mins) What is a sustainability? Shared meanings.
EXPLORE: What are the problems or issues with “sustainability” education?(30 mins )
EXPLAIN: Sustainability and ….(135 mins) AusVELS
PrimaryConnections 5Es model and curriculum unitsVIC ResourceSmart Schools Framework
ELABORATE: Design potential “sustainability activities” aligned to PC units and (60 mins) VIC ResourceSmart Schools Framework
EVALUATE: Summarise, reflect, and evaluate(30 mins) How has my thinking changed?
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Outcomes
On completion of this module participants will understand: • the shared meaning of the cross-curriculum priority of sustainability in AusVELS
• the shared problems or issues of incorporating sustainability into primary classroom learning
• ways to integrate sustainability education into science, maths and literacy • connections between the program PrimaryConnections: linking science with literacy, and sustainability learning opportunities
• ways that the PrimaryConnections program builds teacher confidence and competence in teaching science and literacy, including sustainability
• the support provided by the VIC Resource Smart Schools Framework for sustainability education linked with curriculum
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Group Exploration ChartWhat did we do? What did we learn?
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Consensograms• How important is the teaching and learning
of “sustainability” in the primary school?
• How well is “sustainability” taught and learnt now?
• How confident do you feel about incorporating “sustainability” into the curriculum?
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ENGAGE
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Affinity diagram
Describe “things” that you have personally been involved in that you would classify under the broad description of “sustainability” education.
Contribute to the affinity diagram.
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Venn Diagram
Focus questions:
• What does this segment tell us about the meaning of “sustainability”?
• How does the concept of “sustainability” link to science and mathematics?
Make notes on your Venn diagram, page 4
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P3T Process (Paper, prose, passing)
• Write a statement summarising your meaning of the concept of “sustainability” (page 7) and the ways it links to science and mathematics
• Pass your statements around the group, read others and underline key words
• Collate the common themes from the statements and record them (page 7)
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Group Exploration Chart
Contribute to your group’s exploration chart for the ENGAGE phase.
What did we do? What did we learn?
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EXPLORE
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Fishbone diagram
Prepare a fishbone diagram (page 9) in
answer to the question:
What problems or issues have you experienced in translating the concept of “sustainability” into
productive and useful learning experiences?
Vote on the root cause. Contribute to the whole group.
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Group Exploration Chart
Contribute to your group’s exploration chart for the EXPLORE phase.
What did we do? What did we learn?
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EXPLAIN
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Similarities and differences
Read the statements from AusVELS about the cross-curriculum priority of sustainability, highlight key words and terms and compare with your statements and common themes from the Engage phase of the workshop.
Make notes in the chart “Similarities and Differences” (page 12).
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18
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Australian Curriculum:ScienceAusVELS
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
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Australian Curriculum:ScienceAusVELS
Science Understanding Strand divided into
four sub-strands:
Biological Sciences
Chemical Sciences
Physical Sciences
Earth and Space Sciences
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Science as a Human Endeavour Strand divided into
two sub-strands
Nature and development of science
Use and influence of science
Australian Curriculum:ScienceAusVELS
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Australian Curriculum:ScienceAusVELS
Science Inquiry Skills Strand includes:
Identifying and posing questions
Planning, conducting and reflecting on investigations
Processing, analysing and interpreting evidence
Communicating findings
Evaluating claims
Investigating ideas
Solving problems
Drawing valid conclusions
Developing evidence-based arguments
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Australian Curriculum:ScienceAusVELS
General CapabilitiesLiteracyNumeracyInformation and communication (ICT) capabilityCritical and creative thinkingEthical understandingPersonal and social capability (self management, teamwork) Intercultural understanding.
Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesAsia and Australia’s engagement with AsiaSustainability
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Professional learning program linking science with literacy
Supported byquality curriculum
resources
What is PrimaryConnections? – a complete approach to teaching and learning science
Based on research
Funded by the Australian Government 2005 – 2013 $11.2 million
Stage 6 has begun in 2014
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Purpose of PrimaryConnections
To improve learning outcomes for primary students in science and literacy
by developing a professional learning program supported with quality curriculum resources
that will improve teachers’ confidence and competence for teaching science through developing their science pedagogical content knowledge.
