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V O L UME 1

I S S UE 20

Science Update 12/10/2012 Welcome to the next edition of Science Update. The new Science K-10 (incorporating science and technology K-6) syllabus will be released early term 4. We will inform teachers in a special Science Update once the Minister releases the documentation. Latest information and Flyers • Scan, online journal for educators http://scan.nsw.edu.au/

 CASSTRO in the classroom November 2012 VC series http://dartconnections.org.au/upcoming/caastrolist.ht ml  Science Laboratory Assistant Conference 2012  Teacher Earth Science Education Program  Astronomy Opening night, Macquarie University  Biology Professional Development Day,

http://www.stansw.asn.au/default.aspx?article_i d=137  Sydney Uni Gifted and Talented Discovery Program,

CAASTRO in the classroom November videoconferences CAASTRO in the classroom has organised eight videoconference series during November. The series also includes a presentation from Nobel Laureate Prof Brian Schmidt on the 8th of November. The target stages are different for different talks and cover Stages 4 through 6. Teachers who wish to participate or would like more information can find it at:

http://dartconnections.org.au/upcoming/caastr olist.html Please note that some talks will fill fast.

http://sydney.edu.au/science/outreach/gifted/  Scaffolds for key works

Science Laboratory Assistants Conference 2012

Science Update now online at http://issuu.com/science_newletter If you wish to unsubscribe to this material, please reply to this email with a “Remove me” in the subject field of the email. Also, if you are no longer a Head Teacher Science, could you email us your replacement’s name and/or email address. If you are relieving and you would like to be part of the list then please do not hesitate to respond and we will add you to the group. The non- DEC products and events listed in this eNews are to be used at the reader’s discretion. The inclusion of product and event information is not an endorsement by the DEC.


Using Verb Scaffolds and the BOS HSC exam paper website Using verb scaffolds to support student writing is important for students aiming at the higher bands in the Higher School Certificate. Use the verb scaffold attached to Science Update No 20 or equivalent to support students develop sophisticated extended responses. One teaching strategy is to use the scaffolds with information from the BOS marking guidelines and feedback from HSC marking centre to build student awareness of what the question is really asking. Below is one strategy you could use with senior classes to demonstrate the depth and sophistication required in HSC responses.

Classroom Strategy I would normally share the verb scaffolds via our schools intranet. Additionally, you can print a hard copy for students to refer to when answering questions. Using an IWB or data projector, link to the BOS Past HSC exam papers website and select an extended response question. Ask students to complete a question using the verb scaffolds. Load the BOS Marking Guidelines in a new tab. Students then peer-mark the question using the marking guidelines. Elicit student feedback on the difficulty in marking because the guidelines are not explicit enough. Differentiate between Marking Guideline and Marking Criteria. Using the Sample answers provided by the BOS website, apply the marking guidelines to the question. Discuss with your class the following: Is the sample answer complete? Are there elements not covered, if so what are they? Students need to understand that these are ‘samples answers’ and ‘answers may include’, they are by no means exemplars or complete. Lead further discussion on the importance of the Notes from the Marking Centre. In particular, what constituted a better response and the issues associated with weaker student responses. Apply this information to the BOS Sample Answer and discuss what needs to be included in order to meet the better responses outlined from the marking centre. Students could then apply the notes from the marking centre and either peer or self-mark their answers. Students will identify inconsistencies with the way their answer was peer marked. It is good practice to point out that marking consistency occurs through clear marking criteria to avoid student confusion and disputes. Secondly, the need to assign a marking arbitrator/coordinator, usually the teacher who marked that question in the exam, to determine whether students have met the specific criteria. Ask the student(s) to show how their response meets a higher marking criteria. Students gain a valuable insight when information is presented about the marking process. This reduces teacher-student conflicts on the criteria and that the criteria itself is not negotiable unless it is incorrect.


Teacher Earth Science Education Programme Professional Development Workshop Series in Earth and Environmental Sciences TESEP PRESENTS PD WORKSHOPS 2 & 5:

PD2 Riding the Climate Roller Coaster PD5 Wet Rocks (ground water) Friday 2th and Saturday 3rd November 2012, 9am to 4pm Venue: Dubbo College Senior Campus, Tony McGrane Place, Dubbo Presenter: Greg McNamara (Greg is editor of the Australian Geoscience Council‘s GeoEdLink e-newsletter, Education and Outreach Consultant to the Geological Society of Australia, and TESEP Executive Officer

 Friday 2th November 2012, 9am to 4pm

PD2 Riding the Climate Roller Coaster This session examines Climate Change. The first component looks at the geological evidence for climate change throughout geological time, discusses the types of climate proxies available and the relative reliability and resolution of these data sets. The second component looks at modern climate change, discusses what greenhouse gasses there are and how they work while also examining data sets [both direct data and proxy data] from around the world and how they influence the thinking of climate scientists. The third component explores the free data sets available and how they can be used to allow students to analyses climate data for themselves. It also delivers a number of student activities, posters, DVDs and other resources that can be used to stimulate student thinking on this topic.

