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Primary Science Teaching Theory and Practice 4th
Edition Achieving Qts John Sharp Digital Instant
Download
Author(s): John Sharp, GrahamPeacock, Rob Johnsey, Shirley Simon, Robin
Smith
ISBN(s): 9781844452798, 1844452794
Edition: 4
File Details: PDF, 1.45 MB
Year: 2009
Language: english

Primary
Science
Teaching Theory and Practice
Achieving QTS
Meeting the Professional Standards Framework

Primary
Science
Teaching Theory and Practice
Fourth edition
John Sharp . Graham Peacock . Rob Johnsey
Shirley Simon . Robin Smith
Alan Cross . Diane Harris
www.learningmatters.co.uk
Achieving QTS
Meeting the Professional Standards Framework

Acknowledgements
The authors wish to thank Jill Jesson for her work on updating Chapter 10 on
Using ICT in science for the 4th edition.
Chapter 3: graphs reproduced by Joshua Harris.
Chapter 4: illustrations by Julie Bateman, aged 10.
Chapter 8: class organisation and interactive display diagrams by Joel Morris.
Chapter 9: explanatory pictures reproduced by Joshua, Laura, Jacob and
Barnaby Harris. Concept cartoon reproduced from Concept Cartoons in Science
Education (Naylor and Keogh, 2000) by kind permission of Millgate House
Publishers.
Chapter 10: screen shot of circuit diagram from Interfact: Electricity and
Magnetism CD-ROM (1997) by kind permission of Two-Can Publishing.
Chapter 11: health and safety diagrams by Joel Morris.
First published in 2000 by Learning Matters Ltd.
Reprinted in 2001.
Second edition published in 2002.
Reprinted in 2002.
Reprinted in 2003 (twice).
Reprinted in 2004.
Reprinted in 2005 (twice).
Third edition published in 2007.
Reprinted in 2007.
Reprinted in 2008.
Fourth edition published in 2009.
Reprinted in 2009.
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior permission in
writing from Learning Matters.
# 2009 John Sharp, Graham Peacock, Rob Johnsey, Shirley Simon, Robin Smith,
Alan Cross and Diane Harris.
The right of John Sharp, Graham Peacock, Rob Johnsey, Shirley Simon, Robin
Smith, Alan Cross and Diane Harris to be identified as the Authors of this work
has been asserted by them in accordance with the Copyright, Designs and
Patents Act 1988.
British Library Cataloguing in Publication Data
A CIP record for this book is available from the British Library.
ISBN 978 1 84445 279 8
Cover design by Toucan
Text design by Bob Rowinski at Code 5 Design Associates Ltd
Project management by Deer Park Productions
Typeset by PDQ Typesetting Ltd, Newcastle-under-Lyme
Printed and bound in Great Britain by Bell & Bain Ltd, Glasgow
Learning Matters
33 Southernhay East
Exeter EX1 1NX
Tel: 01392 215560
info@learningmatters.co.uk
www.learningmatters.co.uk

Contents
1 Introduction 1
2 The nature of scientific understanding 5
3 Processes and methods of scientific enquiry 11
4 Children’s ideas 24
5 Science in the Foundation Stage 36
6 Teaching strategies 51
7 Planning 64
8 Classroom organisation and management 81
9 Assessment, recording and reporting 94
10 Using ICT in science 110
11 Health and safety 125
Glossary 137
Index 141
v

1
Introduction
About this book
This book has been written to satisfy the needs of all primary trainees on all courses
of initial teacher training in England and other parts of the UK where a secure
knowledge and understanding of how to teach science is required for the award
of Qualified Teacher Status (QTS) or its equivalent. This book will also be found
useful by Newly Qualified Teachers (NQTs), mentors, curriculum co-ordinators and
other professionals working in education who have identified aspects of their
science practice which require attention or who need a single resource to recom-
mend to colleagues.
Features of this book include:
. clear links with the Professional Standards for QTS;
. clear reference to Science in the National Curriculum for children and the QCA/DfES exemplar
Scheme of Work for Science at Key Stages 1 and 2;
. clear reference to the Early Years Foundation Stage framework;
. pedagogical and professional knowledge and understanding for effective science teaching and
learning;
. research summaries;
. practical tasks;
. clear links between different aspects of teaching science;
. further reading and references;
. glossary.
What is primary science and why is it
taught?
Even today, primary science means different things to different people.
Considerable and often heated debate in recent years has revolved around the
portrayal of primary science as product, in which scientific knowledge is arrived
at by objective methods capable of yielding accepted concepts, or process, in which
scientific knowledge is arrived at by subjective acts of individual discovery driven by
the development of scientific skills. In terms of the nature, teaching and learning of
primary science, both have something to offer and clearly an appropriate balance
between the two is required. Primary science is perhaps best regarded, therefore, as
an intellectual, practical, creative and social endeavour which seeks to help children
to better understand and make sense of the world in which they live. Primary
science should involve children in thinking and working in particular ways in the
pursuit of reliable knowledge. While practical work undoubtedly contributes
towards securing children’s interest, curiosity and progress in science, children’s
scientific knowledge and understanding cannot always be developed through prac-
tical work alone. Just as the methods of science need to be taught explicitly, so too
does the scientific knowledge and understanding implicit in scientific activities and
their outcomes. As Science in the National Curriculum states:
1

Science stimulates and excites children’s curiosity about phenomena and
events in the world around them. It also satisfies this curiosity with knowledge.
Because science links direct practical experience with ideas, it can engage
learners at many levels. Scientific method is about developing and evaluating
explanations through experimental evidence and modelling. This is a spur to
critical and creative thought. Through science, children understand how major
scientific ideas contribute to technological change – impacting on industry,
business and medicine and improving quality of life. Children recognise the
cultural significance of science and trace its world-wide development. They
learn to question and discuss science based issues that may affect their own
lives, the direction of society and the future of the world.
Teachers (and trainees) are, of course, instrumental in developing children’s scien-
tific ideas and practical abilities and for fostering positive attitudes towards science.
Readers wishing to find out more about primary science in general are directed
towards the further reading and references sections included at the end of this
introduction.
Professional Standards for QTS for
Primary Science
Professional Standards for QTS (DfES/TDA, 2007) deals with the subject, pedago-
gical and professional knowledge and understanding required by trainees to secure
children’s progress in science. This book refers mostly to the pedagogical and
professional requirements (see Peacock et al., 2009 for subject knowledge and
understanding). In summary, by the end of all courses of initial teacher training,
all trainees are expected to know and understand:
. the reasons why it is important for all children to learn science and the value of engaging all
children’s interest in science;
. the nature of scientific understanding;
. key aspects of science underpinning children’s progress in acquiring scientific knowledge,
understanding and skills and how progress is recognised and encouraged;
. methods of developing children’s scientific knowledge, understanding and skills;
. ways of organising and managing science in the classroom;
. assessing and evaluating science teaching and learning;
. the importance of health and safety;
. the benefits of using ICT in science.
Early Years Foundation Stage
In September 2008, the Early Years Foundations Stage (DCSF, 2008) framework
became statutory for all early years care and education providers who are regis-
tered with Ofsted. This framework applies to children from birth until they are five
years old and therefore ensures that everyone involved in the care and education of
the children is working towards common principles. Included in the experience it
specifies are aspects of science.
2
Introduction

