SCIOS: To Know
Thisjournalaimstopromotetheteachingof sciencewithafocusonclassroompractice It providesameansofcommunicationbetween teachers,consultantsandotherscience educators Opinionsexpressedinthis publicationarethoseofthevariousauthors anddonotnecessarilyrepresentthoseofthe ScienceTeachers’AssociationofWestern Australia(STAWA),theeditorialcommittee,or thepublisher
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©2024TheScienceTeachers’Association ofWesternAustralia(STAWA) Allrights reserved Nopartofthispublicationmaybe reproducedorcopiedinanyformorbyany meanswithoutthewrittenpermissionof STAWA Unsolicitedmaterialiswelcomedby theEditorbutnoresponsibilityistakenfor thereturnofcopyorphotographsunless specialarrangementsaremade
ISSN0157-6488
WELCOME FROM THE EDITOR
AbouttheEditor
MadyColquhounistheChairoftheSTAWAPrimaryScienceCommittee,the CONSTAWAConvenor,SCIOSPrimaryEditorandamemberoftheSTAWA Board ShewaspreviouslyaPrimaryScienceSpecialistforover10years Currently,throughSTAWA,Madynowsupportsteachersofprimaryscience
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
All fundraising managed online
Just one action and activity each week
Ready-made resources to run a successful program
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
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
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.
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:
Engagement: They draw students in, sparking their interest and enthusiasm for learning 1
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:
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
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
Picture collage displayed on the I W B as children enter the room
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
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
Animals with no backbone (either having no skeleton or an exoskeleton), usually with a simpler body structure including -
sponges
insects
spiders
Vertebrates
Animals with a backbone (as part of an internal skeleton), usually with a more complex body structure
birds
reptiles
mammals
worms fish
molluscs
crustaceans
amphibians
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?
Insects
Spiders (also known as arachnids)
Centipedes (a myriapod)
Millipedes (a myriapod)
Quick body structure classification
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
2 body parts, 4 pairs of legs, 8 simple eyes, no antennae, no wings
Body parts are cephalothorax (combined head and thorax) and abdomen
100 legs? No! Many body segments with 1 pair of legs per segment, and a slightly flatter body than a millipede
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)
Endoskeleton (inside or internal 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)
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
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
Antenna(e)
Mandible
Proboscis
Pedipalps
Venomous vs poisonous
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
Used for gripping, biting or cutting, these are strong jaw-like structures which some insects have
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
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 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
Breathing
Blood
Pain
Replacement of body parts
Do any arthropods have ears? How do they hear?
How do arthropods breathe? Do they have lungs?
Do arthropods have blood? If so what colour is it?
Do arthropods feel pain? What about when a leg is damaged and falls off?
Can a spider or insect grow a new leg?
Life cycle
Life span
Wings
Locomotion
Webs
Numbers
More numbers!
Numbers again!
Find an interesting arthropod life cycle to share with the class
How long does a butterfly/fly/spider live? You may find some surprises!
Just because an insect has wings – does it fly?
How do different arthropods move?
How do spiders make their webs? How long does a web last? Why do spiders make special patterns in their webs?
How many species (different types) of arthropods (or insects or spiders) are on the Earth?
How many species (different types) of arthropods (or insects or spiders) in Australia?
How many actual arthropods in total? I e all the arthropods or perhaps just insects or perhaps just spiders - if they could be counted?
OPEN LAB AFTERNOONS
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.
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
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
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 conferencecould this be you?
SCIENCE SHOWCASE
14NOVEMBER2024
5.30TO7.00P.M.
JOINUSINOURSCHOOLLIBRARY, UNDERCOVERAREA,ANDSCIENCEROOM. 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.
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
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
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
3.
Photographs and other images (e g diagrams) should be sent as separate files
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