SCIOS Primary - March 2025

JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

VOLUME 76 MARCH 2025

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

CONTENTS CONTENTS

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

WELCOME FROM THE EDITOR

the publisher.

FEATURED ARTICLES Turtles!

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Fun Science Activities for Early Childhood

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TALK LIKE A SCIENTIST

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UPCOMING EVENTS ConASTA 72

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Open Lab Afternoons

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Science Talent Search

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ScienceIQ

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interest and submit your deliverables.

STAWA Membership

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© 2025 The Science Teachers’ Association

How to Contribute to SCIOS

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STAWA Office Unit 1/7 Gympie Way, Willetton, WA 6155 CONTACT Phone: (08) 9244 1987 Email: admin@stawa.net Web: www.stawa.net

Editorial Committee Allan Knight John Clarke - STAWA Lyndon Smith Mady Colquhoun Editorial Correspondence admin@stawa.net Graphic Designer Pamela Getalado Marketing & Communications Coordinator Contact email: admin@stawa.net

Advertising in SCIOS If you would like to advertise in SCIOS, please follow the link here to express your

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 the first edition of SCIOS Primary in 2025!

The buzz at the moment is all around ConASTA – the Australian Science Education conference that STAWA is hosting this year.

ConASTA is 4 days of engaging and practical science education learning from July 7th – 10th. The conference is based at the Pan Pacific Hotel in Perth with one day for offsite excursions and workshops. Teachers from all states and territories will be joining us to learn and network all things science education and we would love to see as many WA teachers there as possible.

If we can entice about 90 primary teachers to our state conference ConSTAWA, then I am sure we can expect a fantastic turnout for the national conference!

Do you have to attend all 4 days? While we encourage you to join in the whole conference, you can opt for the number of days which work for you.

Monday will be a primary focused day with extra workshops for primary teachers. The official welcome event will be at Scitech with a presentation by the amazing Brad Tucker from the ANU School of Astronomy and Astrophysics. For those who have heard Brad present before – you will know it is sure to be a thought provoking and fascinating presentation.

Tuesday is the day for exploring various institutions with behind-the-scenes opportunities that you may not otherwise experience. There is also a special early

evening event back at the Pan Pacific followed by a Science Quiz Night – just for fun.

Form a table or ask to join in with others and pitch your science knowledge against both primary and secondary teachers. Go primary teachers!

Wednesday is back to the Pan Pacific for another day of stimulating workshops followed by the formal ConASTA dinner under the whale skeleton at Boola Bardip.

How special is that? And there will be dancing too!

Thursday finishes the conference with more scintillating workshops and a panel discussion plus the final social networking event where the ConASTA ‘banner’ is handed over to the next state for 2026.

No relief is required as it is held in the holidays to enable teachers from other states to attend. The next time it will be held in WA will be in about 8 years so make sure you get there!

There are a couple of scholarships available - they will be promoted soon. Perhaps you will be lucky enough to receive one?

Click here for the link to explore what ConASTA can offer you. Early bird registration is open NOW! If you are able to volunteer to help out as we get closer to July or even assist at the conference for registration on the Monday morning – please contact me (primaryscience@stawa.net) We are expecting about 350 - 400 teachers to attend so we will need lots of help on the Monday morning at the Pan Pacific - from 7:30 am to 8:30 am - for registration to go smoothly. Please consider helping out.

Open Labs and Coffee Catch-ups

If you missed our term 1 events make sure you keep an eye out for term 2 events. We are starting to have some North of the River and regional events – if you can volunteer to set a date and place for a Coffee event or even offer your lab for an Open Lab session – please contact me!

Offers to write a short article for SCIOS Primary are always welcome!

Mady Colquhoun

Chair STAWA Primary Science Committee

TURTLES! Kaye Henning (Science Specialist, North Harrisdale Primary School) and Mady Colquhoun (STAWA)

They are living around us in wetlands, creeks, river banks and the ocean, but what do your students know about them?

Is a tortoise the same as a turtle?

What types of turtle do we find in WA? What do they look like?

Where do they live?

How are turtles surviving in our suburbs?

Exploring and learning about local turtles can be a fascinating addition to your primary science program.

We have the Snake-Necked Turtle found throughout the metropolitan area.

The Western Swamp Turtle/Tortoise is critically endangered and found only in a small area north of Perth.

There are 6 species of marine turtles in the north west and the West Pilbara Turtle Program is an important citizen science program.

There will be turtles pertinent to your region, but the activities presented here will be adaptable to your local turtles. Please check them out!