Science in the National Curriculum
Science in the National Curriculum (DfEE/QCA, 1999) is organised on the basis of
four key stages. Key Stage 1 for five to seven year olds (Years 1 and 2) and Key
Stage 2 for seven to eleven year olds (Years 3 to 6) are for primary. The compo-
nents of each Key Stage include Programmes of Study, which set out the science
that children should be taught, Attainment Targets, which set out the science that
children should know and be able to do, and Level Descriptions, which outline what
children working at a particular level should be able to demonstrate. Science in the
National Curriculum is a minimum statutory requirement. Since its introduction in
1989 it has been significantly revised three times. A brief summary of the
Programmes of Study is presented as follows:
. Sc1: Scientific enquiry (Ideas and evidence in science; Investigative skills);
. Sc2: Life processes and living things (Life processes; Humans and other animals; Green plants;
Variation and classification; Living things in their environment);
. Sc3: Materials and their properties (Grouping materials; Changing materials; Separating
mixtures of materials – Key Stage 2 only);
. Sc4: Physical processes (Electricity; Forces and motion; Light and sound; The Earth and
beyond – Key Stage 2 only).
Science in the National Curriculum also presents some information on the contexts
in which primary science should be taught, links to other subjects, technological
application, health and safety and the use of ICT.
Science: a Scheme of Work for Key Stages
1 and 2
Use of the exemplar Scheme of Work for Science at Key Stages 1 and 2 (QCA/DfEE,
1998, with amendments 2000) is entirely optional. Designed to help implement
Science in the National Curriculum, many schools are, however, beginning to
adapt it for their own needs. The Scheme is presented as a series of Units
which attempt to provide continuity and progression in primary science provision
between Years 1 and 6. Guidance is offered on:
. the nature and place of each Unit;
. how each Unit builds on previous Units;
. technical scientific vocabulary;
. resources;
. expectations;
. teaching activities;
. teaching outcomes;
. health and safety;
. ICT links.
A summary of Units is presented overleaf.
The Teacher’s Guide which accompanies the Scheme of Work indicates that, in
their long- and medium-term planning, schools may wish to consider alternative
sequences of Units. This is, indeed, sound advice!
3
Introduction

FURTHER READING FURTHER READING FURTHER READING
Arthur, J. et al. (2006) Learning to Teach in the Primary School. Oxford: Routledge.
Harlen, W. (2004) The Teaching of Science in Primary Schools. London: Fulton.
Hollins, M. and Whitby, V. (2001) Progression in Primary Science: a Guide to the Nature and
Practice of Science in Key Stages 1 and 2. London: Fulton.
Millar, R. and Osborne, J. (1998) Beyond 2000: Science Education for the Future. London:
King’s College.
Roden, J. (2005) Reflective Reader: Primary Science. Exeter: Learning Matters.
Sherrington, R. (ed.) (1998) ASE Guide to Primary Science Education. London: Stanley
Thornes.
REFERENCES REFERENCES REFERENCES REFERENCES REFERENCES
DCSF (2008) Statutory Framework for the Early Years Foundation Stage. London: DCSF.
DfEE/QCA (1999) Science: the National Curriculum for England. London: HMSO
(http://www.nc.uk.net).
DfES/TDA (2007) Professional Standards for Qualified Teacher Status. London: TDA
(http://www.dfes.gov.uk, http://www.canteach.gov.uk and http://www.tda.gov.uk).
Peacock, G., Sharp, J., Johnsey, R., and Wright, D. (2009) Primary Science: Knowledge and
Understanding. Exeter: Learning Matters.
QCA/DfEE (1998, with amendments 2000) Science: a Scheme of Work for Key Stages 1 and
2. London: QCA (http://www.qca.org.uk and http://www.standards.dfes.gov.uk/
schemes).
Key Stage 1
Year 1 Units
1A Ourselves
1B Growing plants
1C Sorting and using materials
1D Light and dark
1E Pushes and pulls
1F Sound and hearing
Year 2 Units
2A Health and growth
2B Plants and animals in the local
environment
2C Variation
2D Grouping and changing materials
2E Forces and movement
2F Using electricity
Key Stage 2
Year 3 Units
3A Teeth and eating
3B Helping plants grow well
3C Characteristics of materials
3D Rocks and soils
3E Magnets and springs
3F Light and shadows
Year 4 Units
4A Moving and growing
4B Habitats
4C Keeping warm
4D Solids, liquids and how they can be
separated
4E Friction
4F Circuits and conductors
Year 5 Units
5A Keeping healthy
5B Life cycles
5C Gases around us
5D Changing state
5E Earth, Sun and Moon
5F Changing sounds
Year 6 Units
6A Interdependence and adaptation
6B Micro-organisms
6C More about dissolving
6D Reversible and irreversible reactions
6E Forces in action
6F How we see things
6G Changing circuits
5/6H Enquiry in environmental/technological
contexts
4
Introduction

