Year 1 core science classroom organisation investigative contexts
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The ways of creativity are infinite: the ways of formal learning are numbered. Year 1 Core Science Classroom Organisation Investigative Contexts. Independent Study Task follow up. Read Harlen and Qualter (2009) Chapters 14, 16

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Year 1 core science classroom organisation investigative contexts

The ways of creativity are infinite: the ways of formal learning are numbered

Year 1 Core ScienceClassroom OrganisationInvestigative Contexts

Core 1 Science 2012 KP


Independent study task follow up
Independent Study learning are numberedTask follow up

  • Read Harlen and Qualter(2009) Chapters 14, 16

  • Make notes. What might you look for in school as evidence of children’s skill use?

  • Use this writing frame to complete an entry in your reflective journal.

  • Review your understanding of your own science skills.

  • Are there any that you find more difficult to use / observe in others?

  • What strategies have you to address any concerns?

Core 1 Science 2012 KP


Learning intentions
Learning Intentions learning are numbered

  • Compare and evaluate a range of ways to organise practical science activities in the classroom.

  • Through practical activity analyse the benefits and drawbacks of teaching skills of scientific enquiry.

  • Consider a range of resources as creative starting points for science enquiry.

  • To use and consider ICT to support data collection and interpretation.

Core 1 Science 2012 KP


Investigation shipwrecked
Investigation – Shipwrecked! learning are numbered

This investigation undertaken as part of National Science Week (2008)*

School Y3/4 class undertaking work on The Tudors and a recent visit to The Mary Rose.

  • Cross-curricular links with History, ICT and Maths.

  • Opportunities for LOtC – school trip

    *(Tyson, S. (2009) “Shipwrecked in Science Week 2008!” Primary Science 106, Jan/Feb 2009. Hatfield: ASE)

Core 1 Science 2012 KP


Investigation shipwrecked1
Investigation – Shipwrecked! learning are numbered

  • Children discussed who would be on board the Mary Rose when it sank and what might have affected whether the person survived or not.

Core 1 Science 2012 KP


People on board the mary rose
People on board the Mary Rose learning are numbered

  • Cabin boy – poorly dressed in rags;

  • Fat, rich merchant – well dressed in layers of clothing;

  • Sailor – thin layer of clothing;

  • Rich lady / gentleman – lots of layers of very rich fabric;

  • Captain – layers with outer clothing made of waterproof fabric.

Core 1 Science 2012 KP


Year 1 core science classroom organisation investigative contexts

  • In groups of 4 – 6 develop an hypothesis as to what might have affected survival rates on board the Mary Rose when it sank.

  • Plan and carry out an investigation to test your hypothesis for your designated person from the ship – you may wish to use a planning board.

  • You will need to use a datalogger.

  • Be prepared to feedback your ideas, difficulties, evaluation.

  • Don’t forget your risk assessment!

Core 1 Science 2012 KP


Prediction
Prediction: have affected survival rates on board the Mary Rose when it sank.

  • Which passenger do you think would have remained the warmest and which the coldest?

Core 1 Science 2012 KP


Conclusion and evaluation
Conclusion and Evaluation have affected survival rates on board the Mary Rose when it sank.

  • What have you found out?

  • How would you organise this activity with children?

  • Consider the enquiry skills used in this session.

  • Implications / issues for teaching?

  • The role of ICT to support the teaching and learning of Science.

Core 1 Science 2012 KP


Practically science classroom organisation
Practically Science: have affected survival rates on board the Mary Rose when it sank.Classroom Organisation

teachers.tv/video/28091 – Practically Science now available at

http://www.teachfind.com/teachers-tv/ks12-science-practically-science

  • Reflect on the different strategies and ways that the teacher in the video clip has decided to use to organise practical work in primary classrooms.

  • Have you seen any of these methods?

  • Any comments?

Core 1 Science 2012 KP


Independent study tasks
Independent Study Tasks have affected survival rates on board the Mary Rose when it sank.

  • Find a reference to grouping in science. What are the implications for your practice? What might you observe and evaluate in school?

    Please bring notes to next taught session

    Now - place your notes in your Science file / portfolio.

  • Read Harlen and Qualter (2009) Ch 17 - How might you support children in assessing their work in science?

    Use this writing frame to complete an entry in your reflective journal:

    What implications for your teaching can you note from today’s session?

Core 1 Science 2012 KP


Year 1 core science classroom organisation investigative contexts

Reminder have affected survival rates on board the Mary Rose when it sank.WEEK 12 Student directed learning task

  • In small groups (3-4 students) review your understanding of ONE Science Skill.

  • Prepare a 5 minute Powerpoint presentation for the rest of the class as if you were a teacher addressing parents/carers in the Foundation Stage, Key Stage 1 or 2.

  • How will you help parents to understand the importance of this skill?

  • What type of activities might you suggest / illustrate to develop this skill?

  • How can adults recognise this skill in use?

  • What is the adult’s role in nurturing and enhancing this skill?

  • Prepare an A4 handout for the class (this could be your Powerpoints with notes) – upload this onto the LN in Week 12.

Core 1 Science 2012 KP