SCIOS Primary - October 2024

JOURNAL OF THE SCIENCE TEACHERS’ ASSOCIATION OF WESTERN AUSTRALIA

VOLUME 75 OCTOBER 2024

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.

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

FEATURED ARTICLES Jump Rope for Heart Program

1

Ice Cream in a Tub

3

Hooks to Ignite Interest in the Primary Classroom

6

TALK LIKE A SCIENTIST

11

Open Lab Afternoons Highlights

16

UPCOMING EVENTS ScienceIQ

17

Primary Science Calendar of Events

18

CONASTA 72 - Call Out for Presenters

19

Science Showcase Evening at Piara Waters Primary School

20

STAWA Membership

21

How to Contribute to SCIOS

23

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 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 the final issue of SCIOS Primary for 2024.

I hope you have enjoyed the new format this year - feedback indicates that the changes have definitely been welcomed.

This issue has 2 great ideas from practising, experienced teachers plus a connection to the Jump Rope for Heart program for primary students as well as Talk like a Scientist!

The Jump Rope for Heart is a practical application of the science of health and if you are personally unable to incorporate this in your teaching, please share this amazing resource and opportunity with your Administration and/or Health/Phys Ed teacher(s), to see if the school as a whole might be able to incorporate this. Not only is it a healthy lifestyle approach – it is fun for students!

Feel free to share this resource with teachers who may not be STAWA members and even with parents via your school newsletter, as it is a state-wide Heart Foundation program. STAWA is excited to be supporting this program via SCIOS Primary.

Next year the national science education conference, CONASTA 72, will be in Perth from 7th – 10th July. It only comes to Perth about every 8 years so please consider presenting a workshop. This could be on your own or with another teacher - we want to provide an amazing experience for both WA and interstate primary science teachers.

Also put it in your budget to attend either one day or the whole event. And don’t forget there are excursion workshops too. Details are now on the STAWA website so please check regularly for updates.

Piara Waters Primary School has extended an invitation to all Primary Science Teachers to attend their Science Showcase Evening on November 14th. Please see the promotion in this issue of SCIOS Primary.

Many thanks to all who have supported STAWA in 2024 by welcoming teachers to their lab or in another way – you are greatly appreciated!

Wishing you a wonderful term of science and please consider attending Open Labs, Coffee Catch-Ups and contributing to SCIOS Primary in 2025 – I am sure you have a lot to share.

Mady Colquhoun (SCIOS - Primary Editor)

COVER PHOTOS AND MORE INSIDE! 4 Open labs were held recently – thanks to Agnes Theodosiou, Yasmin Karim, Charu Sharma and Tegan Eaton.

Some great networking was achieved which is so important when you are the Science specialist working on your own in a primary school. Lots of ideas were shared, both practical for the laboratory and for teaching strategies.

The Open Lab program has now finished for this year – will you offer your lab for 2025?

The primary school skipping challenge that turns kids into Heart Heroes Being active is one of the most important ways that children can improve their health and wellbeing.

Unfortunately, three out of four primary school-aged kids don’t meet physical activity guidelines, leaving them at greater risk of heart disease as adults.

That’s where Jump Rope for Heart can help your school.

Jump Rope for Heart gets kids excited about exercise and eating well, teaching them to form heart-healthy habits that can last a lifetime. What’s more, by seeking donations for their skipping achievements, our Heart Heroes raise funds for lifesaving research and see firsthand how their actions can make a difference to the lives — and hearts — of others.

5-Week Program

For teachers running the program for the first time, or those who are squeezing it into a busy schedule, the 5-Week Program helps make it easier to get students moving.

