Extra specific guidance for the core subject Science … specific guidance for the core subject...
Transcript of Extra specific guidance for the core subject Science … specific guidance for the core subject...
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Extra specific guidance for the core subject
Science
October 2016
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From the National Curriculum for Science 2013:
Purpose of study:
A high-quality science education provides the foundations for understanding the world
through the specific disciplines of biology, chemistry and physics. Science has changed our
lives and is vital to the world’s future prosperity, and all pupils should be taught essential
aspects of the knowledge, methods, processes and uses of science. Through building up a
body of key foundational knowledge and concepts, pupils should be encouraged to
recognise the power of rational explanation and develop a sense of excitement and curiosity
about natural phenomena. They should be encouraged to understand how science can be
used to explain what is occurring, predict how things will behave, and analyse causes.
Aims:
The national curriculum for science aims to ensure that all pupils:
develop scientific knowledge and conceptual understanding through the specific
disciplines of biology, chemistry and physics
develop understanding of the nature, processes and methods of science through different
types of science enquiries that help them to answer scientific questions about the world
around them
are equipped with the scientific knowledge required to understand the uses and
implications of science, today and for the future
Scientific knowledge and conceptual understanding:
The programmes of study describe a sequence of knowledge and concepts. While it is
important that pupils make progress, it is also vitally important that they develop secure
understanding of each key block of knowledge and concepts in order to progress to the next
stage. Insecure, superficial understanding will not allow genuine progression: pupils may
struggle at key points of transition (such as between primary and secondary school), build up
serious misconceptions, and/or have significant difficulties in understanding higher-order
content.
Pupils should be able to describe associated processes and key characteristics in common
language, but they should also be familiar with, and use, technical terminology accurately
and precisely. They should build up an extended specialist vocabulary. They should also
apply their mathematical knowledge to their understanding of science, including collecting,
presenting and analysing data. The social and economic implications of science are
important but, generally, they are taught most appropriately within the wider school
curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement
with and motivation to study science.
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Working Scientifically – mapping progression across KS1&2
From The National Curriculum in England, Framework document - September 2013
KS1 Lower KS2 Upper KS2
During Years 1 and 2, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the
programme of study content:
During Years 3 and 4, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the
programme of study content:
During Years 5 and 6, pupils should be taught to use the following practical scientific
methods, processes and skills through the teaching of the
programme of study content:
asking simple questions and recognising that they can be answered in different ways
asking relevant questions and using different types of scientific
enquiries to answer them
planning different types of scientific enquiries to answer
questions, including recognising and controlling variables where
necessary performing simple tests
setting up simple practical enquiries, comparative and fair
tests
observing closely, using simple equipment
making systematic and careful observations and, where
appropriate, taking accurate measurements using standard
units, using a range of equipment, including
thermometers and data loggers
taking measurements, using a range of scientific equipment, with increasing accuracy and
precision, taking repeat readings when appropriate.
gathering and recording data to help in answering questions
gathering, recording, classifying and presenting data in a variety
of ways to help in answering questions
reporting and presenting findings from enquiries, including
conclusions, causal relationships and explanations of and degree
of trust in results, in oral and written forms such as displays
and other presentations
identifying and classifying
identifying differences, similarities or changes related to
simple scientific ideas and processes
identifying scientific evidence that has been used to support or
refute ideas or arguments
recording findings using simple scientific language, drawings, labelled diagrams, keys, bar
charts, and tables
recording data and results of increasing complexity using
scientific diagrams and labels, classification keys, tables,
scatter graphs, bar and line graphs
using straightforward scientific
evidence to answer questions or to support their findings.
Using their observations and ideas to suggest answers to
questions
using results to draw simple conclusions, make predictions
for new values and suggest improvements and raise further
questions
using test results to make predictions to set up further comparative and fair tests
reporting on findings from enquiries, including oral and
written explanations, displays or presentations of results and
conclusions
Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree
of trust in results, in oral and written forms such as displays
and other presentations
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Key Stage 1
I wonder…? Developing an enquiry based approach...
Initial assessment leading to an enquiry approach
This activity aims to establish prior knowledge and experience, and to determine the starting point. This technique can also be used to form a Wonder Wall or ‘question board’ for enquiry and questions related to the Science units. Show learners an object related to the science in the Science Unit or show a photograph of an object and display on an interactive white board. This can be repeated for different aspects of science within the unit. Ask learners to think of words which connect with the picture / item... They should then be encouraged to ‘wonder’ about the picture / item. For example I wonder why? I wonder how? I wonder what would happen if? The teacher may need to model this initially by asking questions related to the words the learners have thought of. They should ask questions including: What? Where? If? How? Why? When? etc.
