Science Domain P-10

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User Guide

The User Guide provides further information about the origin and design of Sample Science and effective ways to use Sample Science to plan and inform classroom practice.

 

Origin of Sample Science

This version of the Sample Program for Teachers of Science P-10 has been updated and aligned with the Victorian Essential Learning Standards (VELS). The activities have been modified and supplemented to reflect our growing understanding of the critical issues in teaching and learning primary science.

Version one of the Sample Science Program was developed in 2002 as a joint project of the then Board of Studies and Department of Education, Employment and Training (DEET) as part of the 'Science in Schools' strategy to support the introduction of the Curriculum and Standards Framework. Assistance was provided by the Department of Science and Mathematics Education of the University of Melbourne.

 

Navigating Sample Science

Group of students observing glasses

Sample Science is designed to assist teachers in supporting students to achieve the VELS standards.  While the Science Standards are not reported against until Level 3, Sample Science provides unit and activity ideas to support a Level 1 or 2 focus, building towards Level 3.  These activities will support students to engage with and develop an understanding of the science concepts presented in the Level 3 standard.

Sample Science identifies a range of units that represent one way of developing a context for teaching the ideas presented in the Science VELS learning focus statements and standards. Within each unit, the learning outcomes of the unit are presented through the introduction and concepts sections.

A range of activities are presented across three broad areas of learning:

  • motivation
  • exploration
  • application. 

These activities have not been written to be read sequentially within each area of learning, but represent a ‘sampler’. Teachers can:

  • select from these activities
  • modify them to suit their situation
  • adapt individual activites to their students.

The motivation activities are designed to engage students and to create a context or purpose for further investigation. These activities seek to link to student experiences and to create opportunities for teachers to elicit student prior understanding.

The exploration activities are designed to prompt student exploration of the concepts listed in the unit.

The application activities are designed to demonstrate summative performances of understanding that have multiple entry points but culminate in students applying their understanding.

In each unit, further resources are provided to assist teachers in their planning. Links to relevant Digilearn Learning Objects are also provided.

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Links to the Science Continuum P-10

Where appropriate, Sample Science links to the Science Continuum P-10.  The Science Continuum P-10 is a DEECD resource that is structured around the VELS and supports teachers to improve their pedagogy around teaching for understanding.

Teachers are encouraged to work across both resources when planning science learning.

Links are also made to the Science Continuum Concept Development Maps.  These maps have been adapted from the an American Association for the Advancement of Science resource, The Atlas of Scientific Literacy.  The maps represent pathways of student conceptual development and can be used to plan for differentiation and to develop depth and breadth in teaching for understanding.

 

Learning and teaching using Sample Science

The learner is at the centre diagram

Sample Science supports the science standards and should be read in conjunction with these and the learning focus statement for each level. Although Sample Science does not explicitly refer to the science progression points, these are useful in tracking and describing students’ progress in dealing with increasingly complex ideas.

Sample Science is primarily a planning tool for teachers. In designing activities to support student progress, consider the activities suggested and/or use these as models to develop further activities suited to your students’ needs.

The Science Continuum purposeful teaching activities page also provides advice around developing a strong learning purpose behind each activity.

The activities in Sample Science often draw on thinking tools and processes and provide opportunities for students to develop their personal, interpersonal and communication skills.  It may be useful for teachers to refer to relevant levels of the following:

When considering assessment, plan for assessment for, as and of learning as outlined in Assessment Advice.

While it is important to monitor student progress, consider how you can do this while developing a classroom culture that encourages and rewards risk-taking and experimentation. Consider the following:

  • When is it appropriate for students to discuss their alternative ideas, and when should you introduce more scientific ways of explaining phenomena?

  • When developing assessment of learning, consider the tasks carefully and ensure that they are assessing concepts and higher order thinking, rather than just content recall.

  • Check that the assessment is designed to make student thinking visible. Plan opportunities for students to reflect on how their thinking has changed as a result of their learning.
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