SCIOS October 2023 Volume 71

SCIOS

a vibrant, green, extraordinary classroom for budding scientists

SCIOS: To Know

This journal aims to promote the teaching of science with a focus on classroom practice. It provides a means of communication between teachers, consultants and other science educators. Opinions expressed in this publication are those of the various authors and do not necessarily represent those of The Science Teachers’ Association of Western Australia (STAWA), the editorial committee or the publisher.

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Editorial Committee

Allan Knight

Bailey Brown

Dallas Bruce

John Clarke - STAWA

Lyndon Smith

Mady Colquhoun

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© 2023 The Science Teachers’ Association of Western Australia (STAWA). All rights reserved. No part of this publication may be reproduced or copied in any form or by any means without the written permission of STAWA. Unsolicited material is welcomed by the Editor but no responsibility is taken for the return of copy or photographs unless special arrangements are made.

ISSN 0157-6488

CONTENTS

Editorial

From the President

Chief Executive’s Report

Addressing the Melanin in the Room

DNA’bling the Next Generation

Modernising the Teaching of the Physical Sciences

The Premise, Reasoning and Outcome

Framework to Structure Thinking

Connecting your School’s Kitchen Garden with your Science Program

Cultivating Science: Rostrata Primary School’s Kitchen Garden

Developing a Kitchen Garden for your Primary School?

STEMXX Sisters STEM for Girls Event Science Week Made Easy

Unveiling the Magic of Binary Code: A Teacher’s Science Week Adventure

Talk like a Dinosaur!

About the Editor

Allan Knight is one of the science curriculum consultants with School Curriculum and Standards. He has taught science, including senior school chemistry and physics, at high school and been a university chemistry lecturer. He has co-authored a number of senior secondary chemistry textbooks and written teacher resources for senior secondary physics for WA and other Australian states.

EDITORIAL

Allan Knight

offer it here as a stimulus for you to reflect on what this might mean for your teaching.

One of the hopes of those teaching science is that what we do in the classroom can stimulate interest beyond the school. To this end, Siew Yap describes the experience of introducing a citizen science project, the DNA BioBarcode Club, as an extra-curricular activity at her school.

Welcome to the October issue of SCIOS. Many high school teachers will be working with their Year 12 students to support them as they prepare for their final WACE examinations, and recognising and celebrating their achievements as they complete their secondary education. Similarly, primary school teachers will be working with their Year 6 students to ready them for their transition to high school. Whatever endeavours you are undertaking with your students in this final term of the 2023 school year I wish you and your students well for a rewarding and enjoyable Term 4.

In this issue we reprint an article from Chemistry World (a publication of the Royal Society of Chemistry) that shares the experience of a teacher in developing culturally relevant learning experiences for her students – Black women. Although the article is in the context of the United States of America, the principles addressed in the article are relevant to all our classrooms and we

David Wood and Johanna Stalley provide an update on the UWA Einstein-First Project, detailing some Years 3 and 7 resources and professional development opportunities to support teachers to teach Einsteinian physics. Having a range of approaches in our teaching ‘tool kit’ can help teachers to select approaches best suited to the content and needs of their students and Geoff Quinton outlines the Premise, Reasoning, Outcome approach as a teaching framework.

Food (and native) gardens have become a more common feature of many primary and secondary schools over the past couple of decades. They provide many opportunities to integrate practical hands-on learning to cover parts of the WA Science Curriculum. In this issue garden specialist teachers Charlotte Soraine and Astrid King provide some guidance on how they use their school kitchen gardens to support the teaching of science. For those thinking of setting up a school garden, some primary science teachers with

experience of school gardens offer insights about how to establish a garden.

Annabel Kanakis writes of the inaugural STEMXX Sisters event, an event for girls in Years 5-9 in the Southwest. The event provided the girls with the chance to meet professional women working in science fields and to participate in science workshop activities. Science has a critical role to play in addressing the challenges that face humanity and increasing participation by all in the science and technology workforce is important to our future. Events such as STEMXX Sisters can help those who are under represented in the sciences to imagine that there is a place for them in science.

National Science Week is a significant event in the calendar of the school year and we provide a reprint of an article from two primary science specialists with suggestions about how to approach developing resources for Science Week. As well, Ashleigh Tomasetig shares how she inspired her primary students with a binary code challenge during Science Week.

This issue of SCIOS has the final report from outgoing STAWA President Annabel Kanakis. We acknowledge her leadership and passion to advance the interests of science teaching in Western Australia. We welcome Geoff Quinton as incoming President and wish him well for the coming year.

Allan Knight

Welcome to the October edition of SCIOS that will be my last as President of STAWA.

It has been a privilege to serve the Science education community with the hardworking Executive Committee and all Board and Committee members for three years. This will continue as I support the new Board throughout 2024. I would like to thank all members who have taken on projects and assisted at events such as the extremely successful CONSTAWAs and Future Science conferences, workshops, teacher professional development and student events that have occurred over the past few years. Without its volunteers, STAWA would not exist and has given me a great sense of pride working with others who are so passionate about science education.

fROm ThE pRESIDENT

for teachers and supports them with resources and events that enable networking and mentoring. COVID dealt a blow to education by preventing many faceto-face events and meetings, but we have learned to adapt and, as time has gone on, more teachers and laboratory technicians are registering for conferences and workshops enabling the sharing of ideas, pedagogies and resources. STAWA has adapted by offering online events in real time, as well as providing recordings of events such as the Psychology Convention that I attended earlier this month. I strongly encourage all teachers and staff involved in science education to attend at least one conference or workshop every year to ensure that there is a feeling of support and collegiality across our state. Hopefully the future will see the development of more resources through the online platforms that have been initiated by ASTA and STAWA, but this can only happen if everyone is willing to contribute.

As teaching and learning becomes more challenging it is important that organisations such as ours advocates

I wish Geoff Quinton all the best as our new President and am confident that the Board will continue the great work that has been undertaken. STAWA is in a strong position but needs more teachers to become active members and support the initiatives that will help to ensure the continued success of science education in WA. CONASTA 72, the conference of the national federation of science teachers’ associations will be held in Perth in 2025. The work will be immense to make this

Annabel Kanakis

It has been a privilege to serve the Science education community with the hardworking Executive Committee and all Board and Committee members for three years

the successful event that we know it will be. STAWA needs everyone ‘on deck’ for this so please consider supporting in any way you can.

Once again, thanks to everyone who has been a part of STAWA for the past three years for supporting me. I wish everyone the very best for their future in science education and hope that we can continue our passion and service to the students and our communities.

Annabel Kanakis

STAWA puBLICATIONS

Year 11 and 12 ATAR Resources:

• The STAWA Exploring Chemistry, Physics and Human Biology series support the Western Australian Curriculum ATAR Courses.

• Year 11 ATAR Psychology Resources for Teachers (digital)

• Psychological Research, Theorists and Studies to Support Psychology ATAR – Units 1 and 2

• Human Biology General Course Resources: The STAWA Human Biology General Course Resources will cover both the Year 11 and the Year 12 General Courses.

Member Discount: Members receive a 10% discount on all purchases through STAWA.

Welcome back to Term 4!

ChIEf EXECuTIVE’S REpORT

John Clarke

physics Day @ Adventure World was a great success. 1078 students and 106 teachers were blessed with superb weather. I trust the day was enjoyed by all. Feedback I received has all been positive. The exhibitors had a great time and were suitably impressed with the questions and enthusiasm of the students. They offered engaging experiences for teachers and students and were rewarded with a constant stream of attendees throughout the day. We look forward to Physics Day 2024. Please save the date for next year’s Physics Day Thursday 19th September 2024.

The Synergy School Solar Challenge, developed in partnership with Synergy, is on again in 2024. We thank Synergy for their continued support of this event, which will again include five regional events in Albany, Bunbury, Collie, Geraldton and Kalgoorlie, and two large metro events North at St Mark’s Anglican Community School and South at Southern River College. Keep a watch for the call for registrations.

news. Synergy have generously offered all participating schools, not just schools registering for the first time, new car kits in 2024.

The STAWA AGm was held on the 31st August at Scitech. If you have not yet read the Annual report the booklet can be downloaded by clicking on the link. Thank you to our out going Board members, and congratulations to those remaining or new to the Board. Annabel Kanakis moves from being STAWA President to Immediate Past President, while Geoff Quinton graduates from President Elect to the role of President. Our Board members appear on the webhttps://www.stawa.net/about-us/stawa-committees/ council-members/

Book Lists

Don’t forget to include STAWA publications on your Years 11 and 12 Science booklists. Note we have new titles to accommodate syllabus changes as well as revisions. Visit the STAWA Shop for details https:// www.stawa.net/

Human Biology

• ATAR Exploring Human Biology Year 11

• NEW General Human Biology (Spiral bound for easy opening)

If you registered interest, you will be getting an email directly from the Synergy portal. Remember, the metro events have limits. There is also additional exciting

• Year 11 General Human Biology Unit 1 Workbook (new syllabus starting 2024)

• Year 11 General Human Biology Unit 2

Workbook (new syllabus starting 2024)

• Year 12 General Human Biology Unit 3 and 4 Workbook (current syllabus continues through 2024)

Chemistry (Spiral bound for easy opening)

• ATAR Exploring Chemistry Year 11

• *New* ATAR Exploring Chemistry Year 11

Second Edition

• ATAR Exploring Chemistry Year 12

Physics (Spiral bound for easy opening)

• ATAR Exploring Physics Year 11

• ATAR Exploring Physics Year 12

• ATAR Revising Physics Year 12 while stocks last

Psychology

• Psychological Research, Theorists and Studies to Support Psychology ATAR – Units 1 and 2

Semester 4 Events

1. Science Talent Search Awards presentation

Monday 23 October at Scitech

https://www.stawa.net/student-activities/ science-talent-search/

2. marine and maritime Teachers forum

Monday 20 November, Presbyterian Ladies’ College (PLC)

https://www.stawa.net/conferences/marineand-maritime-teachers-forum/

3. future Science

Friday 1 December, ECU Joondalup

Conference Website program and registration: https://cvent.me/1mDnW3

membership

STAWA has a fixed anniversary date, or Calendar year membership. Renewal alerts will occur from December, February to start the new year.

A strong membership build’s the STAWA capacity to advocate on science education issues affecting science teachers with Government and Industry. Membership provides opportunities to develop leadership, curriculum development and presentation skills. STAWA is embarking on several projects, including the delivery of online learning to teachers, revision of STAWA resources and the development of new resources. Calls for expressions of interest for some tasks have been made and will continue as opportunities unfold.

