Secondary Science NQTsSession 1

Thursday November 5

richard.aplin@hants.gov.ukdavid.whittle@hants.gov.uk

“Scientific fact is not only an oxymoron, it is positively dangerous”

Floating candles

Magic card

Science involves puzzling things out

• What data would be helpful in answering a question?

• What experiments can be done to find something out?

• What patterns can be surmised from data?• What do data and patterns suggest about

scientific ideas?• Can existing ideas be used to explain new

phenomena?

No science without a question

Are all questions created equal?

Year 11: Does sugar dissolve quicker in hot or cold water?

Year 7: How could we make a car roll faster down a slope?

Year 8: How does energy get transferred when riding a bike?

Genuine QuestionsI don’t know the answer

I want to know the answer

Who would win a 100m sprint, Usain Bolt or your Gran?

What if she stood on 100m tall stilts and fell? (After a full risk assessment of course!)

But first

Know Need to know

Emerging explanation

Who would win a 100m sprint, Usain Bolt or your Gran?

What if she stood on 100m tall stilts and fell? (After a full risk assessment of course!)

But what did you learn?

In your group define as a series of bullets• things that you know that you didn’t before• things that you are better at then you were

before (and I mean better!)

The problems of learning about things

Pupils should know:• What type 1 and type 2 diabetes are.• How they are treated.• What lifestyle factors make them more likely.

“Diabetes is the second biggest killer disease in the UK and a million people don’t even know they have it. It is caused by a lack of insulin”

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Learning objectives from GCSE spec

Learning Objectives for year 9 lesson

• To understand what IVF is.• To evaluate the advantages and disadvantages

of IVF.

Protein coat

Long term effects of not getting it

• Ideas and skills build on each other.

• Failure to understand early ideas makes later ideas very difficult to understand.

Problems with some learning and some not

Know precisely what must be

learned

Make sure they all get it, when

you teach it

Some teaching fallacies

1. Learning emerges from practical work with little teacher input (discovery).

2. If we ask lots of challenging questions to the whole class pupils will provide the answers that represent the learning we are seeking.

3. By drawing out the learning at the end of a practical we can help pupils make sense of their discoveries and in that way embed important learning.

Planning so all pupils learn the important bits

Knowledge (recall and remembering)

Understanding (comprehension)

Application

Analysing

Creating

Evaluating

Teach knowledge

Teach understanding

Embedding knowledge

Scientific puzzling out

By the end of the lesson you should be able to puzzle out this exciting thing

To help you do that we first need to learn some important science

What important ideas are to be learned?

• What challenging activity will involve pupils in using the important ideas?

• What will you need to teach pupils so they can successfully complete the activity?

• How will you check they understand them?

work = force x distanceforce = mass x acceleration

What will happen to the distance the trolley travels as the load on the trolley increases?

• Use your knowledge and gather evidence to develop an answer to this question

• Prepare to share your findings with another group

By the end of the lesson you will be able to: describe and explain what happens to the distance a trolley travels as its load increases?

To do this you will need to understand the following ideas:

1. work = force x distance

2. force = mass x acceleration

3. All objects are accelerated by gravity equally

4. When an object falls its GPE is transformed into KE

work = force x distanceforce = mass x acceleration

What will happen to the distance the trolley travels as the load on the trolley increases?

• Use your knowledge and gather evidence to develop an answer to this question

• Prepare to share your findings with another group

How clear was the learning?

The importance of non-verbal communication

• Read the article “Science beyond words”• Video a lesson of yourself, look at video and use

the article to identify aspects of your non-verbal communication that were effective and less effective.

• Come to session and share with colleagues what you did, what you found and what you did about it.

Organising our rooms to improve verbal and non-verbal communication

• Roughly sketch the layout of your lab, including desks and seats.

• Annotate how you could best organise it for:– Demonstration– Paired talk– Four talk.– Practical work

Reflection

1. What do you need to remember from today’s session?

2. What do you need to do tomorrow?

3. What do you need to do over the next two months?

Next session: Jan 20, 1.15-4.30

• What are the questions and challenges about teaching science you would most like to resolve