2
The nature of scientific understanding
Professional Standards for QTS
Those awarded QTS must have a secure knowledge and understanding of
science that enables them to teach effectively across the age and ability for
which they are trained. To be able to do this in the context of the nature of
scientific understanding trainees should:
Professional attributes
Q4 Communicate effectively with children, young people, colleagues, parents
and carers.
Professional knowledge and understanding
Q10 Have a knowledge and understanding of a range of teaching, learning
and behaviour management strategies and know how to use and adapt them,
including how to personalise.
Q14 Have a secure knowledge and understanding of their subjects/curriculum
areas and related pedagogy to enable them to teach effectively across the
age and ability range for which they are trained.
Introduction
This chapter discusses the very nature of scientific understanding and explores the
implications for teaching science in schools. All of us behave in different ways as
we learn more about the world around us. Often, however, how and what we learn
leads to our own ‘personal’ understanding rather than that shared and accepted by
the scientific community. While not everyone will become a professional scientist,
those who use more scientific methods are more likely to have a more realistic
understanding of how things are, unlike those who depend on hearsay or make
inaccurate observations and poor interpretations.
Science. . . is the source of explanations about how and why things happen in
the world around us . . . [It should be seen] not as a set of facts to be learnt but
as a series of explanations which the community of scientists currently
considers to be best. (Watt, 1999)
It is easy to see why science has gained the reputation it has in the past. In order to
survive an often hostile world, it has been very important to establish how that
world behaves and to predict what will happen next. The notion that science can
provide watertight explanations and reasons is one we would like to believe in.
Unfortunately science cannot always provide clear-cut answers to everything
although many would like to believe so. In fact, the methods employed in science,
and the body of knowledge which has been accumulated, provide only the best
5

explanations we have so far, based on the evidence gathered and the interpreta-
tions put on that evidence.
It is true to say that there is some science that we are very sure about, largely
because all the evidence collected over a long time points towards its validity. Thus
we are fairly sure that a force due to gravity will always pull an object which is close
to the Earth downwards, and plants need a source of light in order to grow health-
ily. However, a scientist would say that if one day we found evidence that things do
not always fall towards the Earth, we should then be prepared to change our views
about how gravity works.
The ideas that are commonly accepted by the scientific community form the knowl-
edge and understanding part of any educational curriculum and provide the ideas
that scientists use to build new concepts and theories. While we should be ready to
consider and reinterpret new evidence, we have to believe in some things or we
may never leave our own homes for fear of floating off into outer space! At the
same time, however, we must realise (and make others realise, too) that many
ideas in science can never actually be proven but they can certainly be falsified.
IN THE CLASSROOM
Some teachers in a primary school noticed that often their children would be
noisier and more agitated on windy days. The children came to school across
a windy playground where the leaves themselves seemed to be swept up in
frenzied excitement. Over a period of time other teachers in the school made
the same observation. Some teachers in the school claimed that their own
classrooms were always calm despite the weather conditions outside.
Observations at playtime on windy days, however, showed that the children
from these classes were also particularly excited outside of their own
classroom.
Over a period the group of teachers talked to colleagues from other schools
and also read articles which supported their ideas about children’s behaviour
on windy days. The teachers formed a theory concerning the children’s
behaviour which was supported by keen observation and the collection of a
range of evidence. The theory built up over a period of time and in some
teachers’ minds became fact.
There are a number of points about the nature of scientific understanding which
this story can illustrate.
. The teachers had clarified their ideas about children’s behaviour and windy days by making a
general statement based on their initial experiences. Scientific understanding is based on
previously accumulated knowledge which may be expressed in terms of generalisations.
. Over a period of time they checked their ideas against new evidence and found them to be
consistent with this evidence. The more evidence that supports an idea, the more we might
accept it as valid.
. However, even now, they cannot be sure that their ideas provide the best explanation because
future observations may disprove them (in which case new, modified ideas may emerge).
Scientific ideas are often tentative.
. As the teachers made more observations and developed ideas about why the children behaved
6

as they did, a theory emerged which could be tested. As long as the theory was supported by
evidence it could be usefully employed by some teachers to predict their children’s behaviour and
adapt the day’s work to suit this. A successful theory will enable successful predictions to be
made.
. An educational researcher might have been able to take a more scientific approach to testing
this theory by making more reliable, consistent and repeated observations. Interpretation of this
evidence might have produced a more sophisticated theory which linked weather conditions to
the general behaviour of the children, or disproved the theory altogether. The quality of
scientific knowledge and understanding is dependent on the quality of the scientific skills used
to gather evidence and interpret it.
The characteristics of scientific
understanding
Harlen (2000, p. 17) describes four characteristics of a modern view of science.
. Science activity is about understanding.
. Science activity is a human endeavour.
. Science ideas are often tentative.
. Science ideas must always be evaluated against what happens in the real world.
Understanding in science involves providing explanations and searching for rela-
tionships between events, based on sound evidence. The evidence, however, is
gathered and interpreted by human beings who, as we know, don’t always get it
right. Scientific ideas, then, are not a set of abstract rules set out in a textbook but
rather a collection of (in some instances rather shaky) ideas set out by people who
have interpreted what they have observed in their own personal way. One scientist
may be mistaken or may have made an incorrect interpretation of the evidence.
The views of a community of scientists who have critically checked each other’s
findings is much more reliable.
The tentative nature of all scientific ideas can be illustrated by putting ourselves in
the place of those who believed the earth was flat. This view of the world made a
great deal of sense to most people who very rarely ventured far from home and
could see with their own eyes an approximately flat landscape. This view of the
world was acceptable and worked for those people on a day-to-day basis. Only
when travellers and explorers confirmed that there was no ‘edge’ to the world and
people began to notice that the masts of ships appeared first over the horizon was
this view challenged. The evidence simply did not fit. Nowadays we have even
more evidence that the Earth is almost spherical in photographs from outer space.
If, however, new photographs began to show that the Earth was doughnut shaped
(unlikely of course), we would have to change our minds on the subject and
develop new ideas!
Moral and ethical influences on scientific
understanding
There are often more powerful influences on what we believe and perceive of the
world besides the interpretation of scientific evidence. Galileo was persecuted by
7

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Mr. Paul. The one in Chicago?
Mr. Hubert. Yes.
Mr. Paul. I met him one time.
Mr. Hubert. When was that?
Mr. Paul. He came over to the place of business.
Mr. Hubert. It was before the assassination of President
Kennedy?
Mr. Paul. No; it was after the assassination.
Mr. Hubert. When?
Mr. Paul. It was after the assassination.
Mr. Hubert. Is that the first time you had ever met him?
Mr. Paul. Yes, sir.
Mr. Hubert. It would be wrong to say therefore that you might
have met him on the Friday before the assassination of the
President, that is to say, 1 week before—in Dallas?
Mr. Paul. One week before?
Mr. Hubert. Yes.
Mr. Paul. Not that I know of.
Mr. Hubert. Do you know a man by the name of Earl Norman?
Mr. Paul. Who?
Mr. Hubert. Earl Norman.
Mr. Paul. Earl Norman—yes.
Mr. Hubert. Was there a fight with Earl Norman that night, the
week before the assassination?
Mr. Paul. He had a fight but I don’t know when—not a fight—he
told him to leave the club.
Mr. Hubert. Who—Jack did?