Please encourage your peers, particularly early career teachers to take up STAWA membership. Share your thoughts and ideas to help STAWA grow into the future. The strategic plan is under review. To see the existing plan and new plan once developed visit https://www. stawa.net/about-us/constitution-and-strategic-plan/

Your Chief Executive Officer, John Clarke

ADDRESSING ThE mELANIN IN ThE ROOm

Shanina Sanders Johnson

This article is published here with permission from Chemistry World

Culturally relevant teaching benefits science and students

We recently added an extraction of chlorophyll from spinach leaves to the organic lab curriculum at Spelman College, US. One post-lab question for the experiment asked students to compare chlorophyll and melanin, since they are both common pigments. Of all the pigments we could have picked, we deliberately chose melanin as it has an inherent relevance to our students, Black women. These questions are just one part of my work to develop a chemistry curriculum that includes students of colour and women instead of excluding them.

When I was a chemistry undergraduate and graduate student, I felt excluded from the curriculum and from that I often felt conflicted when I tried to explain what I did to my family or anyone from my small town in south Georgia. As a Black woman, chemistry felt so foreign from my background and how I saw myself. I was never sure how to navigate the area between my chemistry life and my actual life.

I now realise that I did not have the tools to communicate with my family and friends because I didn’t have points of reference that really explained what I did. Of course, my training included communication to different

audiences that were academic and non-academic, however, there is nuance in cultural communication that wasn’t captured in the teaching I received, nor insight into intersectionality or my identity as a Black woman.

More recently, as a professor at a college for Black women, it struck me that the curriculum still doesn’t reflect my students’ background or their experiences. For example, while covering the topic of radicals we encountered a textbook discussion of sunscreen that was meant to provide real-world context. However, it is written from a perspective that focuses on social status, tanning and skin cancer as determinants of societal attitudes towards sunscreen throughout history. It did not include the historical or current perspective of Black people towards sunscreen, including concerns that my students and I have, such as finding sunscreen products that blend into our skin or disputing the misconception that Black people don’t need sunscreen. Although Black people have a much lower chance of developing skin cancer due to melanin, they are often diagnosed with melanoma at later stages due to lack of knowledge about skin cancer and poor training of medical professionals in diagnosing melanoma in individuals with darker skin. So in class, we discussed sunscreen products made specifically for Black people and some students shared their favourite products.

This is an example of culturally relevant teaching, a practice I have used at Spelman to connect chemistry

to students’ lives1. This means that in my lectures and labs, I relate the curriculum to my students’ backgrounds to ensure academic success and support cultural and ethnic attributes of our student population. I design assignments and projects that include culture to help students learn concepts and understand the relevance of chemistry2. In the laboratory, Beyond the Experiment Modules connect the experiments with applications, careers and student interests and experiences3. For example, when learning about infrared spectroscopy (IR) students worked in groups to research an application of IR that they found interesting. A viral video of a paper towel dispenser that did not respond to darker skin tones also led to a discussion about IR sensors and why diversity is important when science and technology are integrated. Thus, the students were also exposed to career opportunities that would benefit from their perspectives and experiences.

Culturally relevant teaching also emphasises the need to examine social and political inequities – work that is crucial to advance diversity, equity and inclusion in Stem fields. However, I would be remiss if I didn’t add that this point is also the most challenging to implement. Discrimination and bias still exist in Stem, and is also seen in the public and political opposition to using culture, race and history as teaching points. Thus, bringing about change can be a delicate balance when we involve sociopolitical realities.

Speaking of sociopolitical realities, I will circle back to melanin. Melanin has served as the molecular basis of separation and discrimination in society for centuries. But it is also a group of biopolymers that has applications in cosmetics, pharmaceuticals, biosensors and biomaterials. Melanin is why your avocados and bananas turn brown and neuromelanin, a type of melanin in our brains, is involved in Parkinson’s disease, but we don’t know its full role because the structure and function of most melanins has not been determined. For something so relevant, it is perplexing that we know so little about it, both from a public and scientific perspective. More information on the role of melanin in humans, plants, and animals would allow for insight into Parkinson’s disease, coatings and materials

made from melanin or its mimics, and even sustainable semiconductors or fuel cells based on the conducting abilities of melanin.

Some of this research is underway, but not on a large scale. This could be because melanin has an obvious cultural context that may deter some scientists from working in this area, or the limited awareness of the possibilities of melanin research. However, thorough analysis of melanin would demonstrate its ubiquity and tell a story of its untapped potential. If we truly discuss the melanin in the room, it can serve as a tool to advance science and diversity, equity, and inclusion in Stem – the opposite of how it has been used in the past.

References

1. L Winfield et al, Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College. In Broadening Participation in STEM – Effective Pedagogies and Programs for Women and Minorities; G Byrd et al (eds.) Emerald Publishing Limited: Bradford, England, 2019, p153

2. S Johnson, J. Chem. Ed., 2022, 99, 428 (DOI: 10.1021/acs.jchemed.1c00504)

3. S Younge et al, J. Chem. Ed., 2022, 99, 383 (DOI: 10.1021/acs.jchemed.1c00488)

DNA’BLING ThE NEXT GENERATION

About the Author

Siew is Head of Science at Perth’s Kingsway Christian College. She is passionate about pre-service teacher education and post-graduate research in her role as a sessional teaching and research academic at Curtin University and an adjunct honorary teaching fellow of University of Western Australia.

2018). With the increased availability of gene technology kits, citizen science is gaining popularity in the context of global biodiversity and environmental issues that require the use of biotechnological skills that are increasingly incorporated as part of STEM education.

DNA BioBarcode Club - A Citizen Science project

Research has shown that citizen science can foster an understanding of engagement with science as well as the perception of the relevance of scientific topics (Lusse et. al, 2022). Among potential learning outcomes identified, citizen science can enhance aspects including students’ motivation, interest and knowledge and their scientific communication skills. Project designs with high level of student participation are found to contribute towards high level of student achievement of the learning outcomes (Phillips, et. al,

This article presents some perspectives of the usefulness of citizen science in the application of DNA biobarcoding technology to facilitate secondary students’ understanding of molecular biology, in particular, DNA structure, biotechnology tools and their applications to study the biodiversity in their school ground and their community.

Under the auspices of BioBarcode Australia and the Australian Barcode for Life Project and in partnership with Harry Butler Institute at the Murdoch University, Kingsway Christian College secondary students started their inaugural DNA BioBarcode Club with a group of eighteen 15-year-old Year 10 science students.

Dr Siew Fong Yap

Under the instruction of Pauline Charman, Director of BioBarcode Australia and a group of ambassadors (post-doctoral and masters students), the students met for two hours every week after school to run their club activities for a term of ten weeks.

program

Week

1 Introduction – Overview of the project, DNA structure and the gene code, introduction to pipetting mastery, introduction to science ambassadors.

2 Micropipette mastery – learning to use micropipettes like a research scientist

3 Extraction and amplifying DNA from specimens (PCR) polymerase chain reaction

4 Visualising DNA using gel electrophoresis

5 Off-site visit to the Gene Sequencing Facility (Murdoch University where samples are sequenced)

6 Introduction to DNA and computer science, Bioinformatics (use of laptops)

7 Bioinformatic analysis of samples / log data into Bio-collect Application

8 Choose locations and samples for future species (identifying specimens)

9 Introduction to Fungi Barcoding – joint study with Dr Sarah Sapsford (Murdoch University)

10 Showcase/Guest artists

Source: Phillips et. al. (2018).

Club Learning Outcomes

The learning outcomes for the club activities included: NSf framework Category DNA BioBarcode Club Learning Objectives

KNOWLEDGE

Awareness, understanding: Measurable demonstration of assessment of, change in, or exercise of awareness, knowledge, understanding of a particular scientific topic, concept, phenomena theory, or careers central to the project.

Australian Science Curriculum

Year 10 Science UnderstandingBiological Science

Use of models and diagrams to represent the relationship between genes, chromosomes and DNA of an organism’s genome.

Transmission of heritable characteristics from one generation to another involves DNA and genes (ACSSU184)

Year 10 Science as a Human Endeavour

Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries. (ACSHE160/194)

ENGAGEmENT

Interest or motivation in science: Measurable demonstration of assessment of, change in, or exercise of engagement/interest in a particular scientific topic, concept, phenomena, theory or careers central to the project.

Interest and motivation: Experience excitement, interest and motivation to learn about phenomena in the natural and physical world.

This is observed in the type and quantity of questions posed during the activities, as well as the weekly tasks and reflection notes by students.

NSf framework Category DNA BioBarcode Club Learning Objectives

SKILLS

Skills related to science inquiry – measurable demonstration of the development and/or reinforcement of skills, either entirely new ones or the reinforcement, even practice, of developing skills.

Year 10 Science Inquiry Skills Questioning and Predicting (ACSIS163/198)

Planning and conducting (ACSIS165/199)

Processing and analysing data and information (ACSIS170/204) Evaluating (ACSIS171/205) Communicating (ACSIS 174/208) Make sense of the natural and physical world from the data collected. Skills of collecting biological specimens, extracting DNA, gel electrophoresis, micro-pipetting, polymerase chain reaction and gene sequencing.

Data interpretation and analysis –genome annotation and analysis

ATTITuDES

Attitude towards science –refers to changes in relative stable, more intractable constructs such as empathy for the specimens collected, plants and animals and their habitats, appreciation for the role of scientists in society or attitudes towards the research in genetics.

BEhAVIOuR

Measurable demonstration of assessment of, change in, or exercise of behaviour related to a STEM topic. Behavioural impacts are particularly relevant to projects that are environmental in nature since action is a desired outcome.

Students appreciate the role of molecular biologists in the various fields in contributing towards biodiversity, environment care and diseases in plants, animals and humans.

Students appreciate the potency of the scientific enterprise for making a real difference, and the ethic of integrity and the values of perseverance and hard work in the face of potential multiple failures before a successful outcome.

Students work with scientists and researchers, understand the nature of their research and the implications for the environment.

For example, studying the ticks from WA Canning River brings about an awareness of the gene diversity; coding the DNA of a dandelion brings an awareness of the intricacy of the genes and how this situates in a phylogenetic tree. Understanding brings about a different thinking and action when students recognise the role and function of species in its ecological niche and system. Note: While the framework was used to map out learning outcomes, no quantitative analysis was conducted so the outcomes are not stated in measurable terms here.

Using the Shirk et al. (2012) category of citizen science projects based on degree of participation of public and students with scientists, our college has adopted the contributory project model. Such a model is generally designed by scientists and for which members of the public and students primarily contribute data.

