PrimaryConnections Ready:
Pre-service Teacher Program
The PrimaryConnections: Linking science with literacy project is supported by the Australian
Government Department of Education through the Mathematics and Science Participation Program.
Disclaimer: The views expressed here are those of the author and do not necessarily represent the
views of the Australian Government Department of Education.
Professional learning program
PrimaryConnections comprises a professional learning program supported with exemplary
curriculum resources to enhance teaching and learning in science and literacy. Research shows
that this combination is more effective than using each in isolation.
Facilitators are available throughout Australia to conduct workshops on the underpinning
principles of the program: the PrimaryConnections 5Es teaching and learning model, linking
science with literacy, investigating, embedded assessment and collaborative learning.
The PrimaryConnections website has a Professional Learning calendar of available workshops
across Australia. Visit the website at: www.primaryconnections.org.au
PrimaryConnections Ready: Pre-service Teacher Program
Copyright © Australian Academy of Science 2014.
Contents
ENGAGE
4
EXPLORE
8
EXPLAIN
55
ELABORATE
66
EVALUATE
77
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Parking lot
Purpose
A tool for group use where participants can ‘park’ self-adhesive notes to highlight what is
going well, what needs to be improved, questions and ideas, for review at a later time.
Process
ENGAGE
• Prepare a large sheet of paper or chart and divide it into quadrants.
• Label quadrants headings such as:
– What is going well?
– What are the questions?
– What can be improved?
– What are the ideas or issues?
• Provide the participants with self-adhesive notes for ‘parking’ suggestions, issues,
ideas and questions at any time during the session.
• Set aside an appropriate amount of time to review and address the issues on
the notes.
Product
The parking lot captures participants’ issues, ideas,
reflections and questions when they arise. It provides
the facilitator a visual display of issues to be dealt with
at some stage during the workshop.
PrimaryConnections examples
• Set up a parking lot at every session to capture
participant responses.
• Set up a parking lot in your classroom. Teach and
encourage students to use it.
Reference
Langford, David (2003). Tool Time, Choosing and Implementing Quality
Improvement Tools. USA: Langford International Inc.
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Know/Do
ENGAGE
What do I want to know by the end of this workshop?
What do I want to be able to do by the end of this workshop?
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Agree/Disagree
ENGAGE
Statement 1
Agree
Disagree
Statement 2
Agree
Disagree
Statement 3
Agree
6
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Disagree
Copyright © Australian Academy of Science 2014.
Scientific literacy
and definitions
ENGAGE
My inspiring teacher
Engage phase of workshop
What did we do?
Copyright © Australian Academy of Science 2014.
What did we learn?
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Agree/Disagree
Statement 1
EXPLORE
Agree
Disagree
Statement 2
Agree
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Disagree
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Manager
EXPLORE
Collaborative learning teams
Director
Speaker
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TEAM ROLES
Manager
EXPLORE
Collects and returns all
materials the team needs
Speaker
Asks the teacher and other
team speakers for help
Director
Makes sure that the team
understands the team
investigation and
completes each step
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TEAM SKILLS
1 Move into your teams
EXPLORE
quickly and quietly
2 Speak softly
3 Stay with your team
4 Take turns
5 Perform your role
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Collaborative Learning
Behaviours
EXPLORE
Which behaviours are part of the Manager, Speaker or Director roles and which
might be behaviours expected of every student or the teacher?
12
Keeps the team’s equipment in good
order
Helps team members to focus on
each step of the investigation
Rotates the roles among members of
the team
Shares obtained information with
team members
Checks that the team has conducted
the investigation successfully
Takes a leadership role in the team
Provides guidance about the
investigation
Has the opportunity to perform
different roles
Asks the teacher or another team’s
speaker for help
Offers encouragement and support
Has permission to leave the team to
seek help
Tells the teacher if any equipment is
broken
Collects and returns all of the team’s
equipment
Varies the composition of the teams
Moves into a team quickly
Speaks softly
Completes the necessary written work
for the investigation
Makes sure the team members
understand the team investigation
Assigns students to teams
Wears a role identifier such as a
wristband
Keeps teams together for several
lessons
Explains the team roles
Works collaboratively rather than
individually or competitively
Keeps records of team composition
Talks to the speakers in the teams
Prepares resources prior to the
lesson
Is accountable for the performance of
the team
Cleans up and gets equipment ready
to return to the equipment table
Reports to the class about the team’s
results
Stays with the team
Performs a team role
Takes turns
Checks on the progress of the
investigation
Makes sure that the team has all
necessary equipment
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How to organise collaborative
learning teams (Year 3 – Year 6)
Introduction
Students working in collaborative teams is a key feature of the PrimaryConnections
inquiry-based program. By working in collaborative teams students are able to:
• communicate and compare their ideas with one another
• build on one another’s ideas
• discuss and debate these ideas
• revise and rethink their reasoning
• present their final team understanding through multi-modal representations.
Opportunities for working in collaborative learning teams are highlighted throughout
the unit.
EXPLORE
Students need to be taught how to work collaboratively. They need to work together
regularly to develop effective group learning skills.
The development of these collaborative skills aligns to descriptions in the Australian
Curriculum: English. See page 7.
Team structure
The first step towards teaching students to work collaboratively is to organise the team
composition, roles and skills. Use the following ideas when planning collaborative learning
with your class:
• Assign students to teams rather than allowing them to choose partners.
• Vary the composition of each team. Give students opportunities to work with others
who might be of a different ability level, gender or cultural background.
• Keep teams together for two or more lessons so that students have enough time to
learn to work together successfully.
• If you cannot divide the students in your class into teams of three, form two teams of
two students rather than one team of four. It is difficult for students to work together
effectively in larger groups.
• Keep a record of the students who have worked together as a team so that by the end
of the year each student has worked with as many others as possible.
Team roles
Students are assigned roles within their team (see below). Each team member has
a specific role but all members share leadership responsibilities. Each member is
accountable for the performance of the team and should be able to explain how the team
obtained its results. Students must therefore be concerned with the performance of all
team members. It is important to rotate team jobs each time a team works together so
that all students have an opportunity to perform different roles.
For Year 3–Year 6, the teams consist of three students—Director, Manager and Speaker.
(For Foundation–Year 2, teams consist of two students—Manager and Speaker.)
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14
Assessment focus
Diagnostic assessment
Formative assessment
Formative assessment
Summative assessment
of the Science Inquiry Skills
Summative assessment
of the Science Understanding
Focus
Engage students and elicit prior knowledge
Provide hands-on experience of the phenomenon
Develop scientific explanations for observations and
represent developing conceptual understanding
Consider current scientific explanations
Extend understanding to a new context or make
connections to additional concepts through a
student-planned investigation
Students re-represent their understanding and reflect
on their learning journey, and teachers collect evidence
about the achievement of outcomes
Phase
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
EXPLORE
PrimaryConnections 5Es
teaching and learning model
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Diagnostic assessment
We can talk about what we think we know or don’t know about a science idea and
ask questions about it; we can listen to each other’s ideas
Formative assessment
We can spend time exploring the science idea and testing our initial thoughts
about it. We can learn how to represent what we do and start learning how to
investigate; we can listen and learn, ask and answer questions
Formative assessment
The teacher listens and asks us questions while we explain and represent what we
have learnt so far. We can listen to and question one another. We learn new ideas,
words, terms and symbols to help us with our explanations.
