2109 20 primary science school direct session 1 what is science me
- 1. What is and how do we teach science in the primary classroom? School Direct 2019-20 Session 1
- 2. Hazard Persons at Risk & Nature of harm Current Control Measures Risk Rating Severity x Likelihood Trip hazards. Students and Staff Inform students to keep walkways clear at all times by storing bags under tables. Chairs to be replaced under the table when not being used. Low Student electrical equipment on desktops – reduces space and potential for electric shocks with spillages. Students and Staff All student personal electrical equipment to be put away when not required during practical activities. Mobile phones not to be charged in rooms. Personal Safety Hands to be washed after practical activities where appropriate. No food to be consumed in the science teaching rooms. Students to advise lecturers of any personal medical conditions that may be exacerbated during specific practical sessions. Students to take responsibility for informing others of potential hazards that manifest from their practical investigations. Low End of session etiquette All equipment returned to the place of origin. All rubbish to be disposed of and/or recycled where appropriate. Tables and floors to be left clear. All chairs to be replaced under tables on leaving the room. Please take time to familiarise yourself with the following health and safety measures applicable during all Primary Science sessions.
- 3. Aims of Session 1 1. To introduce Primary Science 2. To interrogate your perceptions of science and the teaching of science. 3. Introduce scientific enquiry and working scientifically according to the National Curriculum (DfE, 2013), with a particular focus on observing. 4. To work scientifically to try out some different types of enquiries using observational skills relating to materials. 5. To review the skills of observation required when you are assessing practice.
- 4. What do you think we mean by the term science and how do you think we could/should teach science in the primary classroom? Pedagogical approach: Together, in groups of 4 create mind- maps to show what science and the teaching of primary science means to you .
- 5. What is Science? The goal of science is to investigate and understand the world, to explain events and to use those explanations to make useful predictions. Scientists: collect and organize information in a careful, orderly way, looking for patterns and connections between events. Scientists propose explanations that can be tested by examining evidence. Science is an organized way of using evidence to learn about the natural world.
- 6. Drawing Tasks (Chambers 1983) • The negative image of a scientist as a ‘mad scientist’ or a ‘man in lab coat’ in cartoons and TV programs may be the cause of the formation of negative images of scientists…. • The formation of this negative image in students could prevent students not only in becoming a scientist and in aspiring to having a career in science.
- 7. Draw a Group of Scientists
- 8. Eliciting children’s perceptions of scientists Is science for me or other people?
- 9. • Detective • Doctors • Medical scientist • Forensic scientist • Judge • Spy • Insurance claims officer Drawing Task given to children 2013 in the SPIES project: Professions who ‘build a knowledge picture’ by using evidence on which to base their conclusions and decision-making. http://www.pstt.org.uk/project- information/projects/supporting-pupils-independent-enquiry- studies-in-science-year-56-pupils.aspx
- 10. Some examples
- 11. Theories of Learning in Science • Constructivism - the idea that individuals construct new knowledge from their experiences. • Teaching children “facts” will have little effect on their learning. They need to have opportunities to actively work with new concepts and ideas, solve problems, ask and answer questions, discuss, debate, brainstorm, research, and explain. Successful teachers provide students with opportunities to engage in these types of activities. • In order to create meaning it is vital that thinking occurs, “doing science” is not active learning “thinking science” is the active nature of learning itself.
- 12. How do you think we can develop children’s scientific ideas/thinking? • Stand in a circle and complete ‘The Squeeze’ • Can you deduce how and what we want you to do?
- 13. Working scientifically • In the National Curriculum for Science the section on ‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. • It states that it should not be taught as a separate strand. • Pupils should seek answers to questions through collecting, analysing and presenting data in relation to the science content in the programmes of study.
- 14. Developing children’s experience of engaging in broad categories of scientific enquiry (DfE, 2013) • Exploring phenomena/Observing changes over time • Identifying and classifying • Surveys and pattern-seeking • Identifying and controlling variables (Fair-test, comparative tests) • Research and synthesis using secondary sources • Using and creating models to explain phenomena • See the NC and your tracker!