At this college, this citizen science model is based on an extra-curricular program where an external educational agency such as the BioBarcode Australia

and the Australian Barcode for Life Project work closely with the science educators of the college. The sessions were also run with the support of ambassadors who were science researchers in the field of molecular biology. The science educators also worked closely with one of the university research scientists who brought their expertise on how gene technology was currently used in problem-solving and helped students value the importance of communicating science. With the use of information technology, students gained new understandings on mobile applications and online programs in the context of environmental education to address socio-ecological challenges. Contact with researchers and scientists also opened a world of possible career pathways in STEM, a bonus that the students cherished.

These students have been privileged to play a pioneering role in working with scientists to carry out gene sequencing of ticks (from Canning River and South of the River) to understand how these ticks can bring about diseases in cattle and local produce. Students carefully extracted the DNA and amplified these using mini-polymerase reaction thermocyclers (PCR machines) specially designed to run in school labs. Using an innovative dipstick technology, students were able to extract enough (in a school setting) for gene sequencing in the university lab.

Collection of real data utilised applications such as the iNaturalist and SEEK including the BLAST (Basic Local Alignment Search Tool) gene sequencing techniques allow students to see the relevance and appreciate the power of such knowledge applications in daily science, and the potential contributions these data would help improve the local environment and community.

Students’ reflection notes

(selected from different workshop sessions)

“I really like walking around the school grounds and finding out about all the different native and non-native plants that has been planted around the school. We were able to see and hear different species of birds around the school and the different types of plants they eat. It was also interesting learning how to use the SEEK and iNaturalist apps and allow our observations to be uploaded so that professionals in the field can see these and investigate these further. I really want to learn about the different species in our school. It was such an eye-opening experience.” I.S.

“This session, we got to perform DNA extraction by following a protocol. The DNA extracted was from a blade of grass and a Canning River tick. Through this experience, I learned the technique of sterilisation and the importance of doing it thoroughly. I am excited to see the

PCR results from the DNA extracted and want to learn more about the optimisation of such a process.” B. W.

“For our session today, we got to the results of DNA extracted from ticks and grass (school ground). The gel electrophoresis machine has a gel called “agarose” to collect the DNA. We can see the “ladders” of the DNA. At first, we used silicon to learn how to pipette the correct amount of DNA sample into the wells. I found the machine quite interesting as it is used to separate the DNA according to different charges. I am curious to see the results of the tick from Canning River. I was surprised to learn that the word `agar’ came from the word `algae’. Overall, I thoroughly enjoyed today’s lesson and the concepts we explored about DNA and the techniques we can use to find information.” S.T.

“Today’s session was about bioinformatics. We used genetic code to compare different species and see which ones are closely related. First, we used the NCGI website and when copying and pasting different base sequences into the application, we came upon a family tree or a phylogenetic tree from the genome net. We also coded the DNA of a dandelion. We also carried out gel electrophoresis of the tick we prepared the week before. One key takeaway from today’ session is that we can do bioinformatics as a job. I am excited about going to Murdoch University next week to see how the sequencing is done. This is so exciting.” B. L.

“I have come to realise that coding is relatively easy, and I can copy and paste the base sequences on the Genome net. I was really surprised by how we can access information of DNA from around the world. I can see from the phylogenetic tree how closely certain species are to each other. I want to see the process in which DNA code is created. I also want to find out more about how similar species can be.” R.

R.

Teacher’s reflection notes

“There was a good balance of theory and practical. The students were clearly engaged and enjoyed the lessons. Students have found it helpful to hear from the post-graduate students with diverse backgrounds, following different pathways in the field of the sciences. Technology not usually used in school lab was made accessible to students, and it is an eyeopener as they explored the possibilities where their data can take them.” S. L.

“Kingsway Christian College students 10-week involvement in the BioBarcode Club helped pioneer a new citizen science project aimed at helping genetically identify species found in our urban landscapes using the engaging, accessible technique of DNA barcoding.

BioBarcode Australia’s Australian Barcode for Life Project hopes to engage and empower school students and community members to join race to genetically catalogue our precious Australian biodiversity before we lose it to climate change. The Kingsway students spent their sessions being introduced to research grade equipment that enabled them to process tiny samples of locally sourced plants that were then genetically sequenced and compared to established data bases. It’s possible that new species can be revealed with this accessible, fast, and efficient technique, and students have the opportunity to contribute to the genome bank of local species.” Director of BioBarcode, Pauline Charman

program Review

As DNA Biobarcode Club progressed over the ten weeks into the final phase of gene technology applications, the students were led through the process of DNA extraction and profiling (gel electrophoresis) using specially designed school lab protocol. The instruction sequence and teaching practices involved were also carefully documented by a teaching staff as biotechnology applications are currently being developed to integrate citizen science as such into a

formal science curriculum – an initiative that this college has been privileged to be the first independent school to implement in Western Australia.

The DNA Biobarcode Club thus provides an authentic opportunity for students to apply their scientific knowledge, to practise a range of skills and to use equipment that professional scientists would recognise from their own day-to-day work (Dillon, 2011). However, as the program contains more than just the curriculum content, the focus also works towards a consideration of what it means to learn about the nature and processes of science inasmuch the practice of science.

In highlighting some of the positives of such an initiative, it is also important to note, as with all new endeavours, there are factors such as time and timetabling, staffing and equipment cost that should be taken into consideration in the overall equation. Certainly, as we face a future where STEM skills are essential in the workforce, the benefits outlined here far outweigh the constraints presented. It is with much anticipation that we look forward to more schools running clubs such as these in our aspiration towards growing our future scientists.

References

1. Dillon, J. (2011). Teaching science outside the classroom. In How Science Works – Exploring effective pedagogy and practice. R. Toplis (Ed.) New York: Routledge, 134 -147.

2. Lusse, Mientje, Brockhage, F. Beeken, M. & Pietzner (2022). Citizen science and its potential for science education. International Journal of Science Education 44 (7), 1120 - 1142.

3. Phillips, T., Porticella, N., Constas, M. & Bonney, R. (2018). A framework for articulating and measuring individual learning outcomes from participation in citizen science. Citizen Science: Theory and Practice, 3 (2), 3.

4. Shirk, J. L., Ballard, H. L., Wilderman, C. C., Phillips, T., Wiggins, A., Jordan, R., McCallie, E. [Ellen], Minarchek, M., Lewenstein, B. V. [Bruce V.], Krasny, M. E., & Bonney, R. (2012). Public Participation in Scientific Research: A Framework for Deliberate Design. Ecology and Society, 17(2), Article 29. https://doi. org/10.5751/ES-04705-170229

Dr Siew fong Yap Ph D Science Education siew.yap@kcc.wa.edu.au

mODERNISING ThE TEAChING Of ThE phYSICAL SCIENCES

David Wood & Johanna Stalley

In schools, we continue to teach classical, pre-1900 physics, using ‘particles’ when introducing matter, rather than introducing the language and ideas of atoms and molecules, using waves and rays when teaching about light, rather than photons which allow us to explore the exciting new world of and be introduced to the ideas of quantum mechanics. Also, despite Newton’s ideas of gravity being proved wrong time and time again since 1920, we continue to teach his conception of gravity rather than to introduce Einstein’s idea of gravity as curved spacetime, where space is curved and time and space warp.

The University of Western Australia Einstein-First project, led by Professor David Blair of the Physics Department, aims to redress this by introducing the language and ideas of modern physical sciences in our science teaching. Our website at https://www. einsteinianphysics.com/ provides further details about the program.

In this SCIOS we will briefly outline how we have introduced the ideas of atoms and molecules, and photons and phonons into the Year 3 science program and Einstein’s gravity into the Year 7 curriculum. In subsequent editions, we will provide a brief overview of the Years 4, 5 and 6 programs, and 8, 9 and 10 programs.

STAWA is a partner in this project. Our brochure provides an overview of the project and our Annual Report provides a brief update on its progress. Our ultimate aim is to support the modernisation of the teaching of the physical sciences in all Australian schools.

Year 3: Atom frenzy and hot Stuff

The primary focus in Year 3 is to introduce the quantum world through the Science Understanding physics and chemistry curriculum strand outcomes:

• Chemical Sciences: A change of state between solid and liquid can be caused by adding or removing heat through the Atom Frenzy module

• Physical Sciences: Heat can be produced in many ways and can move from one object to another through the Hot Stuff module.

In these modules, Year 3 students are introduced to chemistry and heat in a modern, Einsteinian context. This includes introduction to the following language and ideas: atoms; molecules; electrons; electron cloud; electrical forces binding atoms and molecules together, phonons; photons; conduction; convection; and insulation. There are eight lessons in each module, with the first few lessons in each module introducing the language and ideas using models and analogies,

toys, calisthenic learning and songs. Students then conduct three or four science investigations covering concepts such as freezing, melting and boiling, dissolving, viscosity, measuring heat, heat conduction and insulation. The Hot Stuff lessons conclude with students building a pizza box solar oven.

Comprehensive lesson plans based on high impact teaching strategies, together with associated PowerPoints and pre- and post-tests are available for each module.

The team plans to conduct half-day professional learning sessions from 1.00pm to 5.00pm in November to held ensure teachers have the knowledge, access to resources and confidence to teach these modules in 2024.

Year 7: Introducing Einsteinian gravity

This module provides the resources for Year 7 science teachers to introduce the modern understanding of gravity discovered by Einstein and proved, with every conceivable test, during the last century.

The six lessons practically introduce the fundamental concepts underpinning our modern understanding of gravity, drawing on the spacetime simulator and digital animations to model how matter tells spacetime how to curve and how spacetime tells matter how to move. This allows students to develop an intuitive understanding of gravity as the curvature of spacetime. Lesson topics include how everything in the universe has a speed limit, how mass and inertia are related, how Albert Einstein concluded that objects in free fall experience weightlessness and how to explore gravity, which is the warping of spacetime.

Year 7: Einsteinian Gravity: from the Earth to Black holes

There is scope for some lessons in Year 7 Space Sciences to use a spacetime simulator to model the Earth’s and Moon’s movement around the Sun to teach students about solar and lunar eclipses, seasons and tidal locking.

The lessons introduce the measurement and nature of space, time, spacetime and curved space through curved geometry as the ideas of velocity, terminal velocity, inertia and mass are explored. The analysis of the free-fall motion of objects discovers Einstein’s conception of gravity. The spacetime simulator measures spacetime warp, investigates the force between masses and explores light bending as it passes massive objects. Finally, these ideas progress to demonstrate the orbit of objects in the Solar System, black holes and gravity waves.

Comprehensive lesson plans based on high impact teaching strategies, together with associated PowerPoints and pre- and post-tests are available for the Forces and Earth and Space Sciences modules. Team members are able to visit schools to conduct a half-day professional learning session from 1.00pm to 5.00pm towards the end of third term and during fourth term to help ensure teachers have the knowledge, access to resources and confidence to teach these modules in 2024.

