Pri app sci_std_file_y3_s2

1 of 28 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Luke A (Year 3 secure level 2)

Child profile Luke is working at level 2 in those areas in which he can demonstrate his skills and understanding through direct activity or through the spoken word, but his written communication skills vary from day to day and in general they present a significant limiting factor.

The evidence 1. Investigating where woodlice like to live

2. Bird data

3. The human life cycle

4. Teeth

5. Investigating the dissolving of sugar

6. Bones

7. Designing paper planes

QCDA 01063-2009PDF-EN-06 © Crown copyright 2009


1 Investigating where woodlice like to live

Assessment focuses AF3, AF4, AF5

Context Children were asked to plan and carry out an investigation to find out where woodlice like to live.

The teacher talked through ideas on how the class could find out the answer to the question, and the children then independently decided what method they would use.

They were told they had to provide a picture to illustrate their work and to complete a written exercise with the following headings:

What I need

What I will do

Results

What I found out.



The evidence



Transcript:

What I need

woodlouse

4 cups

soil (wet)

soil (dry)

sand (dry)

sand (wet)

What I will do

I am going to get four cups and put one cup in each corner. In one cup will be soil (wet), in the second cup will be soil (dry), in the third cup will be sand (dry) in the fourth cup will be sand (wet).



Transcript

We found out that the woodlice liked the sand best now we have looked at where woodlice like to live now we know woodlice like to live they like dark and wet if I did this next time I would have a dark and wet cup.

Teacher’s notes Luke completed the work independently. He could draw a tally chart to collect his data and referred to it when writing up his conclusion.



Next steps

Encouragement of structuring and sequencing of work in various ways, such as here through a list of headings; through use of writing frames; or through use of captioned photographs sequenced in comic strip format, in order to communicate clearly to the reader exact methods used.

Further practice at collecting and recording whole number data and presenting it in tables and bar charts.

Assessment commentary The suggested sequence allows Luke to make a systematic record of his work. He can identify different conditions to investigate and he makes observations and measurements. He reports these, reaching simple conclusions from his data and makes suggestions as to how to improve his method if he were to repeat the investigation.



2 Bird data

Assessment focuses AF3, AF4

Context The children were told that they needed to find out about the numbers of different types of bird that visited their outdoor classroom. The teacher gave them the names and pictures to identify six birds and the children discussed different ways to record which birds visited, and how many.

A pre-prepared tally chart was then provided and they were asked to think about how to record observation of a bird that was not included on the list. They then completed observations in the outdoor classroom, completing their tally charts and displaying the data on a bar chart.



The evidence



Next steps

Further practice at presenting data in bar charts to include clear labelling of axes.

Identifying the importance of gathering sufficient evidence in investigative work, with consideration of repeating the survey over a period of time.

Assessment commentary The simple table matches the bar chart, and identification and recording of birds in addition to those originally listed is made.



3 The human life cycle


Context The class discussed changes in living things, considering the changes that they themselves had been through. They provided ideas about how they had grown from being babies; the first things they could remember; growing up and having children themselves, and about growing old.

The life cycle of frogs was provided as an example of a visual representation of changes and to illustrate repetition of events in one generation after another.

The children were then asked to draw and label a human life cycle, based on the discussions.

The evidence

Teacher’s notes The labels are ‘pouch’ and ‘baby’.



Next steps

Finding out information about other life cycles using simple texts and electronic media, illustrating the information graphically with annotations.

Assessment commentary Luke can use the concept of a cycle correctly to generate a model of a biological process, and he can relate this to his own existence and experience. He presents his ideas in an appropriate format, albeit with only a little labelling.



4 Teeth


Context The class were learning about teeth and how to look after them. Having obtained parental permissions, the children carried out an experiment using disclosing tablets. Some children used the tablets before brushing to look at the amount of plaque, while other children brushed their teeth and then used the tablets to see how much plaque remained.

The evidence



Transcript

Our teeth investigation

This is a picture of Miss Mitchell’s teeth.

When we came in we are now going to see how much plaque she has on her teeth.

I am going to see how much plaque I have on my teeth. I chewed it up and spat it out and looked again to see the plaque was left.

