Goals for Step 2

1. Attend MENTOR BRIEFING session if one is held

2. Attend SCHOOL VISIT #1 on the scheduled date and time



Plan Ahead

MENTOR STEP 2 = the following:

1. SCHOOL MENTOR BRIEFING: attend if invited

2. SCHOOL VISIT #1: attend correct location, on scheduled date and time

3. STUDENT GROUPS: get to know them

4. INVESTIGATION PLAN: ensure students groups have a ‘testable question’ and know what to do once you leave

STEP 2 is in Week 3 of School Implementation (see below)

Mentor weekly schedule


A BRIEFING SESSION before the first school visit has many benefits so it is highly recommended that you attend if invited.

You will:

• gain awareness of the physical layout of the school and classrooms,

• have a chance to ask questions about the program, your role, the class theme, student needs etc.,

• meet teachers and other Mentors/MyStics who will be working with the primary students, which will promote a sense of belonging and focus around the purpose for coming into the school,

• gain awareness of any school requirements related to working with children, signing in when arriving at the school etc.

• Check that you know the: NAME, TELEPHONE NUMBER, LOCATION and TRAVEL TIME to your school so that you arrive 10-15 minutes before your scheduled visit time.

• All schools require visitors to register their presence at the SCHOOL OFFICE, where you will be required to 'sign in' and to wear a 'Visitor Badge' while on the school premises during working hours.

• You will likely be met by senior students who will then take you to your contact teacher/classroom.

• Your school visit will be co-ordinated with other class mentors so that you are all in the class at the same time.

• At the conclusion of your school visit, return your badge to the School Office and 'sign out'.

By the time of the first mentor visit your students should:

• each possess a LOGBOOK in which they have recorded their science activities, thoughts and ideas,

• have practised conducting 'fair test' scientific investigations related to the class theme with the support and guidance of their class teacher,

• understand that when conducting a fair test they need to use 'Cows Moo Softly' where COWS stands for CHANGE ONE THING, MOO stands for MEASURE SOMETHING and SOFTLY stands for KEEP EVERYTHING ELSE THE SAME,

• have participated in a class brainstorm around a THEME,

• have joined a student group who all agree to work on the same TOPIC, and generated a number of possible questions for their investigation – some of which may be ‘testable’.

Student groups need a clear plan for how to do their investigation.

By the end of Visit #1 each group should have recorded in their logbooks:

• a clear idea of their QUESTION,

• how they will CONTROL THE VARIABLES,


• the METHOD OR STEPS that they will follow, and

• the EQUIPMENT that they will require.

Use the following RESOURCE BUTTONS for additional information about how to support your primary students in this phase of MyScience.

• '2.1 Student Planned Investigations'.
• '2.2 Testable Questions'
• '2.3 Predictions & Hypotheses'

SCAFFOLDS/PROFORMAS that support student planning:

• '2.4 Classroom Poster'
• '2.5 Student Scaffold #1' = BASIC
• '2.6 Student Scaffold #2' = ADVANCED

• You are guiding and supporting the students - not telling them what to do.

• Challenge their questions and ideas, ask them for clarification such as:
'What do you mean … ?'
'What do you think will happen if …?'
'If we change TWO things (e.g type of soil AND pot colour), how will we know …?'

• Your discussion and questioning is demonstrating what scientists do when they design a plan to answer their questions.