Pgce session 2 ct 2018revised
- 1. PGCE Science Session 2 Outdoor Learning and Plants Caroline Thomas (September 2018) caroline.thomas@canterbury.ac.uk
- 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. Risk Assessment for Environmental Practicals Hazard Persons at Risk & Nature of harm Current Control Measures Severity and Likelihood Environmental Practicals Infection transfer, including Tetanus and Weil’s. Students and Staff Cover open skin if working in water. Wash hands after handling. Low Allergic reactions Students and Staff Check for poisonous plants, sharp objects or animal contamination pre-visit. Wash hands after handling specimens. Check for allergies to specific stinging insects (bees, wasps). Low Trips and falls Students and Staff Check dipping platforms for access and stability. Low Weather conditions Students and Staff Ensure correct clothing and footwear. Low
- 4. Risk assessment for plants PLANTS Hazard Persons at risk and nature of harm Current control measures Severity and likelihood Allergic reactions. Students and Staff Wash hands after handling. Ensure student awareness of safe handling techniques. Low Soil contamination. Students and Staff Cover cuts and grazes if handling soils. Wash hands after use. Ensure student awareness of safe handling techniques. Low
- 5. Session Outline- Learning Outcomes PART ONE • To explore how pupils might investigate plants and their the life cycles in the primary classroom • To develop an understanding of the importance of observation and classification when studying living things PART TWO • To gain an overview of types of habitats that can be studied in science • To consider how children’s conceptual and procedural knowledge in science can be promoted in environmental science • To consider the practical issues involved in outdoor learning and plan a task sheet for pupil use
- 6. What are the characteristics of living things? Talk about: Learning • How did you learn about these ideas? • What level of understanding would you expect the children in your school to have?
- 7. Investigating Plants Why is a plant a living thing? What do all plants have in common? What are the differences between different members of the plant kingdom? How can we use a dichotomous key to identify living things? What are the different parts of a plant? What do they do? What’s inside a seed? How does the plant grow and develop from a seed? What conditions are needed for seed germination? What does a flower look like? What are the names of the different parts of the flower? What conditions are needed for plants to grow? We will try to answer some of these questions in different ways.
- 8. Task 1: Observing plants and seed growth • What conditions do you think seeds need to germinate? • Look at the cress seeds. Is there anything that surprises you?.
- 9. Look at the photos of developing beans. Can you place them in order of when they were sown? A B C D E F G What changes can you see as they develop?
- 10. Task 2: Using leaves and/or seeds to stimulate curiosity, questioning and inquiry 1. What do you notice? Observe a collection of leaves/seeds: (Look, feel, smell, listen) 2. Explore the possibilities: How many different ways can you sort them into groups? 3. Compare at least 4 different seeds: List the similarities and differences between them. What makes a good question? • Questions that promote touch, smell etc • Questions that encourage measurement: e.g. longer than......, smaller/larger than a hand • Questions that encourage counting: e.g. number of parts to a leaf
- 12. Leaf parts and typical classification systems used to help identify plants • Parts of a leaf: http://www.cs.rochester.edu/users/fa culty/nelson/wildflowers/glossaries/le aves/index.html
- 13. Children can investigate: What makes the best leaf prints and rubbings?
- 14. Simple dichotomous (branching) keys
- 16. Task 3: Devise a classification tree to classify a collection of natural objects based on observable features - Encourage children to ask at least three questions to separate natural objects - E.g. Are the leaves furry with pointed tips? Yes or no?
- 17. Reproduction for flowering plants www.shootgardening.co.uk/ plant/identify
- 18. stigma petal style ovary stamen a b c d e f sepal petal stamen stigma ovary stylesepal Can you name the parts?
- 19. Seed germinationseed dispersal pollination Task 4: Play this Game - What is missing? growth flower production Seed production fertilization Hellen Ward
- 21. Task 5: Produce a mind map showing showing ways in which pupils might investigate the life cycle of plants in interesting ways? This book could provide a starting point http://www.bing.com/videos/search?q=The+Tiny+Seed+by+Eri c+Carle+Audio+Book&Form=VQFRVP#view=detail&mid=8DDAE BF4DA3020C5BA1E8DDAEBF4DA3020C5BA1E
- 22. Example: Exploration and making a seed packet
- 23. Living things and their Habitats Plants
- 24. The value of outdoor learning in science ‘ The FSC believes that the more we know about, and take inspiration from, the world around us the more we can appreciate its needs and protect its diversity and beauty for future generations.’ ‘There can be no argument that, when planned and delivered properly, outdoor learning provides opportunities for children to explore for themselves and make their own decisions, to learn through fun activities, make in-depth observations, learn through experience and gain the confidence to ask questions.’ Rose, H and Kempton A. (2014) ‘Outdoor Learning can help children flourish in science and across the curriculum. THE FSC TAKES A LEAD’ in Primary Science, No 132, March/April 2014, pp.12-15.