Mr. Paul. Yes.
Mr. Hubert. They didn’t pass any blows between them?
Mr. Paul. I don’t think so.
Mr. Hubert. You witnessed the thing?
Mr. Paul. I was there.
Mr. Hubert. And Hyman was not there?
Mr. Paul. Not that I know of.
Mr. Hubert. You’ve met Hyman only once in your life?
Mr. Paul. Yes.
Mr. Hubert. And that was after the assassination?
Mr. Paul. At the place of business. I know of that for sure
because I never saw him before in my life.
Mr. Hubert. What was your general night off—usually?
Mr. Paul. The night off was Monday, Tuesday, and Thursday.
Mr. Hubert. Was it your night off on November 21 when you had
dinner with Ruby?
Mr. Paul. Yes; it was my night off—Thursday.
Mr. Hubert. Were you at the Carousel on Tuesday, the 19th of
November 1963?
Mr. Paul. I might have been. I can’t recall whether I was or not.
Mr. Hubert. Does it refresh your memory to ask you if you
remember whether that was the occasion that Tammi True quit the
Carousel there after some argument with Jack?
Mr. Paul. I know it was one of those days, but I can’t recall
exactly what date.
Mr. Hubert. What happened, do you know?

Mr. Paul. Well, to tell the truth, I really don’t know. She said
something and he said something and I wasn’t there at the time
when it all happened.
Mr. Hubert. You came there later?
Mr. Paul. What?
Mr. Hubert. Did you come there later?
Mr. Paul. I came later—I think I did—I’m not sure. I wouldn’t be
sure.
Mr. Hubert. Well, you saw Tammi True the night she had this
trouble with Jack and quit or was fired or whatever it was?
Mr. Paul. Well, not actually—I didn’t actually see Tammi True
because I wasn’t talking with her at that time.
Mr. Hubert. You mean there had been some difference between
you?
Mr. Paul. Yes.
Mr. Hubert. And you were not on speaking terms?
Mr. Paul. Yes.
Mr. Hubert. How long did that last?
Mr. Paul. Well, it lasted about 3 or 4 weeks, and the first time
she called me was when she saw it on TV that Ruby had shot
Oswald.
Mr. Hubert. In other words, you had not spoken to Tammi True
for about 3 or 4 weeks prior to November 24?
Mr. Paul. Yes.
Mr. Hubert. Was Friday your night off, at that time?
Mr. Paul. No; they never had a night off.
Mr. Hubert. What?
Mr. Paul. They worked 7 days.

Mr. Hubert. I’m not talking about them, I mean yourself?
Mr. Paul. What Friday?
Mr. Hubert. Friday the 21st, was that a night off? Was Friday
normally a night off?
Mr. Paul. Friday wasn’t the 21st.
Mr. Hubert. The 22nd—was Friday normally your night off at that
time?
Mr. Paul. No, sir; Friday was not my night off.
Mr. Hubert. It was not your night off?
Mr. Paul. No, sir.
Mr. Hubert. It was not at that time?
Mr. Paul. No, sir.
Mr. Hubert. Well, on the night of the day that the President was
shot, that’s Friday, November the 22nd, were you working?
Mr. Paul. Yes, sir.
Mr. Hubert. At the Bull Pen?
Mr. Paul. Yes, sir.
Mr. Hubert. Until what time?
Mr. Paul. Until 12 o’clock. I got out of there about 12:30.
Mr. Hubert. You got out of there, you say, about 12:30?
Mr. Paul. About 12:30—yes.
Mr. Hubert. And went home?
Mr. Paul. Yes.
Mr. Hubert. Now, the records indicate that there was a call to you
by Jack Ruby about 1:15 p.m. on Friday, November 22. Do you
remember anything about that?
Mr. Paul. At 1 p.m. in the afternoon?

Mr. Hubert. Yes—1:15.
Mr. Paul. Yes; that’s when he told me about the President being
shot.
Mr. Hubert. You didn’t know it prior to that time?
Mr. Paul. Well, I listened on the radio because everybody in the
place was just standing there and I just put the radio on—they
called me and told me that the President was shot, and just a little
later, he called me too. He says—oh—I told you that before. It was a
terrible thing.
Mr. Hubert. Did he tell you that he had gone to Parkland
Hospital?
Mr. Paul. No.
Mr. Hubert. Did he mention to you that he had been at the Dallas
Morning News that day, the day the President was shot?
Mr. Paul. I don’t really recall that he told me that.
Mr. Hubert. I think he called you again, according to the records,
about 2:43 on Friday afternoon?
Mr. Paul. At home.
Mr. Hubert. You had left?
Mr. Paul. I had left the place—yes.
Mr. Hubert. The Bull Pen?
Mr. Paul. Yes; and I told him I was watching television.
Mr. Hubert. You told him that?
Mr. Paul. Yes.
Mr. Hubert. Did he mention to you about closing the club then?
Mr. Paul. That’s right.
Mr. Hubert. Did he ask whether he should do it—did he ask you
whether he should do it or did he tell you he was going to?

Mr. Paul. No; he didn’t tell me. He said, “I’m going to close down
for 3 days, what are you going to do?” I said, “I’ve got to keep open,
I’ve got a restaurant.” I told you that before.
Mr. Hubert. Did he mention calling Gruber—Marty Gruber?
Mr. Paul. He’s dead.
Mr. Hubert. Did he mention having called him at that time—he
was dead at that time?
Mr. Paul. Yes—Marty Goble or Grable or something like that. He
died in Chicago the night of the fight of the first—this and the
champion fight—Marty Grable.
Mr. Hubert. Well, this is Gimble or Gruble?
Mr. Paul. Oh—Marty Gruble—I don’t know.
Mr. Hubert. Well, did he mention Marty Gruble or any person
named Gruble?
Mr. Paul. No; I wouldn’t know who he is if he did.
Mr. Hubert. Well, that may be so, but what I want to know is
whether he mentioned that name to you?
Mr. Paul. No; I don’t recall.
Mr. Hubert. Did Ruby mention to you on that Friday night or on
that Friday afternoon in any of those calls that he was going to the
synagogue that night?
Mr. Paul. I don’t recall whether it was that evening or late at
night that he told me that he went to the synagogue.
Mr. Hubert. He didn’t invite you to go with him?
Mr. Paul. I don’t go to the synagogue.
Mr. Hubert. I know, but did he invite you to go with him?
Mr. Paul. No; he knows I’ll be working.
Mr. Hubert. He called you about 8:40 that evening, didn’t he?

