Contents Page

Summary 2

1.Project rationale and aims 3

2.Project events 4

3.Details of project 6

4.Findings and Evaluation 8

5. Dissemination 18

6. Conclusions and Recommendations 18

Appendices 19

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Summary

The project involved 23 final year undergraduate student teachers teaching in teams across a total of six classes from two Belfast primary schools. The students co-panned, co-taught and co-evaluated a science scheme of work on the particular topic associated with the classes visit to the W5 Discovery Centre Belfast. Throughout the project the students recorded video material of their lessons and the trip to W5. The recorded material was edited to produce a short video recounting their experience during their placement over 5 weeks. Three of the group proceeded to making a video-paper.

The project evaluation sought to explore the extent to which the project aims had been achieved. The principal research aim was to explore the extent to which the project had developed student teachers’ appreciation and future teaching intentions regarding the use of a visit to an external educational resource within the school curriculum. Data was collected from questionnaires and focus group interviews before and after the project.

All 23 students found the project extremely useful. The students reported that as a result of the project they had acquired:

• A much greater awareness of the potential role of external agencies within the primary curriculum

• A large increase in their confidence in their general planning and classroom teaching • A large increase in their confidence in planning science schemes of work and in their

classroom management of science activities• A greater awareness of resources and strategies for connecting science to other areas of

the curriculum

All 6 teachers also found the project extremely useful. The teachers reported:• A welcomed focus on primary science as there had been no recent INSET training in this

area• An appreciation of the new ideas and resources for making science more engaging ,

‘hands-on’ and relevant• A realisation of the importance of preparation and follow-up work associated with a visit

to W5• The welcomed opportunity to observe their own pupils and to reflect on the pupils’

reactions to the various learning experiences provided by the students

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1.Project rationale and aims

Out of school ‘informal educational’ visits to science discovery centres, museums, nature reserves, etc. have much to contribute to the overall learning experience of children. However the extent to which such trips impact on pupils’ learning largely depend on how the experience is complimented by classroom teaching, in the form of both preparation and follow-up work, and the ease with which pupils connect it to their school based curriculum. We therefore feel that initial teacher education programmes should include opportunities for student teachers to develop their appreciation of the huge potential of local external educational agencies, and develop best practice with respect to planning and managing such a visit. External educational agencies have themselves much to benefit from partnership with ITE institutions as they seek to adapt and modify their provision in accordance with the ever changing school curriculum.

Over the course of school based teaching the opportunities for student teachers to teach science can vary greatly from school to school. Therefore year student teachers, including students in their final year of training, may feel less confident about teaching science. During their undergraduate course student teachers rarely get the opportunity to co-plan, co-teach and co-observe with other students.

The project objectives therefore are to:

1. Develop student teachers’ appreciation of the valuable contribution which educational trips can make to the school curriculum.

2. Develop student teachers’ practice with respect to co-planning, co-teaching and evaluating cross-curricular science schemes of work to support such a visit.

3. Provide student teachers with the opportunity to accompany and supervise their class on a visit to the W5 Discovery Centre and experience both exhibits and a ‘workshop’.

4. Extend student teachers’ school-based experience by providing the opportunity to engage with co-planning, co-teaching, peer observation and evaluation, self-evaluation and critical reflection

5. Provide student teachers with the opportunity to critique and develop their own teaching skills by interfacing video footage of their teaching with digital cognitive tools.

6. Provide partner schools with the opportunity to observe first hand best practice regarding planning and resourcing cross-curricular science schemes relating to the visit, and to reflect on the impact on pupils’ learning experience.

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2.Project events

September 2008• Planning meetings with education staff from W5 Discovery Centre Belfast• Planning meetings with Principals and teachers from both partner primary schools• Planning meeting with Stranmillis University College CETL Coordinator (Fergal

Corscadden)

2nd October 2008Introductory seminar to students. Outline course schedule and assessment assignment. Presentation of educational theory underpinning the project

9th October 2008Students visit W5. Tour and discussion of exhibits by W5 Education Coordinator (James Stewart).