Why learn about turtles?

After the amazing Keynote presentation by Dr Anthony Santoro from Murdoch University at CONSTAWA in April 2024, we decided to follow up with some activities you might like to use in your science program. These are activities – not lesson plans. It is up to you to flesh them out and modify to suit your environment and your students.

We have connected them to the new Science curriculum SU statements (Version 9 for implementation in 2026) but of course they can still be used this year for relevant year levels. These activities will also be available on the STAWA website – if you would like to contribute some of your own ideas let us know!

RESOURCES There are some terrific local resources to support you for your turtle science exploration: SCIOS PRIMARY

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Search ‘Turtle Watch WA’ SERCUL has a Turtle Kit to borrow and runs a Turtle-ology! Workshop

CREEC has a Turtle Beware loan kit suitable for K – year 2 (free to loan for 3 weeks) and also runs the Turtle Watch accreditation program for schools.

Dr Anthony Santoro (Murdoch University) coordinates the ‘Saving our SnakedNecked Turtle’ Citizen Science program. Could your students be trained as Citizen scientists and contribute to a real life science program?

‘Turtle Tracker’ is coordinated by Murdoch University and the City of Cockburn.

Friends of the Western Swamp Tortoise 1 Million Turtles (this is an Australia wide education program with many lessons to peruse) If you included a lesson or 2 about our WA turtles each year, then by Year 6 your students will have had a wide range of experiences about our local turtle species and be able to understand the impact of humans on turtle survival. This may help them to make future decisions to consider best how to assist turtles.

Finally – turtle or tortoise? A survey of a range of websites shows that tortoises are a subset of the larger turtle group. While physically sharing a lot of traits, there are some differences that can be used to decide classification.

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Tortoises are terrestrial, so they do not have webbed or flipper-like feet as they do not swim. They have longer life spans and can live to well over 100 years and are predominantly herbivores. There are other characteristics, but this will get you started!

Therefore, we have turtles in WA unless you visit the Perth Zoo and see the amazing Galapagos tortoise. Or perhaps you note that there is still a Western Swamp Tortoise Friends group while some other websites call it the Westen Swamp Turtle…!

Ah – isn’t science wonderful – always something challenging to think about!

We start in this SCIOS with Early Childhood ideas. A lot of ideas will overlap in different year levels or can be revisited and built upon. More turtle ideas in SCIOS Primary, term 2!

BIOLOGICAL SCIENCES - PRE-PRIMARY

Plants and animals have basic needs that are met by the places they live Turtle Needs: Explore the basic needs of a turtle: food, water, air, and shelter. Students can draw or cut and paste pictures of what a turtle needs to survive.

Food: Present pictures or samples of a wide range of different foods and other items (e.g. seaweed, fish, jellyfish, insects, plants, burgers, wood, plastic bag, leaves, sand).

Determine which are appropriate for sea turtles or freshwater turtles. This activity can help develop categorization skills and an understanding of turtle diets.

Set up a ‘Turtle Restaurant Menu’ for your local turtle species.

Remember to discuss about the perils of feeding turtles (and other native animals) inappropriate or human food.

Turtle Habitat Diorama: Create a simple diorama using a shoebox to show where turtles live, including sand, water, and plants. Consider protection from sun and heat, cold weather and predators as well as a food supply.

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Nests: Turtles lay eggs on land but live in the water. Explore turtle movement from water to land and how they dig their nests. Why do turtles dig a nest? Learn about the baby turtles and how they must rapidly move back to water after hatching.

Search your local environment for evidence of turtles – when do they come out – day or night

BIOLOGICAL SCIENCES - YEAR 1

Plants and animals have external features that serve a purpose and by which they can be grouped Turtle Movement Observation: Show videos of turtles moving on land and in the water. Draw or describe how the turtle's movement changes in the different environments. Encourage them to consider the turtle's body structure (flippers, shell, etc.) and how it helps/hinders their movement.

Consider the shell (hard, shape, colour, patterns), legs ( digging/swimming), their neck length etc.

Compare turtle body structure to other animals – both water based, and land based.

Is the turtle designed for speed?

Make an accurate model of the turtle: Use modelling clay, paper and recycled materials. The whole class could make a larger-than-life-size model using a wire frame and e.g. paper mâché, or smaller models could be made.

This might be a joint Art and Science adventure!

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An activity like this could also lead to the school raising funds for Turtle Conservation.

Lots of turtles: Source photos of different species and ages of turtles from WA or across Australia and look at the similarities and differences. Form different groups based on different characteristics. You could consider shell patterns and shapes, leg/foot structure, head/neck structure, adult size.