The program is simple and includes: An easy-to-run fundraising and skipping challenge

Just one action and activity each week

All fundraising managed online

Ready-made resources to run a successful program

Register here

ICE CREAM IN A TUB Pamela Lumsden

Bletchley Park Primary School Pamela is an experienced Science Specialist at Bletchley Park Primary School and a long-time member of the STAWA Primary Committee

INGREDIENTS

Per student 60ml thickened cream 1 teaspoon castor sugar 4 drops of vanilla essence 1 small plastic food container, with hinged lid Mini serving spoon Toppings – mini marshmallows, chocolate sauce, 100’ and 1000’s Per pair 1 small sandwich zip lock bag, (18cm x 17cm) 1 medium to large zip lock bag, (22cm x 25cm) Ice 1 cup of salt 1 tea towel 2 large elastic bands 1 shopping bag Other equipment: Measuring spoons Measuring cups Masking tape Permanent marker

SCIOS PRIMARY

3

Method 1. Pour 60ml thickened cream into each tub.

2. Add 1 teaspoon of castor sugar and stir.

3. Add 4 drops of vanilla essence and stir.

4. Snap shut the lid on the tub and secure with masking tape.

5. Write initials on masking tape.

6. Place two tubs into the small zip lock bag and snap lock shut.

7. Place 1 cup of salt and some ice into the large zip lock bag.

8. Place the small zip lock bag containing the two tubs into this bag and add more ice, to fill the bag.

NOTE: Salt reduces the temperature of ice, so do not put your hand in the ice/salt mixture, as you could receive an ice burn.

9. Using the tea towel to prevent ‘burns’, mix and shake the bag to ensure even distribution of ice/salt mixture and even distribution of ice around tubs.

10. Wrap the tea towel neatly around the ice bag and secure with elastic bands.

11. Place the tea towel into the shopping bag and hold contents tightly.

12. Shake the bag vigorously for 10 to 15 minutes.

SCIOS PRIMARY

4

13. Carefully unwrap the bags and remove the inner bag containing the two tubs.

Wipe off any excess water or salt and check that the cream has solidified.

14. Add toppings of your choice and enjoy.

This is a wonderful way to engage students in the Year 3 Chemical and Physical Sciences curriculum exploring different aspects of transfer of heat and change of state.

To make the ice cream, heat needs to be removed from the initial ingredients – how does this happen?

Why does the ice eventually melt?

Why does salt get added?

What changes of state are involved?

Can you draw an annotated diagram to represent the flow of heat, using arrows.

A timely reminder that for safety reasons, food cannot be consumed or made for consumption in a dedicated science lab so remember to conduct this activity in a regular classroom or other non-science area and use clean, food safe utensils as well as checking for dairy or other relevant food allergies or intolerances.

SCIOS PRIMARY

5

HOOKS TO IGNITE INTEREST IN THE PRIMARY CLASSROOM Kaye Henning

North Harrisdale Primary School

Kaye is currently based at North Harrisdale Primary School, teaching Pre-primary to Year 6 as a STEM specialist teacher. She is passionate about all sciences, especially Biology.

Igniting students’ interests in scientific inquiry is a fundamental aspect of effective science education. One of the most impactful strategies educators can employ is the use of "hooks”. Whether it’s through an intriguing demonstration, stimulating handson activity or questions that capture students' interest and encourage curiosity about scientific concepts, a strong hook draws students into the learning process, creating an atmosphere of excitement and wonder that fuels deeper exploration and understanding throughout the lesson.

WHY HOOKS MATTER IN SCIENCE INQUIRY Hooks are essential for several reasons: 1. Engagement: They draw students in, sparking their interest and enthusiasm for learning.

2. Curiosity: A good hook piques students’ curiosity, prompting them to ask questions and seek answers.

3. Connection: Hooks can connect students' prior knowledge to new concepts, making learning more relevant and meaningful.

4. Motivation: They provide a compelling reason for students to explore scientific ideas, fostering intrinsic motivation.

