To support the implementation of an inquiry and investigative science program Primary Connections offers resources that may be displayed as posters in your classroom or staff room, or as inspiration to co-create posters with your students.
See below some ideas of how these resources may be incorporated in classrooms and beyond:
Display these posters in your staffroom or learning areas to inform school-wide communication, collaboration, and implementation of the Primary Connections 5Es teaching and learning model. Consider making your own version of these posters with your students, and include photographs of you and your students modelling each of the 5Es phases.
Display this poster in your classroom to highlight the relevant phase of the 5E model by affixing the arrow with blu-tac and moving it down the poster as the students progress through the inquiry.
Support the development of students’ meta-cognition by discussing the sequence of learning, and the purpose of each phase. Encourage students to notice the value of exploring the concept before they explain it, of using evidence to support their explanations, and then applying their new knowledge and understanding in a new context.
Presenting four quadrants, the Parking Lot is a tool that captures students’ comments, ideas, reflections and questions as they arise. Displayed in the classroom throughout an inquiry, the tool provides teachers with a visual representation of students’ thoughts and wonderings about the topic. This tool may be supportive for students who avoid sharing their ideas in a large group. Consider also displaying a Parking Lot in your staffroom to inform ongoing communication and collaboration about inquiry practices.
Tip: provide sticky notes (or pre-cut scrap paper and blu-tac) and pencils near the Parking Lot to make contributing to it easy.
Students working in collaborative teams is a key feature of science inquiry and this is exemplified by useful strategies for setting up and managing teams in the Primary Connections approach. Opportunities for working collaboratively are highlighted throughout each Primary Connections curriculum unit.
Display these posters in your classroom to guide students’ behaviour, decision making, and responsibilities while working collaboratively. Refer to the appendices at the end of each Primary Connections curriculum unit for more information about implementing collaborative learning teams in your science program.
Following an investigation in the Primary Connections approach, students are supported to articulate, communicate, and debate their ideas and arguments, in order to support students to develop a deep understanding of science concepts. Providing students with question starters helps to promote evidence-based discussions in the science classroom. Encourage students to frame their questions for discussion with their team members when preparing their claim/s and evidence. These questions might also be used in a similar way to support peer discussion when a team is presenting and sharing investigation findings to the class. (See Primary Connections 5Es DVD, Chapter 5 ‘Elaborate).