Summative assessment of the Science Inquiry Skills
We can show the teacher how our team conducts an investigation on the key idea:
how we form a question and predict the outcome; how we plan and conduct it;
how we gather data and represent it; how we make claims based on the evidence;
how we analyse and communicate our results.
Summative assessment of the Science Understanding
We can show the teacher how well we have understood the key science ideas
for this unit: what we thought we knew and what we have learnt; what evidence
we can show for learning and how we can represent our understanding; how our
thinking has changed.
What do I think I know
about this? How can I
express that?
Let me explore some
things about this idea,
compare what happens
with what I thought and try
to make sense of it.
I’ll try to explain what I
have learned about the
key idea so far. I need
some science ideas and
words to explain it better.
I’m going to find out
more about this idea
by conducting an
investigation, using all
the skills we have been
learning.
I’ll explain what I now
know and back it up with
evidence of my learning. I
will show how my thinking
has changed. I’ll ask some
more questions.
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
EXPLORE
Assessment focus
Focus
Phase
PrimaryConnections 5Es
teaching and learning model
15
Engage Quiz
(True/False)
T
At the Engage phase:
F
teachers make sure that non-scientific ideas are corrected.
one of the purposes is to stimulate thinking and curiosity about a
scientific phenomenon.
teachers explain the concepts to the students.
EXPLORE
students are taught the accurate scientific words and terms of
the phenomenon.
students represent ideas in a variety of ways.
teachers encourage a “risk free” environment.
finding out what students think they know is the best starting point
for developing a concept.
if teachers hear students make non-scientific claims, use open
questions to find out why the students are thinking that way.
bad habits can develop if students are not corrected when they
make scientifically inaccurate claims.
the TWLH chart is a tool which can be used right at the beginning of
the learning process.
diagnostic assessment is all about finding our what ideas students
already have about science phenomena so that planning for the
next phases is appropriate.
students use their “everyday” language to express their ideas.
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Explore: Verb volley
EXPLORE
What do you see the students actually doing during the Explore chapter of the
5Es DVD? Use verbs and create a mind map of phrases beginning with a verb.
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Explain jumble
Teachers ensure that they understand the Teacher Background Information
Teachers introduce current scientific thinking and understanding of the
science concept briefly, simply and clearly
Students explain their developing understanding using their own language
Teachers introduce the scientifically accurate vocabulary
EXPLORE
Students have the opportunity to ask and answer questions about their
understanding
Teachers look for evidence of conceptual change
Students build a word wall of the scientific words and phrases
Teachers look for discrepancies between student understanding and current
scientific thinking
Teachers re-visit the TWLH chart and add claims and evidence to the L and
H sections
Students compare their ideas and understanding with one another
Teachers link current scientific thinking with students’ explanations
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Elaborate: Inquiry skills
Australian Curriculum: Science Inquiry Skills
Skill:
Includes:
1.
2.
EXPLORE
3.
4.
5.
Evaluate
What do you see the students actually doing during the Evaluate chapter of the
5Es DVD? What do you hear them frequently saying? What records do they keep to
show the learning journey?
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How to use a science journal
Introduction
A science journal is a record of observations, experiences and reflections. It contains
a series of dated, chronological entries. It can include written text, drawings, labelled
diagrams, photographs, tables and graphs.
Using a science journal provides an opportunity for students to be engaged in a real
science situation as they keep a record of their observations, ideas and thoughts about
science activities. Students can use their science journals as a useful self-assessment tool
as they reflect on their learning and how their ideas have changed and developed during
a unit.
Monitoring students’ journals allows you to identify students’ alternative conceptions, find
evidence of students’ learning and plan future learning activities in science and literacy.
EXPLORE
Keeping a science journal aligns to descriptions in the Australian Curriculum: Science and
English. See pages 2 and 7.
Using a science journal
1 At the start of the year, or before starting a science unit, provide each student with a
notebook or exercise book for their science journal or use an electronic format. Tailor
the type of journal to fit the needs of your classroom. Explain to students that they will
use their journals to keep a record of their observations, ideas and thoughts about
science activities. Emphasise the importance of including pictorial representations as
well as written entries.
2 Use a large project book or A3 paper to make a class science journal. This can be
used at all year levels to model journal entries. With younger students, the class
science journal can be used more frequently than individual journals and can take the
place of individual journals.
3 Make time to use the science journal. Provide opportunities for students to plan
procedures and record predictions, and their reasons for predictions, before an
activity. Use the journal to record observations during an activity and reflect
afterwards, including comparing ideas and findings with initial predictions and
reasons. It is important to encourage students to provide evidence that supports their
ideas, reasons and reflections.
4 Provide guidelines in the form of questions and headings and facilitate discussion
about recording strategies, such as note-making, lists, tables and concept maps. Use
the class science journal to show students how they can modify and improve their
recording strategies.
5 Science journal entries can include narrative, poetry and prose as students represent
their ideas in a range of styles and forms.
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6 In science journal work, you can refer students to display charts, pictures, diagrams,
word walls and phrases about the topic displayed around the classroom. Revisit and
revise this material during the unit. Explore the vocabulary, visual texts and ideas that
have developed from the science unit, and encourage students to use them in their
science journals.
7 Combine the use of resource sheets with journal entries. After students have pasted
their completed resource sheets in their journal, they might like to add their own
drawings and reflections.
8 Use the science journal to assess student learning in both science and literacy.
For example, during the Engage phase, use journal entries for diagnostic assessment
as you determine students’ prior knowledge.
EXPLORE
9 Discuss the importance of entries in the science journal during the Explain and Evaluate
phases. Demonstrate how the information in the journal will help students develop
literacy products, such as posters, brochures, letters and oral or written presentations.
Heating up science journal entry
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An elaboration of the
PrimaryConnections 5Es
teaching and learning model
PHASE
PURPOSE
ROLE OF TEACHING AND LEARNING ACTIVITY
ENGAGE
Create interest and
stimulate curiosity.
Activity or multi-modal text used to set context
and establish topicality and relevance.
Set learning within a
meaningful context.
Motivating/discrepant experience to create
interest and raise questions.
Raise questions for
inquiry.
Open questions, individual student writing,
drawing, acting out understandings, and
discussion to reveal students’ existing ideas
and beliefs so that teachers are aware of
current conceptions and can plan to extend and
challenge as appropriate—a form of diagnostic
assessment.
EXPLORE
Reveal students’ ideas
and beliefs, compare
students’ ideas.
EXPLORE
Provide experience of
the phenomenon or
concept.
Explore and inquire into
students’ questions
and test their ideas.
Investigate and solve
problems.
EXPLAIN
Introduce conceptual
tools that can be
used to interpret
the evidence and
construct explanations
of the phenomenon.
Construct multi-modal
explanations and justify
claims in terms of the
evidence gathered.
Compare explanations
generated by different
students/groups.
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Open investigations to experience the
phenomenon, collect evidence through
observation and measurement, test ideas and
try to answer questions.
Investigation of text-based materials (for
example, newspaper articles, web-based
articles) with consideration given to aspects of
critical literacy, including making judgements
about the reliability of the sources or the scientific
claims made in the texts.
