Topical science support for all levels

Topical science support for all levelsLinks to the worl

d of work and careers

Links to the world of work and careers

Sources of informationSources of information

Classroom activitiesClassroom activities

Podcasting to support topical science

Podcasting to support topical science

Case studiesCase studies

Why consider topical science?Why consider topical science?

Additional support - topical science at early level

Additional support - topical science at early level

‘By considering current issues of science, learners increasingly develop their understanding of scientific concepts and their capacity to form informed social, moral and ethical views. They reflect upon and critically evaluate media portrayal of scientific findings.’

Curriculum for Excellence - sciences experiences and outcomes

Why consider topical science?

Topical science

Early First Second Third Fourth

Topical scienceBy considering current issues of science, learners increasingly develop their understanding of scientific concepts and their capacity to form informed social, moral and ethical views. They reflect upon and critically evaluate media portrayal of scientific findings.

I can talk about science stories to develop my understanding of science and the world around me.

SCN 0-20a

I have contributed to discussions of current scientific news items to help develop my awareness of science.

SCN 1-20a

Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society.

SCN 2-20aI can report and comment on current scientific news items to develop my knowledge and understanding of topical science.

SCN 2-20b

I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development.

SCN 3-20a Through research and discussion, I have contributed to evaluations of media items with regard to scientific content and ethical implications.

SCN 3-20b

I have researched new developments in science and can explain how their current or future applications might impact on modern life.

SCN 4-20a Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument.

SCN 4-20b

Topical science experiences and outcomes

The table below shows Topical Science in the Curriculum for Excellence sciences experiences and outcomes. Although it is shown as a line of development, opportunities should be provided for the inclusion of topical science in all aspects of learning within the sciences.

By considering the language used at each level we can ensure progression, development of the four capacities and skills development, including the development of literacy skills.

I have contributed to discussions of current scientific news items to help develop my awareness of science.

SCN 1-20a

The words highlighted in this experience and outcome provide information about the skills that will be developed by the learner. Many of the skills are literacy skills.

Literacy is a medium through which children and young people access most information and learning. The possible approaches used in the delivery of topical science are literacy- rich and especially strong in the areas of listening and talking and reading.

Listening and talking for learningChildren and young people will engage with others in group and class discussions of topical science issues in a challenging way, at a level commensurate with their level of competence. They will learn collaboratively, explain their thinking to others and explore factors which influence and persuade them in order to think about the reliability of information.

Reading for learningFinding, selecting, sorting, summarising and linking information from a variety of sources will be a feature of the learning experience. Understanding the differences between fact and opinion will be an important literacy skill that can be developed.

Contributing to the development of literacy skills.

Progression in skills development will take place from early through to fourth level.

This is shown by the comparison of experiences and outcomes from two different levels.

returnreturn

Information on topical science can be gathered from a number of sources including:

•Newspapers

•Online newspapers, eg Scotsman, Herald, Guardian, Times online etc

•Children's magazines, eg National Geographical Kids, CBBC magazines

•BBC websites / BBC News round

•Science museum website www.talkscience.org.uk

•Scientific press and journals (New Scientist, Scientific American etc)

•Twitter – by following NASA, New Scientist etc you can receive updates,

news articles and web links as events happen

•RSS feeds from websites and from Glow national science page.

Sources of information

In order to engage with science news stories in a meaningful way, learners need to develop a basic understanding of the structure of newspapers and features of articles: headline, introductory paragraphs and their function, use of quotes, captions etc.

Developing scientific literacy and critical thinking requires the teaching of further higher order skills. Learners need to be taught to reflect on issues such as:

•Authority – Who are the authors? Are they credible? Was this written by a science correspondent?•Objectivity – Is there any bias?•Sensationalism – Does the language used involve emotive language?•Accuracy – Who carried out the studies? Have the results been replicated?•Statistics – Are the figures misleading?

