Science Capabilities Workshop Part 2

Teacher Only Day - Professional Development - Science

Began with a Whakatauuki:


He kotuku rerenga tahi
A White heron flies once


Recap observe

Difference with science and other subjects need evidence
Critiquing Evidence-Reminder of asthma article

Key Competencies - Learning Areas - Capabilities

We discussed how we took the last session learning into our classroom.  I mentioned how our class looked at some pictures not to dissimilar from our first workshop. Overwhelmingly as expected my class really made inferences as opposed to observations.  Knowing this really gives me starting point. Lianne and Soph shared their raisin experiment. Sophia brought some notes recorded by her students and Lianne shared how her class drew their observations which is another great way to communicate their observations. Very good for ESOL.

At our table, we had some ideas shared by Larissa from North Street, she came with wonderful ideas from her enrichment class. Larissa has set up task cards using stations around the room. She shared one experiment including observations with m&ms in which the students made observations of the colours as they changed in water. Her follow up lessons included comparing the changes made in coffee, lemon juice etc. Larissa was inspired by attending the science academy

Sir Paul Callaghan Science Academy

- We were encouraged to google Scanning Electron Microscope for images to observe.

Our table groups were then given objects including sea-plants, wood, rocks etc
We made observations using our senses including rough, small holes, brown, circular.

From the activity:
Weakness- recording words, kids can get 'knocked' might not take part - An idea would be to group the kids based on lower/higher order thinking.
Strength - Hands on, challenge kids thinking, can draw, groups- discussion, gain deeper observations.

UV beads were introduced, again by Larissa, the idea was based around hats on/hats off debate term 1 and 4 the beads can be worn and change colour based around uv intensity. Could be useful for where to place our Manaakitanga bench.

While we had an opportunity to experiment with a range of science items such as magic sand, green spinner, kaleidoscope. The question was raised about where to next? the content? Albeit play, ask questions, observe but where to? With the capability based activities, it provides children the opportunity to observe ask questions etc. Although it takes away the older way of thinking, 'There must be a content and here it is...' Where as this way shows us science is all around us and using capabilities are a major focus. The children get the opportunity to be part of science. I think this way is beneficial in my own teaching as these one off activities can help grow our kids into citizens and it is easier to manage. Also, these one off science lessons can be student generated and teacher able moments.

Assessment:
Capabilities lends itself well to assessment. We can see it they are observers. Could have specific assessment activities. Use a blog kids posting their wanderings; I wonder how; I think...
Needs be manageable
Rubrics can have a place - Making Science Real (Essential Resources) Bruce & Astall - has pilot activities in the book with the why. Weakness of Rubrics children can identify what area they need to achieve not the process.
Capabilities attributes/Where to next from Paul.
Example of monitoring sheet.
How would we assess collaborative/group observations?

Watched Austin's Butterfly - showed how to observe/critique for kids -Advice was given about shape, pattern,

It is easier to make observational drawings from 2D shape, a good solution is to take a picture and then have them draw the 2 dimensional perspective.

Reminder to use ARBS for assessment, although Paul believes very content based. Did the throwing balloons experiment.

Discussed what we observed - Wobbly flight path, the one with liquid had a steadier flight path.


Again, a reminder to use TKI for assessment

Often children dont know it's science because it is referred to as TOPIC

PAT tests

Final activity - Each group was given items collected from a range of beaches.  It was up to us to decide based on evidence and google. Items included shells, pumice etc.


Bill wasn't here today. It was good to discuss with those from other schools what they had been doing as well as some possible ideas. To go further I would like to take part in the Science Academy next year.

Twitter for Education

So it has finally happened, I've resisted the whole # and tweet business for some time now thinking that tweets were just a pointless forum of sharing useless information.  However, with the recent ULearn conference in Auckland and I not being able to attend, I thought I'd give the Twitter-Sphere a go.

And wow! Within moments of following #Ulearn15 I was consumed by a range of hot topics.  Of particular interest to me was the discussions around MLE and Teacher inquiry.  It was clear within the first day that using Twitter as an educator is a fantastic way to Network with many in the field.  Twitter also provided a great platform to share interesting readings, discussions and progress in the field.

Checkout;

http://www.educationreview.co.nz/magazine/november-2013/10-twitter-tips-for-teachers/#.VhiKBjmByfc.blogger

http://edtechreview.in/news/522-top-reasons-why-teachers-educators-use-twitter



Now I sign off as @Beardedteacher5, a fully pledged twitter user, looking forward to following more educational tweets.  #Lifelonglearner

Advanced Science Capabilities Workshop 6/10/2015 Paul Ashwen, Bill McIntyre, Anne Barker

An interesting course to attend during the holidays.

My hope was to enlighten/motivate me with teaching Science in the Primary Sector.  I have also been hopeful the presenters can shed light on resources available that can help.

The day started off with us reflecting on what we want to get out of the day. This included thoughts around:

• Resourcing 
• In - Class Environment 
• Motivating Teachers to teach Science 
• How to incorporate it successfully in an Over Crowded Curriculum 
• Confidence in the area

We then had an opportunity to reflect on our own Science Learning in Primary School and how and/or if we have used science understandings later in our life.  My thoughts around this are how I use my science knowledge in the garden.