Mr. Paul. Yes.
Mr. Hubert. You were working then?
Mr. Paul. Yes.
Mr. Hubert. You had just gone back to work?
Mr. Paul. No—yes, I came back to work. I come back to work at
5 o’clock.
Mr. Hubert. Do you remember what the nature of that call was,
that’s on Friday night?
Mr. Paul. That’s when he told me he was going to close it down
for 3 days.
Mr. Hubert. Well, I thought he had mentioned that to you in the
call during the afternoon?
Mr. Paul. No; in the afternoon he didn’t mention about closing it
down, but that night—early in the evening, I think, is when he told
me he was going to close it down. I think it was when he called me
at 6 o’clock that evening, when I first came back to the place.
Mr. Hubert. Well, apparently there were three calls on Friday, is
that correct? There was one right after the President was shot and
one at about 2:45 or a quarter to 3, and then another one later?
Mr. Paul. Yes.
Mr. Hubert. Do you remember there were three calls?
Mr. Paul. I remember five calls.
Mr. Hubert. On Saturday?
Mr. Paul. Yes.
Mr. Hubert. When were the other two?
Mr. Paul. He called me at home.
Mr. Hubert. What time were the other two?

Mr. Paul. About a quarter to 11 and I told him I wasn’t feeling
well, and——
Mr. Hubert. What did he want you to do?
Mr. Paul. Nothing—he just told me that he was over at his sister’s
house and he went to the synagogue.
Mr. Hubert. And you were at home at that time?
Mr. Paul. Yes.
Mr. Hubert. And he called you once more?
Mr. Paul. Yes, sir.
Mr. Hubert. And what time was that?
Mr. Paul. Oh, about 11:30 or about—about 12 o’clock, maybe a
quarter of 12, and I was in bed and I told him he woke me up, and
he was telling me that nobody downtown did any business on
account of that, and I said to him, “Jack, I’m sick. Please don’t call
me no more.”
Mr. Hubert. Was he rather sore at you because you kept your
place open?
Mr. Paul. Not especially. I don’t think so. I didn’t see him after
that.
Mr. Hubert. Did he mention to you that he had gone to the Pago
Club, in any of those calls at all?
Mr. Paul. No, sir.
Mr. Hubert. He never mentioned that to you whatsoever?
Mr. Paul. No; he never mentioned it to me. If I’m not with him,
he don’t tell me where he goes.
Mr. Hubert. Did he ever tell you that he had been to the police
department on Friday night and had been up in the showup room
and so forth?

Mr. Paul. No; but he told me that he brought some coffee over, I
think, Saturday night, to the KLIF diskjockeys in the conversation.
Mr. Hubert. Did he ever talk to you about the Bernard Weissman
advertisement that he was so upset about?
Mr. Paul. Yes; he mentioned that in the paper and he said he was
going to ride up on the expressway and see it.
Mr. Hubert. When did he say that to you?
Mr. Paul. I don’t recall whether it was Friday night or Saturday
night.
Mr. Hubert. But it was nighttime?
Mr. Paul. Yes.
Mr. Hubert. Do you recall his saying to you that his sister, Eva,
was crying?
Mr. Paul. Yes, sir.
Mr. Hubert. When did he say that?
Mr. Paul. Saturday night.
Mr. Hubert. Did you see Tammi True during that weekend of
November 22, 23, and 24?
Mr. Paul. No, sir; the first time I saw Tammi was the 24th and it
was Sunday.
Mr. Hubert. You saw Tammi, Sunday?
Mr. Paul. Yes.
Mr. Hubert. But you did not speak to her or see her prior to that
time for 4 weeks?
Mr. Paul. No; the 24th was Sunday.
Mr. Hubert. Where did you see her and under what
circumstances?
Mr. Paul. On Sunday?

Mr. Hubert. Yes.
Mr. Paul. She came over to the place.
Mr. Hubert. That’s the Bull Pen?
Mr. Paul. Yes, sir.
Mr. Hubert. That was after Ruby had shot Oswald?
Mr. Paul. Yes. She was the first one to call me and tell me.
Mr. Hubert. You were at the Bull Pen all day Friday except when
you went home?
Mr. Paul. When I went home in the afternoon.
Mr. Hubert. And on Saturday too?
Mr. Paul. When I went home in the afternoon and came back at
5 and stayed until 10.
Mr. Hubert. That was on Saturday?
Mr. Paul. Yes.
Mr. Hubert. Now, I want to get into the calls from Ruby on
Saturday night—there were quite a number of them, as I recall it. Do
you remember when the first one was and where did you get it?
Mr. Paul. The first call was at the Bull Pen.
Mr. Hubert. And he called you?
Mr. Paul. Yes, sir.
Mr. Hubert. And where was he, did he say?
Mr. Paul. No, sir.
Mr. Hubert. Could you gather from the nature of the
conversation, from what he said, as to where he might have been?
Mr. Paul. No—I think he said—the only thing I think he said was
that he went to synagogue, and whether he said it then or he said it
later, I don’t recall.