EARTH AND SPACE SCIENCES - YEAR 1

Water is a natural resource that comes from a range of sources and is used by people, plants and animals in different ways Turtle Habitat Exploration: Provide students with pictures or models of different named turtle species. Students can learn about them and describe where these turtles live (ocean/beach areas, forest water sources, rivers, etc.) using a large world map or perhaps making a diorama. Guide them to make simple observations about the different environments, such as temperature, water, and vegetation that might affect the turtles.

Habitat mapping: On a map of your local area mark habitats where different types of turtles might live.

Outdoor habitat observation: Take students outside to observe natural habitats and identify any features that might make a good turtle habitat. If you have a water source (a potential turtle habitat) near your school you may organise a site visit or take photos to use in the classroom.

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Turtle Movement Observation: Show videos of turtles moving on land and in the water. Have them draw or describe how the turtle's movement changes in the different environments. Encourage them to consider the turtle's body structure (flippers, shell, etc.) and how it helps them use the water sources.

What do turtles drink?: Mmmm - how would sea turtles access fresh water? Or can they ‘drink’ sea water?

BIOLOGICAL SCIENCES - YEAR 2

Plants and animals have life cycles through which they grow, change and have offspring Turtle Life Cycle Diagram: Students research or watch videos about the turtle life cycle (egg, hatchling, juvenile, adult). Ask them to create a simple diagram showing the stages of the turtle life cycle. Encourage them to label or annotate each stage.

Turtle Life Cycle Model: Use clay or playdough to model each stage of a turtle’s life cycle. Students can discuss each stage as they build (egg, hatchling, juvenile, adult).

Design a Turtle Nesting Area: Students design a turtle nesting site on paper or using a sandbox. Consider safety (from predators and human activity) and relevant environmental factors (e.g. sand or soil type, temperature, distance to water, protection for the nest, safe pathways).

Students can then test how the ‘eggs’ (use small balls) might be affected and need protection from predators or other dangers as needed.

Check the temperature at different levels under the surface to see how the eggs would be maintained in a fairly constant temperature if buried at the right depth.

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What time of the year do turtles lay their eggs?

Could you build a nesting site on your school grounds instead of in the classroom?

How hard would your soil be to dig deep enough?

Turtle Life Storybook: Students create a mini book on the lifecycle of a turtle. Each page can show a different stage of the life cycle. This could also be a digital book.

Lifecycle Role Play: Students act out each stage: e.g. curl up like an egg, hatch, crawl towards water, grow into a juvenile, finally pretend to be an adult swimming in the water source before heading back to lay eggs if female. Discuss each stage and its survival challenges as they act it out, such as finding food or avoiding predators. Perhaps this could be a video blockbuster!

Turtle Tracks in the Sand: Students observe and describe the track patterns on a video. Discuss how turtles leave tracks in the sand as they move from the water to lay their eggs, helping them connect their observations to real-life turtle behaviour and body structure.

Re-create turtle tracks in the school sand pit or on a sand tray.

Do baby turtles eat the same food as adult turtles?

Find out what your local species of turtle eats at different life stages. Set up a ‘Turtle Restaurant Menu’ with foods appropriate to your turtle’s needs.

Look out for more turtle ideas in the next issue of SCIOS!

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FUN SCIENCE ACTIVITIES FOR EARLY CHILDHOOD Mady Colquhoun

STAWA Primary Science Committee Chair

I had the pleasure of being invited to take some science classes in my grandchildren’s kindy and pre-primary classes. What fun! There will be outlines of these lessons in this issue and the next issue of SCIOS primary.

SMELLY LEAVES! For this kindy Biological Sciences lesson, I decided to focus on making observations using the 5 senses and an added creativity aspect.

I brought along (way too many) samples of plant foliage, though many of them were culinary herbs so the room did smell amazing!

The initial exploration was for smell – just crush and enjoy. We then looked at the range of colours and shapes of the leaves. Our hands/skin felt the variety of textures and also how it felt when we crushed the leaves (eucalyptus leaves were oh so crunchy). This led us to listen to the leaves to see if they all sounded the same when crushed or torn.

The students were encouraged to work with their neighbour to describe to each other what they observed and were also encouraged to share with the whole class.

They were excited and could not wait to tell me what they noticed. The range of words used was fantastic – if not entirely scientific! ‘Yuck’ does not work for me when describing a smell but for younger students accompanied by a wonderful facial expression it is very descriptive! It also was interesting when they realised that not everyone described leaves in the same way or even liked them.

