Primary Science Matters -2010

1. Primary Science Matters -2010 Day 3 – Session 9 As smooth as silk – one approach

2. What could your presentation look like? • Describe the silkworm experience as a story like the written case of Mary’s – you need not write a lot to tell a good story Or .... • list some key dot points that sequence the development of the ideas that you can talk to that address each of the scaffolding questions – powerPoint is an obvious choice here • Use a sequence of cartoons on A3 paper that you use to story board your ideas – you don’t have to be an artist to draw • Provide a number of brief dated journal entries (or blog) that tell how your experience unfolded and your thinking –use some creative licence • .......some other innovative idea?

3. (Q1) What have you done (tried), or learnt from this experience? As smooth as silk The story of silkworms in my classroom....... • I decided to go with silkworms as a context for open ended science investigations without really knowing where this would go • A chance conversation between students provided a glimpse of very narrow views of science ‘science’ = ‘just experiments’ • Students thought they only ever did science during ‘Science Week’

4. Q 2) Why did you focus on this action or thinking and consider this was worth trying? As smooth as silk Why silkworms in my classroom....... • Looking after silkworms may provide a ‘fuller picture’ of science and allow students to see connections between ‘science’ and their world • Could provide opportunities for practical data collection and individual student research • May encourage increased literacy opportunities and oral communication • Could be good for peer to peer teaching and learning

5. Q 3) How were you feeling about this before you did it? Were there things you were worried or unsure about? As smooth as silk The story of silkworms in my classroom....... • No knowledge of how to look after silkworms • I wasn’t sure what would be learnt/whether much would be learnt of value • Activity could introduce ‘big’ distractions in class for the students • Need to find time to read and research to answer students’ questions • Potential for ‘creepy crawlies’ to escape into the classroom • Class time may need to be stolen from other programs

6. Q 4) What has been the effect on you and/or your students of what was tried, or as a result of your change in thinking? As smooth as silk The story of silkworms in my classroom....... • Heightened skills of observation providing opportunities to see why record keeping and data collection can be important • Better integration of science ideas and skills into the students’ real world • A chance for students to see science in action with big changes in a short time span • Students (regardless of gender) given the chance to be seen as experts by teacher, parents and peers

7. Q 5) What implications has this experience had for your teaching? As smooth as silk The story of silkworms in my classroom....... • Activities that link multiple science contexts offer rich opportunities for high engagement and memorable learning experiences. • Offering students ‘real’ ownership and control are ‘high risk’ but potentially very rewarding for them, the teacher and the whole school community.

8. Q 6) What do you plan to do in the future? As smooth as silk The story of silkworms in my classroom....... • Discuss with the class their good learning behaviours: posing questions, collecting, presenting & analysing data and researching • Take risks with trialling other activities which give students ownership and opportunities to become knowledge ‘experts’ through research and peer to peer learning. • Look to provide science ‘experiences’ where students can develop skills in observation and data collection which are ‘real’ and not contrived • Provide science opportunities that are more than ‘just experiments’