Essex Primary SCITT Science 1 Jeremy Crook Jeremy

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Essex Primary SCITT Science 1 Jeremy Crook

Essex Primary SCITT Science 1 Jeremy Crook

Jeremy Crook • Primary head teacher for almost 20 years • Science lecturer and

Jeremy Crook • Primary head teacher for almost 20 years • Science lecturer and advisor for 20 years • Member of National Curriculum Science Expert Group advising Df. E 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

Reading Essential Books • Harlen, W. and Qualter, A. The teaching of science in primary schools, David Fulton Publishers Ltd. (7 th ed released Apr 2018) • Allen, M. (2014) Misconceptions in Primary Science. Mc. Graw 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, 4 th 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,

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, KS 1, KS 2 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

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

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: o Exploring part of the life cycle of a plant – seed dispersal and germination

Pattern seeking - Comparing body parts Activity 1 On your table compare your hand

Pattern seeking - Comparing body parts 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?

What does being a Scientist mean to you? Illustrate your name card with a

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.

Famous Scientists …

Famous Scientists …

Scientists named in the NC Key Stage 1 Year 2 • Dunlop - Macintosh

Scientists named in the NC Key Stage 1 Year 2 • Dunlop - Macintosh - Mc. Adam 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 Mc. Adam

Match these up … • • • John Dunlop Charles Macintosh John Mc. Adam 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) •

Have you heard of these? • Rosalind Franklin (DNA) • Dian Fossey (primates) • Marie Curie (radiation) • Florence Nightingale (medicine) • Barbara Mc. Clintock (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!

Inspiring Scientists

Inspiring Scientists

#actuallivingscientist

#actuallivingscientist

Science in the news

Science in the news

What does science mean to you? TRUE OR FALSE In a group of 3

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

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?

What is primary science? In its simplest form primary science is. . . �

What is primary science? In its simplest form primary science is. . . � Ask a question that can be investigated � Collect evidence to answer the question 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

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

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. 1930 s encyclopaedia

Are scientists learning new things all the time? Best image of Pluto in 2014

Are scientists learning new things all the time? Best image of Pluto in 2014 Best image of Pluto in 2015

Is this true? 2019

Is this true? 2019

If it’s not just facts what else is it? Any physical theory is always

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 theory. On the other hand you can disprove theory by finding even a single observation that disagreed with the predictions of theory. Steven Hawking

What makes great science lessons? • Talk partner – Read the Ofsted summary report

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/10 Fa ctsand. Fictionsfinalversion. pdf

Do children like science? http: //www. kcl. ac. uk/sspp/departments/education/research/aspires/10 Fa ctsand. Fictionsfinalversion. pdf

Thinking about all we have done so far, what are the most important aspects

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

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.

Observing • Observe your biscuit closely. • Draw your chocolate chip cookie.

The Gingerbread Man and the Fox • Why ride on the foxes back? •

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. •

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

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

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.

Science Curriculum 2014 Y 1 Y 2 Y 3 Y 4 Y 5 Y

Science Curriculum 2014 Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 Working Scientifically Biology Plants Animals, including humans Animals, including humans Living things and their habitats Evolution and inheritance Everyday materials Chemistry Properties and changes of materials Uses of everyday materials Rocks States of matter Seasonal Changes Earth and Space Light Physics Forces and Magnets Forces Sound Electricity

Working scientifically – Years 1 and 2 Pupils should be taught to use the

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

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,

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

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

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.

Attitudes Not explicitly stated in the National Curriculum Curiosity Respect for evidence Willingness to

Attitudes Not 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

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.

Applying the basic lesson structure to launching a rocket

Applying the basic lesson structure to launching a rocket

National Curriculum - Forces Y 3 - Pupils should be taught to: • compare

National Curriculum - Forces Y 3 - Pupils should be taught to: • compare how things move on different surfaces • notice that some forces need contact between two objects Y 5 - 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

Plants

Plants

Is this a plant? How do you decide?

Is this a plant? How do you decide?

Cells – building blocks of life • The cell is the fundamental unit that

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.

What’s in a plant cell? (2 D)

What’s in a plant cell? (2 D)

WHAT’S IN A PLANT CELL? (3 D)

WHAT’S IN A PLANT CELL? (3 D)

Cell Membrane 1 • Cell membrane ▫ This barrier keeps the cell contents together.

