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Transcript of Task Place the piece of chocolate in your mouth. While it is melting, can you describe what has...
TaskTask
Place the piece of chocolate in your mouth.
While it is melting, can you describe what has happened to the chocolate?
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
PALAVA Teacher Research Conference – 12th June 2010
Transitioning Transitioning ParticlesParticles
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Leyla Di-Bellonia AST, Islington Arts & Media School
Misbah Arif AfL Lead Practitioner, Parliament Hill School,
formerly at Islington Arts & Media School
When particles are heated they collide, vibrate and spread out….…Heat gives energy and makes them vibrate.
Year 6 Pupil,Montem Primary School, Islington
PALAVA Teacher Research Conference – 12th June 2010
The ProblemThe Problem• Year 7 Pupils experience a dip in their
enjoyment and attainment in Science when transitioning from primary to secondary school.
• Difficulty shown by Y7 pupils in applying keywords previously learned in Y6 to concepts.
• Secondary teachers do not fully understand KS2 pedagogy.
• KS2 teachers sometimes struggle to raise attainment in Science.
• Particle theory is a hard abstract concept (for pupils at all key stages).
• Particle theory underpins many concepts at KS3, KS4 and KS5.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Children appear to think that particles vary in size and shape.- Rosalind Driver
PALAVA Teacher Research Conference – 12th June 2010
The Original VisionThe Original Vision• To elicit common misconceptions of particle
theory.• To improve use of scientific vocabulary.• To encourage pupils to think abstractly about
concepts.• To link vocabulary to concepts.• To develop pedagogy of primary and secondary teachers.• Improve pupils’ experimental skills.• Aid transition from primary to secondary school
for pupils in Science.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
PALAVA Teacher Research Conference – 12th June 2010
4D Solids, Liquids and GasesTerms relating to states of matter and to separation e.g. solid, liquid, melt, freeze, solidify, dissolve, solution, filter.
5D Changes of stateTerms related to changes of state e.g. evaporation, condensation, boiling temperature, state, change of state, water cycle, conditions, solid, liquid, gas .Names of processes and verbs related to them melting/melt.
7G Particle model of solids, liquids and gasesWords related to scientific contexts e.g. evidence, theory, model.Words and phrases relating to the particle model, e.g. particle, diffusion, gas pressure, vibration.Words relating to scientific enquiry, e.g. evidence, data.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
LiteracyLiteracyLadderLadder
PALAVA Teacher Research Conference – 12th June 2010
Lesson Observation
Before…Before…
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Sample of pupils’ questionnaire from Attitudinal Survey
PALAVA Teacher Research Conference – 12th June 2010
Sample of pupil interview task
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Pupils refer to particles as ‘bits’ which they believe have the ability to change in size and shape– Pfundt H (1981)
Y6’s MisconceptionsY6’s Misconceptions
PALAVA Teacher Research Conference – 12th June 2010
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Pupils hold the view that heat makes particles move further
apart – Osborneand Cosgrove (1983)
Y6’s MisconceptionsY6’s Misconceptions
PALAVA Teacher Research Conference – 12th June 2010
This pupil has shown that particlesbehave like barriers and it is only whenheated that these barriers are relocated.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Pupils often regard particles as small bits of solid– B
Holding (1987)
Y6’s MisconceptionsY6’s Misconceptions
PALAVA Teacher Research Conference – 12th June 2010
Lesson 1:What happens to chocolate as it’s heated?
Lesson 2:What is the melting point and how do we find out what it is?
Lesson 3:What temperature does chocolate melt at? (Practical lesson)
Lesson 4: How can we show what we have found out?
Lesson 5: Why does chocolate melt?Lesson 6: Chocolate & particles: What have we
learned?
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Outline of Year 6 LessonsOutline of Year 6 Lessons
PALAVA Teacher Research Conference – 12th June 2010
Lesson 1: What happens to chocolate as it is heated?
Pupil Learning Outcomes:
• To elicit common misconceptions of particle theory
• Be able to use writing to explore and develop ideas
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Modelling of solids and liquids
PALAVA Teacher Research Conference – 12th June 2010
Washing line of terms
Lesson 2: What is the melting
point and how do we find out what it is?
Pupil Learning Outcomes:
• To improve terminology used at KS2• Be able to collect accurate and
reliable results• Be able to produce an organised and
sensible method• Be able to recognise cues to start a
new paragraph and use the first sentence effectively to orientate the reader
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Deciding where to put the thermometer for fair testing
PALAVA Teacher Research Conference – 12th June 2010
Lesson 3:What temperature does chocolate melt?
