Designing experiments use of the planning boards
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Designing Experiments - use of the Planning Boards. Friday 4 th July, 2008 NAIGS Conference, Slaley Hall Phil Watkins [email protected] 0191 433 8645. An introduction to levelling in Gateshead Developing success criteria to drive progression Focus on Designing Experiments

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Designing experiments use of the planning boards

Designing Experiments- use of the Planning Boards

Friday 4th July, 2008

NAIGS Conference, Slaley Hall

Phil Watkins

[email protected]

0191 433 8645


Designing experiments use of the planning boards

  • An introduction to levelling in Gateshead

  • Developing success criteria to drive progression

  • Focus on Designing Experiments

  • Using the planning boards to support progress


Levelling in science

Levelling in Science

Based on Bloom’s Taxonomy


Designing experiments use of the planning boards

Levelling

modelling

AfL

Understanding & Explanations

  • The Level Board organises level descriptors into Key Skills (linked to New Curriculum)

  • These descriptors can be ‘translated’ into success criteria

  • Success criteria can be used to drive progression and learning

Recall simple scientific words & facts. Give simple explanations using cause & effect.

3

Use simple science terminology & ideas to help describe & explain simple scientific processes. Begins to use models.

4

Goodknowledge of most topics. Begins to use complex terminology. Use amodel to help explainfamiliar events with extended answers.

5

Use terminology & ideas confidently & accurately. Use a model to explain new situations with logical reasoning. Strengths & weaknesses of model

6

A knowledge of levelling will enable you to ‘pitch’ the challenge of the task / lesson appropriately


Success criteria understanding explanations

Success Criteria - Understanding & Explanations

  • Level 3

  • I can give a short answer to a question

  • My answers make sense to someone else

  • I can remember scientific words I have used before

  • I can use scientific words with help

  • I can describe events that I see

  • Level 4

  • I can answer in full sentences

  • I read the question carefully

  • I understand the meaning of some scientific words

  • I can remember and use scientific words in sentences

  • I use ‘because …’ to explain

  • Level 5

  • I can answer in paragraphs

  • I know when to describe or explain

  • I use more complicated scientific words correctly

  • I can use diagrams to help explain

  • I use a scientific model to help explain events or facts

  • Level 6

  • I can answer in logical paragraphs

  • I can answer complex questions

  • I use complicated scientific words accurately

  • I can use evidence in my explanations

  • I use a scientific model to help explain unfamiliar events


Designing experiments use of the planning boards

KS3 skills display – colour coded

Clear use of models

Success criteria – generated by pupils

Use of Success Criteria

Level display may be prominent in classrooms


Designing experiments use of the planning boards

L3

L4

L5

L6

Easiest to do

Hardest to do

Task A– Designing Experiments (L3-6)

  • Order the level descriptor cards for Designing Experiments

  • Discuss what each card ‘means’

  • What is the difference between cards along the progression sequence?

  • Assign the success criteria cards to their correct level

These descriptors can be used to generate success criteria


Success criteria designing experiments fair test

Success Criteria – Designing Experiments (fair test)

Variables

Fair test

Reliability

Accuracy

  • Level 3

  • I can follow a short list of instructions

  • I can write a short account of what I carried out

  • I can list some variables that could influence an outcome

  • I use simple equipment safely

  • I I am aware of obvious dangers

  • Level 4

  • I can follow a long list of instructions

  • I can write a simple ordered method

  • I can identify important variables in a fair test

  • I can choose the best equipment to use from a list

  • I can predict obvious dangers

  • Level 5

  • I write a method to show control of important variables

  • I plan to collect repeat readings (>3)

  • I collect sufficient readings (>5)

  • I can say why equipment has been selected

  • I plan to control obvious risk to myself & others

  • Level 6

  • I carry out preliminary investigations

  • I monitor controlled variables

  • I plan to collect an appropriate range of data

  • I plan to use equipment with precision

  • I plan to control a range of risks


Designing experiments use of the planning boards

Designing Experiments

Follow written instructions. Use simple equipment safely. Make relevant measurements

3

Plan asimple fair test. Make simple equipmentselections. Controls obvious risk to themselves. Make a series of measurements. Makes simple prediction.

4

Design a fair test (plan for reliability(6)). Make reasonedequipment selections & controls obvious risk. Measure with fine scales. Prediction based on science.

5

Plan adetailedfair test using science (plan for accuracy). Measure withprecision. Controls range of risks. Generates testable hypothesis.

6

Task C– review

  • Review the Designing Experiments level progression. Any issues?

Fair test= Only one independent variable is changed at a time; all others are kept the same and at their best value

  • Reliability means that you can ‘trust’ the data:

  • Fair test

  • Repetition (>3/5) – calculate average value

  • Enough data points (>5/7) to draw a graph

  • Adequate ‘range’ of data

  • Accuracy means how close to the ‘true’ value are you measuring:

  • Care when measuring

  • Correct equipment / units for the task

  • Spot anomolous data


Applying the new curriculum

Challenge & appropriateness

Applying the New Curriculum

Renewed Framework (SNS)


Ensuring challenge progression

Ensuring Challenge & Progression

Skills are pupil friendly

, and follow PoS / Framework / APP

Gateshead’s approach is to use dual objectives

Operating Level

Challenge Level

  • Determine the skill

  • Identify the operating level

  • Create strategies to move to the challenge level

  • Integrate into teaching sequence (dual objectives)

Use success criteria to drive progression


Framing hsw skills

‘Framing’ HSW skills


Plenary

Plenary


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