Cell Membrane 1 • Cell membrane ▫ This barrier keeps the cell contents together. ▫ It controls what enters and what leaves the cell. ▫ The membrane is said to be semi or more accurately selectively permeable. This means that some things can pass through the membrane but not others.

Cell membrane 2 • Water can move freely through the cell membrane by a

Cell membrane 2 • Water can move freely through the cell membrane by a process known as osmosis. • In osmosis, there is the movement of water from a weak solution (one which has few substances dissolved in it) to a more concentrated one through a semi-permeable membrane until equilibrium is reached. • Cells can push particles in the opposite direction, from high concentration to low, but it will take energy from the cell to do this.

Cell Wall • Cellulose cell wall ▫ This provides additional support. It is fully

Cell Wall • Cellulose cell wall ▫ This provides additional support. It is fully permeable. • Chloroplasts ▫ These are only found in plant cells. They contain the green pigment, Chlorophyll, which absorbs light energy. This is then converted into chemical energy so that carbon dioxide and water can be converted into glucose.

Plants Y 1 • identify and name a variety of common wild and garden

Plants Y 1 • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees • identify and describe the basic structure of a variety of common flowering plants, including trees. Y 2 • observe and describe how seeds and bulbs grow into mature plants • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

What came first … the seed or the plant?

What came first … the seed or the plant?

Identifying, classifying and sorting 1 The youngest primary children • Sort your beans and

Identifying, classifying and sorting 1 The youngest primary children • Sort your beans and seeds into different groups. • How many different ways can you think of to sort them? Can you use scientific ideas? • Look at how other groups have sorted their beans/seeds. • Can you guess their criteria for sorting them?

Identifying, classifying and sorting 2 Children in the middle years of primary • Draw

Identifying, classifying and sorting 2 Children in the middle years of primary • Draw a Venn diagram and use it to sort your beans and seeds • Draw a Carroll Diagram and use it to sort your beans and seeds Speckled seeds Brown seeds Seeds <= 1 cm long Brown seeds Not brown seeds Seeds > 1 cm long

Identifying, classifying and sorting 3 Children in the upper years of primary • Play

Identifying, classifying and sorting 3 Children in the upper years of primary • Play ‘Guess which bean/seed I am thinking of? ’ • Which were good questions to ask to help identify the bean/seed? • Can you use some of those questions to create a branching classification key like the example to identify each of 8 beans/seeds? 26

Identifying, classifying and sorting 3 Children in the upper years of primary • •

Identifying, classifying and sorting 3 Children in the upper years of primary • • • Play ‘Guess which bean/seed I am thinking of? ’ Which were good questions to ask to help identify the bean/seed Can you use some of those questions to create a branching key to identify each of 8 beans/seeds

Plant Life Cycles A school project • https: //www. youtube. com/watch? v=E 1 xpr_w.

Plant Life Cycles A school project • https: //www. youtube. com/watch? v=E 1 xpr_w. Le. S 4

Plant life cycle Germination, pollination, fertilisation and seed dispersal are all stages in the

Plant life cycle Germination, pollination, fertilisation and seed dispersal are all stages in the life cycle of plants. Join the labels to the pictures.

Put the stages in the right order

Put the stages in the right order

Write a sentence for A - F

Write a sentence for A - F

Seed dispersal – Drop and roll • Large, round, heavy fruits drop off the

Seed dispersal – Drop and roll • Large, round, heavy fruits drop off the tree when they are ripe. • If they have a tough outer shell, they may roll some distance from the parent plant. The higher up the tree they are, and the larger they are, the further they can roll. • If they have a soft skin, they may break open when they hit the ground and the individual seeds may be scattered. • http: //schoolstube. com/asset/view/id/8 90/code/d 72663

Seed dispersal - explosion • Some plants distribute their seeds by violently ejecting them

Seed dispersal - explosion • Some plants distribute their seeds by violently ejecting them so that they fall well away from the parent plant. This is explosive dispersal. An example of this is plants which belong to the Pea Family (Leguminosae). https: //www. youtube. com /watch? v=w. OIHzl 2 h 9 a 8

Seed dispersal – wind I • The flower ovary containing the seeds becomes a

Seed dispersal – wind I • The flower ovary containing the seeds becomes a dry hollow container with one or more openings. The containers are shaken by the wind, scattering the seeds through the openings, dispersing them all around the immediate area.

Seed dispersal – wind II • Feathery hairs help the seed to float on

Seed dispersal – wind II • Feathery hairs help the seed to float on the wind. They can often be carried long distances in this way.