Mr. Hubert. Did he say anything to you about doing something to
Oswald and getting a gun or anything like that?
Mr. Paul. No, sir; no sir.
Mr. Hubert. Did he mention anything about a gun at all to you on
any of those phone calls?
Mr. Paul. No.
Mr. Hubert. Do you know a person by the name of Wanda
Helmick or Elwick?
Mr. Paul. Maybe I do, but I can’t recall the name.
Mr. Hubert. Have you ever told anybody that Ruby told you that
he was going to get a gun and shoot Oswald?
Mr. Paul. How could I tell anybody if he didn’t tell me?
Mr. Hubert. I’m not asking you that—I’m asking you if he did tell
you?
Mr. Paul. No, sir.
Mr. Hubert. And you never repeated that to anybody?
Mr. Paul. No, sir.
Mr. Hubert. You never said that to anyone?
Mr. Paul. No, sir.
Mr. Hubert. Did Ruby at anytime indicate that he was going to
take some action or that some action should be taken by someone
with regard to Oswald?
Mr. Paul. No, sir.
Mr. Hubert. Do you recall talking to Ruby about a gun?
Mr. Paul. I never even talked to Ruby about Oswald.
Mr. Hubert. You don’t know who Wanda Helmick is?
Mr. Paul. Maybe I do, but I don’t recall who she is.

Mr. Hubert. But the name doesn’t mean anything to you?
Mr. Paul. No.
Mr. Hubert. Did you ever have any conversation with Ruby where
you told him, “I don’t do such a crazy thing”?
Mr. Paul. Do I remember the conversation?
Mr. Hubert. Yes?
Mr. Paul. I never told him that.
Mr. Hubert. Do you recall on Sunday morning having made any
statement to anybody concerning a conversation which you had had
with Ruby in which Ruby had made some threats about Oswald and
talked about a gun and you had told him not to be crazy and not to
do such a thing, and so forth?
Mr. Paul. Now, the man never asked me about it—how could I
have told him about it?
Mr. Hubert. Well, as I understand your answer, you never did
make such a statement?
Mr. Hubert. And as I further understand your answer, he never
mentioned to you any such thing at all?
Mr. Hubert. The records show that you spoke to him again at
11:18 p.m., that’s at night?
Mr. Paul. That’s the time—that’s what I told you. That’s the last
time I talked to him.
Mr. Hubert. That shows that there were two phone calls?
Mr. Hubert. One at 10:44?

Mr. Hubert. That one lasted about 9 minutes?
Mr. Hubert. And the second one at 11:18, or about a half hour
afterwards, roughly?
Mr. Paul. Yeah.
Mr. Hubert. And that one lasted 1 minute?
Mr. Paul. That’s right. I told him I was sick and I was going to
bed and not to call me.
Mr. Hubert. And he called you at your house a little later, didn’t
he?
Mr. Paul. Both times at the house. That’s the last two calls.
Mr. Hubert. Well, he called you twice at the Bull Pen?
Mr. Paul. Yeah; the second time he called, they told him I went
home.
Mr. Hubert. And then he called you at your house?
Mr. Paul. Yeah.
Mr. Hubert. And he spoke to you 3 minutes, and that’s when you
told him you were sick?
Mr. Paul. The last time—when you said the minute—that’s when I
told him I was sick.
Mr. Hubert. At 11:36?
Mr. Paul. I guess so—I guess that was the last time—I didn’t
watch the clock.
Mr. Hubert. Did he call you after that?
Mr. Paul. No, sir.
Mr. Hubert. How many calls did you get at home from him?
Mr. Paul. Two.

Mr. Hubert. Now, the records seem to indicate three—one at
11:19 which lasted 3 minutes, and another one 15 minutes later, at
11:30, which was for 2 minutes. The records also show that at 11:18
he called you for 1 minute. He called you for 1 minute at the Bull
Pen and that’s when they probably told him you had gone home, so
he immediately placed a call 1 minute later, you see, and spoke to
you at your home for 3 minutes, and then 15 minutes later he called
you again, and you spoke to him for 2 minutes, and then at 11:47
he called again and spoke to you for 1 minute. Do you remember
the third call?
Mr. Paul. If he called, I must have been asleep, because I don’t
know that he called the third time.
Mr. Hubert. Did anybody answer the phone and say you were not
there or were asleep?
Mr. Paul. No, sir; I was asleep. I really remember two calls. If he
made three calls, I don’t recall it.
Mr. Hubert. In any of the calls he made to you on Saturday night,
did he mention the name Breck Wall to you?
Mr. Paul. No, but I know Breck Wall, but he never mentioned
Breck Wall.
Mr. Hubert. Did he mention that he had called Breck Wall that
same night and as a matter of fact, within minutes of having called
you?
Mr. Paul. No, sir.
Mr. Hubert. He did not mention anything about Breck Wall at all?
Mr. Paul. No, sir.
Mr. Hubert. Did he tell you that he had called Breck Wall up at
Galveston and spoken to him on long distance?
Mr. Paul. I don’t recall.
Mr. Hubert. Do you recall what the conversations were about?

Mr. Paul. With who?
Mr. Hubert. Ruby.
Mr. Paul. With who?
Mr. Hubert. What were your conversations about with Ruby?
Mr. Paul. He told me that he was riding all over town and nobody
was doing any business and the Colony Club and Theatre Lounge
wasn’t doing any business, and he told me probably then that he
went to the synagogue and his sister was crying while he was there.
That’s the time he was at his sister’s house.
Mr. Hubert. That was just after you had gotten home from the
Bull Pen?
Mr. Paul. Yes.
Mr. Hubert. Then he called you 15 minutes later. What was that
about? He spoke to you about 2 minutes?
Mr. Hubert. Isn’t that the time you told him to leave you alone,
that you were sick?
Mr. Paul. The last time I told him that. When he called me the
last time I told him that. I think I told him to leave me alone, that I
was sick. I told him I took some hot tea and lemon and went to bed.
Mr. Hubert. You don’t recall a third call?
Mr. Hubert. And you don’t recall his mentioning Breck Wall
whatsoever?
Mr. Paul. No.
Mr. Hubert. Now, I think that on Sunday after Ruby shot Oswald,
you called Tom Howard, is that correct?
Mr. Paul. Yes, sir.

Mr. Hubert. Where did you make that call from?
Mr. Paul. The Bull Pen.
Mr. Hubert. Did you make an appointment to see him?
Mr. Paul. Yes.
Mr. Hubert. Do you know who answered the phone on the
Jackson call on Sunday?
Mr. Paul. The Jackson call?
Mr. Hubert. Yes; do you know a man named Jackson?
Mr. Paul. He works for me.
Mr. Hubert. Did he call you on Sunday?
Mr. Paul. Who?
Mr. Hubert. Jackson?
Mr. Paul. Yes.
Mr. Hubert. Was there a girl who answered the phone?
Mr. Paul. Yes.
Mr. Hubert. Who is she?
Mr. Paul. She was a waitress at the place.
Mr. Hubert. What is her name and address?
Mr. Paul. She isn’t there any more, but let me think of her name
—Bonnie.
Mr. Hubert. Bonnie—and her last name?
Mr. Paul. I can’t recall it—I can’t think of her last name right
offhand.
Mr. Hubert. Her nickname was Bonnie?
Mr. Paul. Yes, sir.