Student reading or teacher explanation to
access concepts and terms that will be useful
in interpreting evidence and explaining the
phenomenon.
Small group discussion to generate explanations,
compare ideas and relate evidence to
explanations.
Individual writing, drawing and mapping to clarify
ideas and explanations.
Formative assessment to provide feedback
to teacher and students about development
of investigation skills and conceptual
understanding.
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PHASE
PURPOSE
ROLE OF TEACHING AND LEARNING ACTIVITY
EXPLAIN
(Continued)
Consider
current scientific
explanations.
Small group writing/design to generate a
communication product (for example, poster,
oral report, formal written report or PowerPoint
presentation, cartoon strip, drama presentation,
letter) with attention to form of argumentation,
genre form/function and audience, and with
integration of different modes for representing
science ideas and findings.
ELABORATE
Use and apply
concepts and
explanations in new
contexts to test their
general applicability.
Student-planned investigations, exercises,
problems or design tasks to provide an
opportunity to apply, clarify, extend and
consolidate new conceptual understanding
and skills.
Reconstruct and
extend explanations
and understanding
using and integrating
different modes, such
as written language,
diagrammatic and
graphic modes, and
mathematics.
Further reading, individual and group writing may
be used to introduce additional concepts and
clarify meanings through writing.
Provide an
opportunity for
students to review
and reflect on their
own learning and
new understanding
and skills.
Discussion of open questions or writing and
diagrammatic responses to open questions—
may use same/similar questions to those used in
Engage phase to generate additional evidence of
the extent to which the learning outcomes have
been achieved.
EVALUATE
Provide evidence for
changes to students’
understanding, beliefs
and skills.
Copyright © Australian Academy of Science 2014.
EXPLORE
An elaboration of the
PrimaryConnections 5Es
teaching and learning model
A communication product may be produced to
re-represent ideas using and integrating diverse
representational modes and genres consolidating
and extending science understanding and
literacy practices.
Reflections on changes to explanations
generated in Engage and Evaluate phases to
help students be more metacognitively aware of
their learning.
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Five whys?
Question 1
Why are science investigations important in primary
science?
Answer 1
Question 2
Why
EXPLORE
Answer 2
Question 3
Why
Answer 3
Question 4
Why
Answer 4
Question 5
Why
Answer 5
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EXPLORE
when we change ______________________________________?
Focus question: What happens to _____________________________________
Elicit variables: What things might affect ________________________________?
Variables grid
25
Investigation planner 1
Name: _________________________________
Date: ______________
Other members of your team: _________________________________
EXPLORE
Question:
We will change
We will measure/observe
We will keep the same
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EXPLORE
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EXPLORE
Graph
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Quality matrix
Literacy of science__________________________________
CHARACTERISTICS OF A
HIGH-QUALITY PRODUCT
OPPORTUNITY FOR
IMPROVEMENT
EXPLORE
FEATURES
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EXPLORE
Interpreting graphs
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Question, Claim, Evidence,
Reasoning (QCER)
Q What question are you trying to answer?
For example, ‘what happens to the speed at which the mass is lifted
when we change the number of blades?’
EXPLORE
C The claim.
For example, ‘when we increase the number of blades, the mass is
lifted faster.’
E The evidence.
For example, ‘we performed a fair test on a simple windmill. When
it had three blades it lifted the mass in an average of 20s, and when
it had four blades it lifted the mass in an average of 15s. The test
was repeated several times to account for possible experimental
errors.’
R The reasoning.
Saying how the evidence supports the claim. For example, ‘since
the only thing that changed in the test was the number of blades,
the decrease in lifting time is due to the number of blades.’
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Science question starters
Question type
Question starter
Asking for
evidence
I have a question about __________________.
How does your evidence support your claim?
EXPLORE
What other evidence do you have to support
your claim?
Agreeing
I agree with ________________ because
_____________________________________.
Disagreeing
I disagree with _______________ because
_____________________________________.
One difference between my idea and yours is
_____________________________________.
Questioning
further
I wonder what would happen if
____________________________________?
I have a question about __________________.
I wonder why
____________________________________?
What caused
____________________________________?
How would it be different if
____________________________________?
What do you think will happen if
____________________________________?
Clarifying
I’m not sure what you meant there.
Could you explain your thinking to me again?
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How to conduct a fair test
Introduction
Scientific investigations involve posing questions, testing predictions, collecting and
interpreting evidence and drawing conclusions and communicating findings.
Planning a fair test
In Light shows, students investigate the things that affect the shadow height of an object.
All scientific investigations involve variables. Variables are things that can be changed
(independent), measured/observed (dependent) or kept the same (controlled) in an
investigation. When planning an investigation, to make it a fair test, we need to identify
the variables.
Will the angle of the
torch affect the
height of the shadow?
EXPLORE
Will the distance of
the torch from the
object affect the
height of the shadow?
Will the type of torch
affect the height of
the shadow?
It is only by conducting a fair test that students can be sure that what they have changed
in their investigation has affected what is being measured/observed.
‘Cows Moo Softly’ is a useful scaffold to remind students how to plan a fair test:
Cows: Change one thing (independent variable)
Moo: Measure/Observe another thing (dependent variable) and
Softly: keep the other things (controlled variables) the Same.
To investigate if the angle of the torch affects the shadow height of an object,
students could:
CHANGE
the distance from the torch to the
glue stick
Independent
variable
MEASURE
the height of the shadow of an object
Dependent variable
KEEP THE SAME
the position of the screen, the position
of the glue stick, the position of the
ruler, the strength of the torch, the
angle and position of the torch and the
height of the glue stick
Controlled
variables
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33
How to write questions
for investigation
Introduction
Scientific inquiry and investigation are focused on and driven by questions.
Some questions are open to scientific investigation, while others are not.
Students often experience difficulty in developing their own questions for investigation.
This appendix explains the structure of questions and how they are related to variables
in a scientific investigation. It describes an approach to developing questions for
investigation in Light shows and provides a guide for constructing investigable questions
with your students. Developing their own questions for investigation helps students to
have ownership of their investigation and is an important component of scientific literacy.
The structure of questions for investigation
EXPLORE
The way that a question is posed in a scientific investigation affects the type of
investigation that is carried out and the way information is collected. Examples of
different types of questions for investigation include:
• How does/do…?
• What effect does…?
• Which type of…?
• What happens to…?
All science investigations involve variables. Variables are things that can be changed,
measured or kept the same (controlled) in an investigation.
• The independent variable is the thing that is changed during the investigation.
• The dependent variable is the thing that is affected by the independent variable, and is
measured or observed.
•
Controlled variables are all the other things in an investigation that could change but
are kept the same to make it a fair test.
An example of the way students can structure questions for investigation in
Light shows is:
What happens to ______________________ when we change ______________________ ?
dependent variable
independent variable
The type of question for investigation in Light shows refers to two variables and the
relationship between them, for example, an investigation of the variables that affect the
height of a shadow. The question for investigation might be:
Q1: What happens to the height of the shadow when we change the distance
between the glue stick and the torch?
In this question, the height of the shadow depends on the distance between the glue
stick and the torch. The distance between the glue stick and the torch is the thing that
is changed (independent variable) and the height of the shadow is the thing that is
measured or observed (dependent variable).
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Copyright © Australian Academy of Science 2014.