EXAMPLES OF HOOKS FOR THE PRIMARY CLASSROOM Hooks should be brief, typically lasting 2 to 5 minutes. The goal is to quickly capture students' attention without taking up too much of the lesson time. A short, engaging hook gets students interested in the topic, sets the stage for learning, and smoothly transitions into the main content. Keeping it concise ensures students remain focused and ready to dive into the lesson. For primary science lessons, effective hooks include but are not limited to the following: 1. Mystery Box: Present a box with an intriguing item inside and give clues to guess what it is. Use the item to introduce a science concept.

2. Curiosity or Theme Display Table: to encourage hands on exploration. Have questions on a table stand: What do you notice? What do you see? Think? Wonder?

Examples are: SCIOS PRIMARY

6

mini garden – seeds, soil, containers, jam jar lids, cotton wool, tops of carrots natural materials – magnifying glasses, specimen jars, materials based on a theme a marble run with interchanging tracks and timers, stop watches toy dinosaurs play set, farm animal play set, zoo animal play set, African safari play set. patterns in nature – pictures of animals, coloured blocks, coloured counters, coloured beads and string.

3. Loose Parts or Lego Challenge: For example, ‘As a team, what can you build with the following materials in 5 minutes?’

4. Experiment under Cover: Have materials and equipment on trays with a tea towel covering it on each desk as the children enter the room.

5. Animal Footprints: Prepare large cut outs of animal footprints and place them around the school leading to your classroom.

Lesson resources under a tea towel

6. Virtual Excursion: Take a virtual or physical excursion to a nearby science museum, zoo, or botanical garden.

7. Hands-on Activity or Demonstration: Start with a hands-on activity, like making a volcano erupt, to immediately engage their interest.

8. Storytelling: Share a captivating story or fable that ties into the science topic you’re covering.

9. Interactive Model: Use a 3D model or interactive simulation to demonstrate a concept, like the solar system or human anatomy.

10. Guest Speaker: Invite a scientist or engineer to talk about their work and how it relates to the students' lives.

11. Science Song: Create or find a fun song about the science topic and teach it to the class.

SCIOS PRIMARY

7

12. Surprise Element: Introduce a surprising or unusual fact about the topic to pique their curiosity. Have it broadcast over the P.A. system.

13. Science Challenge: Pose a challenging problem or question and have the students brainstorm possible solutions.

14. Science Game: Play a game related to the science topic, such as a quiz or a board game.

15. Interactive Video: Show an interactive video or animation that illustrates the science concept in a fun way.

16. Science Artifacts: Bring in interesting artifacts or specimens related to the topic, like fossils or minerals.

17. Question of the Day: Start each day with a thoughtprovoking science question that gets them thinking and discussing.

18. Science Books: Read an engaging science book or story aloud to introduce the topic.

Found artifacts on the desk

19. Tech Tools: Use tablets or computers to explore science apps or virtual experiments.

20. Observation Time: Go outside and observe the natural world, then discuss what they see and how it relates to science.

21. Guess the Scientist: Share fun facts about famous scientists and let students guess who they are.

22. Science in Movies: Show clips from movies or TV shows that feature scientific concepts and discuss them.

23. Collection or Collage of Pictures: Display a collection of pictures on the board for the children to look at as they enter the room SCIOS PRIMARY

Picture collage displayed on the I.W.B. as children enter the room.

8

24. Science in the News: Discuss recent news stories related to the science topic and its impact on the world 25. Science Puzzles: Use puzzles or brainteasers that incorporate science themes or facts.

CONCLUSION The effective use of hooks in science inquiry not only enhances student engagement but also fosters a deeper understanding of scientific concepts. By providing captivating introductions to lessons, educators can cultivate an environment of curiosity and exploration that aligns with the curriculum. By tailoring hooks to the specific needs and interests of students, teachers can create a dynamic and effective learning experience in the sciences.

SCIOS PRIMARY

9

Are insects and spiders animals?

Recently I was talking to an adult who expressed their opinion that ‘insects were not animals – they were just insects’.

