Pulteney Grammar School
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Pulteney Grammar School supported by This program may be subject to change. Version: 13 March Program overview Thursday 23 April 9.00 am Welcome & SASTA Medal Presentation 9.30 am Keynote by Prof. Chris Daniels 10.35 am Morning Tea & Exhibition 11.10 am Workshop Session 1 12.15 pm Workshop Session 2 1.15 pm Lunch & Exhibition 2.05 pm Panel Discussion 3.25 pm Workshop Session 3 4.30 pm SASTA Celebration & Happy Hour Friday 24 April 8.45 am Welcome & Awards Presentation 9.10 am Keynote by Dr Hannah Brown 10.10 am SASTA Annual General Meeting 10.40 am Morning Tea & Exhibition 11.15 am Cutting Edge Session 1 12.20 pm Cutting Edge Session 2 1.20 pm Lunch & Exhibition 2.10 pm Workshop Session 4 3.15 pm Workshop Session 5 4.15 pm Happy Hour Thursday 23 April 9.00 am Welcome & SASTA Medal Presentation 9.30 am Keynote 1 The Role of Experiential Connection with Nature as Educational Tools for Conservation Science: the Cleland Experience Professor Chris Daniels, Cleland Wildlife Park Jacques Cousteau, (French explorer and conservationist) famously said “You can’t save what you don’t love, and you can’t love what you don’t know.” Zoos and wildlife parks create opportunities for visitors to get to know and develop an attachment for displayed species. Hence, most zoos and wildlife parks have education as one of their core aims. Cleland’s purpose statement reflects this role: “Cleland Wildlife Park provides world class, direct nature experiences which connect guests and communities to South Australian wildlife. By creating and supporting a love of nature we provide the information and knowledge necessary to empower conservation action in our guests, staff, researchers and supporters.” Up close and personal experiences with animals are both popular with the public, and are an effective educational tool. However, in a standard visit to a zoo or wildlife park, people spend as little as 10 seconds in front of an individual exhibit. Clearly this is insufficient time to learn or develop any kind of attachment for the species in question. In addition, there is a ground-swell of anti-zoo, anti-handling sentiment directed towards some zoos and wildlife experiences. The challenge to zoos and wildlife parks is to find ways of engaging and educating the public in a meaningful, and lasting manner around the science, necessity and practice of conservation, while being aware of, and responding to the ‘anti-zoo’ sentiment being expressed more and more fervently. This challenge is leading to many new and exciting methods for delivering educational outcomes in environmental science and conservation. Prof. Chris Daniels PhD DSc FAICD is currently Director of Cleland Wildlife Park and is adjunct professor of Biology in the School of Pharmacy and Medical Sciences at UniSA. He is focused on conserving wildlife and connecting people with nature. Chris Daniels’ was Prof. of Urban Ecology at UniSA, Director of the Barbara Hardy Institute at UniSA and the presiding member of the Adelaide and Mt Lofty Ranges NRM Board. Chris was a member of the City of Marion Strategic directions committee, is a Governor of the World Wildlife Fund and was Patron of Unley City Council Adopt a Tree Program. He is patron of the Friends of Woorabinda (Stirling Linear Park) and the SA Junior Field Naturalists Soc. He was chair of the Board of Nature Play SA (2016-2018) and is a Fellow of the Australian Institute of Company Directors Thursday 23 April 10.35 am Morning Tea & Exhibition 11.10 am Workshop Session 1 101 Sustainable Energy in Primary Education Lee Harrison, Mobile Science Education primary Incorporating sustainability and climate change at every year level, getting up to speed on what South Australia is doing (and has already done) to transition our energy economy, the role students can play. 102 Introductory Robotics Don Eickhoff, Techspace Learning primary, middle Learn to program an Arduino microprocessor to make your own gadgets using ArduBlock, a simple ‘drag and drop’ interface. No experience required. 103 Using the Australian Curriculum: Science Cross-curriculum Priority: Sustainability to Teach Climate Change Solutions Katrina Elliott & Meegan Ballantyne, Department for Education primary, middle Explore how to teach climate change solutions using opportunities provided in the Australia Curriculum Science and Cross curriculum priority Sustainability and General Capabilities. 104 To Improve the Representation of Females in STEM Should We be Renewing Our Focus on Soft Skills? Catherine Royans, University of Adelaide primary, middle, senior, tertiary Current research suggests female secondary students are underrepresented in typically ‘masculine’ STEM subjects. Without intervention, it is predicted that the underrepresentation of females will continue to impact social equity, future workforce needs and business profitability. A range of initiatives have emerged to address the underrepresentation of females; such as local and national STEM competitions, scholarships and camps. This workshop investigates a rational for the underrepresentation of females in STEM education and proposes a renewed focus on soft skills and using worked examples to encourage females to succeed in STEM at school. Thursday 23 April 105 Deep Blue: Planning the Best Science Week Celebrations Lara Lang, Reynella East College primary, middle, senior Before we know it, National Science Week (Term 3, 15–23 August) will be upon us! In this interactive workshop, walk away with a complete plan for your own amazing school-based Science Week Celebrations, fitting with the sustainable theme for 2020: “Deep Blue: innovations for the future of our oceans”. 