2017 saw the introduction of a Science specialist at Croydon Hills Primary School. Students in Prep, and Years 3 to 6 participate in 50-minute weekly Science lessons with Mr Ben Burch. Students in Years 1 and 2 complete one Semester of Indonesian and one Semester of Science on a rotational basis.
Students in Years 3-6 are accompanied by their classroom teacher, in an effort to improve teacher practice in teaching Science. Prep to Year 4 children receive a Science journal, in which they complete their Science work, and Year 5 and 6 students complete Science work on their iPads.
Lab coats are available in the Science room for students to use when conducting experiments or making investigations. Lessons are held in our school’s lab (formerly known as the Multipurpose Room) and each year level has a termly focus in the following areas:
- Biological Sciences
- Chemical Sciences
- Physical Sciences
- Earth and Space Sciences
The units are structured where possible to align with the Inquiry/Integrated Studies unit that each level is completing in that term. Therefore, the different Year levels may participate in a different Science focus each term.
The Primary Connections science resource is the main curriculum model used for all science lessons. These units cover a range of concepts and focus heavily on the students conducting their own investigations and making observations. The Primary Connections resource has a strong literacy link with science and there are many other cross-curriculum opportunities throughout the units.
Individual science lessons are structured around the 5E’s model. This model has 5 phases and outlines the process used when inquiring and investigating. It is particularly important when identifying the prior knowledge of students and building upon this knowledge.
- Engage phase: captures interest and elicits prior knowledge of students (without correcting misconceptions)
- Explore phase: provides students with hands-on experience of phenomenon
- Explain phase: students develop scientific explanations for observations and represent developing conceptual understanding
- Elaborate phase: extends students’ understanding to a new context or makes connections to additional concepts through a student planned investigation
- Evaluate phase: students re-represent their understanding and reflect on their learning journey
Collaboration between students is greatly encouraged during all science lessons. The students work in groups of three and each student has a specific role during experiments and investigations as described below:
- Manager - collects and returns all materials the team needs
- Director - ensures the team understands their investigation
- Speaker - asks the teacher and other team speakers for assistance