Invitation to contact us

If you are interested in discussing the Einstein-First initiative with a view to modernising your own or your school’s science program from 2024 then please email johanna.stalley@uwa.edu.au with your email and contact number and one of our team members will be in contact.

David Wood

Adjunct Senior Research Fellow, Einstein-First Project UWA

Johanna Stalley

Project Coordinator, Einstein-First Project UWA

ThE pREmISE, REASONING AND OuTCOmE fRAmEWORK TO STRuCTuRE ThINKING

This article is a summary of the ideas and approaches presented by Geoff Quinton at the CONASTA 68 conference in Darwin in 2019 and the CONSTAWA conference in 2023. The workshops and this article are based on a paper published in Teaching Science by Dr. Kok-Sing Tang, discipline lead of the STEM Education Research Group at Curtin University in ASTA’s Teaching Science journal in 2016.

The Premise, Reasoning, Outcome approach is a simple to use but effective strategy to help students structure their thinking processes and to communicate their understanding. I have incorporated this approach into my own teaching, from year seven science through to senior school chemistry, my current work authoring commercial Year 7–10 Science resources and in the structuring of marking keys for examinations.

Rationale

In most student assessment of science understanding, students are expected to explain concepts, events and models, in order to achieve the higher grades. Clear and accurate explanation is seen as a way for students to demonstrate their understanding. As is explained in the paper on which this article is based: “Constructing explanations based on scientific principles is an important practice in science. With the emphasis of teaching the content of science, this process skill is often not explicitly taught in most classrooms.”

Providing a way to help teachers to help students to be confident in their thinking and explanation is what the PRO approach is about. “Part of the reason for this is that teachers do not have an instructional tool to teach the process of constructing scientific explanations.” (Kok-Sing Tang, K-S, 2016)

The premise, Reasoning and Outcome framework

The three steps are:

1. Premise: an accepted principle or fact that provides the basis of the explanation – the starting point – no further elaboration of justification required.

2. Reasoning: logical consequences that follow from the premise – consists of a series of steps joined together by causal, temporal, comparative, and conditional conjunctions.

3. Outcome: the phenomenon to be explained –this can be a prediction

Example 1

Students are asked to predict, with an explanation, the number of chromosomes in a human egg. The answer using the PRO approach could be:

Thinking Answer

Premise (The science knowledge) The gametes (sex cells) have half the number of chromosomes than other cells. Human cells have 46 chromosomes, therefore half of 46 is 23 chromosomes Reasoning (applying this to your question)

Outcome (the result)

Geoff Quinton

Example 2

Students are asked to predict, with an explanation, the weight of a person on the moon.

Thinking Answer

Premise The weight of a person depends on the acceleration due to gravity.

Reasoning

Outcome

On the Moon, the acceleration due to gravity is less than on the Earth (because the Moon has less mass than the Earth)

Therefore, a person will have less weight on the Moon as a smaller acceleration acts on their mass (body).

As you can see it is a very simply structure. It can however be used for complex questions if required.

pRO answers compared to unstructured answers

The following two answers come from the same question in Year 11 Chemistry revision exercise, from two students of similar ability.

Unstructured answer:

Explain why Hydrogen bonds form between molecules of Ethanol

Structured answer:

Explain why Hydrogen bonds form between molecules of Ethanol

It occurs between the partially charged hydrogen atom in the -OH of one molecule and a non-bonding electron pair on the oxygen atom of another molecule. becuase it is between a hydrpgen and oxygen.

Premise: Need hydrogen bonded with O,N,F

Reasoning: Ethanol contains -OH bond

Outcome: Hydrogen bonds form between molecules of Ethanol

Neither answer is perfect, but without the structure, the first answer doesn’t describe the requirements for hydrogen bonding, and there is some repetition. The second answer although lacking in some detail, focuses on hydrogen bonding and has a logical progression of ideas.

Teaching the Approach

Students can be taught to use the approach in a variety of ways, with the intention to gradually remove the support as students become more confident using the framework. Techniques include:

A - providing worked examples

For example: What will happen to the shape of an ice cream on a hot day?

Thinking Working

Premise: What key science knowledge is relevant to this question?

Reasoning: How can you apply the science to this situation?

Particle theory—in a solid, particles are in fixed positions and in a liquid, the particles are freer to move.

On a hot day, the particles in the ice cream behave more like a liquid as the attractions between the particles are overcome at higher temperatures.

Outcome: What is observed? On a hot day, the ice cream turns into a liquid and no longer has a fixed shape.

And then asking students to try questions for themselves using the same approach.

B - provide students with the statements (on slips of paper) and ask them to order the statements to create a coherent answer

Francis wanted to explain what happens to the pressure in a bike tyre when more air is pumped into the tyre. Place the statements below in a logical order:

• The pressure inside the tyre increases and the tyre will feel harder.

• Pressure is caused by gas particles colliding with the inside of the container.

• Pumping more air into the tyre will increase the number of particles in the tyre so cause more collisions of particles with the inside of the tyre.

Answer:

• Pressure is caused by gas particles colliding with the inside of the container.

• (In this case) pumping more air into the tyre will increase the number of particles in the tyre so cause more collisions of particles with the inside of the tyre.

• (Therefore) the pressure inside the tyre increases and the tyre will feel harder.

Linking phrases such as ‘in this case’ and ‘therefore’ can be used to link the statements to provide a coherent explanation.

C - Cloze example

Liquefied petroleum gas (LPG) is the fuel used for many barbeques. Complete the explanation of how barbeque gas cylinders can be filled with a large amount LPG, by inserting the correct words.

Gases contain a large amount of _____________ between particles. As more _____________ are added to the cylinder, the _____________ will increase.

The _____________ metal that is used to make the cylinders must be __________ enough not to break with this _____________ pressure.

Therefore, the _____________ between the particles in the solid must be strong enough not to be broken by the _____________ pressure inside the cylinder.

D - provide a Template

Explain why increasing the temperature of the oceans will increase the amount of carbon dioxide in the atmosphere.

Predict, with an explanation what will happen to a space object that is moving away from Earth with no unbalanced forces acting on it.

Premise:

Reasoning:

Outcome:

Premise:

Reasoning:

Outcome:

E - Rewarding use of the framework

Linking marks to the three aspects of the explanation is a way to ensure that the three components are included in the answer. This example is from a senior chemistry exam.

A student prepared a buffer solution by mixing 100 mL of 0.50 mol L-1 sodium hydrogenphosphate (Na2HPO4) solution with 100 mL of 0.50 mol L-1 sodium dihydrogenphosphate (NaH2PO4).

(a) Write an ionic equation showing the equilibrium that is established between the hydrogenphosphate and dihydrogenphosphate ions. (2 marks)

(b) Use the equation in (a) to explain how the buffer solution is able to reduce the pH change caused by adding extra acid to the solution. (3 marks) marking

(c) Explain why it is preferable to use similar amounts of the two substances when creating the buffer solution. (3 marks)

Benefits of using the pRO model

The use of the structured approach revealed misconceptions because often students were not sure of what was the underlying premise, or the wrong premise was attached to the outcome. Students could also identify key science concepts by seeing which premises could be used in a variety of different questions.

Differentiation can be achieved by the level and the type of scaffolding being used. Some students also did not want to be ‘forced’ to use a particular approach, but this caused them to think of alternate thinking frames that worked for them, hence they were considering their

own ways to think through problems and to present ideas, which was a positive outcome

What did I learn as a teacher?

Some of the takeaways I gained from learning about, and trying this approach included:

• Students can be resistant to changing the way they do things. They need to see the value.

• I was often surprised by lack of understanding of some fundamental concepts, even from high achieving students.

• Some students still always went with the outcome first approach – or tried other approaches.

• It made students work much easier to mark (and reduced how much they wrote!)

Above all it helped to give students of all abilities confidence to think through an idea, and present their science understanding in a clear, logical manner, hence improving their ability to communicate scientifically.

References

1. Kok-Sing Tang, K-S.(2016), The PRO instructional strategy in the construction of scientific explanations. Teaching Science

61(4) 14–21

CONNECTING YOuR SChOOL’S KITChEN GARDEN WITh YOuR SCIENCE pROGRAm

Mady Colquhoun & Charlotte Soraine

About the Authors

Mady Colquhoun (STAWA) and Charlotte Soraine (Beckenham Primary School) collaborated to write this article.

Charlotte Soraine - I currently teach in a Stephanie Alexander Kitchen Garden and report in Design Technology Food and Fibre. The obvious connection with Science is the growing of both plants and animals “from the farm to the plate” and there are many other Science Understanding aspects that can be connected.

Year 1 Biological Sciences Science understanding content

Living things have a variety of external features

Looking for ideas? Here are a few to get you started.

pre-primary Biological Sciences Science understanding content

Living things have basic needs, including food and water

Kitchen Garden Connections

Growing plants – watering and fertilizing them plus giving them adequate sunlight.

Living things live in different places where their needs are met

Kitchen Garden Connections

Looking at the invertebrates which populate the compost bin or compost heap can lead to exploring different body structures.

Also observing and recording the structure of insects which can be found in the garden - whether pollinating the plants or perhaps eating them!

Remember plants too, with the huge variety in leaves and flowers!

Students can explore the needs of these smaller animals - why are they living in the compost bin or worm farm? Comparison with other more commonly encountered animals can be done. Plants’ needs and where they need to grow are readily explored too.

Year 2

Biological Sciences Science understanding content

Living things grow, change, and have offspring similar to themselves

Year 3

Biological Sciences Science understanding content

Living things have a variety of external features

Kitchen Garden Connections

Plants can be left to ‘go to seed’ which can be collected, stored, and used for the next season’s crops.

Observing the insects which can be found in a garden may show this – though over a longer timeframe.

Kitchen Garden Connections

Looking at the invertebrates which populate the compost bin or compost heap can lead to observing body structure and hence classification.

Insects which can found in the garden (whether pollinating the plants or perhaps eating them) can also be classified.

Plants - looking at seed structure, flower structure, leaf types – this can open up a range of ideas for informally grouping the plants you grow. It could also lead to actual botanical classification of similar types of plants e.g.

• the different types of peas or beans (legumes including the ‘tinned’ varieties) or

• the cucurbits group (cucumbers, pumpkins, zucchini, squash, watermelon etc).

Question? What do these plants have in common to allow them to be grouped together?

Year 4

Biological Sciences Science understanding content

Kitchen Garden Connections

Living things have life cycles Life cycles of plants from seed to harvest if you have enough growing season during the school year. Choose what you grow to ensure the harvest is not always in the holidays! Seed saving allows next year’s crop to show the complete lifecycle.