Using newspapers in science

“By encouraging young people to engage with science-related stories in the media, and equipping them to engage reflectively and critically with such stories, we are contributing to their empowerment as citizens in our increasing information rich society.”Jarman and McClune, Science Newswise, (2005)

There are many different ways that newspapers can be used to support learning in the sciences. Below is a list of some of the ways that teachers can help young people engage with science in the media:

•Making topical science connections to a particular programme of study•Communicating current research•Promoting interest/wonder in science•Responding to a story•Identifying/understanding evidence•Critical analysis of research•As a stimulus to further enquiry/research•Looking at ethical issues•Issues of presentation by the media, eg simplifying complex research for an audience.

Jarman and McClune, Science Newswise, 2005, Queen’s University, Belfast

How newspapers can be used in science

Using articles of scientific news also provide rich opportunities for interdisciplinary working between subjects and departments. Some examples are given below:

Developing literacy skills•Analysing the features/types of language used in articles•Promoting active reading•Identifying viewpoints/bias•Use of images.

Developing numeracy skills•Analysing data from charts•Understanding statistics and how these can be misleading.

Social studies/technologies/expressive arts•Identifying ways that sciences and technologies impact on people•Looking at the historical role of scientists and their impacts on society•Considering innovation and creativity in the design of publications.

Interdisciplinary learning using newspapers

returnreturn

Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society.

SCN 2-20a

Suggestions for classroom activities are indicated in the experiences and outcomes.

‘You choose the news’ is an interactive game developed by Dr Eleanor Gilroy at the Scottish Crop Research Institute. It allows players to create a TV news item about the impending EU chemical pesticide ban and the potential effects and solutions to this proposal. By selecting from a series of short video clips players can produce their own news item and when completed the game will tell players just how biased, or not, their news clip is.

As well as considering an area of topical science, this resource can be used to develop literacy skills and provides a topic for debate in science.

You choose the news

www.scri.ac.uk

This resource, produced by the Macaulay Land Use Research Institute, comprises of three sets of video diaries recorded by members of the same farming family living in East Lothian in 2050. It can be used as a focus for debate and discussion on an area of topical science.

Each set of diaries describes their lives in different futures depending on how we have responded to the challenges of climate change.

The purpose of the diaries is to highlight how the choices that we make today will affect how we live in the future. It can also be used to stimulate discussion on the skills required for jobs of the future and the important role of entrepreneurial activities.

Climate Change – Choosing our tomorrows

www.macaulay.ac.uk

returnreturn

Case Studies

Pam Ferguson, a teacher at Dollar Academy, has explored learning in the area of topical science. Listen as Pam discusses the following themes relevant to topical science.

•Why do topical science?•Examples of classroom activities•Approaches

Download this document to see a list of resources used by Pam

•Useful resources

The science department at Webster’s High School in Kirriemuir, Angus uses science notice boards to add relevance and to link topics to real-life issues.

Click on the link below to find out more.

http://www.ltscotland.org.uk/sharingpractice/s/sciencenewsboards/introduction.asp?strReferringChannel=sharedsharingpractice

returnreturn

Podcasting

16

Podcasting

Other useful resources

How to listen to podcasts

Science podcasts on the internet

The University of Strathclyde SSci pod project

How to make a podcast

return return

What is a podcast?

Podcasting

Podcasting is a powerful way of allowing children to share their work and experiences with a potentially huge audience over the internet. Schools are increasingly using the internet to promote what they do and to celebrate the achievements of their children. Podcasting is an excellent way of exploring topical science issues. It also contributes to the development of literacy skills.

What is a podcast?

A podcast is like a radio show. However, instead of being broadcast live, a podcast is recorded and then distributed over the internet, so that you can listen to it whenever you please. There are thousands of podcasts available, ranging from general interest entertainment shows to those which focus on specific topics (eg science / computers / music / education).

return

You can usually listen to podcasts directly on the websites of those people who make them (see science podcasts on the internet section for examples). However, you can also "subscribe" to podcasts using software like iPodder and iTunes. These programs will automatically download the latest shows, and you can then listen to them on your computer and download them onto an mp3 player. To subscribe to a podcast, you need to know the RSS feed (this information should be on the podcaster's website). iTunes has its own directory, where you can subscribe to a show, simply by clicking the "Subscribe" button.