Mr. Hubert. Would you have any payroll records that would show
what her full name was?
Mr. Paul. Yes, sir.
Mr. Hubert. Are they still available?
Mr. Paul. Yes.
Mr. Hubert. Do you know a man by the name of Lee Berry?
Mr. Paul. Lee Barrett?
Mr. Hubert. Berry [spelling] B-e-r-r-y?
Mr. Paul. Lee Berry—that’s my sister.
Mr. Hubert. Oh, it’s a lady?
Mr. Paul. Yes, sir.
Mr. Hubert. And did you call her Sunday morning just before 12
o’clock.
Mr. Paul. Yes, sir; I call her every other Sunday.
Mr. Hubert. Was that before you knew about Ruby shooting
Oswald or afterwards?
Mr. Paul. I think it was before. I’m not too sure, though. The
difference in time, you see, I can’t recall when I called her.
Mr. Hubert. Do you remember speaking to Ruby on Sunday
morning at all?
Mr. Paul. No, sir.
Mr. Hubert. Did you call his apartment?
Mr. Paul. Yes, sir.
Mr. Hubert. Whom did you speak to?
Mr. Paul. Nobody.
Mr. Hubert. There was no answer?

Mr. Hubert. What time was it?
Mr. Paul. Right after the assassination of Oswald. I was telling
Tammi I couldn’t believe it. I said, “I’ll call the house and I’ll call you
back.”
Mr. Hubert. In other words, she called you and told you it was
Ruby and then you called Ruby and you got no answer?
Mr. Paul. No.
Mr. Hubert. I think you told us before in a prior deposition that
you had gone to see Tom Howard?
Mr. Paul. Yes.
Mr. Hubert. On Sunday morning or rather Sunday afternoon right
after the shooting?
Mr. Paul. Yes.
Mr. Hubert. I think Tammi True took you there?
Mr. Paul. Yes.
Mr. Hubert. Now, isn’t it a fact that you thought that the Dallas
police and the people investigating the whole thing might want to
talk to you?
Mr. Paul. I didn’t have an inkling at that time whether they would
or not. What I was thinking about was the press.
Mr. Hubert. How do you mean?
Mr. Paul. Well, I came back to the place and the girl said,
“Somebody from the press was looking for you.”
Mr. Hubert. Well, didn’t it occur to you that the police might also
want to interview you if the press did?
Mr. Paul. That day? Then and there that day?
Mr. Hubert. Yes.
Mr. Paul. Well, I wasn’t thinking about it at all.

Mr. Hubert. Well, are you saying then that the reason why you
went to the theater and so forth and weren’t available was on
account of the press?
Mr. Paul. Yes; for the press.
Mr. Hubert. And it was not on account of the police?
Mr. Hubert. But weren’t you told at one time that the police and
the FBI were looking for you?
Mr. Paul. I was told the FBI was looking for me.
Mr. Hubert. Yes.
Mr. Paul. And the reason I didn’t want to appear right away was
because of what they did to—what’s his name—that lived with Jack.
Mr. Hubert. George Senator?
Mr. Paul. George Senator—they put him in jail.
Mr. Hubert. When did you find that out?
Mr. Paul. When I got to town, the same day.
Mr. Hubert. So, really what you were doing in addition to avoiding
the press, you wanted to avoid being arrested and you thought you
might be?
Mr. Paul. Well, I thought that after what they did to George
Senator, that they might do the same thing to me.
Mr. Hubert. Well, I can understand your thinking, but is it fair
then to state that what you were doing was making yourself
unavailable to the police as well as unavailable to the press?
Mr. Hubert. That is, your motivations for not being available were
twofold: You didn’t want to see the press, you wanted to avoid the
press, and you also wanted to avoid the police because you were
worried that they might put you in jail?

Mr. Hubert. And it’s for that reason that you went to the theater,
is that right?
Mr. Paul. Yes.
Mr. Hubert. And finally, of course, I believe it was one of your
friends then that insisted that you should allow yourself to be
interviewed by the FBI, and that finally that occurred about 9 o’clock
at night?
Mr. Paul. Yes.
Mr. Hubert. How did you learn that Senator had been arrested?
Mr. Paul. I was over at his office—Tom Howard’s office.
Mr. Hubert. And he told you so?
Mr. Paul. Yes.
Mr. Hubert. And you thought that your connection with Ruby was
close enough that you might be arrested too?
Mr. Hubert. Did Ruby mention the AGVA to you at anytime during
these conversations?
Mr. Paul. No.
Mr. Hubert. You know what that is?
Mr. Paul. Yes, sir.
Mr. Hubert. Did he mention the Weinsteins and the trouble he
was having with them?
Mr. Paul. That was all the time before.
Mr. Hubert. Which time before?
Mr. Paul. Many weeks before—he was having trouble with
Weinstein.

Mr. Hubert. But I mean, did he speak to you about it during any
of these conversations on Friday or Saturday?
Mr. Paul. No, sir.
Mr. Hubert. He did not?
Mr. Paul. No, sir.
Mr. Hubert. Did he talk about Oswald at all?
Mr. Paul. No, sir.
Mr. Hubert. He never mentioned his name?
Mr. Paul. No, sir.
Mr. Hubert. Once again, did you ever tell Ruby some such words
as, “You’re crazy,” when he spoke to you on Saturday about doing
something?
Mr. Paul. No, sir.
Mr. Hubert. I don’t mean that you used that exact phrase, “You’re
crazy,” but some such phrase to indicate to him your disapproval of
what he was suggesting?
Mr. Paul. No, sir.
Mr. Hubert. Now, you know of course, Karen Bennett. You have
just identified her. Did you know Kathy Kay?
Mr. Paul. Yes.
Mr. Hubert. Did you know Harry Olsen?
Mr. Paul. The one that married her?
Mr. Hubert. Yes.
Mr. Paul. Yes.
Mr. Hubert. He was a member of the police department?
Mr. Paul. Yes, sir.

