SCIOS Primary - August 2024

JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

VOLUME 74 AUGUST 2024

SCIOS: To Know

CONTENTS

CONTENTS

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

WELCOME FROM THE EDITOR

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.

STAWA Office Unit 1/7 Gympie Way, Willetton, WA 6155

FEATURED ARTICLES My Review of CONASTA 71 What might a Daily Review look like in your Science Class?

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Safety First!

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TALK LIKE A SCIENTIST

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STEMXX Sisters featured in Bunbury Herald

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CONTACT Phone: (08) 9244 1987 Email: admin@stawa.net

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Web: www.stawa.net

Editorial Committee Allan Knight John Clarke - STAWA Lyndon Smith Mady Colquhoun Editorial Correspondence admin@stawa.net

UPCOMING EVENTS Open Lab Afternoons

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Contact email: admin@stawa.net

ScienceIQ (Years 5 & 6 Competition)

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Advertising in SCIOS

Perth South Metro: Coffee Catch-Up

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STAWA AGM

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STAWA Membership

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How to Contribute to SCIOS

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Graphic Designer Pamela Getalado Marketing & Communications Coordinator

If you would like to advertise in SCIOS, please follow the link here to express your interest and submit your deliverables.

© 2024 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

WELCOME FROM THE EDITOR About the Editor Mady Colquhoun is the Chair of the STAWA Primary Science Committee, the CONSTAWA Convenor, SCIOS Primary Editor and a member of the STAWA Board. She was previously a Primary Science Specialist for over 10 years.

Currently, through STAWA, Mady now supports teachers of primary science.

Welcome to SCIOS Primary - please grab a coffee and take a few minutes to check out this issue.

I hope that Science Week was rewarding and fun – even if it was incredibly busy! If you would like to share some photos or ideas from your Science Week activities in the next issue of SCIOS Primary, please get in touch by emailing us at primarysciencecommittee@stawa.net.

Did you get to CONASTA in Melbourne? Yasmin did. Read her review of this annual national science education event. I will take a moment to remind you that CONASTA 72, 2025, will be held in Perth so we hope to see a large contingent of WA primary science teachers attending. The call for presentations will be out soon, so start thinking about what you might like to share!

We have 2 ‘practical’ approaches you might consider in your science teaching – a simple way to ensure safety is covered and a look at how daily reviews might be approached. We continue Talk Like a Scientist with a look at the meanings of some science terms.

We invite you to our Open Labs (including our first one in Mandurah), Coffee Catch-Ups and of course our upcoming AGM! If you have not attended the STAWA AGM before please consider joining in. There will be an online option if you can’t attend in person.

Mady Colquhoun (SCIOS - Primary Editor)

Front Cover Images Many thanks to Robyn Matthews (South Lake Primary School) for sharing her science laboratory, ideas and resources in an Open Lab afternoon.

Teachers appreciated the opportunity to pop in and chat in an informal but very worthwhile afternoon .

Thanks Robyn!

MY REVIEW OF CONASTA 71 (MELBOURNE, 2024) YASMIN KARIM-BELL

Science Teacher Greenfields Primary School - Mandurah, WA

It was a great experience attending the CONASTA71 science education conference in Melbourne this year.

These conferences rejuvenate the spirit and renew our passion for teaching. It is a great opportunity to network with Science Teachers from all over the country and for me - developed an appreciation not only for what I have in my own school but how lucky we are to be in WA. The keynote speakers gave one an insight into what is happening globally and in some cases give us encouragement that we are doing quite well in Australian schools. New studies and data also informed us of the need to improve our teaching and learning, with one presenter saying that inquiry skills and explicit teaching are not the only ways to tackle improvement in our students’ learning.

This conference gave me numerous ideas that I couldn’t wait to try out and in many instances gave me ideas to change some of the ways I do things. There was a big emphasis explaining that if we want to improve our student outcomes, we need more of a focus on inquiry skills and hands-on activities.

One of the sessions I attended was focused on the fact that our students love gaming and how it is very much a part of their lives, so why not use it to educate? A point of view to which I seldom gave much thought!

We downloaded and tried some games by Arludo. It was suggested that these could be used as motivation or as culmination of a teaching unit. The apps we tried were ‘Inglorious Baskers’ and ‘Xenon Crowe’ - both great apps for developing knowledge about reptile survival.

The sessions I enjoyed the most were those led by other classroom teachers who have their finger on the pulse and speak from direct and recent experience. I also enjoyed the sessions on Inquiry Skills Assessment. We were shown concrete examples and ideas we could try immediately in the classroom.

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The expo of resources by different providers was also great. We were able to explore the latest materials and there were many incentives and some merchandise to take back as prizes for our students.

The two negatives for me were that the conference was held in two different locations across a main road and if you know Melbourne, their weather hindered the smooth crossover. Having to constantly walk from one location to the other and be on time for workshops was a challenge. The other one was that I felt far too many workshop sessions were run by providers of online programmes or units. So of course, their main intention was to promote their product.