TALK LIKE A SCIENTIST!

Children often say similar things like ‘no – that is a spider not an animal’ or ‘spiders are insects’. Through our teaching we can help children to understand that insects and spiders are animals too – they are just not furry and cuddly which is often the impression they have about animals!

The level of information in this Talk like a Scientist is aimed at junior primary with some ideas for extension. We do not need to tackle any complex classification system, as this requires a more intense exploration and understanding of the structure of organisms. Similarly, we are not introducing the complex systematic terminology here but using the common form of the words (i.e. using arthropods not Arthropoda, insects not Insecta, etc). As always, you are the best judge of how deep to go with your students!

Jumping to the main animal groups we might tackle in junior years: Invertebrates

Vertebrates

Animals with no backbone (either having no skeleton or an exoskeleton), usually with a simpler body structure including -

Animals with a backbone (as part of an internal skeleton), usually with a more complex body structure.

sponges

birds

insects

reptiles

spiders

mammals

worms

fish

molluscs

amphibians

crustaceans

SCIOS PRIMARY

11

Insects, spiders, myriapods and crustaceans all belong to the bigger group called arthropods which includes about 75% of all the animals on Earth! There are other groups not tackled here.

Why are they called this? arthro - jointed pod - leg/foot Other uses or derivations from the Greek word ‘pod’ Myriapod (many legs/feet) Macropod (big foot) Octopods (8 legs/feet/suckers) Cephalopod (head-foot: referring to the way the animal’s head seems to be directly connected to the feet/arms/suckers) Podiatrist Pedal Podium Tripod Let’s look at some arthropod related language - these words may be familiar to us but are we sharing the meaning with our students? In this article we are focussing mainly but not exclusively on spiders (arachnids) and insects.

PLEASE NOTE - like all science examples in Biology, there are exceptions and a wide range of variations to be explored. This is just to get you started and present some of the more common terms used in primary science. The world of arthropods is complex and fascinating – maybe you and your students can do a deeper dive?

SCIOS PRIMARY

12

Quick body structure classification

Insects

3 body parts, 3 pairs of legs, a pair of compound eyes, a pair of antennae, most have wings at some stage of their life cycle.

Body parts are head, thorax and abdomen.

Spiders (also known as arachnids)

2 body parts, 4 pairs of legs, 8 simple eyes, no antennae, no wings Body parts are cephalothorax (combined head and thorax) and abdomen.

Centipedes (a myriapod)

100 legs? No! Many body segments with 1 pair of legs per segment, and a slightly flatter body than a millipede.

Millipedes (a myriapod)

1000 legs? No! Many body parts/segments with 2 pairs of legs per segment, and a slightly rounder body than a centipede.

Skeleton type

Exoskeleton (outside or external skeleton)

The is the supportive ‘crunchy’ covering on arthropods. This fairly rigid ‘skin’ limits the size an animal can grow to so it either stays one size at maturity (think butterfly) or moults/sheds its exoskeleton once it is too small and a new one has grown underneath to accommodate growth (think spider)

Endoskeleton (inside or internal skeleton)

Skeletons that are internal and allow for growth over a life time/cycle.

Some repair of the skeleton is part of the body’s natural processes and of course with the development of medical procedures we are now able to replace some damaged and worn parts.

Senses

Simple eye

Compound eye

SCIOS PRIMARY

These eyes mainly detect differences in light levels. Arachnids have 8 simple eyes but no compound eyes. Some arthropods have simple eyes in addition to or in place of compound eyes.

Essentially, a compound eye is a cluster of lots of simple eyes pointed in different directions. This allows the animal to see in lots of directions at the same time and distinguish between light and dark, and some colour as well as motion. Individually they are not particularly effective at seeing detail but together they provide a lot of useful information – have you ever tried to get close to a flying insect before it flies away? A compound eye is considered as a single eye and many/most insects have these.