Mr. Hubert. Did you see any of those people between November
22 and November 24?
Mr. Paul. No, sir.
Mr. Hubert. Did you talk to them during that time?
Mr. Paul. No, sir.
Mr. Hubert. I understand you called Kathy Kay on the 25th?
Mr. Paul. Yes.
Mr. Hubert. What was the purpose of that?
Mr. Paul. I asked her if she wanted to come to work at the club.
Mr. Hubert. You decided to reopen the club?
Mr. Paul. Yes.
Mr. Hubert. Who is Pappy Dolson?
Mr. Paul. A booking agency.
Mr. Hubert. What was your contract with him for him to do?
Mr. Paul. To get the acts.
Mr. Hubert. To do what?
Mr. Paul. To get me entertainers.
Mr. Hubert. Do you know of a man by the name of A. L. Davis,
that had something to do with the Playboy Club?
Mr. Paul. No, sir.
Mr. Hubert. You never heard that name?
Mr. Paul. Not that I recall.
Mr. Hubert. Do you remember speaking to Ruby or referring Ruby
to anybody in connection with the Playboy Club?
Mr. Paul. No, sir.

Mr. Hubert. Do you know whether Ruby was interested in
opening an operation similar to the Playboy Club operation?
Mr. Paul. He didn’t tell me nothing about it.
Mr. Hubert. Did he tell you about any new plans he had for a
nightclub or a new nightclub?
Mr. Paul. Oh, that was a couple of months before when he took
me to show me a place that was empty, and he says, “I’ve got an
idea,” and I said to him, “You and your ideas!”
Mr. Hubert. Did you have any business dealings with your sister,
Lee Berry?
Mr. Paul. Yes, sir.
Mr. Hubert. Of what nature?
Mr. Paul. I loaned her some money.
Mr. Hubert. For a business?
Mr. Paul. Yes.
Mr. Hubert. And what sort of business?
Mr. Paul. She’s got a loan office in New Jersey.
Mr. Hubert. That’s where she lives?
Mr. Paul. No; she lives in New York.
Mr. Hubert. And she works in that loan office?
Mr. Paul. Yes.
Mr. Hubert. What is it called, do you know?
Mr. Paul. It’s a loan office in Lodi and it’s the Pleasant—I had her
card—Pleasant Finance Co.
Mr. Hubert. Where is it located?
Mr. Paul. Lodi, N.J.—[spelling] L-o-d-i.
Mr. Hubert. What is the street address?

Mr. Paul. 25 Main Street.
Mr. Hubert. I think you’ve testified before concerning the loan of
$15,000 to Ruby in connection with helping him with his income tax
trouble?
Mr. Paul. Yes.
Mr. Hubert. Was that loan made as one loan?
Mr. Paul. No—a lot of loans.
Mr. Hubert. It was a buildup, as I remember?
Mr. Paul. Yes.
Mr. Hubert. Was that from the time of Joe Bonds and the Sky
Club?
Mr. Paul. No; Joe Bonds had nothing to do with this thing.
Mr. Hubert. What was your connection with Joe Bonds?
Mr. Paul. He brought me down to Texas and went partners in this
nightclub.
Mr. Hubert. And I think you’ve already testified about that?
Mr. Paul. Yes.
Mr. Hubert. The loan to Ruby which eventually got up to $15,000
was not all in connection with income tax troubles, was it?
Mr. Paul. No; of course not.
Mr. Hubert. As I remember, we went through that before?
Mr. Paul. Yes.
Mr. Hubert. Mr. Paul, have you ever been a member of the
Communist Party?
Mr. Paul. No, sir.
Mr. Hubert. Have you ever been a member of the John Birch
Society?

Mr. Paul. No, sir.
Mr. Hubert. Do you know how Ruby got hold of some literature
that was found in his car relative to H. L. Hunt, who wrote it? Do you
remember that?
Mr. Paul. No.
Mr. Hubert. Did he ever mention anything to you about that?
Mr. Paul. No, sir.
Mr. Hubert. Was he active in politics in any way?
Mr. Paul. No, sir.
Mr. Hubert. Did he ever campaign?
Mr. Paul. No—no campaigning.
Mr. Hubert. Did he distribute literature or engage in ward politics
or precinct politics?
Mr. Paul. Jack had none.
Mr. Hubert. The answer is “No”?
Mr. Paul. No.
Mr. Hubert. What was his attitude toward his religion, do you
know?
Mr. Paul. He was very conscientious about it. You know, like I
told you the first time that when his father died he went a year to
the synagogue every week to pray.
Mr. Hubert. Did he read any books about Jewish people and the
history of the Jewish people and so forth?
Mr. Paul. He might have, but I never recall seeing him.
Mr. Hubert. Did you ever see any books in his apartment or
literature of that sort?
Mr. Paul. I don’t think Ruby had any books. I don’t think that
Ruby read anything—well, he read papers. He read every newspaper

that was in Dallas all the time.
Mr. Hubert. I want to show you two pictures that have been
identified as Exhibits Nos. 1 and 2 of the Deposition of Bruce Carlin
and ask you if you recognize the man who is represented in those
two pictures.
Mr. Paul (examining instruments referred to). I don’t remember
any of them—both of them—I don’t remember them at all. The face
don’t even phase me.
Mr. Hubert. In other words, you don’t recognize the face at all?
Mr. Paul. No.
Mr. Hubert. Did you know Officer J. D. Tippit, the one that was
shot by Oswald?
Mr. Paul. No, sir.
Mr. Hubert. If I tell you now that these are pictures of J. D.
Tippit, that still doesn’t refresh your memory as having seen them at
all?
Mr. Paul. I might have seen them in the paper and didn’t even
look close. [Examining instruments mentioned.]
Mr. Hubert. To your knowledge, you’ve never seen him?
Mr. Paul. No.
Mr. Hubert. Now, I show you two other pictures that have been
identified as follows: Exhibits Nos. 3 and 4. These are in the
Deposition of Bruce Carlin of August 24, 1964, and ask you if you
can identify the person whose picture appears in those exhibits?
Mr. Paul (examining instruments mentioned). No.
Mr. Hubert. Have you ever seen any man that looks like that?
Mr. Paul. No, sir.
Mr. Hubert. I tell you now that these are pictures of Bernard
Weissman—have you ever seen or met this man?

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