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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



Levelling in science
Levelling in Science

Based on Bloom’s Taxonomy


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


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


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

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




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