The document is an information evening for parents about science education. It discusses what science is, how it impacts daily life, and the importance of scientific learning. It notes that science is part of the curriculum for both mainstream and special education students. The document outlines key concepts in science education like curiosity and investigation. It discusses how science education helps students make knowledgeable decisions and be scientifically literate. The document provides examples of careers related to science and emphasizes that science can be an exciting journey for all students with the right assistance from parents and teachers.
6. Involve
Are excited to themselves in
comprehend and discussions of
are interested in the
world around them
Scientifically and about
science
literate
People
Are able to
They make recognise
knowledgeable Are sceptical and questions,
decisions about the questioning of investigate and
environment and claims made by draw evidence -
their health and others about based
wellbeing scientific matters. conclusions.
Cited march 20, 2010 in Skamp,
9. Set by the QSA (Queensland Studies Authority)
Inline with outcomes for Mainstream students
Content of lessons is altered but not different
Assessments are modified inline with each
students IEP
Assistance is available to achieve these
outcomes
10. Science as a human endeavour
Earth and Beyond
Energy and Change
Life and Living
Natural and Processed Materials
11. Constructively, where...
Learners build their own knowledge and
understanding
Learning is an active process
Learners link ideas together
Learners incorporate new information
12. Facilitate student learning
Provide meaningful learning experiences
Foster scientific language and
communication skills
Provide experiences for students to ‘learn
how’ rather than ‘learn that’
19. Science is an integral part of Australia’s school curriculum.
Science can be an exciting journey for everyone.
You can assist with science learning.
*make sure everything is ready on the interactive white board before the meeting, greet parents at the door. *make introductions with all the parents*ensure everyone has a handoutHello Parents, Welcome to this presentation on Science Education during your teenagers school journey.My name is Rhonda Betts and I am your children’s class teacher.I would like to introduce you all to Di Mason, she is the permanent Teacher Aide with the class. Di works with the children and myself everyday, she is here all day and we all appreciate her very much. The children have a fantastic relationship with Di and many know her from previous years.I would like to thank the other teachers from the junior classes for taking time out to come to this presentation on the importance of Science.As the teachers know, I have a passion for integrated unit work across the curriculum and like to find new and interesting ways to teach the subject material to the students, we will delve further into this aspect of learning shortly.It should take us just under 15 minutes to finish the PowerPoint then we can have some time for questions and comments.
An overview of what we will be looking at tonight.What is science?Explanation of science, the importance of teaching it today and the links to daily lifeScience in relation to Special Education and Life skillsOverview of the essential learning and outcomes for special education and science Preview of some of the content that will be completed in the course and a more in depth look into one unit and the ways to achieve the outcomes for your children.
Think about what you see in your mind when someone says science lessons at school. Remember Test tubes? The old Bunsen Burner?? Singed eyebrows? Boring teachers rattling on and on and on..... Topics that seem pointless and in most cases have proven to be so.Or is that just my memories of high school science? A scientist is any child or adult that can observe and reflect on the natural world and can make meaning from it (Seefeldt and Rillero, 2005).Did you realise that when your child helped you cook, they learn that the ingredients can not be separated again? Or that the ingredients change once they are cooked? Your children are discovering their natural world and making meaning of it. They are scientists too!
Science doesn’t have to be dull, it can be exciting, fun and relevant.We live in a world where science is a very necessary part of our lives.We need now more than ever to think scientifically in our day to day lives.
