Exciting NEW Ways to Explore Science in the Classroom
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INNOVATION IN SCIENCE TEACHING
Australian Science
- The focus on contemporary science shows how scientific concepts, theory, practice and processes can be used to meet the challenges of today and the future.
- Recent scientific contributions made by Australian scientists, companies or individuals are featured.
Working Scientifically
- There is an emphasis on the acquisition and practice of scientific skills (practical and investigative) that is integrated with the gaining of knowledge and learning of concepts.
Assessment
- The books include formative, diagnostic and summative assessment tasks.
Consensus During the Writing Phase
- The series is authored by a team of 19 writers from WA, Qld, SA, Vic, NSW, Tas and ACT, comprising classroom teachers, professional scientists, curriculum developers and science writers.
- The books are extensively trialled in schools around Australia.
Science Australia 1
Year 7 students explore the world of science through classroom activities and inquiries. The activities and practical work (as in all chapters) can be done in a laboratory using basic equipment or in an ordinary classroom using simple and readily available materials. Relevant examples of the inventiveness of Australian scientists are included throughout.
| Contents | |||
| 1 | Tune into Science How do we know what's going on in the world? We use our senses of sight, hearing, smell, taste and touch. To help our senses, we use various instruments and sensory aids. |
5 | Touring the Solar System In this strongly activity-based chapter students explore how rockets work and investigate the planets of the solar system. There is a short, tantalising glimpse of the vastness of our own galaxy. |
| 2 | Feel the Earth Move Who said geology was boring? Students learn about the forces that have shaped, and continue to shape, the Earth. Vivid examples of natural disasters grab students' attention for later investigations of geological processes. |
6 | Land and Aquatic Life This chapter discusses what an animal is and then explores the digestive, respiratory, skeletal and reproductive systems of various animals - land and aquatic. The investigations take students out of the classroom and into the local environment. |
| 3 | Forms of Energy Energy is a commonly used word, but what is it? Students are engaged in many stimulating activities for the investigation of energy, in many of its forms. |
7 | Sources of Energy Students learn that Australians are second only to people in the United States in their use of energy per person. Students begin to understand how we use and abuse energy. The sources of our energy are explored. Hydro-electricity, electricity from coal and solar power are explained. |
| 4 | What the World Is Made of Matter is everything at its most basic - solid, liquid or gas. Students investigate the nature of matter, beginning with water in its various states. This chapter has some excellent models for students to visualise states of matter and the physical changes from one state to another. |
8 | Class of Their Own A broad history of Australian plants and animals from the time of the dinosaurs is presented through case studies and explored through simple activities. A focus of the chapter is the development of responsible attitudes to the future use of the land by looking to the past. |
Science Australia 2
Learning is built on year 8 students' experience with bicycles and common acids, their concerns for the environment and their curiosity about the microscopic world. Students are challenged to design experimental investigations and to design, make and appraise an electrical device.
| Contents | |||
| 1 | Microworld The complex and fascinating world of micro-organisms is explored in this chapter. Work on cells leads to a broad inquiry into microscopic life. |
5 | Transport Systems In a study of transport systems, the circulation of blood is a must-do topic. This chapter has several simple activities to get students better acquainted with their own transport system as well as exploring the systems of plants. |
| 2 | What's the Matter? The first activity in this chapter reminds students that materials are made from matter. The atomic structure of matter determines its usefulness for a particular purpose. Students are asked to list all the materials they see around them in the classroom and determine the physical properties of each material. In an excellent activity, students mix some mortar and cement and then test the properties of each. |
6 | Acid Test Here's some real-life chemistry - the kind students enjoy. First students make their own acid-alkali indicators out of red cabbage and flower petals. Then they investigate household acids and alkalis. The measurement of pH is introduced through an investigation of soil and the importance of pH to growing healthy plants. |
| 3 | Moving About By focusing on the bicycle this chapter explains the physics of speed and motion. |
7 | For Life on Earth How do you study something as complex as an ecosystem? What is an ecosystem? A simple case study is described before students begin their own investigations. Students are shown that you don't have to live in a rainforest to study an ecosystem; any local creek, backyard or football ground will do. |
| 4 | Australia's Natural Resources Students discover that familiar objects are made from various components and each of these components has its origin as a natural resource. Renewable and non-renewable and mineral resources in Australia are illustrated by examples and explored in the student activities. |
8 | Electric Currents Pulling apart a hairdryer or a radio is a very good way to introduce students to a study of electric currents. It's good fun too. This opening activity will fire curiosity and motivation for subsequent investigations of how electricity works. |
Science Australia 3
Contexts such as football and sound systems along with developments in industry and the latest in medical research are used to stimulate learning in science in this year 9 text. Topics include space technology, chemistry, sound, respiration and reproduction, electricity and magnetism, processing iron and oils, and disease.