16th October 2008Allocation of student ‘teams’ and assignment details relating to video taskTutorial on capturing video and the production of video paper

23rd October 2008Video paper production workshop

28th October 2008Student teams visit to W5

30th OctoberStudent observation visit to host class and preliminary planning meeting with teacher

6th NovemberTeaching Week 1 (Lessons preparing pupils for visit)

13th NovemberTeaching Week 2 (Lessons preparing pupils for visit)

20th NovemberSchools and students visit W5

27th NovemberTeaching Week 3 (Follow-up to trip to W5 lessons)

4th DecemberTeaching Week 4 (Follow-up to trip to W5 lessons)

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11th DecemberEditing of video and production of videopaper

18th DecemberDissemination Seminar. Student teams present their work using powerpoint, videos and video papers to partner teachers and education staff from W5.Collection of evaluation data

January-February 2009Preliminary analysis of evaluation data.

March 2009Completion of project interim report

March-April 2009Completion of project evaluation

15th May 2009Presentation of findings at ESCalate Annual Conference

June 2009Completion of full project report

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3. Details of Project

Project TeamDr John McCullagh -Project Leader: Department of Education (Primary) Stranmillis University College BelfastMr James Stewart- Education Coordinator at W5 Discovery Centre BelfastMr Fergal Corscadden- CETL Coordinator at Stranmillis University College Belfast

Project SchoolsGilnahirk Primary School Belfast (Principal: Mr. Steven Harrison)Holy Rosary Primary School Belfast (Principal: Mr Sean Merrick)

Assignment taskThe assignment task included elements from the evaluation strategy and included:

• Theoretical discussion of the role of external agencies in science education• Schemes of work and lesson plans for teaching phase• Peer observation and evaluation tasks• Production of a video and or video-paper per team reporting on their experiences• Presentation of work at Dissemination Seminar

Video recording• One ‘Flip’ camcorder was supplied to each of the four teams and a 4 GB memory stick• Video material was edited using Windows Movie-maker and the video-paper produced

by the software ‘Video-paper Builder’• Written permission was received from parents for the recording and using of video.

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Holy Rosary PS Class Teacher Topic

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Nicola King P3 J McGurk MaterialsCara Green P3 J McGurk MaterialsNiamh O'Kane P3 J McGurk MaterialsJessica Glasgow P3 J McGurk Materials Nichola White P4 B Hyland LightLeanne Thompson P4 B Hyland LightKathryn Thompson P4 B Hyland Light Sarah-Louise Craig P5 H McClorey Human BodyBeth Loughrey P5 H McClorey Human BodyEmma Pickering P5 H McClorey Human BodyBen Robinson P5 H McClorey Human Body

Gilnahirk PS Class Topic TeacherReuben Skinner P6 Forces Mrs McCluneKate Roleston P6 Forces Mrs McCluneVictoria Newberry P6 Forces Mrs McCluneGemma Brown P6 Forces Mrs McClune Sarah Whiteside P5 Human body Mrs JohnstonMartin Johnston P5 Human body Mrs JohnstonWilliam Ritchie P5 Human body Mrs JohnstonPaul Montgomery P5 Human body Mrs Johnston Emma-Jayne Earls P3 Light Mrs BrownHeather Thompson P3 Light Mrs BrownAshleigh Johnston P3 Light Mrs BrownAmy Barnes P3 Light Mrs Brown

Table 1. Student teams, topics and classes

4.Findings and Evaluation

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The project was evaluated using:• Questionnaires administered before and after the project (students and teachers)• Focus group interviews (students and teachers)• Student evaluation and reflection tasks during teaching phase• Production of video and or video-papers

Due to slightly different numbers of students returning the questionnaires before and then after the project (N= 23 and 21 respectively) the values reported represent the percentage of respondents.

The project will be evaluated with respect to each of its objectives.

1. Develop student teachers’ appreciation of the valuable contribution which educational trips can make to the school curriculum.

A comparison of the data from the questionnaires administered before and after the project show that the student teachers’ appreciation of the contribution which educational trips can make was greatly enhanced.

1. How important is the role which science centres could play in supporting the primary science curriculum?

Very important Important Limited No importance

Very Important ImportantBefore 33 67After 32 68

2. To what extent, if any, do you feel a visit to a science centre could support other areas of the curriculum, apart from science? Please circle your response.

Significant extent Marginal extent No extent

Significant MarginalBefore 52 48

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After 68 22

Prior to the project all students felt that a science centre played either an important or very important role in supporting the science curriculum. There was no change in this by the end of the project. However the project did make a significant change to the proportion of students who felt that the science centre could support other areas of the curriculum.

