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Essex Primary SCITT Science 1. Jeremy Crook. Jeremy Crook Primary head teacher for almost 20 years Science lecturer and advisor for 20 years Member of National Curriculum Science Expert Group advising DfE and schools Commended in the ‘Headteacher of the Year’ awards Jnc.edu@gmail.com.
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Essex Primary SCITTScience 1 Jeremy Crook
Jeremy Crook • Primary head teacher for almost 20 years • Science lecturer and advisor for 20 years • Member of National Curriculum Science Expert Group advising DfE and schools • Commended in the ‘Headteacher of the Year’ awards Jnc.edu@gmail.com
Reading Essential Books • Harlen, W. and Qualter, A. The teaching of science in primary schools, David Fulton Publishers Ltd. (7th ed released Apr 2018) • Allen, M. (2014) Misconceptions in Primary Science. McGraw Hill. • Farrow, S. and Strachan, A., (2017) The Really Useful Science Book. Routledge. Suggested Additional Reading • Serret, N. and Earle, S. (2018) The ASE Guide to Primary Science Education, 4th Ed. ASE Books. • Ward, H., Roden, J., (2014) Teaching science in the primary classroom, Sage. • Cross, A and Board (2014) Creative Ways to Teach Primary Science. OUP. • Waller, N. (2017) A Creative Approach to Teaching Science. Bloomsbury. • Harlen, W. (2011) Principles and Big Ideas of Science Education. [Online] available at: http://www.scittscience.co.uk/2011/01/big-ideas-in-science-education/
Aims for the course 1 To ensure trainees … • have the knowledge, understanding, pedagogy and confidence to teach science successfully in primary schools and excite the children about learning science; • develop knowledge of scientific concepts within EYFS, KS1, KS2 and beyond; • have the ability to think like a scientist – question, hypothesise, collect evidence, analyse data, draw supportable conclusions.
Aims for the course 2 To ensure trainees … • plan meaningful, relevant learning opportunities for the primary classroom that are appropriately matched to children’s levels of knowledge and understanding; • develop a range of teaching strategies to enable them to teach creative, interactive lessons that motivate children to learn; • can reflect on and improve the quality of their teaching and analyse how well children are learning; • develop the attributes, knowledge and understanding, and skills to achieve QTS.
Aims for today • Develop a clear understanding of primary science is • Understand why we do science in primary schools and know the key elements of primary science • Understand how the National Curriculum for Science is structured • To consider different enquiry types that are used to help primary children find out about the world • To develop trainees’ knowledge and understanding of plants, including: • Exploring part of the life cycle of a plant – seed dispersal and germination
Activity 1 On your table compare your hand size. Why are your hands different sizes? What other questions can you think of? Activity 2 Which part of your body is about the same length as a paper clip? a straw? a pen? a ruler? Any surprising patterns? Pattern seeking - Comparing body parts
What does being a Scientist mean to you?Illustrate your name card with a picture of a typical scientist plus your scientific likes, dislikes, beliefs, thoughts etc. ?
Scientists named in the NC Key Stage 1 Year 2 • Dunlop - Macintosh - McAdam Key Stage 2 Year 5 • David Attenborough • Jane Goodall • William Harvey • Galen • Ptolemy / Alhazen / Copernicus • Spencer Silver / Ruth Benerito Year 6 • Charles Darwin / Alfred Wallace • Galileo • Isaac Newton • Carl Linnaeus • Mary Anning
Match these up … • John Dunlop • Charles Macintosh • John McAdam • Jane Goodall • Spencer Silver • Copernicus • Ruth Benerito • Mary Anning • Carl Linnaeus • Fossils • Post it notes • Classification • Pneumatic tyres • Wash and wear fabric • Waterproof fabrics • Road surfaces • Primate research • Heliocentric Model
Have you heard of these? • Rosalind Franklin (DNA) • Dian Fossey (primates) • Marie Curie (radiation) • Florence Nightingale (medicine) • Barbara McClintock (genetics) • Ibn al-Haytham (optics) • George Washington Carver (agriculture) • Benjamin Banneker (astronomy) • Al-Zarrawi (surgery) And there are so many more from all over the world!