Mind Maps
Teachers could consider using mind maps to aid recording of initial assessment (above) of learners’ scientific knowledge and understanding at the start, and subsequently during and at the end of the Learning Unit. At KS1 this could be modelled as a class mind map displayed on the wall and referred to as various
aspects are revisited, refreshed and added to. Mind maps are an excellent strategy for pupils to
record their learning of new scientific concepts.
Strategies for Teaching Science Effectively
SPLATT game
An activity and assessment that can be used as an initial and summative assessment An example based on ‘materials.’
Names of materials are posted around the room.
In teams discuss questions posed by the teacher e.g. Which material lets light through?
Teams confer then teacher says ‘1. 2. 3. SPLATT’
One member of the teams stands by the material the group has agreed on.
As a class discuss why the answer was chosen. (A second opportunity for the team to confer and repeat 1. 2. 3. SPLATT).
Statement of Fact – Positives, Negatives, Consequences
This asks the children to consider different points of view to test out a “Statement of Fact”. The
statement of fact is actually a controversial opinion. The children read the statement of fact and build
a list of positives, a list of negatives and consider the consequences of the statement of fact being
true. By the end of the activity the children should be encouraged to say whether they would like the
“statement of fact” to happen for real, giving reasons to justify their response.
For example:
FACT – the world would be a better place if it never rained again.
FACT – it would be better if all animals were vegetarian
FACT – finding a way to stop humans from getting old would be a good thing
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Always-Sometimes-Never
The children are presented with scenarios that relate to the science learning, and have to make a
decision about whether the scenario will always happen, sometimes happen, never happen. For
example:
A bulb will light up when a battery is put in a circuit. A ball will fall towards the floor when it is dropped. A ball will bounce when it is dropped. Two objects will land at the same time when dropped from the same height. A frog develops from a tadpole. Hard materials are made from metal
The children should be encouraged to think of arguments that could move the statement from always-sometimes-never, and can also then be encouraged to think of ways to test their ideas.
Movement and Drama - Used to demonstrate knowledge and understanding
Using Drama to explore concepts
For example: Life cycle of a frog / butterfly / plant.
Use:
Hot seating
Freeze frame
Miming movement
Role play
Song and Rhymes
Use songs and rhymes to reinforce essential subject knowledge
Using the Outdoors
Scientific trails that lend themselves to your school’s outdoor environment can be constructed (and reused many times). Pupils should be involved in the construction and parents invited to participate.
Challenge pupils to identify three examples of translucent, transparent and opaque materials in the grounds.
Challenge pupils to identify / collect three living and three non-living items etc…
Revisiting and building scientific knowledge over time – Quiz time!
An effective way to revisit and practise fluent recall of key information can be through fun activities such as putting together a Quiz using the pupil’s own ‘really great questions’ that will help them to remember their learning that is recorded on their mind maps and question board. Pupils construct questions around the science concepts and essential subject knowledge that can be
used at the end of each Learning Unit or term and repeated as they accumulate during the year,
culminating in The Big End of Year Science Quiz! held at the end of the academic year.
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Key Stage 1 Science vocabulary list
Animals including humans (Y1 and Y2)
Fish, amphibians, reptiles, birds, mammals Carnivore, herbivore, omnivore Common animal names (some according to locality) Parts of Body - head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth
Sense, eye, sight, see, ear, hearing, smell, nose, touch, feel Grow, growth, move, have young, reproduce, feed
egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. baby, toddler, child, teenager, adult. Survival – water, food, air
Health – diet, variety, hygiene, healthy/unhealthy, medicines, safety, packaging, exercise
Food – salty, sweet
Plants (Y1 and Y2)
Identify and name common wild and garden plants (some according to locality)
deciduous, evergreen
branch, flower, blossom, root, bulb, seeds, seedlings, plants, leaf, weed, trunk, branches, stem
need water, light suitable temperature
grow, healthy
shoot, fruit, earth
All Living things and their habitats Y2
living, dead, never been alive
habitats - environment/location – within, under, next to – identify and name e.g. the seashore, in woodland, in the ocean, in the rainforest
‘habitat’ (a natural environment or home of a variety of plants and animals) ‘micro-habitat’ (a very small habitat, for example for woodlice under stones, logs or leaf litter). needs – food, water, shelter
depend, food chain (simple)
identify/name different sources of food
features – feather fur, shell
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Everyday materials (Y1) and Uses of everyday materials (Y2)
object v material
wood, plastic, glass, metal, paper, fabrics, brick, water, rock, clay, sand
Words used to describe – hard/soft; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; opaque/transparent. brick, paper, fabrics, elastic, foil. suitability for use
changes squash, bend, twist, stretch, heat, cool, freeze, melt, boil
Natural/manmade/manufactured
Seasonal Change (Y1 and Y2)
sun, temperature, rain, snow, sleet, hail, wet, dry, wind, breeze, gale, fog, mist, cooler, warmer,
lighter, darker, night, day, earlier, later, Spring, Summer, Autumn, Winter
Comparisons
e.g. Tall/taller/tallest, harder, smoother, dark/darker/darkest, bright/brighter/brightest, go faster, go slower, go further, louder, quieter, further away, nearer, most, more, longer/longest, small/smallest, thick/thicker/thickest, thin/thinner/thinnest, high/higher/highest, warm/warmer/warmest
Like
Similar to, the same as
Different to/from
Measurement
Non-standard measures – hand spans, paces, cupfuls etc
Metre stick, tape measure, thermometer, stopwatch, clock
Metre, centimetre, degrees, seconds, minutes, hours, days ’
Conveying Scientific ideas Describe
Expressions giving reasons – because
Expressions of time – when, after
Predicting – I think that…
Fair
Safety
Safe, danger, be careful
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Key Stage 2
Ask a question!