4.(a) Please identify what you consider to be the most important ways in which science centres support the primary science curriculum.4(b) Which of the above do you consider to be the most important and why?

There was a marked difference in the quantity and quality of student responses before and after the project. Responses prior to the project were restricted to;

• Science centre provided resources not available in school• Science centre made science exciting

After the project students described how the science centre• Supported activities carried out in school• Highlighted the investigative nature of science• Aroused pupils curiosity and led to useful follow-up work• Provided experiences which pupils related to when back in school• Enhanced pupil discussion and interaction• Portrayed science as relevant and meaningful• Connected to other areas of the curriculum.

Quotes from students included:

“ The science centre really accommodates all learning styles and provides a comfortable and engaging environment for interactive learning which is more memorable.”

“ The interactive nature of learning is really the key. In the classroom the pace of learning is often set by the teaching and the overall class ability. At W5 children are more in control of what they do and how long they spend at each exhibit.”

“ I noticed during the follow-up work the children were still very excited about some of the exhibits and their experiences. The discussion allowed concepts and ideas to be consolidated and shared with other children.”

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Working with shadows back in the classroom

Objective 2. Develop student teachers’ practice with respect to co-planning, co-teaching and evaluating cross-curricular science schemes of work to support such a visit.And

7. Objective 3. Provide student teachers with the opportunity to accompany and supervise their class on a visit to the W5 Discovery Centre and experience both exhibits and a ‘workshop’.

Student teachers’ confidence in teaching science and in linking science to other areas of the curriculum was greatly increased.

3. How confident do you feel about teaching science?

Very confident Confident Limited Confidence Not confident

Very Confident Confident Limited Confidence

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Before 0 57 42After 5 95 0

4. How confident do you feel about linking science to other parts of the curriculum?

Very confident Confident Limited Confidence Not confident

Very Confident Confident Limited ConfidenceBefore 5 10 85After 11 89 0

The students learned a great deal from the staff at W5

This change in students’ confidence is the most significant in the entire project. Prior to the project almost half the cohort reported having only limited confidence in teaching science; this increased to 85 % for linking science to other areas of the curriculum. This is particularly

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concerning given the fact that the students are in the final year of their degree course and have already completed other modules in primary science and school based work placements. The focus group interviews with students allowed these issues to be further examined. The students reported that the project had significantly increased their science teaching because;

• The theory underpinning best practice in teaching science was supported by school placement in a very connected and supportive way; the ‘practical’ nature of this module

• Working in teams, particularly with students who had an expertise in another area of the curriculum, provided opportunities for peer learning

• During school based work (teaching practice) the amount of science which students get to teach can be quite restricted.

• Science lessons taught during school based work are not always of a practical nature with restricted opportunities for children to engage in ‘hands-on’ activities. This can stifle the development of students’ classroom management skills and overall confidence in coping with activity-based learning

• The experience of visiting W5 excited and motivated the students with many developing their appreciation of the relevance of science in today’s world. The students experienced as much of the W5 ‘wow’ factor as the children!

• The students learned a great deal from the workshops and discussions with the teaching staff at W5.

Objective 4. Extend student teachers’ school-based experience by providing the opportunity to engage with co-planning, co-teaching, peer observation and evaluation, self-evaluation and critical reflection

Data from the questionnaires and the focus group interviews indicate that students learned a great deal from working together. The most commonly cited advantages were as follows:

Co-planning• Share ideas with specialists in other areas of the curriculum• In a team there was a greater collective experience of having taught a particular topic or

used a particular teaching style, which could then inform the planning• In a team there is a greater potential resource base for acquiring support material,

books, work sheets, online resources.• Working in a team is more motivating and brings out the best in individuals• Acquisition of team-work skills.

Disadvantages• The rare occasion when a student’s commitment to the team was limited.

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Co-teaching• Allows for students to experience a more extensive range of classroom activities as

there is more support available.• Transitions are more ‘seem-less’ and children’s focus is retained throughout the lesson.

This experience ‘scaffolds’ the development of individual students’ classroom management skills, making students more likely to be extend their practice in the future when they will be teaching on their own.

• For the over whelming majority of students this was the first time they had observed a peer teaching. They found this very useful, particularly as, unlike classroom observation, they were involved in the lesson and understood first-hand the challenges and classroom dynamics which were evolving and how their peers were responding. A real bonus!