Living things depend on each other and the environment to survive

Learning about and observing pollination by insects. Companion planting. Watering schedules.

Year 5 Biological Sciences Science understanding content

Living things have structural features and adaptations that help them to survive in their environment

Year 6

Biological Sciences Science understanding content

The growth and survival of living things are affected by physical conditions of their environment

Kitchen Garden Connections

Looking at the special structures or behaviours of the invertebrates which populate the compost bin or compost heap or soil (e.g., earthworms moving away from the light, their body shape and movement enhances their movement through compost and soil).

Observing the insects to look at specific structures that may have special uses (e.g., camouflage, specialised mouth parts).

Plant structures which have specific uses – (e.g., tendrils of peas to enable them to climb structures, creeping root systems of mint to enable growth and spreading of the plant).

Kitchen Garden Connections

Seasonal growth of different fruits and vegetables is linked to weather conditions and often non-normal weather conditions can affect yield. Photosynthetic process.

Germination is linked to a range of conditions including temperature and water.

Soil type and soil structure affects seed germination and plant growth, or suitability for different types of plants. Issues such as salinity can be explored. Use of appropriate fertilizers, sufficient water etc.

Biosecurity

Worms – their role in developing soil structure.

Worm Wizz – the use of a ‘natural’ fertiliser to feed the plants. Could be compared to purchased fertilisers.

Yeast – though you are unlikely to be able to grow enough wheat to mill and make your own bread in your kitchen garden (!), if bread is being made in the kitchen garden program then the requirements of yeast for adequate growth connects here.

Biological Sciences Science understanding content

Living things live in different places where their needs are met

Kitchen Garden Connections

Students can explore the needs of these smaller animals - why are they living in the compost bin or worm farm? Comparison with other more commonly encountered animals can be done. Plants’ needs and where they need to grow are readily explored too.

Other Science Understandings can also bring science and the kitchen garden together and many will overlap different year levels. Some ideas for you!

Year 2 - physical and Chemical Sciences

A push or a pull affects how an object moves or changes shape and different materials can be combined for a particular purpose

• How does a shovel work to dig a hole?

• Why do we have a long handle on some tools and short handles on others?

• Why is a shovel made with a metal end and a wooden handle? Were they always made like this?

Year 3 - physical and Chemical Sciences

Heat can be produced in many ways and can move from one object to another and a change of state between solid and liquid can be caused by adding or removing heat

• Why do we bake mostly in metal trays and tins? Compare with the newer silicone cookware.

• Why do we put the hot tray on a metal surface to cool down?

• Why is a wooden spoon safer than a metal spoon when cooking hot foods?

• How can we keep hands safe when removing hot trays from the oven?

• How does heat affect food materials – consider melting and cooking.

• How food can be cooked – e.g., with oil, water, or hot air.

Year 4 - Chemical Sciences

Natural and processed materials have a range of physical properties that can influence their use

• Biodegradable vs not biodegradable – what to put in the compost and what not to.

• Structures or tools used in the garden – what they are made of and why.

• Why do we bake mostly in metal trays and tins? Compare with the newer silicone cookware.

The development of technology in kitchen tools could be explored

For example, looking at developmental changes from the original rotary hand egg beater (developed in 1884) to modern electric machines. The same principle for the rotary beater is used in all kinds of gears for machinery, opening up other connections.

Always consider safety

• As with all practical work ensure there are appropriate and sufficient safety considerations before observing or handling all animals including invertebrates and working with soil or potting mix outside in the garden.

• Consider sun safety when working in the kitchen garden - perhaps looking at how the sun’s UV damages our skin and how sunscreen protects our skin. Have you discovered UV beads yet? They can illustrate this concept very clearly especially if you apply sunscreen to them.

There are so many ways to connect your kitchen garden to your Science program – have fun finding your own.

CuLTIVATING SCIENCE: ROSTRATA

pRImARY SChOOL’S KITChEN GARDEN

Astrid King

About the Author

I completed a Diploma of Education (primary) in 2018 and started working as the Garden Specialist at Rostrata Primary School in 2020. As well as teaching part time, I work as a vet. The garden position has allowed me to teach outdoors in a practical subject, incorporating many cross curricular aspects including STEAM.

Year 6: unearthing Soil Secrets

In Year 6, students dive headfirst into the fascinating world of soil science. The garden becomes their canvas as they embark on a journey to understand the composition and properties of soil, a crucial element of the Western Australian science curriculum – The growth and survival of living things are affected by physical conditions of their environment.

Nestled within the heart of Rostrata Primary School lies a flourishing kitchen garden – a vibrant, green oasis that serves as an extraordinary classroom for budding scientists. This thriving garden plays a pivotal role in delivering various aspects of the Western Australian science curriculum, providing students with hands-on learning experiences that deepen their understanding of the natural world.

A Living Science Laboratory

Rostrata Primary School recognizes that the garden is not just a patch of soil but a living laboratory brimming with opportunities to explore scientific concepts. It serves as a bridge between theory and practice, allowing students to witness firsthand the wonders of nature.

Students roll up their sleeves and dig deep, uncovering the layers of soil that make up the garden’s foundation. They examine the distinct characteristics of each layer, from the topsoil rich in organic matter to the subsoil beneath. With their hands in the earth, they discover the importance of soil structure, pH levels, and nutrient content in supporting plant growth.

As part of this immersive experience, students take on the role of gardeners. They select plants suited to the garden’s specific soil conditions, considering factors like drainage, pH, and nutrient requirements. Through hands-on planting and maintenance, they learn how soil health directly impacts the success of their garden crops.

Ecological Awareness and Environmental Stewardship

Beyond soil, the garden is an ideal platform to explore broader ecological concepts. Students in Year 6, for example, can delve into topics like ecosystems, food chains, and the importance of biodiversity by studying the garden’s various inhabitants, from insects and birds to microorganisms in the soil.

The garden also instils a sense of environmental responsibility in students. They learn about sustainable gardening practices such as composting, mulching, and water conservation, aligning with the curriculum’s focus on sustainability and environmental awareness.

The kitchen garden at Rostrata Primary School stands as a testament to the school’s commitment to nurturing well-rounded, scientifically literate students. It demonstrates that the science curriculum can be enriched and brought to life through real-world experiences.

As students dig their hands into the soil and witness the intricate relationships between soil, plants, and ecosystems, they not only deepen their scientific knowledge but also develop a profound connection with the natural world. Rostrata Primary School’s kitchen garden serves as an invaluable tool for cultivating not only future scientists but also environmentally conscious citizens who understand the delicate balance that sustains our planet. In this unique outdoor classroom, science flourishes amidst the vibrant greenery and the hum of life, proving that the best lessons are often learned from the earth beneath our feet.

DEVELOpING A KITChEN GARDEN fOR YOuR pRImARY SChOOL?

Mady Colquhoun

About the Author

This article was compiled by Mady Colquhoun with the STAWA Primary Science Committee. Special thanks to Taneal Thompson from Bateman Primary School and Lizzy Lane from Beldon Primary School for the kitchen garden photos.

• Will the school need to employ a kitchen garden teacher?

• Will every class have their own garden bed?

• If not how will produce be shared?

• Who decides what is to be grown? Will there be enough time to see crops grow to fruition in the school program (e.g., perhaps avoid crops that will mature over the summer holidays).

We asked some experienced primary science teachers about what to consider when thinking about or planning a school kitchen garden.

Clarify the purpose and vision!

Why do you or your school want to go down the path towards a school kitchen garden?

• Does the whole school support your initiative?

• How will it be used within your school - just for science or access for everyone?

• Will there be a committee to run the school kitchen garden?

• Will there be a dedicated program for all students or some students?

• Who will staff this program if it is to be a whole school program – is a specific staff member required?

• Does the weekly time allotted for the Science curriculum enable time for maintaining a kitchen garden and using it in the program?

• Is there a dedicated food preparation space to use the produce? (A reminder that if you have a school science laboratory then food must not be prepared or eaten in it)

• Will produce be sold to school community, perhaps the canteen or parents?

• How will appropriate hygiene be maintained?

• Recycling and waste considerations

• How ‘formal’ will the garden area be?

• Can cross-curricular links to Maths (economic ideas, pricing, quantities) be developed?

• Perhaps links to English, Art, ICT and Design and Technology?

Once the purpose is clarified then; Consider - How big does your garden need to be to satisfy your school’s purpose? Could you start with large pot plants or perhaps a single garden bed? Would there be an option to explore a hydroponic garden? How will you set it out to suit your school’s purpose?

Gain knowledge from others – try to visit a few schools to see what they have developed and how they are using their kitchen gardens.

To connect the kitchen garden to your Science program – see another article in this issue for ideas!

Let’s explore!

Possible sources of funding

• Wastewise program

• School P and C

• Local Council Community Grants

• School garden grants (they may have specific requirements)

• Fundraising

• Donations

• School budget

• Local business e.g., for hardware, fertiliser, seedlings

• Parent or school community support (personal or via a business)

Potential costs

• Cost of staff to set up plus ongoing maintenance

• Raised garden beds

• Soil

• Tools – including both adult and child size items for different ages

• Gloves – including both adult and various child sizes

• Shed(s)

• Fencing

• Support structures for plants

• Plants/seeds/fruit trees

• Fertilizer

• Connection to water/electricity

• Shaded and/or seating area for students

• Any structures for animals (e.g., chickens or ducks)

• Feed for animals

• Potential vet bills

• Irrigation needs

• Worm farms

• Compost bins

Small container garden

Formal garden

Informal garden

Who might help set your garden up?

• Specific classes

• Whole school

• Science students

• Parent helpers

• School gardener

• Who knows about animal husbandry if you are going to have chickens or ducks?

• Will different classes or year levels have different responsibilities?

Where will it be? Need to consider -

• Easy access for all students

• A spot to avoid vandalism

• Where it will get enough sun

• Access to water

• Can a shed be located there?

• Space for seating?

• Space for classes?

• Access for soil and equipment delivery

• Access for students doing daily composting or other tasks

• Supervision if open at lunch time

• Will it be fenced?

Holiday support

• Will the garden be operative over the shorter holidays?

• What about summer holidays?

• Who will feed animals and keep the plants growing and compost turning?

When things go wrong

• How will insect/fungal infestations etc be dealt with – you may need to consider the use of potentially toxic chemicals (OHS) or perhaps incorporate organic garden methods?

• Do you have access to a ‘local’ vet if you intend to have animals?

• Are you aware of the Department’s Policy on keeping animals at a school?

We hope this has given you ‘Food for Thought’ and encourage you to visit other school gardens before tackling your own!