Q2: What happens to the height of the shadow when we change the angle
of the torch?
In this question, the height of the shadow depends on the angle of the torch. The angle
of the torch is the thing that is changed (independent variable) and the height of the
shadow is the thing that is measured or observed (dependent variable).
Developing questions for investigation
The process of developing questions for investigation in Light shows is to:
• Provide a context and reason for investigating.
EXPLORE
• Pose a general focus question in the form of: ‘What things might affect ___________
(dependent variable)?’.
• For example, ‘What things might affect the height of a shadow?’.
• Use questioning to elicit the things (independent variables) students think could affect
the (dependent variable). For example, the distance between the glue stick and the
torch, the angle of the torch, the height of the torch, the height of the glue stick, the type
of torch).
• By using questions, elicit the things that students can investigate, such as the distance
between the glue stick and the torch or the angle of the torch. These are the things that
could be changed (independent variables), which students predict will affect the thing
that is measured or observed (dependent variable).
• Each of the independent variables can be developed into a question for
investigation.
• Use the scaffold ‘What happens to ___________ when we change __________?’
to help students develop specific questions for their investigation.
• Ask students to review their question for investigation after they have conducted their
investigation and collected and analysed their information.
• Encouraging students to review their question will help them to understand the
relationship between what was changed and what was measured in their investigation. It
also helps students to see how the information they collected relates to their prediction.
Copyright © Australian Academy of Science 2014.
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35
How to construct and use
a graph
Introduction
A graph organises, represents and summarises information so that patterns and
relationships can be identified. Understanding the conventions of constructing and using
graphs is an important aspect of scientific literacy.
During a scientific investigation, observations and measurements are made and
measurements are usually recorded in a table. Graphs can be used to organise the data
to identify patterns, which help answer the research question and communicate findings
from the investigation.
Once you have decided to construct a graph, two decisions need to be made:
• What type of graph? and
EXPLORE
• Which variable goes on each axis of the graph?
What type of graph?
The type of graph used depends on the type of data to be represented. Many
investigations explore the effect of changing one variable while another is measured or
observed.
Column graph
Where data for one of the variables are in categories (that is, we use words to describe
it, for example, material) a column graph is used. Graph A below shows how the results
for an investigation of the effect of material type on the amount of light that passes
through it (data in categories) have been constructed as a column graph.
Table A: The effect of material on the
amount of light that passes through
Amount of light
all
almost all
most
not much
none
none
Amount of light that passes through different materials
All
Amount of light
Material
plastic sheet
bubble wrap
tissue paper
paper
cardboard
foil
Graph A: The effect of material on the amount
of light that passes through
Some
None
plastic
sheet
bubble
wrap
tissue
paper
paper
cardboard
foil
Material
36
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Copyright © Australian Academy of Science 2014.
Line graph
Where the data for both variables are continuous (that is, we use numbers that can
be recorded on a measurement scale, such as length in centimetres or mass in grams),
a line graph is usually constructed. Graph B below shows how the results from an
investigation of the effect of distance from a light source (continuous data) on the
shadow height of an object (continuous data) have been constructed as a line graph.
Table B: The effect of distance from a torch
on the shadow height of a glue stick
Graph B: The effect of distance from a torch
on the shadow height of a glue stick
Height of
shadow (cm)
19.3
16.1
14.7
13.9
13.3
13
The effect of distance from a torch on
the shadow height of a glue stick
25
20
Height of shadow (cm)
Distance from
torch to glue
stick (cm)
5
10
15
20
25
30
EXPLORE
Note: For the ‘Big shadow, little shadow’ lesson in this unit, a line graph would be the
conventional method to represent findings from this investigation as the data for both
variables are continuous. It is suggested, however, that students construct a column
graph as this is appropriate for Year 5 students. You might produce a column and a line
graph and discuss with students why a line graph would normally be used to represent
the data.
15
10
5
0
5
10
15
20
25
30
Distance from torch to glue stick (cm)
Which variable goes on each axis?
It is conventional in science to plot the variable that has been changed on the horizontal
axis (X axis) and the variable that has been measured/observed on the vertical axis (Y
axis) of the graph.
Graph titles and labels
Graphs have a title and each variable is labelled on the graph axes, including the units
of measurement. The title of the graph is usually in the form of ‘The effect of one variable
on the other variable’. For example, ‘The effect of distance from a torch on the shadow
height of a glue stick’ (Graph B).
Copyright © Australian Academy of Science 2014.
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37
How to construct and use
a graph
Steps in analysing and interpreting data
Step 1 – Organise the data (for example, construct a graph) so you can see the pattern in
data or the relationship between data for the variables (things that we change, measure/observe, or keep the same).
Step 2 – Identify and describe the pattern or relationship in the data.
Step 3 – Explain the pattern or relationship using science concepts.
Questioning for analysis
Teachers use effective questioning to assist students to develop skills in interrogating
and analysing data represented in graphs. For example:
EXPLORE
• What is the story of your graph?
• Do data in your graph reveal any patterns?
• Is this what you expected? Why?
• Can you explain the pattern? Why did this happen?
• What do you think the pattern would be if you continued the line of the graph?
• How certain are you of your results?
Analysis
For example, analysis of Graph B shows that further the distance from the torch the
shorter the height of the glue stick’s shadow. This is because as light travels in straight
lines, the closer the object to a light source the more light it blocks out and therefore the
bigger the shadow.
38
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Copyright © Australian Academy of Science 2014.
How to facilitate
evidence-based discussions
Introduction
Argumentation is at the heart of what scientists do; they pose questions, make claims,
collect evidence, debate with other scientists and compare their ideas with others in the
field.
In the primary science classroom, argumentation is about students:
• articulating and communicating their thinking and understanding to others
• sharing information and insights
• presenting their ideas and evidence
• receiving feedback (and giving feedback to others)
EXPLORE
• finding flaws in their own and others’ reasoning
• reflecting on how their ideas have changed.
It is through articulating, communicating and debating their ideas and arguments that
students are able to develop a deep understanding of science content.
Establish norms
Introduce norms before starting a science discussion activity. For example,
• Listen when others speak.
• Ask questions of each other.
• Criticise ideas not people.
• Listen to and discuss all ideas before selecting one.
Question, Claim, Evidence and Reasoning
In science, arguments that make claims are supported by evidence. Sophisticated
arguments follow the QCER process:
QWhat question are you trying to answer? For example, ‘What happens to the height of
the shadow when we change the distance from the torch to the glue stick?’
CThe claim. For example, ‘The nearer the torch to the glue stick, the taller the shadow.’
EThe evidence. For example, ‘We measured the size of the shadow each time we
moved the glue stick closer to the screen. Our results were: 5 cm from the torch to the
screen—the height of the shadow was 19.3 cm; 10 cm—16.1 cm; 15 cm—14.7 cm;
30 cm—13 cm.’
RThe reasoning, saying how the evidence supports the claim, for example, ‘Light
travels in straight lines so the closer the object to the light source the more light it
blocks out and therefore the bigger the shadow.’
Copyright © Australian Academy of Science 2014.
PrimaryConnections Ready: Pre-service Teacher Program
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How to facilitate
evidence-based discussions
Students need to be encouraged to move from making claims only, to citing evidence
to support their claims. Older students develop full conclusions that include a claim,
evidence and reasoning. This is an important characteristic of the nature of science and
an aspect of scientific literacy. Using science question starters (see next section) helps
to promote evidence-based discussion in the classroom.