I have learned that you need to look after my teeth and not eating sugary things and go to the dentist too.

Teacher’s notes Luke independently wrote up what he did and knew it was important to brush his teeth and visit the dentist. He thought it would have been more useful to have before and after photographs of his own teeth and could say how dentists might use disclosing tablets to see how well he had brushed his teeth.

Next steps

Consideration of how results could be compared to see if there are any patterns in where plaque tends to build up most.

Identifying the cause and effect relationship by researching reasons for the build up of plaque.

Assessment commentary The evidence shows a link being made between scientific observation and personal health, and includes some technical language. Luke reports on what happens but does not, in his writing, explain how his observations help to reveal the importance of brushing teeth or going to the dentist.



5 Investigating the dissolving of sugar

Assessment focuses AF1, AF2, AF3, AF4

Context The children were given a copy of ‘The Daily News’. They read through the article and talked about how newspapers do not always report the truth.

They went through the article in pairs and discussed which parts could be investigated, how this could be carried out, making predictions where appropriate. The children were then provided with appropriate equipment and carried out their investigations.

They wrote their own newspaper article to report their findings.



The evidence

© S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.


http://www.millgatehouse.co.uk/



Transcript

Looe Primary School has proven sugar disappears faster with hot water and if you stir it. We put sugar with hot water and … we stirred it.




Teacher’s notes Luke and his partner were given guidance on finding points in the article that could be investigated. They investigated the effect of temperature (using hot and cold water) and of stirring or not stirring, but as they worked simultaneously with these two independent variables, it made it hard for them to reach a valid conclusion about the effects of either variable.

Luke said:

‘You don’t need to stir it in hot water.’

‘You need to put the same amount of sugar in the hot and cold cup.’

(To partner) ‘You stir it and I’ll leave mine alone.’

Next steps

Further opportunities to carry out investigations and work with control variables to develop ideas about fair testing.

Assessment commentary Luke can make observations to resolve issues raised by the original newspaper article. He can work successfully with a partner. From the article, he is able to develop suggestions about how to find things out, and he can make use of the equipment provided. He is beginning to report on what happens, although he needs careful support in developing his skills in written reporting.



6 Bones


Context The children had looked at a model human skeleton and had compared the human body with the body of a snail, considering the advantages and disadvantages of each.

In the following lesson, each child was given a piece of paper and asked to draw a picture of themselves and the position of their bones. They were also asked to write one sentence explaining what they thought their bones do to help them.



The evidence



Next steps

Constructing simple physical models of the human skeleton to show the movement of various joints.

Sorting and grouping of various living things into those that have skeletons and those that do not.

Assessment commentary Luke is able to create his own simple visual interpretation based on his learning from a physical model. He shows several key features, including vertebrae, ribcage, skull, and multiple bones in the hands and feet, and indicates one main function of the skeleton.



7 Designing paper planes


Context Using a Primary upd8 resource, ‘Paper Planes’ (www.primaryupd8.org.uk), for initial stimulation, the children were told that there was a national paper plane competition to find the plane that stayed up in the air the longest or that flew the furthest distance.

The class mind-mapped the things that may affect the flight of the plane, coming up with a number of variables such as the type of paper used, size, weight and shape.

Each group was given a large sheet of paper to write what they were going to find out, what they needed and what each of them was going to do. The children were provided with the resources to make their different planes and carried out their flight tests in the school hall. Back in the class they analysed their results and discussed their findings.

'Paper Planes' Primary Upd8 www.primaryupd8.org.uk © Association for Science Education.


http://www.primaryupd8.org.uk/

http://www.primaryupd8.org.uk/


The evidence

Teacher’s notes An adult helped Luke to transfer images to a computer and together they used Comic Life software, for the first time, to make a photo story. Luke selected appropriate text for the speech bubbles. (He looked at this again later with the adult, and produced a further draft with improved spelling.) Luke recognised that people who designed aircraft needed to know about science.



Transcript

My group looked at if the style of the plane made it go further.

What you need

paper

people

camera

clipboard

pencil

metre stick

Jobs

Me and Cleo – styling

Sam – flying

Eric – measuring

Emily and me - camera

I thought it would go the furthest because it was well made.

It was good because Eric is good at making them.