This activity aims to establish prior knowledge and experience, and to determine the starting point. This technique can also be used to form a Wonder Wall or ‘question board’ for enquiry and questions. Show the children an object or a photograph of an object that represents an aspect of the science learning for the unit. Encourage them say what they already know and to wonder and ask questions and make suggestions about the area of science they will be exploring. Ask learners to think of words which connect with the picture / item... They should then be encouraged to ‘wonder’ about the picture / item for example I wonder why? I wonder how? I wonder what would happen if? The teacher may need to model this initially by asking questions related to the words they have thought of. They should ask questions including: What? Where? If? How? Why? When? etc. Learners can suggest their initial answers/hypotheses to be tested. The photograph / item and questions and hypotheses can then form the basis of a learning display board – a Wonder Wall or a question board as the basis for their scientific enquiry and learning over the course of the Learning Unit. Refer to their questions during the course of the Learning Unit and use the activities outlined in the Learning Units to support learners to work scientifically to develop knowledge and concepts through answering their own questions.
Mind Maps
Teachers could consider using mind maps or simple computer programmes such as Skitch or Primary Wall to aid the recording of initial assessment (above) of pupils’ scientific knowledge and understanding of the area of science to be explored at the start of the Learning Unit, to be added to during the Learning Unit and then to assess their learning at the end of the Learning Unit. Mind maps are an excellent strategy for pupils to record their learning of new scientific concepts. Teachers could provide a framework for a mind map and model its construction for pupils unfamiliar with the strategy.
Science Logs
Mind maps/print outs of electronic notes pages could be kept by pupils in an individual ongoing folder/Science Log throughout KS2. Pupils could also use these Science Logs to gather key vocabulary in order to build a record of their knowledge and understanding, to provide prompts when revisiting areas of science and to enable them to see their own learning and progress throughout Key Stage 2.
Song and rhymes
Use songs, rhymes, raps to reinforce ‘killer facts’
Active pairs - Focus on the ‘killer facts’
In the hall or preferably outside with plenty of space place, face down, either key words of half of a ‘killer fact’ statement along one side that pupils have prepared earlier. On the other side place face down the word definition or the other half of the ‘killer statements’.
In small teams assign one to each card.
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On the signal one member of the team runs to the other side and tries to finds pair (leaving the incorrect card face down).
On finding what they believe is a correct match, return to the team for a conference.
When all have returned the team member should read both halves.
The class can give a ‘thumbometer’ vote to signal if they believe it is correct (added spice could be a ‘rogue’ spare half that does not fit anywhere!)
Revisiting and building scientific knowledge over time – Quiz time!
Pupils construct questions around the science concepts and essential subject knowledge that can be used at the end of each Learning Unit or term and repeated as they accumulate during the year, culminating in The Big End of Year Science Quiz! held at the end of the academic year.
Concept Cartoons®
http://www.tts-group.co.uk/concept-cartoons-cd-rom/1003973.html
Are an innovative approach to teaching, learning and assessment in science, maths and English
Were created by Brenda Keogh and Stuart Naylor in 1991
Feature cartoon-style drawings showing different characters arguing about an everyday
situation
Are designed to intrigue, to provoke discussion and to stimulate thinking
May not have a single "right answer"
A typical Concept Cartoon® has the following features:
Visual representation of ideas
Minimal text, in dialogue form
Alternative viewpoints on the situation
Ideas are applied in everyday situations
The generally acceptable viewpoint is included in the alternatives
The alternatives are given equal status
Patchwork Thinking
Use as a cold task at the beginning of a science topic or as an end of sequence of lessons
assessment. This strategy uses foundational knowledge to develop conceptual understanding.
