L8 Sciences
Term 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 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.
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.
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
Thinking About Our L8 Course
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
Brainstorm
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
NoS In Investigations
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?
Effective Pedagogy
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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?
Activities / Strategies
Share an activity or
strategy that works
well for you and your
students
Planning a Unit
• Template available
• How share with all
present?
-record electronically?
• Bear in mind all we
have discussed