Science question starters
EXPLORE
Science question starters can be used to model the way to discuss a claim and evidence for students. Teachers encourage team members to ask these questions of each
other when preparing their claim and evidence. They might also be used by audience
members when a team is presenting its results. (See PrimaryConnections 5Es DVD,
Chapter 5).
Science question starters
Question type
Asking for
evidence
Question starter
I have a question about_______________________________ .
How does your evidence support your claim____________ ?
What other evidence do you have to support your claim
___________________________________________________ ?
Agreeing
Disagreeing
I agree with ___________ because
_______________________.
I disagree with ________________ because
_______________.
One difference between my idea and yours is
_____________.
Questioning
further
I wonder what would happen if ________________________?
I have a question about _______________________________ .
I wonder why ________________________________________?
What caused ________________________________________?
How would it be different if ____________________________?
What do you think will happen if________________________?
Clarifying
40
I’m not sure what you meant there.
Could you explain your thinking to me again?
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Copyright © Australian Academy of Science 2014.
Let’s explore literacy
EXPLORE
Everyday literacies
Literacies of science
Scientific literacy
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41
Literacy checklist
Match the three literacy terms with the examples in the checklist:
Everyday literacies (EL)
Literacies of Science (LOS)
Scientific Literacy (SL)
EXAMPLE
LITERACY TERM
(EL, LOS, SL)
Drawing a representation at the beginning of an inquiry
Learning and using symbols for an electric circuit
EXPLORE
Creating an accurate labelled diagram of a flower after
observing its parts
Discussing what you think you know about changes
to matter
Using the QCER process to interpret and analyse data
from an investigation
Writing an explanation of an observation using
appropriate learnt scientific language
Discussing observations at the Explore phase of a unit
Creating a data table and graph from an investigation
Role play what you think is happening when you observe
something for the first time
Drawing a “light ray” diagram
Drawing a conclusion based on evidence
Reasoning about an investigation by linking observations
with the underlying science concept
Asking questions of others about their data and evidence
Talking about a phenomenon at the Engage phase
Making a decision about a health issue after reading a
science article
Critically reading an advertisement based on science
Accurately interpreting a graph
Planning and conducting a fair test
Helping to create a word wall about the concept
of “forces”
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Copyright © Australian Academy of Science 2014.
EXPLORE
TWLH chart
Copyright © Australian Academy of Science 2014.
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EXPLORE
Literacies of science
44
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Copyright © Australian Academy of Science 2014.
EXPLORE
Literacies of science
Copyright © Australian Academy of Science 2014.
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45
Explore phase of workshop
Collaborative learning
What did we learn?
EXPLORE
What did we do?
5Es
What did we do?
46
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What did we learn?
Copyright © Australian Academy of Science 2014.
Investigating
What did we learn?
EXPLORE
What did we do?
Science and literacy
What did we do?
Copyright © Australian Academy of Science 2014.
What did we learn?
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P3T (Paper, Passing, Purpose)
Purpose: A group technique for producing a succinct statement on an issue.
EXPLORE
My assessment purpose statement:
Group assessment purpose statement:
48
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Copyright © Australian Academy of Science 2014.
Copyright © Australian Academy of Science 2014.
PrimaryConnections Ready: Pre-service Teacher Program
Diagnostic assessment
Formative assessment
Formative assessment
Summative assessment
of the Science Inquiry Skills
Summative assessment
of the Science Understanding
Engage students and elicit prior knowledge
Provide hands-on experience of the phenomenon
Develop scientific explanations for observations and
represent developing conceptual understanding
Consider current scientific explanations
Extend understanding to a new context or make
connections to additional concepts through a
student-planned investigation
Students re-represent their understanding and reflect
on their learning journey, and teachers collect evidence
about the achievement of outcomes
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
EXPLORE
Assessment focus
Focus
Phase
PrimaryConnections 5Es
teaching and learning model
49
In the dark
EXPLORE
What do you think will happen when the boy switches off the light in this room
that has no windows?
Tick one
Yes
No
I’m not
sure
1. It will be dark in the room and the boy won’t be able
to see the owl.
2. The boy will see the owl inside the room because the
owl is white.
3. The boy’s eyes will adjust to the dark and then he will
be able to see the owl.
4. The boy will only be able to see the owl’s eyes
because its eyes will shine in the dark.
5. The boy will need a torch or candle to be able to see
the owl.
6. When the room is dark the boy and the owl will still
cast a shadow.
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Copyright © Australian Academy of Science 2014.
Periscope pal
How can you see the dog around the corner of the building?
EXPLORE
1. Draw a ray diagram to show how light travels in the periscope and helps you to see the
dog around the corner.
2. Explain how the periscope works using these words: light, travels, reflect, mirror, eyes,
straight line, light source.
Copyright © Australian Academy of Science 2014.
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How to use word loops
Introduction
Word loops provide students with an opportunity to develop a deeper understanding
of the scientific vocabulary of a PrimaryConnections unit. As students actively use
the language of scientific ideas and concepts, their knowledge, understanding and
confidence are enhanced.
A word loop is an activity that can be used when students are familiar with the
vocabulary associated with the scientific ideas and concepts in the unit. Word loops
can be developed from word walls or class science chat-boards, and involve matching
words with their descriptions. The number of words can be increased during the unit
with additional cards added as more words are introduced.
EXPLORE
Word loops can be used as a ‘concept check’ activity at the beginning of a lesson, as
a consolidation learning activity or, at the end of a lesson as a reflection or assessment
activity.
Organisation
Word loops use a series of cards that have a description on the right-hand side and a
scientific word or symbol on the left-hand side. The aim of the activity is to form a loop
in which matching pairs of descriptions and words or symbols are made—similar to a
game of dominoes.
Enlarge the Light shows ‘Word loop cards’ (Resource sheet 11) by photocopying
onto card or heavy paper, and cut out the cards. The cards will last longer if they are
laminated.
How to use word loops
1 Distribute word loop cards so each student or cooperative learning team has at least one card.
2 The teacher, or nominated student/s, starts the activity by reading aloud the
statement on the right-hand side of their card, for example, ‘A ray diagram needs
these to show the direction the light travels’.
3 The student/s who has the matching word or symbol on the left-hand side of their
card indicates that they have the answer and reads it aloud, for example, ‘Arrows’.
4 The student/s with the matching word or symbol card moves to stand on the left-hand
side of the person who read the matching description.
5 The word or symbol student then reads the description on the right-hand side of their
card to continue the word loop.
6 This process continues until all the pairs have been matched up.
52
PrimaryConnections Ready: Pre-service Teacher Program
Copyright © Australian Academy of Science 2014.
Assessment rubric checklist
FEATURE
CHECK
Introductory information
PrimaryConnections logo
Year level
Title: Assessment rubric
Year level achievement standard
Table: Vertical organisers – Science Understanding
Biological sciences
Chemical sciences
EXPLORE
Earth and space sciences
Physical sciences
Table: Vertical organisers – Science as a Human Endeavour
Nature and development of science
Use and Influence of science
Table: Vertical organisers – Science Inquiry Skills
Questioning and predicting
Planning and conducting
Processing and analysing data and information
Evaluating
Communicating
Table: Horizontal columns
Content descriptions
Achievement standard
Evidence
Level of achievement (Below, at or above the standard)
After the table
Small glossary
Work samples: specific for the unit
Work samples: Summative assessment of Science Understanding
Work samples: Summative assessment of Science Inquiry Skills
Student Self-Assessment
Achievement Standard Class Checklist
Copyright © Australian Academy of Science 2014.