Put key items of vocabulary/small photographs for the area of science into a grid (number of squares
according to age group and number of relevant words/photos). You can include a ‘red herring’ if you
wish. In pairs learners use coloured pens/pencils to take it in turns and mark lines between words
between which they think they can explain a connection. After a set time count up the links
individually and by pair. Then the pairs join another pair (snowballing) and compare and share their
links to see if they can increase their score.
Which word/photograph has the most links, which has the least? Maybe we need to find out more
about the words with the least number of links!
Statement of Fact – Positives, Negatives, Consequences
This asks the children to consider different points of view to test out a “Statement of Fact”. The
statement of fact is actually a controversial opinion. The children read the statement of fact and build
a list of positives, a list of negatives and consider the consequences of the statement of fact being
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true. By the end of the activity the children should be encouraged to say whether they would like the
“statement of fact” to happen for real, giving reasons to justify their response.
For example:
FACT – the world would be a better place if it never rained again.
FACT – it would be better if all animals were vegetarian
FACT – finding a way to stop humans from getting old would be a good thing
Always-Sometimes-Never
The children are presented with scenarios that relate to the science learning, and have to make a
decision about whether the scenario will always happen, sometimes happen, never happen. For
example:
A bulb will light up when a battery is put in a circuit. A ball will fall towards the floor when it is dropped. A ball will bounce when it is dropped. Two objects will land at the same time when dropped from the same height. A frog develops from a tadpole. Hard materials are made from metal
The children should be encouraged to think of arguments that could move the statement from always-
sometimes-never, and can also then be encouraged to think of ways to test their ideas.
Movement and Drama - Used to demonstrate knowledge and understanding
For example:
Movement of Earth and Moon.
Life cycle of a frog / butterfly / plant.
Electric circuit. Use:
Hot seating
Freeze frame
Miming movement
Role play
Using knowledge and understanding
Teachers could devise activities where pupils need to use their scientific knowledge and understanding to problem solve or complete a task. For example:
Teams construct an electrical circuit with an intentional fault. Teams then swap and have to identify and repair the fault.
Construct a ‘healthy eating’ information poster for war time (Jenkins Family at War). Success criteria should be that scientific information is accurate.
Construct a ‘Care of your teeth’ poster. Success criteria should be that scientific information is accurate.
Real life
Challenge pupils to find real life examples of how we use scientific concepts in everyday life.
Pupils present their findings and contribute towards a class book ‘science all around us’.
For example:
Magnets
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Cleaning the fish tank.
Keeping cupboards doors shut etc…
Using the Outdoors
Scientific trails that lend themselves to your school’s outdoor environment can be constructed (and reused many times). Pupils should be involved in the construction and parents invited to participate.
Challenge pupils to identify three examples of translucent, transparent and opaque materials in the grounds.
Challenge pupils to identify / collect three living and three non-living items etc…
Useful Science websites
http://www.nationalstemcentre.org.uk/
https://www.sciencelearningcentres.org.uk/
http://www.britishscienceassociation.org/people-science-magazine/march-2011/science-drama-
human
http://www.scienceinschool.org/repository/docs/issue13_drama.pdf
http://www.scienceinschool.org/teaching
http://www.bbc.co.uk/bitesize/
http://www.bbc.co.uk/education/subjects/z2pfb9q KS2
http://www.bbc.co.uk/education/subjects/z6svr82 KS1
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Scientific Questions
Suggested teacher language for progressively promoting deeper scientific thinking and developing an enquiring mind!
Y1 type questions Y2 type questions Y3/4 type questions Y5 type questions Y6 type questions
What happened when...?
Can you name...?
What did you see/observe...?
Can you match the...and the
...?
Can you tell your partner
what you see...?
Can you draw what you
see...?
What happens if/when...?
What can you see...?
How do you know...?
Can you tell me/explain why
you think...?
What do you think
happened...?
What will happen?
What is the same/different?
What is it like?
Can you think of anything
else like...?
How is it/are they the same?
How is it/ are they different?
Can you tell me what is happening? Why did this happen? What makes this happen? Why do you think..? How do you know? Have you checked...? What would happen if…? Are all ... eg metals hard? What has changed since..? Can you explain? Can you order which is first, second, third?
What is the scientific name for..? Can you see a link/ relationship between? What happens to …when you change..? Is there a link between..? Using what you have learned, can you tell me/predict/ explain..?
What do you mean by the scientific term..? Is there any evidence that does not fit the conclusion? Can you use these items to help explain what you mean? What evidence have you got to support your prediction/ conclusion? Is this evidence sufficient? Can you think of a way to make your evidence more reliable? Can you think of any other examples of where this process occurs/ other materials that have these properties?