Of course, we did not use the sense of taste for safety reasons.

I borrowed a set of magnifying glasses from the school science specialist – they had not used these before and it was definitely a highlight. You could also use small hand held digital microscopes, the clip on iPad microscopes or the handheld microscopes from the Water Authority (many schools may still have these tucked away!). We saw furry bits, patterns, the veins and some even saw small creatures which had snuck in with the samples. Some leaves were even a bit see through.

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We did some role play, pretending to be seeds germinating and the plant growing up – once they had been watered of course. To stimulate this, we looked at some time lapse videos of seeds germinating and the plants growing – fascinating! There are plenty to choose from.

We looked at the general structure of a ‘typical’ plant – allowing for the fact that all plants are different. I modelled using cut felt pieces, suggesting what they night like to use for different parts of a plant, while also encouraging them to be the designer of their plant. They dove into this activity with enthusiasm and a wide range of plants were proudly created.

What a delight to see their originality and hear their explanations about their plant and what the different parts were. Coloured paper would work just as well or even a range of craft materials. I chose the felt as I did not want them to be distracted by beads, buttons, sequins etc. Felt also ‘sticks’ together quite nicely even when bumped or trodden on.

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At the end I gave them each a small basil plant wrapped in a newspaper pot plant for their own garden – I wonder how many survived the journey home and perhaps were eaten in a salad at Christmas?

Materials – mostly culinary herbs, plus eucalyptus, melaleuca and other smelly natives from my garden. I have botanical training, so I have general knowledge of which natives are safe to handle, smell etc. If you are unsure about your garden plants being safe (there are some poisonous/allergenic ones for sure) then just stick to culinary herbs or even vegetable/fruit tree leaves – plenty to choose from. Check for any health conditions which may impact students handling leaves – unlikely but worth checking.

The felt was from Spotlight – I just cut up a wide range of leaf style shapes, branches, stems, root, flower shapes and some random shapes. I did not want them to have just the typical shapes that they see in colouring books etc. Be warned – this took quite a while in front of TV and you will need some decent sharp fabric scissors! However, they are totally re-usable and will last for years. The question marks were to remind me to mention that they could use any pieces of felt for any parts of the plant - they were able to be creative!

Looking back – I could definitely have used more unconventional colours ( e.g. pinks for leaves, purple or blue for stems and root) but I felt at the time that some form of recognisable plant associated colours was appropriate. Maybe another time…!

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EXTRA ACTIVITY FOR THE PRE-PRIMARY CLASS While I followed the same lesson for the preprimary class, I also introduced them to this activity using crayons to rub over leaves to see the structure. They enjoyed it but quite a few found it difficult. If you opt to do this ensure you choose firm, flat leaves and fairly thin paper (photocopy paper is fine).

Safety considerations No eating, safe plants and hands to be washed after handling.

Any small creatures found were safely released outside by me.

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‘-METER’ WORDS ‘-meter’ - (Greek) meaning to measure, count or compare

TALK LIKE A SCIENTIST!

There are hundreds of words containing ‘meter’ – just check the dictionary. In science, we are likely to find them in words that explain a measuring device such as thermometer, which measures temperature (heat energy or the kinetic energy of particles if you want to deep-dive). Let’s stick with temperature for primary science!

By understanding the derivations of scientific words, you can often work out their meaning. Have a go with these and maybe add your own ‘meter’ words to your teaching. You can see that some of them have slipped into everyday use.

These are simple definitions aimed at a primary science level of understanding. Some of them are definitely more complex if you would like to explore deeper.

These are just a few to get started.

Scientific term

What does it measure?

An example or explanation

Solarimeter

Intensity of solar radiation

Measures both direct and diffused radiation. Used by meteorologists and climate scientists.

Taximeter

Fee to hire the vehicle

Yes - this is a word!

Tensiometer

Tension

Surface tension of liquids

Turbidity of a liquid

It measures the amount of light transmitted as it hits particles in a solution. The more suspended solids or particles floating in the water, the more opportunity for light to hit them and be reflected.

The higher the concentration of suspended solids in the water, the dirtier it looks and the higher the turbidity.

Turbidimeter

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Scientific term

What does it measure?

An example or explanation

Electrical potential difference between two points in a circuit.

A voltmeter is connected in parallel and has a high resistance, so it uses very little current from the circuit.

Blood pressure

Measures arterial blood pressure.

This is the ‘cuff’ you put around your arm.

Earthquake intensity

Can measure earth movements and shaking cause by earthquakes, volcanic eruptions and large explosions.