- 25. ‘This is the most amazing trip I have been on in all my life! I wish more of school was like this.’ Primary Science 132 March/April 2014
- 26. The philosophy behind primary school environmental science education is that: • It begins with the concrete environment of each child and how it is interwoven with the environment of others • Young children learn about the world through the small parts they encounter as the whole world is large and complicated to comprehend • If children learn to value, care for and identify with small parts of the environment they will gradually acquire responsible attitudes towards the Earth Elstgeest and Harlen (1999)
- 27. What do I need to know to engage children in outdoor learning? • Know what counts as effective practice • Impact of outdoor learning and environmental work • Factors influencing practice • The potential of environments and settings • Health and safety issues • Ways of engaging children with SEN and physical disabilities • How I can make use of IT to enhance learning in the field and back in class
- 28. Possible habitats for study: • School grounds have a wealth of areas: walls ponds trees buildings cut and uncut grass paths gardens logs, stones small areas to make a minifield of study • Visits outside school provide an even greater variety of: beach, woods, graveyards, farm, river, hillside, garden etc.
- 29. Studying plants and animals • Shape? • Form? • Life cycle? • Seed dispersal? • Food webs and chains? • Camouflage of creatures? • Nature of the habitat? • What else? What interests you?
- 30. Procedural knowledge: Some techniques for collecting data • Quadrats - hoops, skipping ropes, bent coat hangers! • Transects - a cross section, mini safari • Science trail - prepared in advance to focus on ‘stations’ to collect data, observe, compare • Earth walks • Sampling - for efficient collection of data from large area, importance of randomness • Pitfall traps, pooters, collecting from shrubs • IT use e.g. noise and light intensity • Live cameras on websites
- 31. Forms of scientific inquiry • Observing over time • Identifying and classifying • Pattern seeking • Exploring • Investigating models • Making things • Researching (using secondary sources) • Fair testing
- 32. Task 6– Produce a task sheet for pupils to investigate the local environment In small groups, explore the outdoor environment around the Johnson building and consider how this could be investigated by children. Design a task to be undertaken. What questions could children investigate? What data could be recorded and how? What type of investigation are you developing? • What can be observed? • What might be recorded and how will child identify things? • What techniques can children use to gather data to answer the questions? • Should anything be collected? • Resources you might need – including any data gathering sheets? • Health and safety issues including care of animals and plants? • Scientific attitudes, conceptual and procedural knowledge to be developed
- 33. Health and Safety Issues • Supervision • Rules/values of school should be followed • Protection of hands against cuts • Animal cuts/scratches disinfected • Wash hands before and after handling plant, animals, soil. • Avoid looking at the sun • Know about allergies • Discourage tasting of fruits and seeds • Teach children not to suck their fingers or touch eyes
- 34. Readings to support the session Session Reading Rose, H and Kempton A. (2014) ‘Outdoor Learning can help children flourish in science and across the curriculum. THE FSC TAKES A LEAD’ in Primary Science, No 132, March/April 2014, pp.12-15. Others ASE Outdoor Working Science Group (2011) A co-ordinated approach to high quality teaching and learning in fieldwork for science education Outdoor Science Working Group. Field Studies Council and King’s College London. Dillon, J. et al. (2006) ‘The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, March 2006, 87 No. 320, pp. 107-111. Dillon, J. et al (2005) Engaging and Learning with the Outdoors – The Final Report of the Outdoor Classroom in a Rural Context Action Research Project Final Report. NFER.
- 35. Useful Websites for Environmental Science http://www.bbc.co.uk/education/clips/zc6tj6f Using IT to learn about environmental issues such as conservation, global warming https://www.bbc.com/bitesize/clips/z7vs34j Nature watch: Access to live cameras, photos and nesting diaries etc. http://www.naturewatchlive.uk Canterbury http://www.econet.org.uk/reserve.html www.natural-history-pictures.co.uk Natopnal insect week 2018 http://www.nationalinsectweek.co.uk http://issuu.com/res-instar-mag/docs/res_instar_magazine__1-16__issuu/1?e=25245388/36345286 Resources for environmental work: http://www.eco-schools.org.uk/resources/teaching-resources/