The current Queensland Science syllabus is drawn from the Essential Learnings documents which provide information on what students need to know and how it should be taught. (Website on the parent handout)The essential Learning aim is to provide students with the opportunity to become scientifically minded peopleBut what is a Scientifically minded person?Scientifically minded people constantly ask questions. So “why” is a good place for me to start.Weneed good science teaching and it has nothing to do with the content, facts and practicalities.The most pressing point is that somehow we reduce the gullibility among the population at large. That a vast number of people accept so much without any questioning or investigation is one of the greatest social problems of our time (Haigh, in Skamp, 1998, p51). Slide ref (QSA, 2011)
*Read slide contentsBy studying science, students are provided with an outlet for making sense of their world. Science becomes a vital component of their lives as they explore and construct more knowledge every day (QSA, 2007).Slide Ref (Skamp, 1998)
But what can your child benefit from doing science?Well that is where the New Basic and Rich tasks come in.You have chosen to have your child educated within the special school systemSpecial doesn’t mean disability, it means ability.My aim as your child’s teacher is to see past their disability and concentrate on their abilities.And these kids have got loads.....*Personalise this with the parents... George the other day did....Mary was hilarious when she....Pause if necessarySlide Ref (DET, 2001)
I have given you the 14 page booklet on the New Basics, if you don’t have a copy they are on the table near the door. Have a read through that at home when you get a chance, it offers some great information on the Rich Tasks. While everything we do in class is associated with the Essential Learnings which is the Queensland Schools Curriculum document, we still like to run with the New Basics.The students get so much more from a topic when it is broken down into smaller chunks.As you can see by this slide, this is the Rich Task we will be studying this semester... Endangered SpeciesJust to give you an idea, it says....Students will investigate a threatened Australian plant or animal and theextent to which it is at risk. They will use this investigation to take constructiveaction and create a persuasive and informative multimedia presentation.Slide Ref (DET, 2001)
* Read slideI would like to quote direct from the QSA site on Rich Tasks...“Rich Tasks are the outward and visible sign of student engagement with the New Basics curriculum framework. They are the assessable and reportable outcomes of a curriculum plan that prepares students for the challenges of life in 'new times'.The Rich Task is a reconceptualisation of the notion of outcome as demonstration or display of mastery; that is, students display their understandings, knowledges and skills through performance on transdisciplinary activities that have an obvious connection to the wide world.The Rich Task is but one component of the New Basics Framework. A set of Rich Tasks, in conjunction with the New Basics categories as curriculum organisers and with Productive Pedagogies, is Education Queensland's attempt to empower and encourage teachers, unclutter the curriculum, up the ante intellectually, deliver fewer alienated students, prepare students for a future in an uncertain world, and position the classroom within the global village. The progressive reporting on Rich Task outcomes within the New Basics Framework is providing the most elaborate portrait of student achievement over time in the compulsory years of schooling ever attempted in Australia.” (QSA, 2001)
* Read slideIt is my aim that by the end of this year, your children will be able to:Pose questions and make predictionsPlan activities and simple investigations,.Identify and collect data, information and evidenceMake judgements about how useful the data is.Use identified tools, technologies and materialsDraw conclusions and present explanations through data, information and evidence.Explain scientific ideas, data by using terminology, illustrations or representations.Follow guidelines to apply safe practicesReflect on and identify other points of view relating to science in an everyday situationReflect on learning to identify new understanding. ( QSA, 2007)
Constructivist learning puts faith in the ability of the learner.Learners can build upon their knowledge on the basis of what they already know within the context in which they find themselves.They must actively “get involved” in their learning through hands on experiences.Learners construct their knowledge using these new experiences and incorporating them into their existing knowledge, thus learning has occurred.(Skamp, 1998)
What is the role of the teacher?In many cultures, where children do not go to school, they learn through guided participation. They actively participate in activities under the guidance of a knowledgeable adult who offers assistance only when or if it is required (Billet, 1996).The classroom teacher takes on a similar role in facilitating the learning of students.Meaningful activities should be provided which assist in scaffolding of knowledge and understanding, helping students to make the relevant links in their own minds.The teacher must act as the “knowledgeable adult” and help students to develop the language and communication skills to explain their knowledge and understanding (Sigelman and Rider, 2009) .And most importantly, there must be a focus on the learning of “how” and “why” rather than an emphasis on the teaching of facts (Skamp, 1998).
This term we are concentrating on a unit called “Australiana”.We will be looking at all things Aussie.Now this is not a just Science unit, an English or Math unit and so on...It is incorporating, or integrating all aspects of learning that will take place in the classroom.Cross Curricular thematic units are great learning experiences, we have a theme, in this case Australiana, we use it in Math, English, PE, Art, SOSE, IT and... Science.I am not going to go into how we will do Aussie math... That you can find out from the kids, that and the Science part is very exciting.