Pupil Learning Outcomes:
• To improve terminology at KS2 and KS3
• Be able to collect accurate & reliable data
• Be able to manipulate data
• Be able to present data in an appropriate format
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Carrying out an experiment
PALAVA Teacher Research Conference – 12th June 2010
Lesson 4:How can we show what we have found out?
Pupil Learning Outcomes:
• Be able to manipulate data
• Be able to present data in an appropriate format
• Be able to produce an organised and sensible method
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
PALAVA Teacher Research Conference – 12th June 2010
Calculating mean average from recording data
Lesson 5: Why does chocolate melt?
Outcomes:
• To improve understanding of abstract concepts.
Be able to use writing to explore and develop ideas.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
PALAVA Teacher Research Conference – 12th June 2010
Sentence starters
Flowchart of state changes
Lesson 6: Chocolate and particles:
What have we learnt?
Pupil Learning Outcomes:
• To link terminology of concepts• Be able to evaluate a model• Be able to recognise cues to start a new paragraph and use the first sentence effectively to orientate the reader
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Group work
Modelling understanding
PALAVA Teacher Research Conference – 12th June 2010
Literacy
The Outcomes: Year 6 ProjectThe Outcomes: Year 6 Project2007-82007-8
• 87% pupils could clearly describe the effect heat had on particles.
• Pupils could correctly select and use the keywords.
• KS2 teacher felt project helped her to develop practical skills and helped children develop their theory with more use of keywords.
• KS3 teachers adapted the way they taught new Year 7.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
I am definitely going to use sentence starters and frames for oral purposes. I’ve been using them for writing but didn’t realise how valuable they are for taking - Trainee SecondaryTeacher
I love science! -
Year 6 pupil
I can explain melting and
freezing better. - Year
6 pupil
PALAVA Teacher Research Conference – 12th June 2010
Taking it backwards: Year 4Taking it backwards: Year 4• Year 6 taught under the
pressure of KS2 SATs.• Transition from primary school
science to experimental school science has huge gap in skills and appropriate scientific literacy.
….But can an abstract concept be taught to Year 4, whose learning is grounded in experience?
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Skills
PALAVA Teacher Research Conference – 12th June 2010
Meeting 4DMeeting 4D
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
• Observation of classroom set-up, use of teaching assistants, behaviour strategies and teaching and learning.
• Science lesson with learning intention: I know the same material can exist as both a solid and a liquid.
• In the afternoon pupils informed of project and told that all materials are made up of particles, which are the smallest unit of all things.
• Pupils introduced to the idea of ‘super-power’ eyes that can see particles. This was used to elicit prior conceptions of particles in context of melting bar of chocolate.
Motivation and confidence is an important part of children’s learning, a transition programme offers this to children
through exposure to knowledge and the expertise they bring to the table. - Year 4 Teacher
PALAVA Teacher Research Conference – 12th June 2010
Demonstrating and drawingDemonstrating and drawing
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
• Chocolate melted in a bowl in class, which pupils successfully described.
• Worksheet based on what they had seen and experienced, using the tool of ‘super-power’ eyes to find out what pupils thought at this stage.
• Keyword bank supplied for written work.
PALAVA Teacher Research Conference – 12th June 2010
InterviewingInterviewing
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
• High, middle and low ability pupils interviewed using demonstration followed by worksheet.
• ‘Super-power’ eyes used as a tool, though pupils told that particles may or may not be like those in the chocolate.
• Pupils encourage to write explanations.
PALAVA Teacher Research Conference – 12th June 2010
Lesson 1:What are solids and liquids?Lesson 2:What happens to chocolate as it is
heated? Lesson 3:What is the melting point? How do we
find out what it is?Lesson 4: At what temperature does chocolate
melt?Lesson 5: Why does chocolate melt? Why does
heat cause chocolate to melt? @ MontemLesson 6: Why does chocolate melt? Why does
heat cause chocolate to melt? @ IAMS
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Outline of Year 4 SchemeOutline of Year 4 Scheme
PALAVA Teacher Research Conference – 12th June 2010
Lesson 1:What are solids and liquids?
Pupil Learning Outcomes:• Use appropriate language to
correctly classify solids and liquids.