PrimaryConnections Ready: Pre-service Teacher Program
53
Explore phase of workshop
Assessment
What did we learn?
EXPLORE
What did we do?
Notes
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Copyright © Australian Academy of Science 2014.
Curriculum unit checklist
FEATURE
CHECK
Cover: title, strand, year level, website address
Science Background CD—now loaded on website
Contents
Introductory information
Unit at a glance
Key concept for the unit
Alignment to the Australian Curriculum: Science, Maths,
English
Australian Curriculum general capabilities
EXPLAIN
Australian Curriculum cross-curriculum priorities
Teacher background information—introduction for the unit
5Es phase tabs
Teacher background information—per lesson
Key lesson outcomes, science and literacy
Lesson steps including ‘Optional steps’
Equipment and preparation in lesson steps
Curriculum links
Literacy focus in lessons
Assessment focus in lesson steps
Resource sheets per lesson
Multiple lessons for 5Es phases
Appendix, ‘how tos’
Appendix, equipment list
Appendix, unit overview
Copyright © Australian Academy of Science 2014.
PrimaryConnections Ready: Pre-service Teacher Program
55
Fully aligned with the Australian Curriculum: Science
Year
Biological sciences
Chemical sciences
Earth and space sciences
Physical sciences
What’s it made of?
Weather in my world
On the move
Up, down and all around
Look! Listen!
NEW
F
ALTERNATIVE UNIT
Staying alive
Growing well
NEW
1
Schoolyard safari
ALTERNATIVE UNIT
Spot the
difference
Bend it!
Stretch it!
2
Watch it grow!*
All mixed up
Water works
Push-pull
Feathers, fur
or leaves?*
Melting moments
Night and day
Heating up
3
NEW
4
+
Plants in action
+
Friends or
foes?
Material world
ALTERNATIVE UNIT
Package it
better
Beneath our feet
Magnetic
moves
Smooth moves
5
Desert survivors
Earth’s place
in space
What’s the matter?
Light shows
COMING
SOON
+
6
Marvellous micro-organisms
Change detectives
o Interactive Teaching Resource (ITR) available
ALTERNATIVE UNIT includes PDF and Assessment Rubric
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Earthquake
explorers
ALTERNATIVE UNIT
Volcanoes
It’s
electrifying
Essential
energy
+ Both units need to be taught to cover Australian Curriculum outcomes
Student cards available, Teacher cards available
*
Copyright © Australian Academy of Science 2014.
Fully aligned with the Australian Curriculum: Science
Year
Biological sciences
Staying alive or
Growing well
(ACSSU002)
F
Living things have basic needs,
including food and water.
Schoolyard safari
(ACSSU017/211)
1
2
3
4
5
6
Living things have a variety of
external features.
Living things live in different
places where their needs are
met.
Chemical sciences
Earth and space sciences
Physical sciences
What’s it made of?
(ACSSU003)
Weather in my world
(ACSSU004)
On the move
(ACSSU005)
Objects are made of materials
that have observable
properties.
Daily and seasonal changes in
our environment, including the
weather, affect everyday life.
The way objects move depends
on a variety of factors,
including their size and shape.
Spot the difference or
Bend it! Stretch it!
(ACSSU018)
Up, down and all around
(ACSSU019)
Look! Listen!
(ACSSU020)
Observable changes occur in
the sky and landscape.
Light and sound are produced
by a range of sources and can
be sensed.
Everyday materials can be
physically changed in a variety
of ways.
Watch it grow
(ACSSU030)
All mixed up
(ACSSU031)
Water works
(ACSSU032)
Push-pull
(ACSSU033)
Living things grow, change and
have offspring similar to
themselves.
Different materials can be
combined, including by mixing,
for a particular purpose.
Earth’s resources, including
water, are used in a variety of
ways.
A push or pull affects how an
object moves or changes
shape.
Feathers, fur or leaves?
(ACSSU044)
Melting moments
(ACSSU046)
Night and day
(ACSSU048)
Heating up
(ACSSU049)
Living things can be grouped
on the basis of observable
features and can be
distinguished from non-living
things.
A change of state between
solid and liquid can be caused
by adding or removing heat.
Earth’s rotation on its axis
causes regular changes,
including night and day.
Heat can be produced in many
ways and can move from one
object to another.
Plants in action and
Friends or foes?
(ACSSU072/073)
Material world and
Package it better
(ACSSU074)
Beneath our feet
(ACSSU075)
Smooth moves or
Magnetic moves
(ACSSU076)
Living things have life cycles.
Living things, including plants
and animals, depend on each
other and the environment to
survive.
Natural and processed
materials have a range of
physical properties; these
properties can influence their
use.
Desert survivors
(ACSSU043)
What’s the matter?
(ACSSU077)
Earth’s place in space
(ACSSU078)
Light shows
(ACSSU080)
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.
The Earth is part of a system of
planets orbiting around a star
(the sun).
Light from a source forms
shadows and can be
absorbed, reflected and
refracted.
Marvellous
micro-organisms
(ACSSU094)
Change detectives
(ACSSU095)
Earthquake explorers or
Volcanoes
(ACSSU096)
It’s electrifying and
Essential energy
(ACSSU097/219)
Electrical circuits provide a
means of transferring and
transforming electricity.
Energy from a variety of
sources can be used to
generate electricity.
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.
Earth’s surface changes over
time as a result of natural
processes and human activity.
Sudden geological changes or
extreme weather conditions
can affect Earth’s surface.
Forces can be exerted by one
object on another through
direct contact or from a
distance.
All the material in this table is sourced from the Australian Curriculum.
Copyright © Australian Academy of Science 2014.
PrimaryConnections Ready: Pre-service Teacher Program
57
“TEACHING PRIMARY SCIENCE:
Trial-teacher feedback on the
implementation of Primary
Connections and the 5E model.”
Skamp, K. (2012)
Teach
Prima ing
Sciencry
e
Trial-te
a
implem cher feedbac
k
e
Connec ntation of Pri on the
mary
tions a
nd the
5E mod
el
PC FINDINGS
Keith Sk
Page 268
• PrimaryConnections has had a very real
positive influence on most (if not all) responding
teachers’ thinking about the nature of inquiryoriented and constructivist-based (as in the
5E model) science learning at the primary level.
• PrimaryConnections has enabled many
teachers to engage in assessing their
students’ progress in science.
• … the influence of PrimaryConnections has
produced teaching and learning environments
that fulfill many criteria associated with high
quality science learning.
EXPLAIN
amp
Page 251
Page 254
• Overall, teachers and students enjoyed the
PrimaryConnections units and student
learning in science advanced.
• The units encouraged investigative
science and occasionally autonomous
student learning.
Page 256
• Most units created interest and stimulated
curiosity, with many identifying students’ ideas
and/or having students compare their ideas.
Page 258
• All units provided experience of the
phenomenon or concept, with many activities
having a most positive impact on teachers
and students.