106 Opportunities for Student Participation in Real Scientific Investigations through SACE Earth and Environmental Science Cesca McInerny & Kelly Sharrad, Geoscience Pathways Project middle, senior The Stage 2 SACE Earth and Environmental Science (EES) course has more content about Climate Change and Sustainability than any other SACE course. Together these topics make up 50% of the Stage 2 EES course. This session will provide a brief overview of opportunities for field investigations to suit the requirements of the SACE EES curriculum. Kelly Sharrad, a curriculum writer and experienced EES teacher, will present this part of the session. Dr Cesca McInerney (University of Adelaide) will describe a range of opportunities for EES students to work alongside PhD candidates, in studies related to Climate Change and Sustainability. These suggestions will include an opportunity for students to be directly involved in the collecting and analysing real field data, as part of their externally assessed Stage 2 Earth Systems Study. 107 Scientist of the Week Anthea Ponte, Department for Education primary This innovative program, is an invitation to students, challenging them to step into the role of expert Scientist. Using the learning scaffolds supplied, each student prepares a science activity, demonstration or experiment of their choice to share with the class. Fellow class members have the role of ‘peer scientists’, asking questions, making experiential connections and posing theories about the science concepts presented by the Scientist of the Week. During this workshop participants will have the opportunity to hear how this program has been integrated into the Early Years classrooms of 3 local primary schools. The teacher, parent and student resources used to support this program will be available in digital format for participants. 108 Strategies for Improving Students’ Scientific Literacy Jenny Woodcock, Dept for Education primary, middle, senior In this workshop I will share the strategies I used in 2019 to improve the scientific literacy skills of my science students. Last year I completed a whole year research project for my Masters in Education STEM university course. Data was collected on the effectiveness of literacy strategies such as reciprocal teaching, writing scientific conclusions and Thursday 23 April developing scientific vocabulary. In this workshop, I will share what these literacy strategies are, how I implemented them and the results of my research. 109 STEM Unit on Lockheed Martin Australia’s Future Submarine Program Swati Salvi and Nitika Chauhan, Parafield Gardens High School middle, senior We are enthusiastic about developing critical and analytical thinking in students via STEM-based units that integrate classroom-based learning with real-world applications. Our STEM unit that aligns with the ACARA achievement standards for year 9-10 science and mathematics will be delivered over a period of 8 weeks in blocks of two 90 minute lessons. The unit focuses on students understanding some aspects of designing a submarine, such as the chemical properties of the material used, physics of buoyancy and biology of maintaining life support under seawater conditions. The unit was developed in collaboration with Lockheed Martin Australia (LMA) whose latest venture with the Department of Defence and Naval Group is to design twelve new submarines. As the submarines are likely to enter the service by early 2030s, students currently in Year 8-12 are prospective employees of the project. This unit will be run by the presenters at Parafield Gardens High School in 2020 with a select group of students interested in STEM-based learning. We invite you to run the unit with us so that we can provide support and assistance to each other during the year, discuss ideas for future improvement of this plan and brainstorm other potential plans. 110 SA Water Brainwave Program (DOUBLE SESSION) Cameron O’Malley, SA Water primary, middle The SA Water Brainwave Learning Program is a series of free events and learning resources. Students can participate in workshops and tours that explain the process of cleaning water from a variety of sources, including used water. Students participate in hands on experiments in our workshops. They can also tour our infrastructure sites to immerse themselves in STEM industry. In this workshop showcasing the components of each workshop or tour, with time for some of the experiments the students will undertake.