Disadvantages

• Restricts the actual length of time an individual gets to teach for• Sometimes hard to divide up the lesson into sections

Peer Observation and feedback

Advantages

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• First ever opportunity to observe a student, in the same year of training, teaching a lesson

• Watching peers teaching and making judgements about the effectiveness of their approach made students reflect on their own teaching, initiating a type of internal dialogue of ‘what would I do there?’ or ‘ I must remember to try that.’

• Feedback was detailed and incisive as peers understood fully the aims of the lesson, having been involved in the planning, and could therefore identify the key issues

• Feedback was ‘realistic’ and more understanding than College tutors. Therefore it was more meaningful and more likely to be taken on board

• Peers had a better understanding of the children than a College tutor and could provide a more detailed picture of how the class had responded during the lesson, which is easy to miss when you are teaching.

Disadvantages

• Peers may be reluctant to be negative in their comment

8. Provide student teachers with the opportunity to critique and develop their own teaching skills by interfacing video footage of their teaching with digital cognitive tools.

Objective 5. Provide student teachers with the opportunity to critique and develop their own teaching skills by interfacing video footage of their teaching with digital cognitive tools.

Data from questionnaire and the focus group interviews report that all students found this extremely useful. In addition to the core aims of this module the students found that their ICT skills had greatly increased and that they had acquired skills and competences which they could make great use of in their future professional lives. They considered the ‘task orientated’ approach to ICT development to have been the key and reported that this was a much more effective approach to learning than any experience they have had in other College modules on ICT. The use of video and the production of the video-paper supported student learning with respect to:

• Students’ appreciation of the merits of visiting a science centre • Students’ classroom practice

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Screenshot of one of the video-papers

Advantages

Students’ appreciation of the merits of visiting a science centre

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• The very task of producing a video-paper to report on their teaching before, visit to, and teaching after the visit to W5 focused students to adopt a more joined up approach to their planning. Right from the start they were aware that the three experiences had to be connected.

• The video provided the opportunity to watch the lessons again and focus on different aspects of the children’s learning, for example, engagement, response to questions, nature and quantity of pupil talk, references to and examples of prior learning.

• The series of videos over the five sessions ( 2 lessons + visit + 2 lessons) showed how the children had progressed during that topic.

• The task of producing the video-paper required the lesson to be very closely observed. The editing process involved viewing and reviewing footage of the lesson. This was very useful as it made students realise how much is going on within the classroom dynamic.

Students’ classroom practice

• None of the students had ever observed video material of their own classroom teaching. Once they had got over the ‘shock’ of this they found it very useful and something they think all students should experience from the start of their degree programme.

• As the video was mostly record from the back of the classroom this provided students with the opportunity to get a ‘pupils’ eye’ view of the lesson. This informed practice with respect to presenting the lesson

• Students particularly found watching footage of themselves asking questions to be very useful. During post-lesson reflection it is very hard to recall just what and who you asked. The video allowed the range (particularly in terms of progression) of questions and any bias as to who was asked, to be considered.

• Viewing the video as a group allowed for a richer discussion and reflection on the lesson.

Disadvantages

• Initial problems with video formats when trying to edit video from ‘Flip’ videos using Microsoft Windows Movie-Maker. Problem solving via format conversion software however extended students ICT skills and awareness. It was however initially time consuming and frustrating for the students.

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Objective 6. Provide partner schools with the opportunity to observe first hand best practice regarding planning and resourcing cross-curricular science schemes relating to the visit, and to reflect on the impact on pupils’ learning experience.

It was hoped that the project would develop teachers’ practice regarding how they made use of science centres in their future practice. A questionnaire and focus group interview on completion of the project showed that this experience had greatly shifted teachers’ perspectives.

As result of this project:• Teachers would be much more likely to include a visit to W5 in their teaching

programme• Teachers would plan more carefully how they would time the visit to coincide with

classroom work, rather than arrange an end of term trip when relevant topics have been already covered

• Teachers would make a point of visiting the centre prior to the visit, identify relevant exhibits and, if possible, meet with W5 staff

• Teachers would use the visit to introduce a topic and follow-up with development and consolidation work back in school

• The exposure to the students cross-curricular science work has given teachers lots of ideas for strategies and resources for making their own teaching more engaging and activity based.