Now did you know that when you mix flour, eggs, milk and sugar together, then put it in the oven... You can’t “unmix” it!You just made lamingtons... Ever dissolved Vegemite in hot water? The vegemite melted... Went from solid to liquid.You are doing Science.Now remember the Rick task on Endangered Species? It just so happens that The Bilby is an endangered animal in Australia, and it is also a rather yummy Easter treat, and Easter is coming up soon....Do you see how I am linking all of this?Can you see how all of this is relevant and interesting?Do you see how the children can be involved in their own learning.Can you see the possibilities of where all of this can go.....
And so are we!
Science is not just for middle-aged, balding men in white coats and glasses (Skamp, 1998). There is a whole range of professions in which science plays a huge role.Students can learn that all sorts of people, not only great scientists like Einstein, but people like themselves, have done and will continue to do science everyday, they produce science themselves and are sometimes not even aware of it (National Curriculum Board, 2009, p.11).
YouAnd this is the message I want to get across, we are all scientists, we all need to be scientifically literate and think scientifically. We all do this unconscientiously.Farmers need to read weather forecasts, conduct soil tests, know which crops will grow best in their soil type, and the best times for planting and harvesting. Electricians must understand current flow, resistance, and help us to work out the best ways in which to save energy in our homes.Politicians need to critically analyse information provided to them by scientists in order to inform the public and make fair and just decisions affecting society.How many children dream of one day becoming a Fireman? The fire fighter must understand pyrotechnics, back drafts, how to deal with chemical spills, and which extinguishers to use depending on what fuels a fire.And, of course, without a scientific education, how would these professionals reach their full potential?
My goal as your child’s teacher is to develop science literacy in the students by emphasizing critical thinking skills and integrating science with other disciplines.All teaching staff will strive to meet students’ learning needs by providing topics that are relevant, developmentally appropriate, and emphasize the role of science in everyday life
Most children have an innate curiosity about the natural and physical world. The inclusion of science in the curriculum promotes and develops essential knowledge, attitudes and skills for life long learning (Department of Education & Training, 1998). You don’t need to be a scientist to teach science to young children. Treating science as a fun, explorative activity will arouse the natural curiosity in any child (or adult). Question time.Thankyou for coming!
All images were retrieved from clip art. http://www.thefreesite.com/Free_Graphics/Billet, S. (1996). Towards a Model of Workplace Learning: The Learning Curriculum. Retrieved March 16, 2011 from http://www98.griffith.edu.au/dspace/bitstream/10072/11082/1/towardmo-SICE.pdfDepartment of Education and Training. (1998). Curriculum: Learning, Teaching and Assessment. Retrieved March 15, 2011 fromhttp://education.qld.gov.au/curriculum/area/science/index.htmlDepartment of Education and Training. (2001). New Basics: Rich Tasks. Retrieved March 15, 2011 from http://education.qld.gov.au/corporate/newbasics/html/richtasks/richtasks.htmlEDX2260 Teaching science for understanding: Study book (2011). Toowoomba: University of Southern Queensland.National Curriculum Board. (2009). Shape of the Australian Curriculum: Science. [Electronic version]. RetrievedMarch 14, 2011 from http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Science.pdfQueensland Studies Authority. (2011). Science: Essential Learnings by the end of Year 3. Queensland.Retrieved March 15, 2011 from http://www.qsa.qld.edu.auQueensland Studies Authority. (2007). Queensland Studies Authority Science Life skills. Retrieved March 15, 2011 from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/science-life-skills.htmlSeefeldt, C. & Rillero, P. (2005). Staff Workshop: Exploring Science with Young Children. Early Childhood Today. 19(6), 8-9. Retrieved March 10, 2011 from Ebscohost databaseSkamp, K. (1998). Teaching Primary Science Constructively (3rd ed.). Australia: Harcourt Pty LtdSigelman, C. K., & Rider, E. A. (2009). Life-Span Human Development. (6th ed.). Belmont, CA: Wadsworth Cengage Learning
