3.  Science Understanding  Science as a Human Endeavour  Science Inquiry Skills Curriculum Structure

4. Science Understanding ( sub strands ) Biological Sciences: Living things can be grouped on the basis of observable features and can be distinguished from non-living things Chemical Sciences: A change of state between solid and liquid can be caused by adding or removing heat Earth and Space Sciences: Earth’s rotation on its axis causes regular changes, including night and day Physical Sciences: Heat can be produced in many ways and can move from one object to another

5. Science as a Human Endeavour (sub strands) & Science Inquiry Skills Nature and development of science: Science involves making predictions and describing patterns and relationships Use and influence of science: Science knowledge helps people to understand the effect of their actions Inquiry Skills: Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating

6.  To be scientifically literate  To make informed decisions  To support literacy and numeracy  To explain the world So why learn Science?

7. Are interested in and understand the world around them Are sceptical and questioning of claims made by others about scientific matters Make informed decisions about the environment and their own health and wellbeing Are able to identify questions, investigate and draw evidence- based conclusions Engage in discourses of and about science

8. “If people don't do science, then science doesn't get done”

9. . Ask a question Do background research. Construct a hypothesis Test hypothesis by doing an experiment. Analyse your data Report your results

10.  Choose the approach  Choose the topic  What does the learner know already?  Supportive classroom environment  How can the students and teacher construct knowledge together?

11. Physical Science Recognising that we can feel heat and measure its effects using a thermometer

12. Common misconceptions children have about heat and temperature  ‘Boiling’ means ‘very hot’  All liquids boil at 100°C and freeze at 0° C  Boiling is the maximum temperature a substance can reach

13. Activity 1 build thermometer, take measurements  A thermometer is a device used to measure temperature  Temperature is measured in Celsius, Fahrenheit, and Kelvin  Temperature does not depend on the size or type of object  Cold and hot are variants on the same continuum  Liquid* expands when it is cooled and contracts when heated

14. Activity 2 make honeycomb candy  Different thermometers are used for specific purposes  The boiling point for sugar water is higher than that of water  The boiling point of a liquid (a solvent) will be higher when another compound is added T

15. Earth and Space Science constructing sundials and investigating how they work

16. Light and shadow

17. What do students need to know? Activity 1 making shadows

18. What do students need to know? Activity 2 build a sundial

19.  How the curriculum documents translate into learning experiences  Scientific literacy is vital for decision making  Science inquiry skills allow student to come to reasonable conclusions  Science can enhance other areas of the curriculum, such as numeracy and literacy  People do science- it is a human endeavour Do science to know Science

20. References: (cont. in notes) Abruscato, J. (2004). Constructing knowledge and discovering meaning: How can I help children learn science?. In Teaching children science: Discovery methods for the elementary and middle grades (2nd ed., pp. 23-42). Boston, MASS: Pearson/Allyn and Bacon. ACARA (2010). Australian Curriculum: History. Retrieved on 5/12/2011 from http://www.australiancurriculum.edu.au/History/Curriculum/F- 10?y=2&y=3&y=7&y=8&y=9&y=10&s=HKU&s=HS&layout=1 http://www.australiancurriculum.edu.au/History/Curriculum/F- 10?y=2&y=3&y=7&y=8&y=9&y=10&s=HKU&s=HS&layout=1 ACARA (2010). Content Structure. Retrieved on 27/11/2011 from http://www.australiancurriculum.edu.au/Science/Content- structure http://www.australiancurriculum.edu.au/Science/Content- structure ACARA (2011a). Science Rational. Retrieved on 23/11/2011 from http://www.australiancurriculum.edu.au/Science/Rationale ACARA, (2011b). General Capabilities. Retrieved on 25/11/2011 from http://www.australiancurriculum.edu.au/GeneralCapabilities