It is such wonderful news that next year CONASTA 72 will be in Perth. I wouldn’t miss this opportunity for the world. Hope to see you all there, so we can network further and inspire each other, re-igniting our passion.

WHAT MIGHT A DAILY REVIEW LOOK LIKE IN YOUR SCIENCE CLASS? Compiled by Mady Colquhoun (Chair, STAWA Primary Science Committee) You may have been asked to include a daily review in your science class but are unsure how to find the best way to add another thing to your already busy classes.

The following will present some ideas to assist you. These are ideas combined from practicing teachers and a general internet search. There are many other ways to do a daily review – hopefully these ideas will help you to get started!

PURPOSE OF A DAILY REVIEW A daily review is about retrieving previous - usually recent - learning.

As a science specialist this can be a bit tricky as you likely only see your students weekly, and it does not take long for information to be leaked out of or lost in students’ busy brains.

It is not about ‘catching up’ for absent students (though you can certainly take note of any catch up teaching required). Nor is it a time for teaching new concepts.

You students will have been exposed to the relevant science and they will need prompting to retrieve it to enable connection with the proposed new learning. A daily review is usually a simple, time effective task to retrieve and consolidate the science.

A daily review can cover basic concepts or perhaps promote application or higher order thinking – your choice!

HERE ARE SOME PRACTICAL IDEAS ABOUT HOW TO DO A DAILY REVIEW General vocabulary review - verbal or written Visual prompts to get students talking about the relevant science (e.g. photos, equipment) Target a specific concept by providing phrases or terms to use in a sentence Write a short paragraph on …

Tell me 3 sentences about …

Mini power-point with vocab or concepts (emphasis on mini!)

Ask differentiated questions for small groups to discuss for 3 minutes Think-pair-share opportunities It can be hi-tech or low-tech: the idea is to engage students in remembering Give a verbal summary of …

Brain dumping – share with someone everything you remember about … in 2 minutes Tell you neighbour 2 things about…

Quick quizzes Show the equipment used previously to refresh memories Imagine you are telling your Mum/brother/principal about …

Mix up your daily review approaches. You may need to teach some of the process initially but once students are familiar with the different approaches you are using then they will be readily able to engage with your daily review in just a few minutes.

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SAFETY FIRST - EVERY TIME! Mady Colquhoun

Chair - STAWA Primary Science Committee

Are you looking for a simple way to ensure your students are safe when doing practical activities?

Do you need to teach your students how to recognise safety issues when planning their investigations?

Would you like an effective way to assess students’ understanding of safety in science?

Do you need to keep records of safety planning in your program?

Here is an easy but effective process to identify potential safety issues for all hands-on activities and investigations.

Use it to identify potential safety issues and plan for a safe practical session.

Add any websites or link other documents you used to assess safety.

Share with students to allow them to contribute to the planning process.

Allow groups of students to do their own safety planning.

Review immediately after the activity to record any issues encountered or any changes required for next time.

Allow students to review their own safety planning.

Keep a record of all activities to show you are approaching safety with a methodical process.

For actual examples on the STAWA website using this template - please click here.

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Using Science and Art Methodologies to discover and document whole ecosystems

Biodiversity Survey Incursions and Excursions designed for your special project or special needs Leeming Primary School Wetland Project

https://vimeo.com/901093901

Angela Rossen

Biodiversity Educator, Science Communicator, Artist

www.angelarossen.com info@angelarossen.com Mobile 043 9901 362

TALK LIKE A SCIENTIST!

Sometimes we see different but similar terms being used interchangeably or even incorrectly.

Continuing our guide to help you sort out some of the commonly used terminology in primary schools.

Analyse

Look for patterns or trends in data. Usually, the data will be presented in a table or a graph

Explain

Relates the changed (independent) variable and the measured (dependent) variable. Makes the relationships between these variables evident.

For example: When … is increased then … decreases.

This is because …

Examines the acceptability of relationships or patterns between observations or data.

Evaluate

For example: Is it reasonable or plausible or perhaps not even possible (according to the student’s current science understanding)?

Justify

Supports an explanation, argument or conclusion, by giving reasons for the statements or comments. These may or may not be scientific reasons and also may not be fully accurate depending on the student’s own understanding.

Reason

An explanation or justification for an action or event. A reason should be related to the level of scientific theory the student understands and therefore may not be fully accurate.

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Being able to use the same method and equipment in order to validate and produce similar findings.

Replicable

Pattern

For example: All groups using the same equipment and procedure to collect data to pool into a class data set when it is not possible for each group to collect multiple sets of data.

A repeated occurrence or sequence in collected or observed data.

For example: A graph that repeats the same pattern every 24 hours.

States

Expresses the main points of an idea or topic with no supporting evidence or theory.