• Teacher valued the dissemination event and the opportunity to observe and discuss the work with students and the teachers from all the other classes.

• Teachers valued the support from the science specialist tutor throughout the project and the opportunity to discuss their own approach to science.

Quotes from teachers included:

“ The project cemented in my mind the importance of good preparation”

“I see now the benefits of visiting the centre before the trip.”

“I tended not to do much follow up work. I was amazed at how keen the children were to talk about the experience and they wanted to investigate more.”

5.Dissemination

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The findings of the project were disseminated by• Dissemination seminar in College on 18th December 2008• Presentation at ESCalate annual conference on 15th May 2009 (see Appendix)• Conference paper to be submitted to the conference proceedings in September 2009

6.Conclusion and Recommendations

In conclusion the project has been a great success. The aims and objectives have all been achieved and in many cases surpassed. The initial intention of enhancing student teachers’ confidence and competence in connecting learning from inside and outside of the classroom has been fulfilled. The project has been particularly successful in developing student teachers’ level of teaching and critical reflection and provided them with the ability and confidence to examine their approaches to cross-curricular science teaching. The findings of this project will hopefully prove useful to other initial teacher educators, as they endeavour to include as many rich and stimulating learning experiences as time will permit. The key recommendations therefore are:

• Out of school resources have as much to offer our student teachers as they do our school children.

• Students value modules which include a placement which develops and locates the theory.

• Students can learn a great deal from co-planning, co-teaching and co-observing.• Digital and ICT skills are best developed within the context of a particular relevant

task.

John F. McCullaghStranmillis University College BelfastJune 2009

APPENDICES

Sample schemes of work

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TITLE: Forces and Energy CLASS: Primary 6 OVERALL AIMS: The students will:• Understand important

aspects of Forces & energy including; gravity, friction, air resistance & air movement.• Be able to conduct

science experiments in classroom relating to the above topics.

• Develop the ability to offer their own ideas for scientific enquiry.

• Work collaboratively in groups throughout investigation and discussion.

• Make predictions about experiments based on their own knowledge.

• Have the opportunity to take part in a science centre based in the classroom.

SUBJECT AREAS: World Around Us, Literacy, Numeracy, Personal Development, Physical Development.

KEY STAGE: 2 KEY VOCABULARY: friction, gravity, push, pull, force, energy, Newtons, Newton meter, air, resistance, height, surface area, investigation, challenge, pressure, effervescence.

TIME: 6rs plus trip to W5

TEACHING SEQUENCE & TIME

LEARNING INTENTIONS

TEACHING/LEARNING ACTIVITIES

RESOURCES

ASSESSMENT SAFETY ISSUES

1. 1hr 30 mins

The children will:- assess previous

Mind map previous knowledge.Discuss Newtons and Newton metres.

Laminated pictures (Car & Duck)Investigatio

Questioning to discover prior knowledge.Work with each group while they

General classroom management.

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knowledge related to forces. - discuss units of measurements for forces. - discuss push/pull forces and conduct a related experiment. - discuss gravity/friction and its impact. - carry out investigations related to the above topic.

Develop knowledge of gravity, friction and push/pull forces;1. Discuss impact2. Use visual aids

to demonstrate direction of force.

3. Carry out investigation.

n Resources; paper towels, coke cans, blu-tack, sponges, elastic bands, plastic cups, bin liners, washing-up liquid, unifix cubes, sand paper, tin foil, paper.Worksheets, Powerpoint presentation.

are making predictions and carrying out investigations to help with difficulties. Take feedback from each group, to compare each groups’ findings.Peer assessment

2. 1 hr 30 mins

The children will;- understand that air resistance is a force and that it will act in the opposite direction to weight. - recognise that this force will slow objects moving through the air.

Discuss previous knowledge from lesson 1. Make way to the playground in pairs. Direct pairs to run width of playground, with large piece of card. Explain what they felt and observed. Explanation of scientific term. Task 1 – provide with box of materials.Encourage thinking on exploration of how the air affects each piece of material, in its

Interactive Whiteboard, makers, school playground, children’s coats, large piece of card between each pair, boxes for each group containing the materials which will be needed; 2 x A4 paper, 2 x tin foil, 2 x paper

Discussion of the running activity outside. Discussion and questioning for the dropping paper investigation. Questioning on what objects the children think are affected by air resistance. Ability to show direction of force on the given pictures. Ability to provide explanations/reasoning.Ability to predict.Overall application to the tasks and

General classroom management. Ensure that children are all run in the same direction.

