L8 SciencesTerm 3 2012

Intended Outcomes

• Explore the L3 stds & their implications for – Course planning– Tasks– Teaching & learning

• NoS in Investigations• Literacy in Explanations

Literacy at Level 3

Teaching Students How To Write Explanations

External Demands

• Vocab – describe concepts using subj terms– Differentiate between terms

• Writing – describe clearly & thoroughly– Address all parts of the question

• Merit - Give a reason, justify their answer– Clearly explain the subj concepts needed– Link cause and effect

• Excellence – – apply knowledge correctly to unfamiliar

contexts

Developing Explanation Writing Skills

• An explanation – is a sequenced text – starts with a description– provides reasons why things

happen or how things work– uses linking words like

“because” or “so that” …

• Class pairs singly• Model – deconstruct e.g. with students

– identify key features, fill gaps– use vocab strategies

Exemplars

Developing Explanation Writing Skills

• An explanation – is a sequenced text – starts with a description– provides reasons why things happen or how things work– uses linking words like “because” or “so that” …

• Class pairs singly• Model – deconstruct e.g. with students

– identify key features, fill gaps– use vocab strategies

• Use/develop a rubric/checklist to show the parts of an explanation

• Provide a template/framework/scaffold for students to use• Use the 5Ws and an H plan for an explanation• Deconstruct/use/amend a writing frame for an explanation

Writing Frames

Exploring L8 NZC

Understand the relationship between organisms and their environment. Explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes. Understand how humans manipulate the transfer of genetic information from one generation to the next and make informed judgments about the related social, ethical, and biological implications.

Investigate and measure the chemical and physical properties of a range of groups of substances, for example, acids and bases, oxidants and reductants, and selected organic and inorganic compounds. Relate properties of matter to structure and bonding. Develop an understanding of and use the fundamental concepts of chemistry (for example, equilibrium and thermochemical principles) to interpret observations. Apply knowledge of chemistry to explain aspects of the natural world and how chemistry is used in society to meet needs, resolve issues, and develop new technologies.

Investigate physical phenomena (in the areas of mechanics, electricity, electromagnetism, light and waves, and atomic and nuclear physics) and produce qualitative and quantitative explanations for a variety of complex situations. Analyse and evaluate data to deduce complex trends and relationships in physical phenomena. Use physics ideas to explain a technological, biological, or astronomical application of physics and discuss related issues.

Develop an in-depth understanding of the interrelationship between human activities and the geosphere, hydrosphere, atmosphere, and biosphere over time. Explore recent astronomical events or discoveries, showing understanding of the concepts of distance and time.

L8 Nature of Science AOs• Understanding – scientists connect their new ideas

to current / historical scientific knowledge & present their findings for peer review / debate

• Investigation – develop & carry out investigations & link them to scientific theories and models

• Communicating – use science knowledge, vocab, symbols & conventions; evaluate; & consider the implications of the communication methods used

• Participating – understand socio-scientific issues to identify possible responses at both personal and societal levels

NCEA L3 Standards• Compare and contrast the old and the

new• What changes do we need to be

aware of?– How might we need to change our

practices?• What opportunities do they present?• What are the implications for

– Teaching and learning?– Course planning

Consider:• Students – their strengths

- what is important for them to know/do?- catering for the 70 % as well as the 30 %

• AOs – in your science subject (& others?) - in NoS

• Science Subject Guides Pts 1 & 2• Assessments – from your subject & others

Thinking About Our L8 Course

Work together to come up with a range of big ideas to include in the teaching and learning for a Level 8 course in your subject

Brainstorm

NoS In Investigations

What is the Nature of Science? Science is a way of investigating, understanding and

explaining our natural physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations , carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding and explanations. Scientific progress comes from logical, systematic work and from creative insight, built on a foundation of respect for evidence. Different cultures and periods of history have contributed to the development of science.

NoS: Understanding About Science• Aim: Learn about science as a knowledge system:

features of scientific knowledge & processes by which it is developed; ways scientists’ work interacts with society.

• L8 AO: Understand that scientists connect their new ideas to current / historical scientific knowledge & present their findings for peer review / debate

• Activities: Suggest, compare & evaluate explanations; evaluate the quality of evidence; test, debate and present ideas for critical scrutiny, link to others’ understandings

NoS: Investigating in Science• Aim: Carry out different types science investigations:

classify & identify, use models, pattern-seek, explore, fair test, make things or develop systems.

• L8 AO: Develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations, scientific theories & models

• Activities: Ask questions, make predictions, use systematic approaches & scientific conventions, process & interpret data, evaluate inv, report

NoS: Communicating in Science

• Aim: Develop knowledge of the vocabulary, numeric and symbol systems, & conventions of science & use this knowledge to communicate about their own/others’ ideas

• L8 AO: Use science knowledge, vocab, symbols & conventions when evaluating accounts of the natural world & consider the implications of the communication/representation methods used.

• Activities: Use science ideas, vocab to construct explanations using aids and quantitative ideas

NoS: Participating and Contributing

• Aim: Students will bring a scientific perspective to decisions and actions as appropriate.

• L8 AO: Use relevant info to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels.

• Activities: Care for the environment (prioritise values, justify positions), engage in social issues (debate, take collaborative action)

How Can NoS Be Addressed Through L3 Investigations?

• What NoS knowledge might students currently gain from a L3 investigation in your subject?

• What sort of NoS concepts do you want your students to learn from this investigation?

• What teaching and learning needs to preceed this investigation?

Is your experiment valid? (Can we trust its outcome?)

Investigations

Before We Go• Anything we need to come back to?• Any other issues we need to address? • Have we returned everything?• Any general notices?• Thanks

Spares to use if needed

What have we learnt from the last 2 years?

• Supportive learning environment• Relevant learning in NZ contexts • Shared learning• Connections to prior learning, experience• Reflection• Multiple opportunities• Teaching as Inquiry approach - given where my

students are at, what is important and therefore worth spending time on?

Effective Pedagogy

Activities / Strategies

Share an activity or strategy that works well for you and your students

• Template available• How share with all present?

-record electronically?• Bear in mind all we have discussed

Planning a Unit