STEmXX SISTERS STEm fOR GIRLS EVENT

About the Author

Annabel currently teaches Science and Academic Challenge and Enrichment Studies at Bunbury Catholic College and has just completed her term as the President of STAWA. She has also been a sessional lecturer in the pre-service science teacher course at Curtin University.

Young women in the Southwest tend not to be exposed to STEM workshops and STEM careers events as much as their metropolitan counterparts. They have limited opportunities to belong to STEM clubs and to compete in the many competitions that are often presented in Perth and not in rural areas.

There is an urgent need in Australia for more people to study for and be involved in careers in STEM. Most job growth will be centred around STEM-related careers. As a community and as educators, we need to build the confidence and capability of young people to enable them to succeed in STEM subjects and have the desire to continue to study science-related courses at a tertiary level.

Girls are often stereotyped and are considered not to be as capable as boys at Mathematics and Science.

The Science Teachers Association of WA (STAWA) thus organised an inaugural STEM event for girls in Years 5-9 in the Southwest, called STEMXX Sisters.

Annabel Kanakis, the President of STAWA, organised and convened the event held on Saturday August 26 2023 and was hosted at Bunbury Catholic College (BCC). STEMXX Sisters was targeted at girls from Years 5 – 9 in the Southwest. The event was supported by industry and tertiary education institutions, as well as the Honourable Nola Marino MP, the Federal Member for Forrest, who provided advice and support.

Annabel Kanakis

The aim of the event was to provide an immersive STEM opportunity for girls during a day that did not interfere with school attendance and allowed parents to transport them to the event, which for some was a long drive from the south coast and distant towns such as Manjimup and Boyup Brook. The purpose of STEMXX Sisters was to promote STEM careers to girls to encourage them to consider pursuing and succeeding in STEM subjects at both secondary and tertiary levels.

Various industries such as Tronox, Australian Society of Exploration Geophysicists, Arludo, CoRE Learning Foundation, Department of Primary Industries and Regional Development, Grower Group Alliance Drought Hub, Perron Institute and tertiary institutions including UWA, ECU and Curtin University supported the event with financial support, providing female professionals for a ‘speed-dating’ careers session and presenting STEM-focused workshops.

The STEMXX Sisters event was advertised via emails to Primary and Secondary schools throughout the southwest and southern regions of WA and through social media. Fifty girls registered to attend from schools in all sectors as far away as Esperance and Manjimup, with 36 actually being able to attend on the day. Eleven students from Years 8 -12 at BCC volunteered to assist on the day. The College also supported the event by providing IT support, access to the Science laboratories and assisting with the catering. All participants were provided with an event bag containing resources from various supporters and information about events and competitions.

The event was opened with Year 11 student

Amy Hunt

Acknowledging Country and the Hon. Nola Marino MP provided a short film welcoming the girls and encouraging them to take away as much as they could from the event. This was followed by a keynote from Professor Cobie Rudd, the Deputy Vice Chancellor (Regional Futures) and Vice-President at the Bunbury campus of ECU. Professor Rudd encouraged the girls to be confident and to do what it takes to achieve their dreams without worrying about the stereotypes and discrimination that women are subjected to every day.

The girls then participated in “speed dating” with professional women who talked about their careers and the possibilities open to them. There were 3-4 women at each of the tables. The conversations lasted 20 minutes before the professionals moved to another table enabling the girls to have a ‘speed date’ with at least eight women in industry.

Following morning tea, the girls were grouped for participation in three rotations of workshops including geology, engineering and problem solving, microplastics, neuroscience, chemistry and online simulations of scientific method. The enthusiasm and engagement of the girls in the workshops was very encouraging, and the presenters were very pleased with the outcome.

To finish the day some of the BCC students spoke of their experiences in the various STEM events and camps that they had participated in. They presented information and photos from attending events such as the National Youth Science Forum, Star Girls, Brain Bee Challenge, International Science School and Curious Minds. They encouraged the participants to register for everything that interests them and described the benefits that they had gained including increased confidence and goal setting.

The feedback from participants, volunteers and presenters was very positive. The presenters were keen to participate in future events, and Professor Rudd pledged her ongoing support. STAWA is planning to offer this event in 2024, with the possibility of other regional areas being involved in the future.

SCIENCE WEEK mADE EASY

Editor’s Note

This article was first published in SCIOS Issue 68 in December 2022. It is reprinted in this issue as it provides useful advice on how primary teachers may approach National Science Week with lessened workload.

About the Authors

Pamela Lumsden started her career as a medical scientist, working in pathology laboratories analysing tissue and body fluids. After 20 years, she changed profession and has now worked as a science specialist, teaching Year 1 to Year 6, for the last eight years. Pamela currently works at Bletchley Park Primary School.

Charu Sharma is a specialist science teacher at Riva Primary School, inspiring students to develop scientific interest, skills, knowledge and scientific thinking to adapt to a world of continuous change. Charu has a bachelor’s degree in commerce and a master’s in business administration. Very early in her career, she discovered her true passion for hands-on Science teaching. Since joining STAWA Primary Committee in 2019, she has worked in various schools doing TDS Science role and Lead Teacher for ‘Teachers Can Code’ program. She also pioneered STEM Girls club at Rostrata Primary School and has been actively sharing her passion for science teaching and learning with likeminded professionals and students.

National Science Week is always a challenge for science specialists as there is often the expectation to produce new and exciting activities for students. This is a big ask as many activities and experiments are already incorporated in our planning programs as SIS investigations. As a Year 1 - 6 science teacher, we plan for two investigations per term, per topic and it meant we would have already sourced some 48 investigations. If any of these experiments is performed during science week, then we not only lose the `inquiry process, but also need to source another topic-related task.

For this reason, we keep our class investigation and National Science Week activities separate. We put together a booklet of activities, that are organized into year levels. This means that, if used in this format, the activities could be run year after year, with each new year group. Obviously, activities can be added, adapted and removed, but by adhering to the same format, this serves to alleviate the initial stress.

To create your own booklet of activities, please find original copies of the investigation sheets on the STAWA website under the ‘Resources’ tab, National Science Week.

For more information, you may contact Pamela or Charu at:

Pamela.lumsden@education.wa.edu.au

Charu.sharma@education.wa.edu.au

CONSTAWA40 ©Sharlum Science Science Week Activities

Pamela Lumsden Charu Sharma

Pamela Lumsden & Charu Sharma

Year 3

Year 3

Origami Jumping Frog

Materials

 You tube video clip – for example: Kids easy origami - How to make a jumping frog ver.1. Gary Easy Origami

Salt Painting

Materials

CONSTAWA40 ©Sharlum

Thick paper or Origami paper, (various shades of green)

https://www.youtube.com/watch?v=1kZjq8f8Mpo

 Make a frog obstacle course, (race track, plastic horse jumps, water jumps etc.

1. Place the paper plate the correct way up.

1. Follow the laminated instructions to make an origami frog.

Task

2. Place frogs on your obstacle course and race them and jump them.

3. Assign points for different challenges. Challenge a friend - Race your frogs, whose frog can jump the furthest, whose frog can jump the highest?

Year 3

Coloured Glasses

Materials

 Glasses template on white, light weight card

 Scissors

2. Use the glue to make a simple design on the plate.

3. Place the plate above the tray and sprinkle a generous amount of salt on the glue.

4. Once the glue has dried, use the paintbrush to dab different colours of paint onto the salt and watch the colour travel along the design.

Science

The water in the ‘water-based’ paint or food dye, is absorbed by the salt, allowing the colour to stain the salt. The volume of water, determines how far the colour will travel; the small volume of water runs along the salt until it is completely absorbed.

To add more colour, additional strokes of ‘water-based’ colour or food dye is added.

3

Year

Speed Boat Races

Materials

 Sticky tape and/or glue stick

CONSTAWA40 ©Sharlum Science ScienceWeekActivities

Different colours of cellophane

 Coloured pens/textas

 Permanent marker pen/Sharpie

Task Make a pair of glasses with interchangeable coloured lenses.

1. Cut out glasses frame, temples and lens template. Ensure to cut holes in the lenses.

2. Decorate the glasses frame and temples with coloured pens.

3. Use glue or sticky tape to attach the temples to the frame.

4. Carefully fold the bottom lenses up behind the top lens. (It may help to use a ruler and pencil to score an indentation on the dotted fold line to help fold it).

5. Lay the cardboard lenses on the cellophane colour of choice. Make the cellophane lens slightly larger than the template by drawing about 5mm around the perimeter of the template.

6. Place different coloured cellophane lenses in the glasses and secure by folding the tab over the top of the glasses.

7. Cut out more cellophane lenses and interchange them.

CONSTAWA40 ©Sharlum Science ScienceWeekActivities

Juggling Balls

Materials

Year 4

 Three balloons, per ball, (different colours)

Rice, (about ½ cup each ball)

Small plastic soft drink bottle

Funnel Scissors

Task

1. Use the funnel to pour ½ cup of rice into a small plastic drink bottle.

2. Inflate the balloon to about half its size. Twist and hold on to the neck of the balloon.

3. Stretch the neck of the balloon over the rice filled bottle.

4. Turn the bottle upside down, to allow the rice to flow into the balloon.

5. Remove the balloon from the bottle and gently let it deflate while holding onto it tightly.

6. Cut the neck off the balloon. Allow enough material to sticky tape the hole shut.

 Shallow rectangular tray

 Full cream milk

 Plastic bread clip or small piece of plastic-coated cardboard

 Scissors or nail clippers

Permanent markers/Sharpies

Dishwashing liquid

 Pipette/dropper

Task Race against your classmates

1. Use the scissors or nail clippers to either make a small speedboat with the plastic-coated cardboard or re-shape the front of the bread clip to make it more aerodynamic.

2. Uniquely identify your speed boat with your initials or some additional colour.

3. Pour some milk into the tray to cover the bottom, (it does not need to be deep).

4. Place/‘float’ the speed boat at the starting point, (one end of the tray).

5. Draw up some dishwashing liquid into the pipette/dropper.

6. On the starters signal, place a drop of dishwashing liquid into the hole/space at the back of the speed boat.

7. Keep adding detergent to get your speedboat over the finish line.

CONSTAWA40

©Sharlum Science ScienceWeekActivities

Year 4

Mexican Jumping Bean

Materials

 Aluminium foil, cut into rectangles of 7cm x 12 cm

Marbles

 Square edged plastic container with lid

Task

1. Cut a rectangular piece of aluminium foil 7cm x 12cm.

2. Make a 7cm long tube with the foil, by either wrapping around your finger or a thick marker pen. The tube should be a little wider than the marble.