Trend

The general direction in which something is changing For example: A graph may continually ‘increase’ as the data goes from left to right meaning that the temperature is going up the longer heat is applied.

Repeating the same investigative procedure more than once to collect sufficient data.

Trials

If the procedure is non-destructive and short to complete, then trials may be done one after the other e.g. measuring the distance a car rolls from a ramp of a certain angle.

If the procedure is destructive or takes a long time such as growing plants with different fertilisers and measuring their heights or harvesting them, then trials will be run at the same time.

See above regarding class data sets for replicates.

Adapted from Talk Like a Scientist supporting document for START (STAWA) by Mady Colquhoun (Chair, STAWA Primary Committee)

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STEMXX SISTERS FEATURED IN BUNBURY HERALD Pamela Getalado

Marketing & Communications Coordinator

The recent STEMXX SISTERS event has been featured in the Bunbury Herald on Tuesday, 20th of August 2024. We would like to congratulate Annabel Kanakis for the organisation and success of this event where it encourages school-aged, future STEMinists in the Southwest Region of WA to pursue a career in the STEM Area.

STEMXX Sisters is an annual event held in Southwest WA and it is open for female students in Years 5-9 who are looking to get an insight of what it is like to pursue a career in a wide range of STEM careers from engineering, neuroscience, and many more.

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OPEN LAB AFTERNOONS

The STAWA Primary Science Committee is excited to announce two (2) Open Lab events happening on Thursday, 5 September at the following locations:

PERTH SOUTH METRO Riva Primary School 3:30 pm - 5:00 pm

MANDURAH Lakelands Primary School from 3:30 pm onwards

The Open Lab Afternoon events are a great opportunity for Primary Science specialists to see how others operate either in their purpose built laboratory or a re-purposed room. Of course, it is a great opportunity to network too!

You are welcome to drop in anytime between the hours listed above.

Please note: no afternoon tea is provided, and all attendees are reminded that no food or drinks are allowed to be consumed in science laboratories.

Would you like to offer your lab to be part of this program?

Let us know by sending an email to primarysciencecommittee@stawa.net.

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COFFEE CATCH-UP Date & Time: Wednesday, 4 September from 3:00 pm Location: The Last Local, Canning Vale

All Primary Science Teachers, from the very new to the most experienced, are invited to come along to this event.

Meet the STAWA Primary Science Committee as well as other Primary Science teachers based in Perth South Metro.

Let us know how we can help you.

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Website: https://scienceiq.net Developed by the Science Teachers’ Association of Western Australia (STAWA), ScienceIQ is proudly supported by the Royal Society of Western Australia (RSWA).

ScienceIQ is an online science quiz for school teams of four students.

Teams have one hour to complete up to 12 science questions and problems in two separate rounds of competition. Each round is a week apart and teachers choose the days and time to do each quiz. To win, students will need to finish in the shortest time with the most questions correct.

Participation certificates, first, second and third place prizes, and other great stuff.

TERM 4 Year 8 and a joint Years 5 & 6 competition

Rd 1 week of 4 Nov Rd 2 week of 11 Nov

Registration fee: $25 (+ GST) per year group Enter as many teams of 4 students as you want.

Register via the STAWA website.

Log-in details and instructions to access the practice quiz will be sent to the teachers of the registered schools prior to the competition date.

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ANNUAL GENERAL MEETING

Thursday, 3 October 2024

RSVP HERE Keep tabs on the progress of the AGM via the STAWA website.

Nomination and proxy forms are available now Full details - including the agenda, location, and reports will be revealed as they become available.

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MEMBERSHIP INFORMATION Here are just some of the benefits and opportunities for STAWA Members. Please check our website for details, and to find out what else STAWA does - PLUS what STAWA can offer you! (www.stawa.net).

SERVICES AND SUPPORT Resources A range of resources for both Primary and Secondary teachers is available on the website. Look for the Resources Tab. There are resources available to members and non-members. Members can also share resources through the STAWA website. You can download resources directly from the website or request to upload resources by contacting the Office (admin@stawa.net).

Catalist (Secondary teachers) Catalist is an email communications list which reaches over 800 Science Educators and is used to share information, ask questions, and discuss current issues. To subscribe to Catalist, look under the Teachers Tab on the website.

Australian Science Teachers’ Association (ASTA) Affiliation Full fee-paying members enjoy the benefits of 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

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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 many 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 STAWA Life Membership is considered on its individual merits.

Nominations, accompanied by relevant supportive evidence, must be submitted to the President of STAWA. Life Membership, if awarded, is bestowed at the AGM. Please refer to the specific details on the STAWA website.

STUDENT OPPORTUNITIES Science Talent Search Physics Day Synergy Schools Solar Challenge MEMBERSHIP QUERIES If you have any queries with regards to your membership, please email us at admin@stawa.net.

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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.

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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 a 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 admin@stawa.net to submit your articles

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