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- demonstrate the ability to use questioning & discussion with peers, as well as whole class activity; to find out more about air resistance and then evaluate their results. - develop the ability to offer their own ideas for scientific enquiry to show their understanding of air resistance and record their results.

different forms. Use white board for hypothesis.Whole class discussion on results. Use this knowledge and understanding to draw arrows showing the forces acting on the objects in the pictures. Task 2 – Carry out a short investigation in groups - ‘How does the length of wings affect the time it takes the spinner to fall to the ground?’ Worksheet with blank table for results. Share results with other pairs at the table, through questioning what they have learnt.

towels, 2 x kitchen roll. Strips paper – 15x4 cmScissors & Rulers(2/group)Paper clips, worksheet – Speedy Spinners, Pencils, Pictures of man with & without parachute, makers for each group.

involvement.

Safety when using the scissors at all times.

3. W5

4.

1hr 30 mins

The children will be able to:- recap on previous knowledge from the

The children will;- recap on previous knowledge from the entire three sessions. - Continuing on from lesson 2 (Air

Foil containers, kebab sticks, A4 paper, blu tack, sellotape,

Assess previous learnt knowledge through first discussion. Team work throughout entire lesson.

General classroom management.Discuss of safety aspects

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entire three sessions. - develop further understanding of air movement. - work independently using their own knowledge and understanding of forces and energy. - construct a yacht in relation to their given challenge. - use skills to questioning, reasoning, and evaluation to predict and test each yacht. - complete an individual evaluation of their yacht.

resistance) bringing in the idea of air movement. - Demonstrate all equipment which they will have access to, without indicating which items they are required to use, i.e. using their own thinking skills. - Explain task – ‘Using their own knowledge and understanding of air movement to construct a yacht out of the materials provided’.- Predict outcomes for each yacht, high lightening strengths and weaknesses. - Test each yacht fairly, discussing why it did or didn’t work. - Complete worksheet predicting and evaluating their outcomes.- Discuss possible improvements.

balloons. Worksheets. Water tray.Water. Paper towels.

Peer Assessment. This lesson was initiative based, providing the children with a chance to discover science. Therefore, no one group won the challenge or lost. The key element of the lesson was evaluating their individual work.

associated with each piece of equipment.

5. 1 hr 30 mins

The children will be able to:- Take part in various experiments,

Discuss previous knowledge and record findings on the white board,

All children should be seated in

See individual diagrams attached for resource lists.

Observation of; thinking skills, team work & scientific knowledge.Gather information from the children

General classroom organisation.

See individual

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challenges and exhibits in order to demonstrate their learning from over the previous four weeks- Understand various elements of forces and energy.- Use their thinking and communication skills to work as a team.- Act responsible when working at the different exhibits and experiments. - Use activities from the LaunchPad site to demonstrate forces and energy.

groups (in ‘What we have learnt so far....’Explain the various exhibits.Address any questions.Explain worksheets for each station. Discuss key safety aspects associated with the lesson. Assign a group to a station.Explain the time limit of 8 minutes at each station.Begin the experiments/ exhibits/ challenges. Discuss the findings of each group from each station.Time Management:10:45 – Organise the class into their science groups. 10:50 – Begin explanation of the stations etc. 11:00 - Begin the main part of the activity. 8 mins per station, i.e. involves quick thinking and effective use of team work. 12:00 – Discussion of findings.

concerning the entire four lessons and the trip to W5, in order for us to evaluate its effectiveness.

sheets attached for safety issues connected to each station.

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Scheme of work for the topic ‘Light’ for Primary 2 (Year 1)

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Overall aims• Pupils will be encouraged to

learn and discover information about light through enquiry based science and cross curricular activities.

Prior knowledgeSome work on light covered the previous year (P.2).

Areas of the Northern Ireland Curriculum which will be addressed

Pupils should have opportunities to:• Investigate different sources of

light• Understand the importance of

light in our everyday lives

Thinking skills and personal capabilities

• Make ideas real by experimenting with different designs, actions, outcomes.