I know not to mow lawns when it has dew on the grass as this magnifies the light and can cause brown tips on the grass.  Also I don't like to use tap water for my garden as the chlorine can cause browning of leaves when warmed up.

The idea of a nature table was brought up and Anne would love to see these again.  I think this would be a great idea in my classroom however, space is an issue.

Learning Areas

We looked at the NZC and the learning areas.  We discussed what the science Learning Area actually means.  In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.

What does Science Citizenship mean - To question the world around them, respect, making mistakes is OK, responsibility.

Manawatu is an area which has a great variety of Science establishment.  Which links to the Citizenship.

Capabilities

Observations

A photo was put up on a slide of what looked to be part of a dead bird with wetas throughout, instead of saying just that and making a statement. It is not useful to just make a single label and ending there.  Rather it is important to make many observations so you are still making observations of our world.  With making observations it is important to think of what they are observing.  Tapping into prior knowledge is inference.  Asking the how do we know questions gets kids to think.

Candle observation.

We looked at a candle (Lit) and made observations - Different shades of orange/yellow, the space around the flame had a mirage appearance. Under the flame there was a shiny appearance - I couldn't say it was a liquid as this was an inference. We made observations about the tip of the wick looking orange.

The group explored children's responses on cards about the candle experiment.  It was interesting to read responses that weren't true observations like ' It looks like an upside down carrot'  This is just a statement based on prior knowledge.  Yes they are thinking of shape and colour, but it is not the science level we want them to be at.

Observations lead to Where to next.

Notice →Think→Wonder→Predict→Observe→Explain

 

Difference between correlation and causation.

Critiquing Evidence is important process of Science.  We were able to do this as we tested the strength of two different tissues.  This was our own experiments based on what we had around us.

Tree Octopus Website is a good way to show children that everything written is not necessarily the truth.  So is the Macaroni Forest Article in the School Journal.

Resources that are recommended continue to be the Making Better Sense Series, as well as BSC books.  Even though these link with old Curriculum they still have a big place.  Other resources are the ARBS and the Connected Journals.  These can be found at Connected online. Also check out Science Learning Hub.

We also looked at TKI online.

http://scienceonline.tki.org.nz/Introducing-five-science-capabilities

Two Science based lessons I found here which I wish to try before the second session are;

Chemical Pop Guns
http://scienceonline.tki.org.nz/Introducing-five-science-capabilities/Use-evidence/Chemical-popguns
Pop! Froth! Fizz
http://scienceonline.tki.org.nz/Introducing-five-science-capabilities/Use-evidence/Pop!-Froth!-Fizz

I don't know how I felt about today.  I was slightly disappointed with the amount of theory, I did think there would be more practical activities to help motivate us.  I was also gutted that Bill didn't share his knowledge as he is a great guru in Science and can really make it exciting.  I am looking forward to trying the lessons from TKI.

CHROMEBOOK TRIAL IN ROOM 3

In my class we were lucky enough to have an opportunity to trial a pod of 20 Chromebooks on loan to us by Noel Leeming group.

This page highlights the two week journey utilising Chromebooks as part of our learning: As a teacher I found that the pros heavily out weighed the cons however, it would have been greatly beneficial if I had some form of professional development using google Apps and Chromebooks prior to the trial.

I felt having two weeks with the Chromebooks was fairly short to utilise effectively. Below is a short PMI chart highlighting our experience with the Chromebooks.

The need to become efficient using IT

PLUS                                             MINUS                                             INTERESTING

The start up time was less         The lack of knowledge I had going         Google classroom APP

than 7 seconds in most cases.    into this trial.

                                                                                                                   Sharing and

There was no need to update     The need to find plugs for all 20             management

anything like Adobe, Java etc.   Chromebooks at the one time.           

                                                                                                                    How are other

Everything would update on     Having the students working                    schools using them

boot up.                                     collaboratively on one document

                                                  often caused issues                                  The need to develop

Lightweight and easily                                                                               confidence and

portable meant the                   The school would need to purchase           efficiency using I.T

Chromebooks were great in       key locks for them rather than the

MLEs.                                        coded locks.

The students were very           Ideally if we were to get these

enthusiastic to use them in      across the school a ratio of 1:2  

their learning.                          Chromebooks could be costly

Working together on an assignment - Jigsaw learning

They held a charge for a

significant amount of time.

Students could save work in

their own folders and easily

access it to continue working

at a later time.

Having signed up to both

Mathletics and Reading

Eggspress – two online tools

easily accessed on

Chromebooks.

Storage online means no files/

folders to slow down the

hardware. There is little to no

chance of viruses as it is

based on Linux and using

Apps.  Also very easy to reset

Chromebook.

A very focused learning

Environment when using them.

An engaged class, some using chromebooks as part of rotation.

Working on writing on a bean bag MLE

An engaged e-learning classroom

Procedure Writing Learning experience

Today, as part of our introduction to procedure writing, Ruru had a great practical learning experience. The kids were motivated to come up with imperative verbs as well as coming up with their own steps that were concise. Although we didn't do any writing today, the oral language and real-life situation made it realistic for the students. Making milkshakes proved to lend itself well to our C&C unit which focuses on the dairy process, 'From Grass to Glass'.