3. Place the marble in the tube. Seal both ends of the tube by tightly twisting and squashing the aluminium foil together. The marble should be able to roll from one end of the tube to the other.

4. Put the marble/tube into the square, plastic container and shake from side to side. This will round off the ends of the foil.

5. After a several ‘hits’ against the edges of the container, the foil will take the shape of a round ended ‘bean’.

6. Now, hold the box at a slight angle and watch how the ‘bean’ moves.

7. Cut the neck off a second balloon and stretch it over the first balloon, ensuring the hole of the first balloon is completely covered.

Year 4

8. Take the third balloon and cut small holes in it. Cut the neck off and again stretch it over the second balloon, to produce a spotty patterned juggling ball.

Year 4

Balloon Race

Materials

 Fishing line

CONSTAWA40 ©Sharlum Science ScienceWeekActivities

 Straw

 Masking tape/sticky tape

 Balloon  Two objects of the same height to tie fishing line to, (pillar/pole)

Task

1.Tie one end of the fishing line securely to one of the pillars/poles. Make sure it is securely fashioned.

2.Take the straw and thread it through the fishing line.

3.Tie the other end of the fishing line to the other pole, making sure the fishing line is taught.

4.Place two pieces of tape on the straw, near the middle. (If the tape is near the ends of the straw, the line will bend when you attach the balloon and will not move as quickly.

5.Inflate the balloon and hold the end so the air can’t escape. Use the two pieces of tape to secure the balloon to the straw.

6 Move the straw and balloon to one end of the fishing line.

7. Then – Let go!

8. Race the balloons with your friends - Whose balloon flies the fastest?

Bead Obstacle Course

CONSTAWA40

©Sharlum Science ScienceWeekActivities



Materials  Paper plates

Maze template, if required  ‘Start’ and ‘Finish’ theme – clipart, stickers, drawings (e.g., dog and bone, koala and eucalyptus leaves)

 Straws 

Glue

Scissors

Small beads or aluminium foil rolled into a small ball

Task

Science When the ‘bean’ is held at an angle, the marble rolls to the sealed end of the foil. Because the marble is heavier than the foil, the foil flips over and the marble again rolls to the other end of the sealed foil, thus the foil/marble bean continuously flips over. CONSTAWA40

1. Design a maze with at least 6 turns.

Give it your best try. If you require help, look at or use, the example template provided.

2. Cut up the straws, arrange and sticky tape them firmly to the plate.

3. Glue your chosen animal to the ‘start point’ of the maze and the animal’s food choice to the ‘end point’ of the maze.

4. Place the marble at the front of the maze and guide it through the maze to reach the end point.

5. Swap mazes with a friend and challenge each other to a race, or time each other with different mazes.

CONSTAWA40 ©Sharlum Science ScienceWeekActivities

CONSTAWA40 ©Sharlum Science Science Week Activities

Year 5

Ping Pong Ball Run

Materials

 Cardboard base  Paper, maximum 30 sheets

 Masking tape and/or Sticky tape  Pencil Ruler Scissors

 Ping pong ball

 Stopwatch

Task Design and create a ping pong ball run which takes the ping pong ball at least 10 seconds to roll from start to finish.

1. Use the supplies provided to make the run.

2. You will have to test run many angles, heights and distances before you reach your final design.

Year 5

Bubble Trampoline

Materials

Year 5

Catapult – Marshmallow launcher!

Materials

 6 pop sticks

 Small wooden spoon

4 elastic bands

Marshmallows

Task How many marshmallows can you land in the container?

1.Join the 5 pop sticks together with two elastic bands.

2.Use an elastic band to connect another pop stick to the ‘handle’ end of the wooden spoon.

3.Separate the spoon and the pop stick and place the stack of pop sticks in between them.

4.Wrap an elastic band around all of the pop sticks to hold the catapult together.

Year 5 Scissor Grabber

Materials

©Sharlum

5.Place the mini marshmallow on the spoon, push down on the spoon and release to launch the catapult.

Paper Ball Run: 2022 Fluor Engineering Challenge https://www.youtube.com/watch?v=fAt5B29lzqI CONSTAWA40 ©Sharlum Science ScienceWeekActivities

CONSTAWA40 ©Sharlum Science Science Week Activities

 Bubble mix  Pipe cleaners to make wands String, 72cm Straws x 2 School tray

Task Bounce bubbles on the trampoline

1.Make the boundary of the trampoline by threading the string through the two straws and tying string together.

2.Slide the knot up into one of the straws and arrange as above.

3.Use the pipe cleaners to make different sizes and shapes of wands.

4.Pour bubble mix into ‘school tray’.

5.One student immerses the ‘trampoline’ into the bubble mix and lifts it out slowly to ensure a thin film of mixture is suspended in the frame.

6.Another student dips their pipe cleaner wand into the bubble mix and gently blows the bubble onto the trampoline.

7.Bounce the bubble up and down on the ‘trampoline’ as many times as you can before it pops!

 Thick cardboard or 3mm thick corflute

 Pin

 Scissors, Ruler, Pencil Textas fordecorating

 Split pins, (19mm)

 Glue

 Masking tape and/or Sticky tape

Task

e.g., elastic bands, rubber, cloth material etc

 Various materials tocover grabber ‘jaws’ - toaid grip.

Whose grabber is the best?

1.Cut the cardboard or corflute into 6 strips, (17cm x 3.5cm).

2. Cut 2 smaller strips for the‘jaws’,(approx. 7cm x 3cm).

3. Use a pin to poke 3 evenly spaced holes along the strips.

One hole in the middleand one at either end. Each strip

needsthe three holes in the identical spot. Lay the strips

4. Arrange strips as shown above and attach together with

on top ofeach other to align holes.

split pins.

5. Improve the grip of the ‘jaws’ by attaching different materials, serrating the edges, etc.

plastic cups in a given time, or see whose grabber can pick up

8.Experiment with different sizes and shapes of bubbles to see which ones last the longest.

CONSTAWA40 ©Sharlum

CONSTAWA40

Year 6

Spaghetti Bridge

Materials

 One packet of spaghetti

 Packet of mini marshmallows

 Elastic bands

 Golf ball

 Books or boxes to create height and depict ‘river banks’.

Task

Design a free-standing bridge that allows a golf ball to travel over it without the bridge collapsing.

Rules

1.The bridge must be at least 20cm long.

2.The bridge must be free standing, so that it can lifted onto the ‘riverbanks’ and balance on each side.

3.The bridge must resemble one of the truss bridges in the examples.

4.The ‘river banks’ must be at least 20cm high. Use stacks of books or boxes.

5.The golf ball must be gently rolled over the bridge and not thrown at speed.

6.The bridge should support the weight and traction of the golf ball.

Year 6

Science Engineers build bridges! However, there are many different branches of engineering. Civil engineers are responsible for design and construction. They work with mechanical engineers and material engineers to design the most stable structures.

Egg Drop Challenge

©Sharlum Science

ScienceWeekActivities

Year 6

Morse Code - Snap Circuits

Materials

Snap Circuit kits Morse code sheet, laminated

 Paper and pencil

 Batteries

Spare fuses

Task Use the ‘Snap Circuit’ to send the most recognised message in Morse code: SOS, (Save Our Souls).

1.Read the instruction booklet to determine how to use the buzzer.

2.Refer to the laminated sheet, displaying the dots and dashes of Morse code and ‘buzz’ the letters, SOS to a partner.

3.In pairs, try send and receive short messages using the dots and dashes code. You will need a pencil and paper to write down the dots and dashes, before translating them into letters, words and ultimately a sentence.

Science

In 1836, Samuel Morse along with Joseph Henry and Alfred Vail developed the electrical telegraph – the first digital communications system. Samuel Morse applied a dot, dash code to each letter of the alphabet and this led to a new way of communicating. The telegraph sends electrical signals down a wire transforming the signals into sound energy. Morse code was the first message system that could be sent efficiently and quickly over long distances.

Bionic Hand

Year 6

CONSTAWA40 ©Sharlum Science ScienceWeekActivities

Materials

Materials

volumes of water. CONSTAWA40

 Bigblackgarbagebags-underchallengearea

 Various materials o Bubblewrap,cottonballs,plasticfoodcontainers, string,tape,straws,newspaper,plasticbags,balloons, eggcrates

Raweggs

Cardboard template to cut around or students to use their own hands

Light weight, coloured card, A4 5 different colours of string/wool

the heaviest weight – add water to plastic cups using varying Science Science Week Activities

 Timer

Task Create a container that will safely deposit a raw egg onto the ground when it is dropped from a height.

One large straw – cut to 6cm Four small straws, cut as required for wrist, palm and fingers

Task Make a bionic hand with moving fingers and thumb.

Rules

1.Youcanonlyusethematerialsprovided.

1.Take a sheet of coloured card and trace around the template provided or draw around your hand.

2.Youcannotuseastore-boughtbag.

3.Theeggcannotjustbesurroundedbyballoons.

2. Cut out the traced hand out.

4.Notwodesignsshouldbethesame.

5.Youhave5minutestodiscussthedesign,10minutesto createthedesignand5minutestotest.

ScienceWeekActivities

3. Mark the finger joints on the cut out, drawing straight or curved lines across the joints.

4. Fold the fingers at the lines.

5. Cut smaller straws to size (leave a little gap between the lines to facilitate in threading the string/wool).

6. Tape straw pieces to the hand.

7. Use sticky tape to attach string/wool to the back of one finger and then bring it over and thread it through the straw pieces.

CONSTAWA40

©Sharlum Science

8. Repeat this with each finger and thumb. Each finger/thumb will have a length of string of its own.

9. Thread all five pieces of string through the bigger straw.

10. Practice pulling the string/wool to move the fingers.

CONSTAWA40

©Sharlum Science ScienceWeekActivities

uNVEILING ThE mAGIC Of BINARY CODE: A TEAChER’S SCIENCE WEEK ADVENTuRE

Ashleigh Tomasetig

About the Author

I am a first-year graduate teacher currently working part-time at Mount Lockyer Primary School (MLPS) in Albany, Western Australia. At MLPS, I have the privilege of teaching pre-primary and year 1 science to an enthusiastic group of young learners among its over 600 students. I was honoured to receive the STAWA Early Career Primary Science Scholarship in 2023 and this was my first National Science Week as a teacher.

I stumbled upon binary code bracelets on page 14, inspiration struck like a lightning bolt.

Science Week 2023 marked my inaugural journey as a first-year graduate teacher. Eager to make an impact, I aspired to craft an engaging, interactive, and inclusive activity that could involve the entire school, despite my part-time teaching schedule.

