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The Importance of RepresentationsPrimaryConnections: Continuing Professional Development 2014

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Facilitator

Ms Sophia McLean

Professional Learning Manager

PrimaryConnections

Australian Academy of Science

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Workshop purpose

You are here to experience and understand the prime importance of representing understanding using multiple modes in the PrimaryConnections program.

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Workshop outline (90 minutes)

INTRO: Purpose, outline, outcomes(5 mins)

ENGAGE: The three literacy terms - a review(10 mins) The phenomenon of “dissolving

EXPLORE: Explore the phenomena of “dissolving” and “diffusing” using(20 mins ) multiple modes of representation

EXPLAIN: The importance of multiple representations(20 mins) Literacy focuses across the curriculum resources

The development of a “literacy of science” from simple to complex

ELABORATE: Investigate and represent the “rate of a reaction”(30 mins)

EVALUATE:Re-visit the three literacy terms and link to workshop activities (5 mins)

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Outcomes

On completion of this module participants will understand:

 • the prime importance of multiple modes of representation in understanding science

concepts

• more about the phenomena of “dissolving” and “diffusing”

• the ways representations can be differentiated across year levels

• the range of “literacy focuses” across the PrimaryConnections suite of curriculum units

• that representing understanding is a crucial part of the science inquiry process

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ENGAGE

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Represent what you observe

Try representing what you think is happening by creating a drawing or diagram, an explanation or some other form of representation. Try using more than one mode if possible.Potassium permanganate in water.

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EXPLORE

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A whole body role play representation

Potassium K+Permanganate MnO4 –Hydrogen HOxygen O

Potassium Permanganate crystals:Four people: each person labelled head and feet witha Potassium ion (K+) and a Permanganate ion(KMNO4)

Water molecules: Three people: one Oxygen and two Hydrogen atoms

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If a solid sample of Potassium permanganate is placed in water, the water molecules will interact with the Potassium cations and the permanganate anions held in the crystal to break the ionic bonds that hold the crystal together.

This is a process of dissolving the crystal into solution. You will not be able to see the Potassium ions, but the permanganate ions are purple even in solution and you will see the water slowly darken (perhaps turning pink or violet first near thesolid and finally taking on a uniform purple color).

This second phase is the diffusion of the the ions into the solvent. This process willspeed up if the solution is heated or stirred.

Eventually one ends up with a homogeneous solution of Potassium permanganatein water. The water is the solvent and the Potassium Permanganate is the solute.

A description of “Potassium Permanganate in water”

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EXPLAIN

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The Five Whys

Why is it important for

students to have opportunities

to create multiple

representations of their

understanding?

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A developing literacy focusLine drawing:

We use a line drawing to show what an object looks like

without lots of detail. A line drawing includes simple lines usually using a pencil.

Drawing:

We use a drawing to illustrate an idea or an object. A drawing includes lines to

represent a likeness, image, plan or design, usually using a pen, pencil or crayon.

Annotated drawing:

We use an annotated drawing to show an idea or object. An annotated drawing

includes a picture and words or descriptions about the idea or object.

Annotated diagram:

We use an annotated diagram to show the parts of an object and what they do. An

annotated diagram might include an accurate drawing, a title, a date and a few

words about each of the parts. A line or arrow joins the words to the part.

Labelled diagram:

We use a labelled diagram to show the shape, size and features of an object. A labelled

diagram might include a title, an accurate drawing, a scale to show the object’s size and

labels showing the main features. A line or arrow connects the label to the feature.

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Re-represent your understanding using two different level drawings or diagrams

Dissolving and diffusing Potassium Permanganate in water

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ELABORATE

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Investigate: The rate of reaction

What is the question for investigation?

What are the variables?

What equipment do I need?

VARIABLES GRID (M = Measure)

Rate of reaction of a fizzy tablet

(M)

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QCER

Q: What question are you trying to answer?

C: What is your claim at this point?

E: What specific evidence do you have to support your claim?

R: How does the evidence support the claim? Can this be linked to a science concept? Are their alternative explanations for the data collected? How accurate is the data?

Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning.

The Question Starters can be used to model and practise this

process.

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Australian Curriculum:Science Science Inquiry Skills

Science Inquiry Skills content is described in two-year bands.

There are five sub-strands:

• Questioning and predicting• Planning and conducting• Processing and analysing data and information • Evaluating • Communication

Each of these skills requires and includes

“representations”.

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EVALUATE

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Re-visit the three literacy terms

• Everyday literacies

• Literacies of science

• Scientific literacy

How and when did you use each of these in this workshop?