Salinity or dissolved salt content of a solution

Used in oceanography, environmental monitoring, and various industrial processes, including desalination, aquaculture, and water quality management.

Refraction of light

Used in laboratories or field work to measure the concentration of solutions due to the scattering of light by particles.

Voltmeter

Sphygmomanometer

Seismometer

Salinometer

Refractometer

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This year, ConASTA will be hosted by the Science Teachers' Association of Western Australian (STAWA) and will be held at the Pan Pacific Perth from Monday 7 to Thursday 10 July 2025.

✅ Engage with world-class keynotes & workshops ✅ Network with leading educators & researchers ✅ Exclusive member rates for international delegates Don’t miss out — register now and secure your spot!

REGISTER NOW SCIOS PRIMARY

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OPEN LAB AFTERNOONS

The STAWA Primary Science Committee is excited to announce an Open Lab afternoon at

Brentwood Primary School on Thursday, 27 March 2025 from 3:30 pm onwards This opportunity is kindly offered by

Michelle Pyzik This is 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.

Please note that this is a FREE event and registrations are essential.

REGISTER NOW Would you like to offer your lab to be part of this program? Let us know by emailing the STAWA Primary Science Committee at primaryscience@stawa.net.

We hope to offer an Open Lab session each term. We need both NOR and SOR labs!

As the host or an attendee, you are able to use these sessions for PL records.

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OPEN LAB AFTERNOONS

The STAWA Primary Science Committee is excited to announce an Open Lab afternoon at

Freshwater Bay Primary School on

Monday, 5 May 2025 from 3:30 pm - 5:30 pm This opportunity is kindly offered by

Larissa Carpenter This is 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.

Please note that this is a FREE event. No registration is needed.

Would you like to offer your lab to be part of this program? Let us know by emailing the STAWA Primary Science Committee at primaryscience@stawa.net.

We hope to offer an Open Lab session each term. We need both NOR and SOR labs!

As the host or an attendee, you are able to use these sessions for PL records.

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Promoting creative project work in Science since 1958 The Science Talent Search is a wonderful opportunity for students from Kindergarten to Year 12 to develop their interests in Science through a competition with a range of categories to suite a wide variety of abilities and interests.

It also provides students with an opportunity to expand their scientific literacy, by showing interest and understanding in the world around them and engaging in discussions about Science.

ENTRY CATEGORIES 1. Science Investigation An investigation is an attempt to find in a scientific way, the answer to an original question 2. Engineering Engineering is the application of Science, Mathematics, and Technology to invent new products or modify existing products that benefit society 3. Scientific Communication Communication is important in the Scientific community to inform the public and other scientists about science ideas. In the Science Talent Search, Scientific Communication category entries can take the form of: Science Poster (Years K-2 Only) Science Video (Years K-12) Science Photography (Years K-12) ALL ENTRIES WILL BE RECEIVING A CERTIFICATE.

CASH PRIZES PRIMARY CATEGORY Early Childhood (Years K-2), Middle Primary (Years 3-4), and Upper Primary (Years 5-6) will be receiving up to 10 prizes across all categories

SECONDARY CATEGORY Junior (Years 7-8), Intermediate (Years 9-10), and Senior (Years 11-12) will be receiving 1st, 2nd or 3rd place in each category.

STAWA YOUNG SCIENTIST AWARD Each year one (1) Primary and one (1) Secondary student are named the STAWA Young Scientist Award.

OTHER PRIZES Other prizes of encouragement may also be awarded each year.

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Promoting creative project work in Science since 1958

SCIENCE TALENT SEARCH THEME FOR 2025 The theme for Science Communication - Posters is Decoding the Universe – Exploring the unknown with nature’s hidden language (2025 National Science Week theme) or alternatively, students can do a poster based on any Physical Science theme.

Only entries based on one of these themes will be judged.

SCHOOL REGISTRATIONS ARE NOW OPEN! Register your school for this year’s competition and further information will be sent to you by mid-July 2025.

School registrations close on Thursday, 3 July 2025.

REGISTER NOW

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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.

Years 5 & 7

TERM 3

Years 6 & 9

TERM 4

Round 1 starts on the week of Monday, 19 May 2025

Round 1 starts on the week of Monday, 11 August 2025

Round 1 starts on the week of Monday, 3 November 2025

Round 2 starts on the week of Monday, 26 May 2025

Round 2 starts on the week of Monday, 18 August 2025

Round 2 starts on the week of Monday, 10 November 2025

TERM 2

Year 8

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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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), 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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