Science teaching leadership programme

Science- taking time to take it in, observing, being able to describe what they see

Start with what we know before starting introducing a topic.

Science table: what would you have on the science tables?

OYLA magazines: Scanning, can be used for all the levels even though there are technological terms
When the teachers are engaged, the children are also feeling excited and get engaged.
Warehouse stationary: film canisters
Hands on things are really important for all children, but how do you engage parents and local communities? Inviting astronomy people come in and present a presentation.


Having a folder that we can have access to Edie's experiments?

Collaboration in science -working together to create a unit.

comparing data, challenging each other's findings

Science learning hub - great site to go and learn
Children go and research on their own- developing their wonderings?

Using the language of scientists
Teaching maths through the same topic

Blake inspire for teachers
Squawk squad

The electric garden: recording a process of planting/growing

Discussions: Covering all 5 contents (Nature of science, Living world, Planet earth and beyond, Physical world, Material world).


Authentic contexts-weaving other curriculums through, focusing on capabilities. not knowledge base? Hands on activities/experiences

Questions
Student/personalised learning (teacher manipulating the whole thing) be honest about it
Balance in depth: being able to notice what science looks like-varying capacities/knowlegde to do this: highlighting-is it really?
Formative assessments in the moment
Is Noticing once and making judgements? -depends on contexts
Rubrics -adults way to organise things- it is not evidence based

Unpacking about scientist: what do scientists do? What is science? How do scientists think? What do scientists look like?

This progression was from NMSSA report 17 Science 17 Key Findings 

Science in the New Zealand Curriculum 

Insight for teachers 

Science capabilities 

Insights for teachers 

Scaffolding ideas about scientist

What are scientist? What do scientist do? look like? 

We are scientist, and we become scientist when we do... observing, gathering data,... 

Sand and diet coke experiment: rough parts- gas is caught in it Mentos has rough surfaces 

Microscopic of mentos on google- very rough around