| Contents | |||
| 1 | Is anybody out there? Students are introduced to the use of space technology for measurement, for exploration of the size and the nature of the phenomena of the Universe and for world-wide communication. They are challenged to answer the question 'Is anybody out there?'. |
5 | World of electricity and magnetism A look at the properties of magnets quickly leads to a study of electromagnets, electricity generation and electric circuits. Students are provided with examples of everyday home and work related contexts in which the use and the dangers of electricity are explored. |
| 2 | Patterns in chemistry The patterns involved in double decomposition, carbonate reactions with acids, oxidation and neutralisation reactions are used to introduce ideas of solubility and the patterns which are part of the periodic table of elements. Students are introduced to the idea of formation and combination of ions and to writing chemical equations in words. |
6 | Exchange with the environment Students are challenged to design an organism that will function and survive under normal conditions. After a study of respiration, digestion and excretion they are asked to appraise the probable survival chances of the animal they designed. |
| 3 | Sound and hearing This chapter introduces a study of the nature of sound in the context of hearing and the potential dangers of exposure to dangerous sound levels. Thus as well as a study of the physics of sound, students look at the biological aspects of hearing and are involved in activities relevant to health and safety issues. |
7 | Using natural resources The natural resources needed to satisfy our need for transport (iron and petroleum products) and increasing use of plastics are the focus of this chapter. Students look at processes of extraction, processing and manufacturing and are encouraged to think of the relationship between the use of the materials and the impact on the environment. |
| 4 | New life Human reproduction is a focus of this chapter which also introduces the ideas of mitosis and meiosis as the basis for the differences between the outcomes of sexual and asexual reproduction. Technologies used in plant and animal reproduction are explained and discussed. |
8 | Disease The causes of infectious disease – viruses, bacteria, protists and other parasites are investigated. Both past and current epidemics and diseases are used as contexts within which to look at the ways spread or the prevention of spread of pathogens occurs. The body's responses to potential infection and ways in which medical intervention can help are included. |
Science Australia 4
Year 10 students round off their studies of ideas and skills in general science. They apply their understanding of physics to sport. Their understanding of chemistry and biology is used in a forensic science exploration. Topics include motion in sport, evolution, chemical reactions, biochemistry, sound and light technology, homeostasis and forensic science.