- 16. Pneumonic • Queen • Penelope • Hates • People • Munching • In • Church • Questioning • Predicting • Hypothesising • Predicting • Measuring/Observing • Interpreting • Communicating
- 18. What is the difference between a prediction, hypothesis and a theory? A prediction is what you think, based on previous experience. A hypothesis is an “educated guess”, that is testable through observations and experimentation. A theory is a broad statement of what is believed to be true based on many experiments and considerable amounts of data. (Source unknown)
- 20. Primary Science Curriculum Overview by Theme Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Plants (Identify, name, sort, classify) Living things and their habitats (Living/Non-living/dead Habitats/ Food Chains) Plants (Functions of parts requirements for growth, water transportation; life-cycle of flowering plants) Living things and their Habitats (Grouping, classification; habitats; impact of changing environments) Living things and their Habitats Life cycles of mammal, amphibians, insect, and bird. Plant/animal reproduction Living things and their Habitats Classification; similarities/differences, micro-organisms Animals including Humans (Identify, name, sort, classify) Plants (Seeds and bulbs: simple life-cycles; conditions for growth) Animals including Humans (Nutrition/Diet; Movement) Animals including Humans (Teeth, eating, digestion; food chains, predator-prey) Animals including Humans Human growth and development from pregnancy Animals including Humans Heart and circulation, impact of diet, exercise, drugs, lifestyle; transport of nutrients and water Everyday Materials (Identify objects and their materials; properties) Animals including Humans (Life-cycles, survival needs, nutrition, diet, exercise, healthy lives) Rocks Compare and group on basis of properties; fossil formation; rock cycle, soil formation. States of Matter Solids, liquids, gases; physical changes and temperature; water cycle: evaporation/ condensation Properties and changes of Materials Chemical change, dissolving, mixing, separating materials, sieving, filtration, evaporation Evolution & Inheritance Recognising change over time; fossil evidence; offspring inherit characteristics, adaptation. Seasonal Changes (Changes, weather associated with four seasons) Uses of Everyday Materials (Identify, compare suitability of use; changes in materials) Light Light/dark; shadows; reflections. Sound Vibrations; media, the ear; patterns in sounds; pitch; changing sounds; Earth and Space The Earth’s rotation and orbit relative to Sun. Day, night Light Light travels in straight lines; how we see light sources or reflected light Forces & Magnets Movement on surfaces/ Friction; Magnets Electricity Construct simple circuits; add components, switches, conductors, insulators Forces Gravity; air resistance, water resistance, friction; mechanisms; levers, pulleys, gears. Electricity Changing brightness, loudness of components; use conventional symbols
- 21. What do scientists mean by material? But what might children think a material is? Sources of misconception may include language confusion
- 22. The essence of science is about observation of the natural world Explorify e.g. Zoom in Zoom Out Https://explorify.wellcome.ac.uk/en/activities What does this look like to you?
- 23. Looking carefully Can you find the arrow?
- 24. Reflect on what we have discussed for far: • How do you think observation informs and underpins the process of working scientifically? • Discuss how you perceive scientific observations can lead to questions that challenge existing understanding as well as generating new information. What do you think we really mean by the term observation in science?
- 25. The EYFS BEGINS with observation Early Education (2012) Development Matters. London. Crown Copyright
- 26. ‘Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious’ (Dfe, 2013, P.8) The National Curriculum In England. Key Stages 1 And 2 Framework Document. London: Crown Copyright. – Would you agree that assessment of learning requires careful observation? – For the science area of the NC programme of study where is observation first identified?
- 27. What do you need to know to be able to observe effectively? • Observation involves careful looking, watching and noting • Your ability to do this is, and therefore encourage this in the children that you teach, is crucial to the development of scientific enquiry. • What does the EYFS and the NC say about children observing?
- 28. • Observe the objects/materials on the tray, make an observational drawing of one object. • What equipment could you use to enhance the observational drawings? • What pedagogical (teaching) task could we use to develop the children’s vocabulary? • How can observed similarities and differences inform a type of science investigation? What type of investigation is this? Investigative activities to improve observational skills
- 29. Observation of materials: physical and chemical change • Materials focus –x3 white powders(materials), observe with appropriate senses and equipment. • Properties of materials: test solubility, can you identify a context? • Mix material citric acid and bicarb- chemical reaction- identify the signs of a chemical reaction-conservation of mass
- 30. Chemical changes in the world around us Natural Man-made Mapping your ideas: • What is a physical change and what is a chemical change? • How do we know when a chemical change takes place?