• Value the unexpected or surprising. • See opportunities in mistakes and failures. • Take risks for learning.

Cross-curricular skills• Pupils will be able to communicate with each other and

teachers through talking and listening.

Learning outcomes

Teaching and learning activities

Key Questions Key vocabulary

Resources Monitoring and Evaluating

Lesson one

Pupils will:- identify different light sources- understand that we need light to be able to see in the dark- understand that shiny objects are not a light source- know that light can pass through some materials and not othersLesson two

The children will:-Recognise that a shadow forms when sunlight is blocked-Recognise that light from a range of sources produces shadows -Describe how the shape and the size of shadows varies with the position of the light source-Develop the

- DVD ‘Can’t you sleep little bear?’

- Circus of 4 activities, each lasting approximately 5-10 minutes: sorting light sources, experimenting with light sources, looking at shiny light objects and hide activity

- Curtain investigation

- Groups will feedback to the whole class: what material would Little Bear like to use for his curtains?

- Read the story ‘Izzy and the skunk’

- Discuss light and shadows

- Demonstrate the shadow a comb produces

- Circus of 4

What was little bear so scared of?Are you scared of the dark?How did the bears make it not as dark in the cave?Light came from different places in the story, what were they?Where does the light come from outside?What materials would be good for Little Bear to use for his curtains?What materials would he not want to use?Where there any materials that surprised you?

How are shadows made?How can shadows be made smaller or bigger? What is a shadow? What animals shadow is this? Can you make your own shadows? How?How could you change the shadow?

Light, light source, let light through, shadow, reflect, shiny.

Shadow, block, light, big, small

Reflect, reflective, collar,

-see lesson plan

- see lesson plan

- see lesson plan

-Observation of pupils carrying out the activities will demonstrate their level of understanding.-The results that groups come up with will show whether they have understood the concept of light passing through materials.

-listening to the verbal responses to key questions- Worksheet will evaluate if pupils have grasped the key concept of the lesson, shadows.

Samples of students’ presentations

Lesson 2: Mrs Barnes

Activities:Interactive whiteboardShadow boxesShadow puppetsLight sources

Introduction: “Izzy and Skunk”

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Lesson 4: Miss Earls

Activities:Shadow puppetsLight catchersQuiz

Introduction: Discussion of previous learning

Lesson 3: Mrs Thompson

Activities:Reflective MaterialsMixing coloursColours of the rainbowOpaque, transparent

and translucent.

Introduction: “Disappearing Dog”

Discovery Dog

Sample Lesson Plan

Primary Science Beyond the Classroom - Lesson Plan

Gilnahirk Primary School P3 Topic Light

Team B Lesson 3 Thursday 27th November 2008

Area(s) of Learning /Cross Curricular Skills/Thinking Skills and Personal Capabilities

- The World Around Us- Communication through talking and listening; listening to and taking part in

discussions and explanations- Communicate information, ideas and opinions- Make predictions- Work with others by listening actively and sharing opinions

How does this lesson relate to W5?

Our previous lessons prepared the children for our trip to W5. Our workshop in W5 was on the topic of light and the aim of this lesson is to consolidate what the children have learned and expand on this.

Learning outcomes:

- discuss the properties of reflective materials, giving examples- select the materials that will be easily seen in the dark and discuss- investigate rainbows, mixing colours- properties of transparent, translucent and opaque materials.

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Resources

Discovery Dog CD ROMDiscovery Dog PuppetNaughty Nora PuppetBig Book – Look Out on the RoadBig Book – RainbowsReflective JacketReflective BibReflective BeltReflective Arm BandReflective Vest for DogTeddy Bear Keyring ReflectorBreak Down TriangleBicycle ReflectorsCats eyes from the roadCards with Colours of the RainbowCards with Names & Definitions Of Transparent, Opaque etc.Rainbow Cut & Stick SheetTesting Materials Recording SheetScissors & Glue

Investigation Pack for Collars Fluorescent Yellow Material Silver Holographic Tape Silver Sequined Material Black Paper Cardboard Pink Foam Pink Straw Red NetInvestigation Pack for Materials Kitchen Roll Greaseproof Paper Tinfoil Clear Plastic Sheet Red Net Black PaperColour PaddleColoured Plastic SheetsTorches

Introduction

The children met the puppets and started the lesson by watching the Discovery Dog story ‘Disappearing Dog’. In this story Naughty Nora gets lost in the dark. At the end Discovery Dog asks the children to help design and make a collar for her so she can be seen in the dark.