• Describe similarities and differences between solids and between liquids.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Liquid ‘freeze-frame’
PALAVA Teacher Research Conference – 12th June 2010
Solid ‘freeze-frame’
Lesson 2:What happens to chocolate as it is heated?
Pupil Learning Outcomes:• Review knowledge of
solids and liquids to show what happens when chocolate melts.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
What happened to Ms. Mundy-Gill’s chocolate?
PALAVA Teacher Research Conference – 12th June 2010
Lesson 3:What is the melting point? How do we find out what it is?
Pupil Learning Outcomes:• Identify what the melting
point is.• Describe how to conduct an
experiment safely. • Predict at what temperature
chocolate melts.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Finding out body temperature
Planning and justifying
PALAVA Teacher Research Conference – 12th June 2010
Lesson 4: At what temperature does chocolate melt?
Pupil Learning Outcomes:• Re-visit prediction.• Explain the safety rules
in a laboratory.• Make and record
observations.• Evaluate method of
experiment. • Calculate mean
average.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Agreeing predictions
Observing and recording
PALAVA Teacher Research Conference – 12th June 2010
Lesson 4: At what temperature does chocolate melt?
Pupil Learning Outcomes:
• Re-visit prediction.• Explain the safety
rules in a laboratory.• Make and record
observations.• Evaluate method of
experiment. • Calculate mean
average.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Calculating
Flow diagrams
PALAVA Teacher Research Conference – 12th June 2010
Lesson 5: Why does chocolate melt? Why does heat cause chocolate to melt? @ Montem
Pupil Learning Outcomes:• Describe the movement
of particles in melting.• Analyse their theories
through discussion.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Tackling misconceptions
Checking learning
Revisit ideas in light of
experience
PALAVA Teacher Research Conference – 12th June 2010
Lesson 6: Why does chocolate melt? Why does heat cause chocolate to melt? @ IAMS
Pupil Learning Outcomes:• Explain why particles
move during melting.• Describe the effect of
heat energy on particles.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Checking understanding
Tackling misconceptions
PALAVA Teacher Research Conference – 12th June 2010
Lesson 6: Why does chocolate melt? Why does heat cause chocolate to melt? @ IAMS
Pupil Learning Outcomes:• Explain why particles
move during melting.• Describe the effect of
heat energy on particles.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Preparing performance
Communicating learning
PALAVA Teacher Research Conference – 12th June 2010
• 80% pupils able to describe the effect heat had on particles.
• Pupils could name scientific equipment and justify their uses.
• Pupils could calculate mean and round off decimal places.
• Pupils of differing abilities were videoed giving a description (and explanation) of ice melting.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Skills
The Outcomes: Year 4 ProjectThe Outcomes: Year 4 Project2008-92008-9
Evaluation is ongoing….
PALAVA Teacher Research Conference – 12th June 2010
Key Features of SuccessKey Features of Success• Pupils misconceptions researched beforehand.• Teachers observed lessons in the ‘other’ school and key stage. • Lessons planned by primary and secondary school teachers.• Lessons evaluated by primary and secondary school teachers
during and after the scheme, including using pupil questionnaires and interviews as well Assessment for Learning carried out during the lessons.
• Lessons carried out in both the primary school and secondary school.
• Action Research - embedded in practice and circles within circles.
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
Assessment for Learning Plenary
PALAVA Teacher Research Conference – 12th June 2010
Future Vision: 2010 & Future Vision: 2010 & beyond…beyond…
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
• Year 5 project - pupils will be able to exhibit the outcomes of both the literacy and skills-based project.
• Support Science Assessing Pupil Progress (APP) Assessment Focuses.
• Embedded pedagogy into KS3 and KS2.• Teacher development to support transition.• Scheme of work adaptations.• Borough-wide to Nation-wide.• International Primary Curriculum.
PALAVA Teacher Research Conference – 12th June 2010
AcknowledgementsAcknowledgementsThis work would not have been possible without…
• Martin Monk, Richard Boohan,& Sandra Amos, GATSBY Foundation
• Dulcie Mundy Gill, AST & Year 5 Teacher, Montem Primary School, Islington (was Year 6 teacher during project)
• Anna-Kim Davis, Science Coordinator and Year 5 Teacher, Montem Primary School, Islington (was Year 4 teacher during project)
• Mitul Patel, Teach First Teacher, Islington Arts and Media School, Islington
Transitioning Particles – Leyla Di-Bellonia & Misbah Arif
PALAVA Teacher Research Conference – 12th June 2010