- 31. Signs a chemical change has taken place New materials are formed Formation of a solid (precipitate) Temperature change Colour changes Formation of an odour Formation of bubbles of gas
- 32. • Use your senses and use relevant equipment to explore the mystery parcel. • Record your observations in your note-book. • Predict what they could contain – give explanations for your ideas. • Unwrap and explore further. • How could you now take this -where could the science go….. Investigating ice balloons
- 33. Elicitation Activity: Science Subject Knowledge Quiz Which of the following are physical or chemical changes? Ice turning into water. Toast. Sugar in hot tea/coffee. Lemon juice and bicarbonate of soda. A candle burning. Chocolate placed in a bowl placed over hot water. Fizz when the top comes off a lemonade bottle. An apple left in a fruit bowl for weeks.
- 34. Reflect on Particle Theory • All substances are made up of particles: atoms and molecules. • The particles in a solid are tightly packed and movement is limited to vibration at a fixed point. • The particles in a liquid are in contact with each other but arranged randomly. They can roll over each other and pour/flow. • The particles in a gas can move around freely. There are spaces between them so they can be pushed closer together – this is why a gas can be compressed.
- 35. Conservation of Mass • Within a closed system the amount of mass remains constant. • Mass cannot be created or destroyed but it can be rearranged in space and changed into different types of particles! • Can we catch a gas? Yes we can!
- 36. Lesson Observation Take your time to review the school lesson observation form, then use the form to review one of the following video clips found below: https://cccu- my.sharepoint.com/personal/ts226_canterbury_ac_ uk/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Ft s226_canterbury_ac_uk%2FDocuments%2FTeach%2 0First%20Videos&originalPath=aHR0cHM6Ly9jY2N1 LW15LnNoYXJlcG9pbnQuY29tLzpmOi9nL3BlcnNvb
- 37. As soon as possible • Please undertake the science audit available on BlackBoard. • For those who enjoy a challenge there is also an on-line science audit hosted by Learning Matters Sage. • Use the outcomes of the audit and todays session to review the tracker. This should be updated as you progress throughout your career, so you may like to do this in pencil.
- 38. Reading/Reflection for next week • Reflect on how different level of observation can encourage different levels of thinking. • Read Harlen, W. and Qualter, A. (2014) 'Learning through inquiry' in The teaching of science in primary schools. 6th edn. Abingdon: Routledge p89-103 and pages 178-80 eBook Ahtee, M. et al. (2009) ‘Primary school student teachers’ views about making observations’ in NorDiNa 5(2), pp 128-141 (on Blackboard)
- 39. References • DfE (2013). The National curriculum in England. Key stages 1 and 2 framework document. London: Crown copyright. • Explorify. Available at: Https://explorify.wellcome.ac.uk/en/activities (Accessed 25th September 2019) • Early Education (2012) Development Matters. London: Crown Copyright • Harlen, W. and Qualter, A. (2014) The teaching of science in primary schools. 6th edn. Abingdon: Routledge. eBook
- 40. Reading and useful resources Session Reading: Harlen, W. and Qualter, A. (2014) Chapter 10 ‘ Teacher’s and children’s questions’ in The Teaching of Science in the Primary School. London: Routledge. SELF-SUPPORTED STUDY ReachoutCPD: course level lower primary Plants https://www.reachoutcpd.com/courses/lower-primary/plants/ ReachoutCPD: course level upper primary Plants and Growth https://www.reachoutcpd.com/courses/upper-primary/plants-and-growth/ Other readings: Harlen, W. (2014) ‘Helping children’s development of inquiry skills,’ Inquiry in primary science education (IPSE) 1, p.5-19, © 2014 PRI-SCI-NET file:///N:/Documents/Tear%202%20science%20201920/3%20IPSE%20Volume%201%20No%201%20Wy nne%20Harlen%20p%205%20-%2019.pdf Driver, R. et al. (1994) Making Sense of Secondary Science research into children’s ideas London: Routledge. (Chapter 1 ‘Living Things’ includes sections on the concepts of living, animal, plant, classification and species)
- 41. Subject Knowledge Quiz Which of the following are physical changes? Ice turning into water – Physical – melting. Toast – Chemical – burning. Sugar in hot tea/coffee – Physical – dissolving. Lemon juice and bicarbonate of soda – Chemical reaction. A candle burning – Physical (hot wax liquifies, some evaporates) and chemical (the wick burns making ash). Chocolate placed in a bowl placed over hot water Physical (chocolate is not a pure substance, bars do not have specific melting points). Fizz when the top comes off a lemonade bottle – physical (gas is forced into the bottle under pressure). An apple left in a fruit bowl for weeks. Chemical – (ageing then decomposition)
- 42. Next session: How can we, in science, develop a questioning community in our classes?