| Contents | |||
| 1 | Sport in motion Using a wide variety of sports as the context student investigate the concepts of mass and weight, force, friction, aerodynamics, work, energy, momentum and inertia. |
5 | Electromagnet radiation Electromagnetic radiation is around us always – what is it? Students look at examples all the forms of electromagnetic radiation. They explore the origin of the radiation, how it may be used and any potential dangers. The reflection and refraction of light are investigated in detail. |
| 2 | Atoms in action Oxidation is used as the starting point for developing the skills of writing chemical formulae and balanced equations. Ionic bonding is revised and covalent bonding is introduced. Isotopes, allotropes, carbon compounds and electrolysis are introduced as patterns related to atomic structure, bonding and chemical reactions. |
6 | Evolution of Earth and Life Changes to the Earth's surface and to the life on Earth are interrelated in this chapter. Strategies that can be used to establish the age of rocks and fossils are investigated. The processes of rock formation and the consequences of continental drift are tied to ideas about the evolution of plants and animals. An explanation of evolution in terms of changes in population genetics is modelled in a practical activity. |
| 3 | Life's chemical factories Using the context of food this biochemistry chapter explains the details of respiration and photosynthesis, digestion, the nature and role of enzymes, The structure of the cell at the level of the detail seen under the electron microscope is explored. |
7 | Stability in a changing environment Homeostatic mechanisms in plants and animals are the key to the survival of organisms in sometimes harsh or variable conditions. The control of temperature and water in humans, other animals and plants is explored. Control of blood sugar levels in mammals and tropisms in plants are also included. |
| 4 | The codes of life Since the earliest times some humans have tried to improve the numbers or types of plants and animals they breed. This chapter deals with the contributions to this outcome of traditional Mendelian theories of genetics. The role of an understanding of DNA structure and of genetic engineering is then introduced. Students are encouraged to think not only of the details of investigations and discoveries, but also of potential future developments and of questions about responsibility for control of the direction of these developments. |
8 | Cracking crimes This forensic science unit provides an opportunity to revise aspects of physics, chemistry, genetics and the skills of investigation, observation, sorting of data, deduction and report writing common to the practice of all aspects of science. The hypothetical crime is left to the students to solve and in the process they carry out a number of practical investigations as well as examining all the information provided. |
STUDENT SUCCESS
Students will develop:
- a comprehensive understanding of scientific concepts;
- scientific knowledge and skills;
- a capacity to work scientifically by investigating, analysing and applying problem-solving skills to contemporary scenarios;
- an ability to use information to assist in making judgements about scientific developments in matters of morality, ethics, environmental impact and social justice;
- the ability to communicate understanding and appreciation of the role of science in society.
TEACHER SUPPORT
The books provide a four year sequential program in science. Teachers also receive online support through a dedicated web-site. Direct links to State and Territory curricula include:
- the CSF for Victoria, Outcomes and Standards Framework for Western Australia, and the national profile;
- a teacher manual with additional free student activity sheets to download, work samples and assessment ideas;
- links to authoritative sites on Constructivism and Science Education and teacher discussion opportunities.
Contact Curriculum Corporation for a FREE full colour sample chapter from Science Australia 1 and see for yourself!
Complete the order form and mail or fax immediately. |
PROJECT BACKGROUND
The Writers
A team of 19 writers has contributed to Science Australia. Many of the team are experienced, practising science teachers. Others are curriculum consultants, science writers or scientists. Their work has been trialed in government, Catholic and independent schools throughout Australia in single-sex and coeducational schools in isolated, rural and suburban locations. Science curriculum officers of each State and Territory also provided advice.
The Teaching Approach
Constructivist ideas of teaching and learning are central to the science program developed in Science Australia.
The writers of the books were also influenced by Cliff Malcolm's 'science as a story' approach, by the ideas of Roger Osborne, Dick Gunstone and others on children's science and by the contribution of John Baird, Ian Mitchell and the teachers involved in the PEEL project.
As a consequence of these influences, the writers' underlying assumption is that students learn best when they are able to test their own ideas and to work out explanations based on a variety of learning experiences. The work must also be presented in a context which is relevant and stimulating and students need to be able to see their understanding changing and deepening.
Thus the teaching and learning sequence in each of the chapters is as follows:
- The context is set by a stimulating opening page.
- The first activity provides the students with an opportunity to present what they believe they know on the topic. They are encouraged to use these ideas as a starting point and to monitor their learning as they proceed through the chapter.
- In the Activities and Inquiries that follow, students are encouraged to predict, explore, explain, apply their understanding and skills.
- Interspersed with the learning activities are activities that can be used by teachers and students to assess developing understanding and to assess progress towards the outcomes in the State or Territory curriculum documents for the year level.
- Each chapter finishes with tasks that facilitate reflection and assessment of learning.
For further readings on the Constructivist approach to teaching and learning you could refer to:
- 'Constructivism as a reference for science teaching', Anthony Lorsbach and Kenneth Tobin,
http://www.exploratorium.edu/IFI/resources/research/constructivism.html
'Constructivism and teaching', Elizabeth Nguyen and John Svec,
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