Page 270
• All students actively engaged with ideas and
… with evidence across many units.
• Fair testing provided a ready opportunity
for middle and upper primary teachers to
explicitly introduce the concept of evidence.
Page 272
• Teachers’ confidence to teach primary
science appeared to be positively impacted by
teaching PrimaryConnections units … which
was, in part, related to their students’ obvious
interest in science and the impact of the units
on their learning in science.
Page 274
• … PrimaryConnections has had a real and
positive impact on many teachers who have
trialled its units and reflected on those trials.
Page 273
• Virtually all teachers who commented on
the literacy aspects of PrimaryConnections
commended their inclusion.
• … the potential of PrimaryConnections units
to link with other curriculum areas was also
very positively received.
For further information about
PrimaryConnections, visit our website:
www.primaryconnections.org.au
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Copyright © Australian Academy of Science 2014.
IMPLICATIONS FOR TEACHERS
FROM THE SKAMP REPORT (2012)
•
So you (and the students) can experience and
understand what is embedded in the sequence of
lessons and what takes so long to write, trial and
rewrite.
Look at your use of student ideas and questions and
improve your pedagogy. Learn how to:
•
Set learning in a meaningful context.
•
Raise questions for inquiry (Engage phase
of 5Es).
•
Turn student questions into questions for inquiry—
this is an acquired skill.
Undertake some professional learning so you
understand what is in the units:
•
Explore and inquire into student questions and test
their ideas (in the Explore phase).
•
The 5Es (the model overall; the purposes of the
phases).
•
Assist students to compare the explanations
generated by different students or groups.
•
What is implicit and what is embedded (in
particular the beginning and end of lessons).
Look at the use of evidence. Support students to:
•
To start your own continuous professional learning
journey in science—see below.
•
Reason about evidence.
•
Modify ideas in light of evidence.
•
Reason with others about how different ideas fit
with evidence (argumentation).
•
So you can see how it affects student learning and
enjoyment.
PrimaryConnections (PC) has a ‘reform agenda’ ie it
is designed for you to:
•
change what and how you teach science,
not just add to your repertoire of tips, tricks and
activities.
•
build your enjoyment of teaching science, literacy
and teaching generally.
•
see this style of learning as a journey over a
professional lifetime (it takes 40–80 hours of PL to
make and sustain change to teaching practices
and beliefs).
Trial teachers (206 provided feedback over
more than 6 years) say that system and
school requirements can still be met while
implementing PrimaryConnections units.
PC unit context can be used as the basis for literacy
learning, and multi-modal representations to build
deep learning, as well as ICTs.
Look at assessment:
•
Increase peer and self-assessment.
•
Focus more on students’ development of science
inquiry skills and assessment of those.
•
Understand that the main conceptual big idea is
the focus of the unit, and use it especially in the
Elaborate phase—this is the basis of assessment.
Be aware of the barriers to implementation of
quality science – especially time:
•
Time for preparation (not just the materials—but to
identify and understand the big conceptual ideas,
the context, the facilitation of deep learning).
•
Time for students to discuss and reason
—so don’t rush through a lesson ‘doing things’;
ensure students have time to think and compare
and modify ideas in light of evidence, and have
meaningful closure at the end of a lesson about
their reasoning and learning.
•
Don’t skip phases of the 5Es.
On average it takes 7–10 hours to implement
a PC unit.
When using multiple PC units (at least 2), students
bring their learning from previous units and build on
their knowledge and skills—ie there is retention of
knowledge and skills acquisition.
Copyright © Australian Academy of Science 2014.
EXPLAIN
The first time, teach the unit as it is written. Why?
PrimaryConnections Ready: Pre-service Teacher Program
59
Essence of a curriculum unit
Unit title_________________________________
PHASE
ACTIVITIES
ENGAGE
EXPLAIN
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
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COLLABORATIVE
LEARNING ACTIVITIES
ASSESSMENT FOCUS
EXPLAIN
LITERACY FOCUSES/
PRACTICES
Copyright © Australian Academy of Science 2014.
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YRS 5–6
(S3)
YRS 3–4
(S2)
YRS 1–2
(S1)
Individual student science
journal with increasing
focus on multi-modal
representation and
reflection
Individual student science
journal
Individual student science
journal
Teacher-modelled whole
class science journal
Oral presentation
supported by 2D and
3D representations
such as posters,
PowerPoints, models and
demonstrations
Investigation reports
incorporating thirdperson, passive voice
construction
Reports incorporating
multi-modal
representations
Posters
Summaries
Procedural texts
Individual role-play
Teacher-guided whole
class poster
First-person student
written recounts including
illustrations
First-person student
oral presentation/
demonstration
Teacher-modelled whole
class science journal
F
(ES1)
Individual student science
journal
FACTUAL TEXTS
SCIENCE JOURNAL
STAGE
Concept maps
Flow charts
Cutaways
Student scale
drawings from different
perspectives
Mind maps
Student-drawn crosssection with labelled
parts
Student-captioned
drawing using some
conventions such as
arrows
Teacher-captioned
student drawing
DIAGRAMS
EXPLAIN
Individual student tables
Teacher-supported
individual studentconstructed simple tables
Student-recorded data in
teacher-supplied table
Teacher-constructed
whole class table
TABLES
Graphs including teachersupported individual
student simple line
graphs
Individual student bar
and column graphs
Individual student
pictographs
Teacher-scaffolded whole
class pictograph
GRAPHS
Literacy focuses progress map
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Copyright © Australian Academy of Science 2014.
Abilities to engage
in inquiry; ask
testable questions
and design fair
tests; focus on
collecting data.
INVESTIGATION
BASED
Need to support
claims with
evidence; evidence
is not questioned
in terms of quality,
coherence etc.
EVIDENCE
BASED
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EXPLAIN
Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93(4):687-719.
Fun, hands-on
activities designed
to motivate
students and keep
them physically
engaged.
ACTIVITY
BASED
Argument
construction
is central;
coordinating
evidence and
claims is viewed
as important;
emerging attention
to considering
alternatives.
ARGUMENT
BASED
Continuum for teaching
science as argument
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Tree approach
Purpose
An assessment technique for analysing text and making judgements about levels of
understanding.
Process
• Read through the text once and determine the major theme.
• Write this as a phrase or sentence as the main trunk of the tree.
• Determine how many sub-themes are contained in the text related to the main
theme. Try to limit these to a maximum of five. Reduce these sub-themes to
phrases or sentences containing key words. These are the branches.
• Examine each sub-theme and extract and summarise the detail related to that
sub-theme. These are the leaves.
• Assemble the diagram showing the main theme (trunk), the sub-themes (branches)
and the detail of each sub-theme (leaves).
EXPLAIN
• Use a traffic light technique (coloured, self-adhesive dots), and self-assessment to
determine the level of understanding of each sub-theme and its associated detail.
Green dots for ‘fully understood’, orange dots for ‘partially understood’ and red
dots for ‘not understood’.
• Focus on red and orange themes and study other references to strengthen
understanding of the concepts. These are the roots.
Product
The product of this process is a clearly articulated
analysis of extended text which identifies the
concepts which need to be further studied.
PrimaryConnections examples
• Use the tree approach to analyse the
teacher background information from a
PrimaryConnections curriculum unit.