We went into the hall and Sam threw the planes and Eric measured them. I took some photos as well.

Next steps

Further opportunities to carry out investigations and work with independent variables (as it is not clear here how many different styles of plane were produced).

Use of other media formats such as audio or video recording to present investigative work.

Assessment commentary Group collaboration and acknowledgement of the contributions of others appear here. Luke and his group select appropriate variables to investigate. The Comic Life format, together with his paper report, provide an account of the activity, although some detail is missing.



Assessment summary AF1 Thinking scientifically

Luke can draw on observations to answer a question, such as about the preferred habitat of woodlice, and is able to make comparisons.

AF2 Understanding the applications and implications of science

There is evidence of recognition that health practitioners such as dentists make use of science in their work, and the importance of science in everyday life.

AF3 Communicating and collaborating in science

Presentation of simple ideas, of observations and of measurements in tables and a simple bar chart format can all be seen. Luke is beginning to use some scientific vocabulary and can work in a group, recognising the contributions of others (even if not always working in harmony).

AF4 Using investigative approaches

Luke is able to make suggestions when carrying out investigative work and identifies things to measure and observe. He can use equipment correctly to carry out the activity, and can use some whole-number measurements.

AF5 Working critically with evidence

Luke uses teacher prompts to develop practical approaches, and can report what happened, albeit with a need to develop sequencing and presentation skills.

Overall assessment judgement The evidence here, which is drawn from two terms’ work, shows that Luke is working at secure level 2. He is currently more successful at performing practical work than in reporting on it, and needs encouragement to generate organised explanations.




APP primary science assessment guidelines: levels 2 and 3

AF1 – Thinking scientifically AF2 – Understanding the applications and implications of science

AF3 – Communicating and collaborating in science

AF4 – Using investigative approaches

AF5 – Working critically with evidence

L3

Across a range of contexts and practical situations pupils:

Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena

Respond to ideas given to them to answer questions or suggest solutions to problems

Represent things in the real world using simple physical models

Use straightforward scientific evidence to answer questions, or to support their findings


Explain the purposes of a variety of scientific or technological developments

Link applications to specific characteristics or properties

Identify aspects of our lives, or of the work that people do, which are based on scientific ideas


Present simple scientific data in more than one way, including tables and bar charts

Use scientific forms of language when communicating simple scientific ideas, processes or phenomena

Identify simple advantages of working together on experiments or investigations


Identify one or more control variables in investigations from those provided

Select equipment or information sources from those provided to address a question or idea under investigation

Make some accurate observations or whole number measurements relevant to questions or ideas under investigation

Recognise obvious risks when prompted


Identify straightforward patterns in observations or in data presented in various formats, including tables, pie and bar charts

Describe what they have found out in experiments or investigations, linking cause and effect

Suggest improvements to their working methods


Draw on their observations and ideas to offer answers to questions

Make comparisons between basic features or components of objects, living things or events

Sort and group objects, living things or events on the basis of what they have observed

Respond to suggestions to identify some evidence (in the form of information, observations or measurements) needed to answer a question


Express personal feelings or opinions about scientific or technological phenomena

Describe, in familiar contexts, how science helps people do things

Identify people who use science to help others

Identify scientific or technological phenomena and say whether or not they are helpful


Present their ideas and evidence in appropriate ways

Respond to prompts by using simple texts and electronic media to find information

Use simple scientific vocabulary to describe their ideas and observations

Work together on an experiment or investigation and recognise contributions made by others


Make some suggestions about how to find things out or how to collect data to answer a question or idea they are investigating

Identify things to measure or observe that are relevant to the question or idea they are investigating

Correctly use equipment provided to make observations and measurements

Make measurements, using standard or non-standard units as appropriate


Say what happened in their experiment or investigation

Say whether what happened was what they expected, acknowledging any unexpected outcomes

Respond to prompts to suggest different ways they could have done things

L2

BL

IE

Overall assessment (tick one box only) Low 2 Secure 2 High 2 Low 3 Secure 3 High 3



Acknowledgements ‘Daily News’ worksheets © S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.


Pri app sci_std_file_y3_s2

Education

Transcript of Pri app sci_std_file_y3_s2