Seed dispersal – wind III • Wing-like outgrowths on the fruit (which contains the

Seed dispersal – wind III • Wing-like outgrowths on the fruit (which contains the seed) make it spin as it falls from the parent plant. This spinning delays its fall so that the wind may carry it some distance away. • Explore paper helicopters!

Seed dispersal – water • The Pond Iris grows in or near freshwater. The

Seed dispersal – water • The Pond Iris grows in or near freshwater. The seed pods break open when they ripen. If they fall into the water they float away. They can germinate in the water or when they become stranded on mud.

Seed dispersal – animal • Plants such as burdock have hooks to which the

Seed dispersal – animal • Plants such as burdock have hooks to which the seed is attached. These hooks get caught in the fur of mammals. At some point the seed will fall. If conditions are right the seed will germinate and grow into a new plant.

Seed dispersal – animal II • The berries are eaten by birds many animals.

Seed dispersal – animal II • The berries are eaten by birds many animals. The seed inside the fruit passes through the gut of the animal as it can not be digested. The seeds are expelled in the droppings of the animal. Some seeds dispersed in this way cannot germinate unless theyhave passed through the digestive system of an animal.

Which berries are easiest to spot? Take 10 ‘berries’ of each colour. One person

Which berries are easiest to spot? Take 10 ‘berries’ of each colour. One person go outside and place the berries in a bush. The partner has 1 minute to collect as many ‘berries’ as possible.

Which colour was most ‘spottable’? Colour of beads Number found in 1 minute Black

Which colour was most ‘spottable’? Colour of beads Number found in 1 minute Black 10 Brown 6 Green 4 Red 13

Bean Seeds • These are ideal seeds for growing in the classroom. • Study

Bean Seeds • These are ideal seeds for growing in the classroom. • Study the bean seed. Draw and label all the features you can see. • Which ones are related to the bean seed germinating?

Growing beans in class Bean seeds are easy to grow with a jam jar

Growing beans in class Bean seeds are easy to grow with a jam jar (be careful the glass doesn’t break), some absorbent kitchen paper, and a bean!

Germination Seed germination begins when the seed takes in water rapidly, causing the inner

Germination Seed germination begins when the seed takes in water rapidly, causing the inner layers to swell and split the seed coat and other coverings. The radicle emerges and starts its downward growth into the soil. In the bean seed the hypocotyl elongates and straightens, raising the cotyledons above the ground. As the epicotyl begins to lengthen and straighten, the first leaves, called plumules, emerge.

Seed germination Video is an invaluable way of explaining and demonstrating the germination process.

Seed germination Video is an invaluable way of explaining and demonstrating the germination process. https: //www. youtube. com/watch? v=CNLPm. HNh. Lb 4

Seed growth • Growth from seed uses stored energy. • There is only sufficient

Seed growth • Growth from seed uses stored energy. • There is only sufficient energy stored in the seed to enable it to germinate and produce its first set of leaves. • Once a plant has leaves it can produce its own food by photosynthesising.

Very, very useful sites Big ideas in science that underpin all children’s learning http:

Very, very useful sites Big ideas in science that underpin all children’s learning http: //www. nationalstemcentre. org. uk/elibrary/resource/1 1427/principles-and-big-ideas-of-science-education The National STEM Centre houses the UK’s largest collection of a wide range of high-quality support materials. https: //www. stem. org. uk/primary-science Free online science CPD for teachers, developed with Imperial College London. http: //www. reachoutcpd. com

Other very useful websites Primary Science Teaching Trust http: //www. pstt. org. uk/resources/curriculummaterials. aspx

Other very useful websites Primary Science Teaching Trust http: //www. pstt. org. uk/resources/curriculummaterials. aspx Self-Study Materials http: //www. le. ac. uk/se/centres/sci/selfstudy/ www. scittscience. co. uk www. whiteboardblog. co. uk

Also worth reading Chapter 6 A view of Learning in Science in Wynne Harlen’s

Also worth reading Chapter 6 A view of Learning in Science in Wynne Harlen’s book ‘The Teaching of Science in Primary Schools’ (third edition) Chapter 6 Facing mismatches in the classroom in Osborne and Freyberg’s book ‘Learning in Science’

Review of the day • What’s been most useful? • Has there been a

Review of the day • What’s been most useful? • Has there been a suitable balance of activities? • Have you extended your understanding of what primary science is and how to use different scientific enquiry types? • Have you extended your knowledge of seed dispersal in plants? • What would make the next day better for you?