Date post: | 18-Jan-2018 |
Category: |
Documents |
Upload: | felicia-cooper |
View: | 214 times |
Download: | 0 times |
SC1 OBTAINING EVIDENCEFAIR TESTING AND PLANNING BOARDS
“LEARNING IS A MESSY BUSINESS.” (DEARING, 1992)
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
1
Core 1 Science
Independent Study Tasks – follow up
Read Oliver (2006) Creative Teaching - Science in reading pack
Be prepared to discuss the children’s work in this chapter.
Read Harlen and Qualter (2009) Chapters 7, 9 & 12, Ch 19 & 20
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
IST – Reflection follow up:
Use this writing frame to complete an entry in your reflective journal. You will refer to this again for your assignment.
Have you any concerns about safety in science?
What do you still need to know?“Risk assessment is little more than common
sense and prudent primary teachers do it informally as a matter of course” (Ellis 2001, p7) Comment on this statement.
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
Session 3: Learning intentions
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
4
Explore the link between observing, hypothesizing, planning and variables
Become familiar with the use of planning boards to help pupils to structure and record investigations
Plan and carry out an investigation with particular emphasis on practising identifying and controlling variables, measuring precisely and replicating readings
Identify patterns in and establish the reliability of the data collected
Review and evaluate the planning
What is a fair test?
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
5
Consider the words used to explain a fair testHow we make a test fairWhy we need to make a test fairWhen we use a fair testSo …WHAT is a fair test?
KS1 –Sc1 2d recognise when a test or comparison is unfairKS2 – Sc1 2d make a fair test or comparison by changing one
factor and observing or measuring the effect while keeping other factors the same
Fair Testing and variables
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
6
… occurs within the context of planning and carrying out investigations.
… is set up to answer a question such as ‘What will happen if?’
6- 7 year olds can consider fairness AFTER carrying out a test.
Older pupils can consider fairness BEFORE doing a test.
Fairness involves a discussion about variables - factors in an investigation that can be changed or kept the same.
Why do you need to know about variables?
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
7
So you can:-Help children succeed with their
investigationsManage investigations in classUnderstand progression in Sc 1Assess children’s attainment in Sc 1
Types of variable
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
8
Variables that can be changed or manipulatedIndependent variables
Variables that are to be measured or observed Dependent variables
Variables to be kept the same in order for the test to be fair
Controlled variables
What is a model in science?
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
9
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
10
www.juniorscience.ie/jsss/Files/se_models.doc
11October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session
4 KP11
ModellingModel making is an observation activity… in this case
the task encourages close observation of a natural form and the way it behaves … through…… watching behaviour, drawing, asking questions…and then……planning, making, testing and evaluating …and building confidence in problem solving.
Note opportunities to develop Sc1!
Planning Boards
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
12
Introduction Uses : Children need help to identify variables. This can be done
through questioning. What are you trying to find out? What do you want to observe/measure? What do you want to change? What will you need to keep the same?
Recording the variables.
NOTE: Goldsworthy and Feasey (1997) Chapter 3 , Oliver (2006) in reading pack and Harlen and Qualter (2004) all discuss the use of planning boards
Planning a fair test using a model
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
13
Sc3 Materials and their propertiesMaking Sandcastles
KS1 Sc3 1a use their senses to explore and recognise the similarities and differences between materials
1d find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties.
KS2 Sc3 1a. to compare everyday materials and objects on the basis of their material properties, including hardness, strength, flexibility and magnetic behaviour, and to relate these properties to everyday uses of the materials.
Setting a contextSc3 Materials and their propertiesMaking SandcastlesMixing sand and water to find the ideal
proportions for making a sandcastle.An everyday experience in which the
familiar context can develop scientific thinking and process skills
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
14
Investigation – Making sandcastles
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
15
Try making a sandcastle with dry sand.You need to add water but how much?
Use a planning board – you may wish to devise your own to suit the context – to carry out an investigation to find out –
What is the best mixture of sand and water for making sandcastles?
Consider criteria to be used and the observations and measurements to be made.
What variables will you keep the same / change? Why?
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
16
How will you judge which is the most successful sandcastle in order to determine which mixture is the best?
Be prepared to present how you planned and carried out your investigation and your findings to the rest of the group.
Sandcastles - planning
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
17
As a small group, select a variable for investigation
Note why you think this variable will have an effect - note prediction and hypothesis
Use a planning board to organise your investigation
Consider safety and risk assessmentCarry out the investigation - note use of
observation, measurement, prediction, hypothesis, fair testing.
Sandcastles - evaluation
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
18
Evaluate carefully your investigativeprocedures.How accurate was your prediction?What aspects of your procedure might you
change if you were to carry out the investigation again?
What surprises were there? What did you discover that you hadn’t thought about or predicted?
What aspects of knowledge about materials and are developed in this investigation?
Fair Testing and Planning – your role
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
19
Give time to discuss all possible variables before setting up a test.
Set up preliminary investigations or trial runs in order for all variables to be considered.
Help children to focus on the central question they want to answer
Support resource
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
20
Evaluate the CD ROM Goldsworthy, A.(2002) Teaching Scientific Enquiry. Nelson Thornes. Complete the Quiz. To access follow the links: ‘Start – Library – Subject software – Nelson Thornes – Teaching Scientific Enquiry’.
Remember to make an entry on your Science ICT record. ICT record proforma available on LEN.
Plenary
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
21
Skills from previous sessions: observing, sorting, predicting, hypothesising.
These skills are employed in investigations.Today’s type of investigation requires
understanding variables & fair testing.
Independent Study Tasks
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
22
Read Harlen and Qualter (2009) Chapter10 ‘ Helping development of enquiry skills’. Summarise, in your own words, the link between process skills and conceptual development. Choose an activity from a science scheme or workcard (available in the School Resources section of library). Analyse and exemplify this link between process skills and conceptual understanding.
Use this writing frame to complete an entry in your reflective journal. You will
refer to this again for your assignment.How would you like to organise practical work in
science?How will you support the development of process skills?Have you any queries about your role?
Assignment
October 2011 Wk4 Sess 4University of Winchester Core 1 Science Session 4 KP
23
Any questions?
Hand-in date is Week 5, Tuesday 25th October 2011