Source: http://www.teachingideas.co.uk/ict/podcasting.htm

The link below is to an interactive introduction to podcasting from the BBC along with some FAQ’s.

http://www.bbc.co.uk/podcasts/help

How to listen to podcasts

return

How to make a podcast

Click on the image above to access the LTS podcasting resources. 19

return

The link below gives a step by step by step guide to producing podcasts. Although it is a resource developed for Modern Language teachers, it can be used in any curricular area.

Science podcasts on the internet

Click on the thumbnails below to access a few of the science podcasts available on the internet. They can be used by staff to keep up to date with developments in the sciences or by children during research activities.

20

return

Podcasts for educators, schools and colleges

The Education Podcast Network

Introduction The project has been running with student teachers for the last 3 years. Students work collaboratively to plan, research and produce podcasts on topical science aimed at an S1/2 pupil audience.Aims The project aim was to develop literacy approaches in promoting learning and teaching in the sciences. Process The students were given the task of producing a 3 minute podcast which focused them on communicating essential information. The podcasts were submitted online and there was a time period of 48 hours where students could listen to each others podcasts and enter into an online dialogue.Outcomes The project has developed the literacy skills of the students specifically in talking, listening, reading and writing. It has developed the students confidence in using literacy approaches in science and provided them with an insight in how ICT can be used to enrich the learning environment.

Click on the image above to access the podcasts produced by the teaching students at the University of Strathclyde 21

return

The University of Strathclyde SSciPod project

Other useful resources

David Noble, a Chartered Teacher who teaches in Fife, explains how he has used audio files and podcasting with children.

http://www.ltscotland.org.uk/sharingpractice/c/computinggoodpractice/podcasting.asp?strReferringChannel=curriculumforexcellence

This education podcast database has been constructed and is maintained by David Noble.

http://podcastdirectory.org.uk/

The NASA DIY podcast resource below allows children to use audio, video and images to make their own podcasts. This could be used as an introduction to editing and producing a podcast

http://www.nasa.gov/audience/foreducators/diypodcast/index.html

return

Links to the world of work and careers

23

Links to the world of work and careers

Links to the world of work and careers

Web resourcesWeb resources STEM Scotlan

dSTEM Scotland

Potential benefitsPotential benefits

returnreturn

Use of GlowUse of Glow

ConferencesConferences

Community involvementCommunity involvement

Potential benefits

Partnership working with higher education, colleges, businesses and learned institutions can give learners insights into the world of work. Their understanding of the opportunities available to them in the future can be broadened.

Links also provide many powerful and motivating opportunities that help to contextualise learning and give it relevance and meaning.

“Partnerships may include those with small companies, social enterprises and entrepreneurs, providing a strong link between the school and the local community, as well as larger national or international organisations. Through such partnerships, pre-school establishments, schools and colleges can benefit from additional expertise and information about the work and social environment, enabling effective, relevant and contextualised approaches to learning and teaching.”

Building the Curriculum 4, skills for learning, skills for life and skills for work

return

Use of Glow

Glow, the national intranet for Scotland, has the potential to enhance partnership working and give insights into the world of work. Glow Meet is the web conferencing tool which allows people to interact using video, audio and a shared whiteboard space. An example of this being used to enhance partnership working and provide learners access to world of work, was the fulmar dissection which took place at the Seabird Centre in North Berwick. Wider participation in conferences has also been enabled through Glow, for example, the Think Darwin, Think Evolution, Think Now conference.

Glow can also be used to access resources and projects relating to career education and the world of work. An example of this is the Royal Observatory of Edinburgh project in which they worked with children and young people in schools, finding galaxies and exo-planets using real data collected by astronomers.

return

Seabird post mortem with Glow Meet

STEM Scotland provides information about relevant resources, organisations and activities for children, young people and their teachers. The organisation encourages interest and engagement in Science, Technology, Engineering and Mathematics (STEM).

STEM Scotland

www.stemscotland.com

STEM Ambassadors

STEM Scotland also manages the STEM Ambassador programme.

STEM Ambassadors come from a wide range of industry and educational establishments across the STEM disciplines. They seek to inspire young people to become the scientists of the future and bring experience of their area of expertise within the world of work.