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Purpose:Increase the quality and quantity of science teaching and learningin primary schools
Vision: • Engaged students• Confident and competent teachers of science
PrimaryConnections
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What PrimaryConnections isn’t!!
• It is not just “a resource”!
• It is not just “a set of books”!
• It is not “a commercial product resulting from the Australian Curriculum:Science”!
• It is not mandatory!
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It is…………..
…….all about giving primary teachers and students a
research-based program that builds
• science conceptual understanding• science inquiry skills• an appreciation that science is a human endeavour• literacy skills especially the “literacies of science”
……..using a highly effective approach:
the PrimaryConnections 5Es teaching and learning model!
It is all about helping and providing benefit to teachers and students to develop improved “scientific literacy”!!
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Curriculum Units Stage Year Biological sciences Chemical sciences Earth and space
sciencesPhysical sciences
Curriculum focus: awareness of self and the local world
ES1 FStaying alive What’s it made of? Weather in my world On the move
1 1Schoolyard safari Spot the difference Up, down and all
aroundLook! Listen!
(replaces Sounds sensational)
2Watch it grow All mixed up Water works Push pull
Curriculum focus: recognising questions that can be investigated scientifically and investigating them
2 3Feathers, fur or leaves Melting moments Night and day
(replaces Spinning in space)Heating up
4 Plants in Action Material worldBeneath our feet Smooth moves
Friends or foes Package it better3 5
Desert survivors What’s the matter? Earth’s place in space Light shows(replaces Light fantastic)
6Marvellous
micro-organisms Change detectives Earthquake explorersIt’s electrifying
Essential energy
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Phase Focus Assessment focus
ENGAGE Engage students and elicit prior knowledge Diagnostic assessment
EXPLORE Provide hands-on experience of the phenomenon Formative assessment
EXPLAIN Develop scientific explanations for observations and represent developing conceptual understandingConsider current scientific explanations
Formative assessment
ELABORATE Extend understanding to a new context or make connections to additional concepts through a student-planned investigation
Summative assessment of the Science Inquiry Skills (SIS)
EVALUATE Students 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
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Analyse a curriculum unit in detail
Form groups of 5-6 to analyse ONE curriculum unit in detail
1. Identify and summarise the “sustainability” paragraph at the front of the unit (page 14)
2. For one phase of the unit only, identify and summarise the following in the charts on pages:
• Science activities• Mathematics activities • Literacy focuses and practices• Sustainability activities• Sustainability opportunities
3. Report back to the group your summary in the order of the 5Es. Each person summarises the entire unit on their chart (pages 18-19)
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Analyse the ResourceSmart Schools Framework in detail
Join one of the six groups available to analyse ONE aspect of the ResourceSmart Schools Framework in detail:
• Why participate?• Curriculum• Completing modules• Certification process• Who is involved?• History
Each group will appoint reporters on their aspect. The group will:
• analyse the information available on the website (15 mins)• prepare a visual representation based on their analysis (15 mins)• report to the whole group (2 mins each)
Each person summarises the information on their chart (pages 20-21).
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Group Exploration Chart
Contribute to your group’s exploration chart for the EXPLAIN phase.
What did we do? What did we learn?
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ELABORATE
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Design a “sustainability activity”
Jigsaw group divides into two sub-groups.
Using the curriculum unit you have been studying, each sub-group:
• re-visits the sustainability statement from their unit
• identifies a sustainability opportunity from their analysis
• designs and summarises an appropriate “sustainability activity” on the planner (page 22)
• refers to the ResourceSmart Schools Framework and identifies the link to an appropriate module or project
• identifies other VIC organisations that could support the sustainability activity
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Group Exploration Chart
Contribute to your group’s exploration chart for the ELABORATE phase.
What did we do? What did we learn?
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EVALUATE
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Beliefs continuum
Collaborative learning strategy: Beliefs continuum
_________________________________________________ Agree Disagree
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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
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Dialogue for meaning
How has my thinking changed?
Rules of DialogueSuspend judgement
Ask questions
Clarify answers
Hold opinions ‘gently’
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Group Exploration Chart
Contribute to your group’s exploration chart for the EVALUATE phase.
What did we do? What did we learn?
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PrimaryConnections website
www.primaryconnections.org.au