Development

To prepare the children for this we look at page 20-22 in the big book – Look Out on the Road and discuss reflective clothing and other reflectors to help us be seen more easily in the dark. We also looked at cats eyes and the children had to guess what they were.

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The children were put into groups of 7 and each group was given a few torches and an investigation pack. They had to test the materials and decide which would be the best material to make Naughty Nora’s collar out of and report back to the group giving their reasons for their choice.

Activities

Half of the class worked on Rainbows. We read pgs 4 & 5 from the big book – Rainbows and discussed what rainbows are and how they are formed. We then had to remember all the colours in the correct order and put the cards up on the wall. The children then had a cut and stick sheet where they had to cut out their own colours and stick them in their World Around Us books in the correct order. When they had finished this they used the torches and the colour paddle and coloured plastic sheets to investigate what happened when light was shone through 1 colour or 2 colours together. This knowledge would prepare the children for the Art lesson the next week.

The other half learned that materials could be transparent, translucent or opaque and the words and definitions were stuck up on the board. They then predicted and tested the materials in the investigation pack to see if they were transparent, translucent or opaque and completed the sheet which they later stuck into their books.

Then both halves swapped over so that everyone got to do both activities.Classroom organisation

Everyone watched the story on the IWB from their seats and then we discussed reflective clothing and objects bringing children up to the front to help demonstrate these. The dog collar investigation took place in groups of 7 around the tables with 1 student working with each of the 4 groups. Each group chose 1 person to come up to the front and report their findings and conclusions and we tried all the collars on the puppet.

For the other activities the class were split in half and each did the activities on colours and rainbows and testing materials. 2 students worked with each group. We all came together again as a whole class for the conclusion.

Conclusion of lesson

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At the end of the lesson we discussed what we had done and reported on our findings from the investigation about materials. We also talked about our trip to W5 and looked at the photographs (over 100) on the interactive white board.

Monitoring and Evaluating

Listening to the story and taking part in the follow up discussion.Identifying reflective materials and objects and explaining their uses.Investigating the best material to use for the dog collar and explaining their choices.Answering questions about rainbows and ordering the colours correctly.Predicting and giving reasons why they think light will/will not travel through a certain material. Carrying out an investigation.Discussion about their trip to W5.

Approach adopted to team teaching

I took the lead in this lesson; introducing the topic, explaining what the class were going to do and concluding the lesson. The other three students and I were designated to one of the circus activities about light where we individually lead discussions and demonstrated a particular aspect of light to the children. During the investigation all four of us worked around the groups to develop their ideas through discussion.

Lesson Evaluation

Were the learning objectives met? How do I know?

All four learning outcomes were met during the lesson. The children all took part in the discussion and demonstration about reflective materials. They used this knowledge to carry out the dog collar investigation and explained their choices. During each activity we observed how the children were working and questioned them about their predictions and results. During the conclusion the children discussed their results with the rest of the class and answered questions.

What might I have changed?

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We found that the investigation into opaque, transparent and translucent materials took longer than expected. This left us with less time for the conclusion of the lesson. If I was to repeat the lesson again I would leave out the activity about colours and rainbows (to be included in another lesson). Completing the worksheet for the investigation took a long time as each child had to write all the words out in full (& there wasn’t enough room on the worksheet). These could have been simplified or they could have just had 1 worksheet per group.

Did the team teaching approach work? How?

Yes it worked extremely well. Team teaching allowed us to plan and share ideas about each of the lessons. I found this a great resource as we all have different ideas and experiences. Planning also made each of us aware of what we wanted the children to achieve in each of the lessons and we all drew this out when supervising the activities. It allowed exciting activities to take place easily; activities that would have been very time-consuming to set up alone. The team teaching approach also ensured that children had lots of opportunities to discuss their ideas with one of us. The team worked together to set up the investigation quickly, therefore children were not sitting idly at any point during the lesson.

(Post visit lessons only) Any evidence of reinforcing experiences from the visit to W5?

The visit to W5 introduced the children to the concepts of the rainbow, and initiated learning about reflective materials. The lesson reinforced these experiences through the examining of the different materials and the discussion and investigation of materials.

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