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.