PD5 Wet Rocks (Groundwater) PD5 examines the importance of groundwater in the hydrological cycle and its role in everything from dry land salinity to sustainable farming and addresses the following issues: The importance of groundwater: • Porosity/permeability/the water cycle • How does water get underground (recharge)? and How do you get it out? • How is groundwater related to surface water? • Sedimentary basins (Murray-Darling, Great Artesian and Perth basins) • What is sustainable groundwater use? The workshop was developed by the Victorian Chapter of the International Association of Hydrogeologists (IAH), with support from DSE. Participants receive a teacher resource package which provides written and electronic documentation of groundwater basics, class room exercises, experiments, references and case studies. The workshop will provide teachers with essential background to teach about groundwater under the Australian Science Curriculum. 

Saturday 3rd November 2012, 9am to 5pm

Complete workshop and then a ½ Day Excursion

The excursion will highlight appropriate geology

in the Dubbo area.

Both PDs will include suggested ways to link to the Australian Curriculum outcomes. PD 2 is suited to teachers of secondary from year 7 to 12, PD 5 is suited to teachers of years 5 to 10. Teachers will receive all posters, CDs, DVDs etc. free of charge [after paying the TESEP registration fee] BUT only if they attend the PDs. They also receive an ASTA Certificate of Attendance that they can use for proof of PD if needed. What TESEP offers teachers FREE • PD hours are accredited by ASTA (a certificate will be issued) • run-through the topic, with experiments, demonstrations and activities • talks with industry geologists and half-day field trips • two nights accommodation for a three-day combined PD workshops • one nights accommodation for a two-day individual PD workshop • one evening teacher networking dinner will be paid by TESEP, and up to $100 petrol allowance • access to trained presenters and geology professionals • introduction to and guidance in Earth and Environmental Sciences

A $75 registration fee applies ; ($25 of this fee will be returned to OSTA) *The fee is transferable to another PD workshop or for another teacher to substitute. Price includes 2 days TESEP booking fee plus OSTA support fee. Fee for one day workshop with no field trip is $60. Approval by your school principal prior to registration is recommended.

TO REGISTER CONTACT:

Jill Reade – fm@tesep.org.au or 0400 311 760

See tesep.org.au for topics in this series: Riding the Climate Roller Coaster Round and Round with Rocks Our Place in Space Fossil Sunlight Powerful Stuff Greening Coal Wet Rocks Hot Rocks www.tesep.org.au www.asta.edu.au pesa.com.au


ASTRONOMY OPEN NIGHT

Image: Science/AAAS; courtesy of G. Perez, IAC, SMM.

Image: Science/AAAS; courtesy of G Perez, IAC, SMM

View the sky through telescopes. See planetarium star show. Hear Professor Tim Bedding talk about planets and starquakes. Participate in fun activities for kids of all ages. Create laser graffiti. Enjoy exciting science displays.

IMAGE: NASA, ESA, J. HESTER AND A. LOLL, ARIZONA STATE UNIVERSITY

Saturday 20 October, 6.30pm–10pm Building E7B courtyard, Macquarie University Free parking in F7 and F3A car parks Enquiries: 9850 7111 BBQ and ice cream for sale Children/Students/Seniors $5, Adults $13, Families $30 Buy tickets at door or go to: www.physics.mq.edu.au/aon


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SCAFFOLDS FOR KEY WORKS Scaffolds to assist students interpret the Stage 6 Glossary of key words The Stage 6 Glossary of key words was published by the NSW Board of Studies in 1999 (within the document: The New Higher School Certificate: Assessment Support Document). The Glossary’s purpose is to help provide a common language and consistent meaning for what students are expected to be able to do as described in the Higher School Certificate syllabus outcomes, objectives, performance bands and examination questions. The scaffolds published here were developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, and have been successful in helping students interpret key words to develop better responses for course work and assessment tasks that use them. Currently, there are eight scaffolds, for the following key words: 1. Analyse 2. Assess 3. Compare 4. Describe 5. Discuss 6. Explain 7. Evaluate 8. Justify

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Analyse: identify components and the relationships between them; draw out and relate implications Component:

Relationship between components:

Component:

Component:

OR Outline of an implication:

Relationship between implications:

Outline of an implication:

Outline of other implications:

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Assess: make a judgement of value, quality, outcomes, results or size Pros (‘advantages’):

Cons (‘disadvantages’):

AND

 

 

Judgement:

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Compare: show how things are similar or different Objects being compared:

How similar: 

How different:

AND  / OR 

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Describe: provide characteristics and features Object/thing being described:

Characteristics/features:       

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Discuss: identify issues and provide points for and/or against Issue identified:

AND/OR Points for:

Points against:

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Explain: relate cause and effect; make the relationship between things evident; provide why and/or how Cause:

Effect:

Clearly describe the relationship between things:

OR

AND Why (because‌) and/or how (in time or cause)?

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Evaluate: make a judgement based on criteria; determine the value of Description of feature/issue:

Points for (“advantages”):

Points against (“disadvantages”):

AND 

 

Criteria(ion):   

Judgement (of each point/issue against criteria):

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)


SCAFFOLDS FOR KEY WORDS (for use in Stage 6 science courses)

Justify: support an argument or conclusion Argument/point of view/conclusion:

Points supporting the argument/point of view/conclusion:    

Developed by Jeff Sewell, District Science Consultant, Parramatta-Blacktown, NSW Department of Education and Training (2002)

Science Update No 20  

Next edition to Science Update for NSW DEC schools.

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