What does science mean to you? TRUE OR FALSE In a group of 3 or 4 debate each of the statements on the cards and decide if you believe them to be true or false. go.herts.ac.uk/primaryscienceresearch
Is science simply a body of facts? Ibn al-Haytham (965-1040) was a pioneering scientist thinker who made important contributions to the understanding of vision, optics and light is known to have said: “If learning the truth is the scientist’s goal … then he must make himself the enemy of all that he reads.” What does he mean by this?
In its simplest form primary science is ... Ask a question that can be investigated Collect evidence to answer the question What is primary science? It’s “… what children do in order to answer scientific questions about the world around them.” It’s not fair - or is it? A guide to developing children’s ideas through primary science enquiry - J Turner et al, Millgate House Education
A historical perspective We can only believe something is true until the time we find out that it is not. Oliver Cromwell 1599-1658
Do ‘facts’ ever change? In science, as in life, we can rarely say that something will definitely happen. However, we can say for certain that man will never land on the moon. 1930s encyclopaedia
Are scientists learning new things all the time? Best image of Pluto in 2014 Best image of Pluto in 2015
Is this true? 2019
If it’s not just facts what else is it? Any physical theory is always provisional, in the sense that it is only a hypothesis; you can never prove it. No matter how many times the results of experiments agree with some theory, you can never be sure the next time the result will not contradict the theory. On the other hand you can disprove theory by finding even a single observation that disagreed with the predictions of the theory. Steven Hawking
What makes great science lessons? • Talk partner – Read the Ofsted summary report ‘Maintaining Curiosity’. What do Ofsted think makes great science? • Read ‘Intention and substance: further findings on primary school science’. What does this suggest about the current state of primary school science?
Do children like science? http://www.kcl.ac.uk/sspp/departments/education/research/aspires/10FactsandFictionsfinalversion.pdf
Thinking about all we have done so far, what are the most important aspects to consider when teaching primary science?
Scientific enquiry types • Observing, including changes over time • Exploring • Comparative and fair tests • Surveys • Identifying, classifying and sorting • Pattern seeking • Problem solving • Research from secondary sources
Observing • Observe your biscuit closely. • Draw your chocolate chip cookie.
The Gingerbread Man and the Fox • Why ride on the foxes back? • What would happen if he swam across?
Exploring - The Gingerbread Man • Explore the effect of water on biscuits. • Test it out. • How long could the gingerbread man stay in the water before becoming soggy? • Try a different type of biscuit and compare to the gingerbread. • What do you notice/measure? http://www.pre-kpages.com/gingerbread-man-science-activity/
National Curriculum Science Purpose of study A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
National Curriculum – Aims The national curriculum for science aims to ensure that all pupils: • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Working scientifically – Years 1 and 2 Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • asking simple questions and recognising that they can be answered in different ways • observing closely, using simple equipment • performing simple tests • identifying and classifying • using their observations and ideas to suggest answers to questions • gathering and recording data to help in answering questions.
Working scientifically – Years 3 and 4 Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.
Working scientifically – Years 3 and 4 • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.
Working scientifically – Years 5 and 6 Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs
Working scientifically – Years 5 and 6 • using test results to make predictions to set up further comparative and fair tests • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations • identifying scientific evidence that has been used to support or refute ideas or arguments.
AttitudesNot explicitly stated in the National Curriculum • Curiosity • Respect for evidence • Willingness to tolerate uncertainty • Critical reflection • Perseverance • Creativity and inventiveness • Open mindedness • Sensitivity to the living and non-living environment • Co-operation with others
The basic lesson structure • Activate – context for learning and prior subject knowledge – video, pictures, other resources. • What do you think? This is a short activity to help children engage with the new learning. • Initiate new learning with a short practical task which enables children to raise questions. • Increase subject knowledge by modelling from the short task to teach the subject knowledge children need. • Identify a question to explore/test. • Plan and test. • Record, analyse, conclude.
National Curriculum - Forces Y3 - Pupils should be taught to: • compare how things move on different surfaces • notice that some forces need contact between two objects Y5 - Pupils should be taught to: • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object • identify the effects of air resistance, water resistance and friction, that act between moving surfaces
Cells – building blocks of life • The cell is the fundamental unit that makes up living things. • Some organisms, such as the Amoeba, consist of just one cell that must carry out all the functions of living things by itself. • Many organisms, both plants and animals, are made up of many cells to make one living thing. • The functions of living things can be shared out to specific cells or groups of cells within the organism.