13

Antenna(e)

A pair of segmented organs on the head which are sensitive to touch, smell and sometimes can detect sounds. They are often called feelers. There are many different types of antennae based on their morphology.

The ‘mouth’ bits Mandible

Used for gripping, biting or cutting, these are strong jaw-like structures which some insects have.

Proboscis

Some insects – e.g. female mosquitoes - have a thin injecting tube which enables them to pierce skin and search for blood vessels to feed. Male mosquitoes proboscises are not strong enough to pierce our skin.

The proboscis is a complex tube – not just a ‘straw’ and can also be used to suck nectar or other plant juices. Moths, bees and flies also use a proboscis for feeding.

Pedipalps

These are extensions on a spider and project from the front of the head. Often they are mistaken for an extra pair of legs if they are big enough. Pedipalps are jointed and can function like antennae by sensing the environment – mainly with touch. They may also be used for prey capture, defence, courtship, burrow excavation and in males can be part of the mating process. Multifunctioning!

Danger!

Venomous vs poisonous

Venomous means the toxin is injected into you via a bite or sting while poisonous means if you touch or eat the organism you ingest the poison from its body through your skin or your digestive system.

Want to know more? Here are some ideas to get your students thinking about Arthropods as animals and perhaps engender more respect for them Hearing

Do any arthropods have ears? How do they hear?

Breathing

How do arthropods breathe? Do they have lungs?

Blood

Do arthropods have blood? If so what colour is it?

Pain

Do arthropods feel pain? What about when a leg is damaged and falls off?

Replacement of body parts

Can a spider or insect grow a new leg?

SCIOS PRIMARY

14

Life cycle

Find an interesting arthropod life cycle to share with the class

Life span

How long does a butterfly/fly/spider live?

You may find some surprises!

Wings

Just because an insect has wings – does it fly?

Locomotion

How do different arthropods move?

Webs

How do spiders make their webs? How long does a web last? Why do spiders make special patterns in their webs?

Numbers

How many species (different types) of arthropods (or insects or spiders) are on the Earth?

More numbers!

How many species (different types) of arthropods (or insects or spiders) in Australia?

Numbers again!

How many actual arthropods in total? I.e. all the arthropods or perhaps just insects or perhaps just spiders - if they could be counted?

SCIOS PRIMARY

15

OPEN LAB AFTERNOONS HIGHLIGHTS

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

Please let us know by sending us an email at primaryscience@stawa.net (Please CC admin@stawa.net). We hope to offer an Open Lab session each term.

As the host or attendee, you are able to use these sessions for professional learning (PL) records.

SCIOS PRIMARY

16

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.

SCIOS PRIMARY

17

The 2024-2025 Primary Science Calendar is now available to view on the STAWA Website.

View the calendar here

SCIOS PRIMARY

18

The 72nd Conference of the Australian Science Teachers’ Association, CONASTA 72, will be staged in Perth from 7-10 July 2025, hosted by STAWA. This conference is the premier professional learning experience for teachers of science, in primary and secondary schools, across Australia.

CONASTA has a strong reputation for offering high quality, stimulating professional learning experiences and we wish to build upon this reputation by showcasing WA Science and industry.

We are looking for Primary Science Teachers to present interesting and inspiring workshops at this national conference could this be you?

Register your interest SCIOS PRIMARY

19

SCIENCE SHOWCASE EVENING @ PIARA WATERS PRIMARY SCHOOL A community event presenting Science Investigation projects of our graduating students along with a display of work by our Science Talent Search 2024 entries, Science Extension students and other outstanding student work.

14 NOVEMBER 2024 5.30 TO 7.00 P.M. JOIN US IN OUR SCHOOL LIBRARY, UNDERCOVER AREA, AND SCIENCE ROOM.

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

SCIOS PRIMARY

21

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.

SCIOS PRIMARY

22

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.

SCIOS PRIMARY

23

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

SCIOS PRIMARY

24