• Analyse the information about a chosen
science concept from the Science
Background CD to assess understanding.
Reference
Malouf, Doug (1988). How to Create and Deliver a
Dynamic Presentation. Australia: Simon and Schuster.
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EXPLAIN
My ‘red dot’ concepts
Explain phase of workshop
What did we do?
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What did we learn?
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PHASE
EVALUATE
ELABORATE
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What student investigation/s or application of knowledge would extend their understanding? Representations?
What do you want the students to be able to do? How will they demonstrate this?
What do you want the students to know? What representations will provide evidence that they understand
the concepts?
ACTIVITIES
Outcome:_________________________________________________________________
Unit title:_____________________________ Strand: _____________ Year/Stage:_______
ELABORATE
Backward design unit planner
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EXPLAIN
EXPLORE
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ENGAGE
ELABORATE
How can we engage students and elicit their prior knowledge? Representations?
What hands-on, shared experiences of the phenomenon are appropriate? Representations?
What are the current scientific explanations? How best can the students represent their understanding?
Backward design unit planner
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when we change ______________________________________?
Focus question: What happens to _____________________________________
Elicit variables: What things might affect ________________________________?
ELABORATE
Variables grid
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ELABORATE
Notes
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Investigation planner 2
Name: _______________________________ Date: ________________
Other members of your team: ________________________________
What are you going to investigate?
What do you predict will happen? Why?
Can you write it as a question?
Give scientific explanations for your prediction
ELABORATE
To make this a fair test what things (variables) are you going to:
Change?
Measure?
Keep the same?
Change only one thing
What would the change affect?
Which variables will you control?
Describe how you will set up your
investigation.
Use drawings if necessary
What equipment will you need?
Use dot points
Write and draw your observations in your science journal
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Presenting results
Can you show your results in a graph?
__________________________
Graph title: __________________________
__________________________
ELABORATE
Explaining results
When you changed …………………................................ what happened to the ….................……………….........?
Why did this happen?
Did the results match your prediction?
If not, what was different?
Evaluating the investigation
What challenges did you have in doing this
investigation?
Copyright © Australian Academy of Science 2014.
How could you improve this investigation
(fairness, accuracy)?
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Plus/delta
Plus (+)
What could be changed or improved?
ELABORATE
What went well?
Delta (∆)
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The Backward Design Process
Determine acceptable
evidence
Plan learning
experiences
and instruction
{
• Consider goals
• Examine content standards
(state and national)
• Review curriculum expectations
• Teacher/students interests
How will we know if students have achieved the
desired results and met the standards? What will we
accept as evidence of student understanding and
proficiency?
• Consider a range of assessment methods—
informal and formal assessments during a unit
• Think like assessors before designing specific
units and lessons to determine how/whether
students have attained desired understandings
• What enabling knowledge (facts, concepts, and
principles) and skills (procedures) will students
need to perform effectively and achieve desired
results?
ELABORATE
{
{
Identify desired results
What should students know, understand, and be
able to do? What is worthy of understanding? What
enduring understandings are desired?
• What activities will equip students with the
needed knowledge and skills?
• What will need to be taught and coached,
and how should it best be taught in light of
performance goals?
• What materials and resources are best suited to
accomplish these goals?
• Is the overall design coherent and effective?
Reference
Adapted/formatted from Understanding by Design by Grant Wiggins and Jay McTighe, 2001.
Copyright © Australian Academy of Science 2014.
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PrimaryConnections
backward design process
Plan and develop learning experiences for the Evaluate, Elaborate, Explain, Explore and
Engage phases. Include appropriate activities, questions, literacy focuses, collaborative
learning strategies and assessment processes (diagnostic, formative and summative).
EVALUATE: Students re-represent their understanding and reflect on their learning.
Teachers collect evidence about the achievement of outcomes.
• Determine what you want students to know and to do.
• Determine assessment processes which allow students to demonstrate what they have learnt
and what they can do.
• Decide the ways students can accurately represent their understanding of the science
concepts and processes.
• Provide opportunities for students to evaluate and reflect on their learning.
ELABORATE: Extend understanding to a new context or make connections to
additional concepts through a student-planned investigation.
• Negotiate activities which best extend students’ understanding in a new context.
• Support students in planning science investigations which make connections to additional
concepts.
EXPLAIN: Develop scientific explanations for observations and represent developing
conceptual understanding. Consider current scientific explanations.
• Provide opportunities for explaining the science concepts leading students to new, more
scientific understanding.
ELABORATE
• Discuss current scientific explanations using appropriate vocabulary.
EXPLORE: Provide students with hands-on experience of the phenomenon.
• Decide the activities which provide exploratory experiences of the science observations and ideas.
ENGAGE: Engage students and elicit prior knowledge.
• Decide the best way to capture students’ interest and identify ways to find out what students
think they know about the topic.
• Link with and challenge students’ preconceptions.
Tips for unit planning
•
•
•
•
Collaborate with colleagues to maximise the generation of effective ideas.
Don’t try to cover too much content.
Begin at the end.
Pay close attention to the purpose of each phase of the 5Es by using the PrimaryConnections
5Es teaching and learning model.
•Remember Explore before Explain.
• Brainstorm a variety of modes for students to represent their ideas.
• Limit the number of concepts for the unit.
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Planning curriculum units
using Indigenous resources
ELABORATE
Science ideas
Selected narrative or web resource.
Literacy focuses
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Venn diagram
Elaborate phase of workshop
ELABORATE
What did we do?
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What did we learn?
Copyright © Australian Academy of Science 2014.
DIGA
(Describe, Interpret, Generalise, Apply)
Purpose
A reflection technique which progresses discussion from description to interpretation,
generalisation and, finally, application.
Process
• Distribute DIGA sheets to participants (see over).
• Participants complete the sheet solo, or groups discuss each of the stages with one
participant as designated recorder.
• Indicate that each of the stages has some prompting questions (see over).
Product
DIGA provides the opportunity to deeply reflect on and record responses to different levels
of a learning experience from description, through personal interpretation and generalisation
to opportunities for application. The latter could become the basis for action planning.
PrimaryConnections examples
• Reflect on a PrimaryConnections professional learning module.
• Reflect on the essence of a PrimaryConnections curriculum unit.
• Reflect on the results obtained by students when conducting a PrimaryConnections
science activity.
• Reflect on the PrimaryConnections 5Es teaching and learning model.
• Reflect on your presentation to an audience.
Reference
EVALUATE
Langford, David (2003). Tool Time, Choosing and Implementing Quality Improvement Tools. USA: Langford International Inc.
Copyright © Australian Academy of Science 2014.
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DIGA
(Describe, Interpret, Generalise, Apply)
Describe
What happened during the workshop? Describe your observations without interpretation.
Use your senses as prompts, for example, What did you see, hear, feel, touch?
Interpret
Interpret or internalise the experience. What does this mean for me or us? What had the
most impact? What did or did not make sense?
Generalise
EVALUATE
Generalise the learning from the workshop. What are the general principles from the work
done? What messages should I take away with me?
Apply
How will I apply the learning from the workshop? What actions will I take as a result?
What are the opportunities for implementing the learning?
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How has my thinking changed?
Evaluate phase of workshop
What did we learn?
EVALUATE
What did we do?
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EVALUATE
Notes
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