Teachers can also use the experience to gain up to date information on new developments in science, technology, engineering and mathematics.

return

Conferences

return

Conferences can provide children, young people and their teachers the chance to speak to scientists/employers who are working in a particular field, find out about current research, get insights into their work and learn about the career paths they have followed to get to where they are. It can also provide an insight into the diverse world of work of the many members of staff supporting the scientists.

Information about conferences that will be taking place in the near future can be found on Glow.

Web resources for insights into careers

The ‘Do something different, do science’ campaign funded by Scottish Government gives examples of a wide range of career opportunities in science.

Planet science has a large database of profiles of scientists.

Teacher TV has videos in which researchers or businesses give insights into their work/research.

Talks by people from a range of careers including scientists and engineers.

return

Community involvement

Click on the link above to read about a nursery class who were inspired by a science story to work in partnership with a farm to hatch eggs and look after chicks.

Links with the local community can provide learners with insights into the world of work and assist in the delivery of aspects of topical science in an enterprising way.

Inviting parents/carers in to school to talk about their careers can be a useful source of information. It also provides an opportunity for parents/carers to become involved in the learning process.

Partnership working with local employers and businesses can be another useful link with the community as illustrated by the case study opposite.

return

Topical science at early level through science

stories

Topical science at early level through science

stories

Ways to involve the learnerWays to involve the learner

Examples of science stories Examples of science stories

Different media to communicate ideas

Different media to communicate ideas

Useful sourcesUseful sources

What are science stories?What are science stories?

return return

I can talk about science stories to develop my understanding of science and the world around me.

SCN 0-20a

What are science stories?

At early level, science stories can be used to introduce topical science. Skills that can be developed are highlighted in the experience and outcome for SCN 0-20a.

Science stories can be real or imagined. They can help children relate to the world around them, stimulating interest and questions which can be used as the starting point for discussion and investigation.

As well as appropriate items of science news from the wider world, things that happen in the children’s lives and the learning establishments can provide the basis for stories.

Fictional stories that involve science that children can wonder about are a further way to stimulate learner involvement in a science topic.

returnreturn

A story that involves science should stimulate children to discuss, ask questions and explore. This can be done in a variety of ways.

One teacher in a primary 1/2 class stimulated the children’s interest, questions and ideas at the beginning of their Schoolyard Safari topic using a clip from a cartoon.

“We started off watching A Bug Life and then had a discussion about how cartoons have some facts in them and some things that aren't true. Then in fours they discussed some statements to think about whether they were true or false. As part of a class discussion we decided what else we thought we knew and added them on cards to the true side. This then created lots of questions and ideas for when we began our mini beast safari.”

Ways to involve the learner

By stimulating questions and discussion through a story, the learners were involved in planning and had a real reason for investigating.

After closely observing living creatures in their natural habitats the children were then able to go back and see where they had got things right, which ideas needed refinement and which needed further research.

Children’s learning was given depth by the creation a safari learning area which added further challenge.

returnreturn

•Stories that end with an unresolved discussion or in which different characters have different ideas e.g. spellbound science.

•Something that happens in an outdoor area e.g. puddles freezing.

•A story book that stimulates discussion and exploration e.g. The Global Garden.

•An interesting news story such as the anniversary of the moon landings, inventions or examples of enterprising activities.

•A story that relates to more than one curricular area e.g. catching the cold.

Examples of science stories

returnreturn

Ideas for science stories can come from a number of sources including:

•Imaginary contexts•Seasons/festivals•Outdoor learning•Story books•Created sets•Discovery corner•Related to the world around•Something personal•Item of news•Innovations and inventions

All should provide a stimulus to children’s ideas, questions, discussion and active exploration and investigation.

Useful sources

returnreturn

As learners discover more during their investigations, different media can be used to help them explore and communicate their ideas.

•Learning corners/interest tables/displays•Digital cameras•Digital microscopes•Data loggers•Voice recorders•Their thoughts and ideas can be scribed•Class science books.

Different media to communicate ideas

returnreturn