The quest for the perfect idea led me to the “Innovation: Powering Future Industries” resource book by The Australian Science Teachers Association. The moment

Binary code bracelets, I realised, would be an incredibly fun and hands-on approach to introduce the concept of computers using an on/off code to store information. The patterns within the code fascinated me. But I couldn’t stop there; my mind started racing with ways to expand this activity into something truly extraordinary for all students, with the added challenge of not being physically present during Science Week due to my part-time schedule.

As I planned a binary code display for the school library, a brilliant idea took root. What if the library’s binary code served as the starting point for a grand binary code scavenger hunt? Each code-cracking puzzle could lead to the answer for the next location. The names of the locations? Our school had recently renamed its learning blocks with local Menang Noongar location names –

a step towards cultural awareness that was still in its infancy. This, I thought, could be a brilliant opportunity to incorporate these names, their meanings, and the binary code reference sheet into the scavenger hunt.

And so, my creative adventure unfolded into a ninestage binary code scavenger hunt, weaving Indigenous block names, clues that related to their meanings, and binary codes. To make this activity accessible for students from years one to six, I meticulously planned and differentiated it. The original code-cracking sheets included the 8-bit binary code alongside clues referring to the location answers. However, to simplify for the younger students, I reduced the code to the last five digits, representing the alphabet and transformed the clues into audio recordings using SpeakPipe which could be accessed by iPads. SpeakPipe allowed me to create audio recordings directly from a browser using a microphone. I labelled each clue and created QR codes for them using QR Code Generator. Voilà! A multi-layered experience that catered to diverse learning needs.

I also prepared two sets of clue answer sheets, one with the 8-bit binary code and another with the 5-bit version. Teachers received both versions, ensuring flexibility in their approach. The beauty of it all was that each location displayed both versions side by side, ensuring all students in each class could participate simultaneously.

Before Science Week commenced, with the invaluable support of the school administration, the teachers were briefed about the activity, demonstrated the use of QR codes, and alleviated any initial hesitations. The teachers quickly realized they didn’t need in-depth knowledge of binary code; they only needed to understand that each sequence of ones and zeros represented an alphabetic letter, and each answer led to the next code puzzle.

The adventure began with clue one on the worksheet, allowing students to practice code-cracking before embarking on their schoolwide journey. Starting at “Kep Mardjit” (the library), with the clue “In the heart of knowledge, where stories intertwine, seek the place where the dreaming snake shall shine”

Students followed clues across the school, including Yakkan Toork (Dog Rock) - “Follow the path to a significant landmark where the wild dog’s story intertwines with cultural heritage and captures the hearts of locals and tourists alike”.

Weelara (Apex park) “Discover the hidden treasure in a park embraced by history, where the waters tell stories of ancient gatherings, and the spirit of community service lingers”.

Binalup (Middleton Beach) “Follow the path to where the first light paints the sky”.

Mammang-Koort (King George Sound) “Embark on an ocean adventure to the place where the

wild whales heart resides, where the rhythmic waves hold the magic of the deep blue”.

Tjuitgellong (Lake Seppings) “Follow the path to the land of the long-necked turtle, where natures wonders unfold”.

Chinjannup (Big Grove) “Follow the path where the Menang tribe once roamed, from the edge of Princess Royal Harbour to a mysterious forest filled with towering trees”.

Korndarup (Mount Clarence) “Continue your adventure to a place with stunning views of Kinjarling, the magical waters of MammangKoort and Binalup, where signs of majestic humpback whales may appear”.

Kinjarling (Albany) “Complete your adventure in the land where the rain dances with nature, unveiling a world of wonders and stories untold”.

Upon completing the scavenger hunt, students noted their details on their worksheets and submitted them for a chance to win exciting science activity sets at the end of Science Week.

The feedback from staff and students has been heartwarming, with expressions of amazement, gratitude, and admiration. The Deputy Principal hailed it as “amazing,” and my colleagues lauded it as an “awesome” and “fantastic” Science Week activity. Even

the school’s Principal thanked me for my “effort and enthusiasm.”

This activity has provided invaluable evidence for my teaching portfolio, serving as a testament to its crosscurricular, whole-school, differentiated, and culturally inclusive nature. This Science Week adventure was an incredible journey, showcasing the power of creativity and collaboration to make science education not only accessible but also immensely enjoyable for all students. As I look back on my first Science Week, I can’t help but feel grateful for the opportunity to inspire young minds and ignite their passion for science.

References

1. QR Code Generator (2023). QR Code Generator. DENSO WAVE INCORPORATED. https://www.qr-code-generator.com/

2. SpeakPipe (2023). SpeakPipe. https://www. speakpipe.com/voice-recorder

TALK LIKE A DINOSAuR!

STAWA Primary Science Committee

There are over 1,000 currently known and named dinosaurs from the fossil record - but have you ever wondered why the dinosaurs have such long and often difficult to pronounce scientific names? Younger students love using these complex dinosaur names, so let’s help them understand this ‘Dinosaur Language’

a bit. We need to delve back into Latin and Greek to find the derivations of most of these interesting names, though some names are derived from the place of discovery and others give tribute to the discoverer or another relevant person/entity.

DINOSAuR

Deinos (Greek) terrible, fearful Sauros (Greek) lizard

The word Dinosaur was only introduced in the 1840s and like many other scientific names for animals and plants, the derivations for dinosaur names have specific meanings, often to do with their body structures or behaviours. What a great way to get students to learn the names and pronounce them correctly - and of course, spell them correctly. Here are some to get you started.

Extra Dino fact

If you add ‘Micro’ to the start of ‘Pachycephalosaurus’you get the longest dinosaur name so far. What would it now mean? Can you say it?

Australia has Dinosaurs too

• See if you can work out where this dinosaur received this interesting name fromQantassaurus! What is special about its jaw?

• Where is Muttaburrasaurus found? Was a Muttaburrasaurus a herbivore or a carnivore?

• Who is the Leaellynasaura named after? Was this dinosaur large or small?

• Which dinosaurs are known affectionately as Banjo and Matilda? Are they the same ‘type’ of dinosaur?

Why not Design your own Dinosaur?

Students can design their own dinosaurs and make up their own dinosaur names. Explore some of the many derivations, join some together and be creative. Have fun!

Talk Like a Scientist is brought to you by the Primary Science Committee.

STAWA mEmBERShIp

Here are some benefits for STAWA Members. Please check our website for details, and to see what else STAWA does - PLUS what STAWA can offer you! (www.stawa.net).

SERVICES AND SuppORT

Resources for Primary and Secondary teachers are available to members and non-members on the website (see Resources tab). You can download resources from the website and members can request to upload resources by contacting the Office (admin@stawa.net).

Catalist: An email communications list for Secondary teachers; used to share information, ask questions, and discuss current issues. To subscribe see the Teachers Tab on the website.

Australian Science Teachers’ Association (ASTA)

Affiliation: Full fee-paying members receive affiliated membership to the national association. This includes access to ASTA’s online journal, Teaching Science, and the Chrysalis online learning community.

puBLICATIONS

STAWA Members receive:

• SCIOS (STAWA online journal)

• STAWA SPARKs! (Primary Science Committee online publication)

• Teaching Science (ASTA journal),

• Spotlight on STAWA (e-newsletter)

• Information about Science activities for students and teachers

• Professional Development & Conference programs

mEmBER DISCOuNTS

Members receive discounts for STAWA Professional Development Workshops, a range of services and attractions, STAWA texts and resources, plus attendance at STAWA Conferences and events, including:

• CONSTAWA (WA Science Educators Conference)

• Future Science (WA Science Educators Conference)

• Psychology Teachers Convention

• Marine and Maritime Teachers Convention

• CONASTA (Australian Science Educators Conference, ASTA)

pROfESSIONAL RECOGNITION

STAWA recognition of teacher achievement and service through annual awards:

• de Laeter medal

• Jeff Cahill Early Career Teacher Award

Support for primary Science teachers is given through the STAWA Early Career primary Science Scholarship

OppORTuNITIES

• Teaching employment opportunities, curriculum review and development, government policy input, science equipment advice and professional development.

• An independent voice through STAWA’s representatives on education bodies and committees.

WELCOmE pACK

New members receive a Welcome Pack containing a Members USB, Pen, and Notepad.

STAWA LIfE mEmBERShIp

Each nomination for Life Membership is considered on its merits. Nominations, with supporting evidence, are submitted to the STAWA President, and if awarded, bestowed at the AGM. See the STAWA website for details.

STuDENT OppORTuNITIES

• Science Talent Search

• Physics Day

• Synergy Schools Solar Challenge

mEmBERShIp QuERIES

For queries about membership, please email us at admin@stawa.net.

hOW TO CONTRIBuTE

CAN YOu CONTRIBuTE TO SCIOS?

YES, of course you can. Contributions from teachers, laboratory technicians, students, academics and industry are all welcome.

We are keen to increase the number and variety of types of articles published in the SCIOS. So, if the answer is YES to any of the following questions, please consider submitting an article to the editor.

• Have you recently conducted an experiment (investigation or hands-on activity) that worked well?

• Is there a great demonstration that always gets your students’ attention?

• Have you tried a new teaching technique that really engaged your students?

• Do you have some helpful hints for new (and not-so-new) teachers?

• Are there some safety hints and tips that you would like to pass on?

• Are you using some new technology that has improved the effectiveness of your students’ learning?

• Are your students involved in a science project outside of school?

• Have you recently attended a useful/interesting professional development activity?

Email your contributions to admin@stawa.net

GuIDELINES fOR AuThORS

These notes are a brief guide to contributors who should also refer to recent issues of the journal for guidance with style.

Longer articles - should not normally exceed 3000 words plus figures, tables and any references. Please use headings and sub-headings to give your article structure.

Shorter articles - We also welcome shorter articles of approximately 500-1000 words plus figures, tables and any references. Again, use of headings and subheadings may assist to give your article structure.

Send the following to the editor

1. Please send your document as a word file with photographs and other images embedded where you need them to be.

2. Photographs and other images (e.g. diagrams) should be sent as separate files.

3. Photographs often increase the clarity and interest level of your work. Send your photographs as .tiff or highest quality .jpeg files with a resolution of at least 300 dot per inch (dpi). Note to teachers: a signed parent permission slip must be obtained for any photographs of students to be included in SCIOS.

4. Copyright for any part of your contribution that is copyright of third party needs to be obtained in writing (email acceptable).

Copyright No other publisher should have published your manuscript, nor should you submit for publication elsewhere. If SCIOS publishes your manuscript then your text and graphics will become copyright of STAWA. STAWA will, however, agree to your use of the contents of your paper for most reasonable non-commercial purposes.

Contact John Clarke, STAWA email john@stawa.net