developing writing through science at ks1 – scie0850 venue session 1 session 2...
TRANSCRIPT
Developing writing through science at KS1 – SCIE0850
Venue Session 1 Session 2
Eastleigh 03/11/2015 26/01/2016
Dave [email protected]
Why are you here?
Some messages from our friends at Ofsted(From ‘Maintaining Curiosity’ – Nov 2013)
Invariably, achievement was highest where pupils were involved in planning, carrying out and evaluating investigations that, in some part, they had suggested themselves.
They learnt best when they could see how the science they were studying linked to real world experiences, revealed more about the ‘big ideas’ in science, and connected with and supported their learning of other subjects, including English and mathematics.
Learning in this fashion engages and enthuses pupils, develops their natural curiosity, and motivates them to find out more.
Some messages from our friends at Ofsted(From ‘Maintaining Curiosity’ – Nov 2013)
Explicit connections between science and literacy, when teachers made them, showed clear evidence of better science and literacy outcomes for pupils.
Imaginative teaching allowed pupils to use their science work as a purpose for their reading and writing, in effect doubling the time available to teach both subjects. Given that the vast majority of primary teachers of science also teach English to the same pupils, they know how to improve reading, writing, speaking and listening alongside the science work itself.
There were exceptions, however, where some pupils and teachers saw science as a ‘relief’ from English and as a subject where pupils ‘did not need to write much’.
What does ‘operating as a scientist’ mean?
Asking questions and seeking to answer them through gathering and
analysing evidence
What makes a good question?
Authentic questions are those we …
don’t know the answers to,
BUT
want to know the answers to.
Authentic questions
o
One which children care about and don’t know the answer
o
Keep referring back to the question – make sure the conclusion answers the question
o
Be clear if the question is a ‘what’ or a ‘why’ question
Recording supports the
science
What independent scientific application will they do to
embed learning?
Essential prior knowledgeHow check?How deal with the spread?
How check?How deal with the spread?
What new knowledge?How teach?
How check?
Do bigger tyres produce more friction?
BUT
What is the precise scientific question?
Does increasing the surface area increase friction?
You must
1. Gather evidence to try and answer this question.
2. Record your evidence
3. Draw a conclusion that is consistent with the evidence.
Note on recording
?Change
Same Now not required in KS1 WS Some Y2 chn might start to add this
Measure
Does increasing the surface area increase friction?
You must
1. Plan how you will tackle the question
2. Gather evidence to try and answer this question. (You might find it useful to draw some annotated pictures here to record your thinking)
3. Record your evidence
4. Draw and write a conclusion that is consistent with the evidence.
.
.
Does increasing the surface area increase friction?
Forces (N)
Surface area
Gp 1 Gp 2 Gp 3 Gp 4 Gp 5 Gp 6 Gp 7
Small 500 0.33 2.8 .75
440 0.32 3 .75
560 0.33 3.5 .75
High
‘What’ and ‘why’ questions
What conclusions:• Statements of what has been found. Could be a
pattern a comparison or an individual result.• They explain how this is known from the data
Why conclusions:• All of the above and a hypothesis of why the
observation might have happened or exists
Stages of the experiment
1. Define the question precisely
2. Know what to change, measure and keep the same
3. Record data effectively
4. Analyse the data to identify patterns
5. Write a conclusion
That Baron is scary!
How can I attack him
from far away?
Cloth
Laces Tights
• What exactly is the question?
• Is it a what or a why?
What independent scientific application will they do to
embed learning?
Essential prior knowledgeHow check?How deal with the spread?
How check?How deal with the spread?
What new knowledge?How teach?
How check?
What must children know, and be able to do, to succeed?
What will they need to do What do they need to know and understand to be able to succeed
• Where here do you think the challenging learning is and why?
What is the challenging bit?How do we get there quickly?
To what extent does this piece of work meet the principles?
.
. Penguins love to slide!
.
Penguins love to slide!
Homework
• Plan your science lessons using the ideas we have talked about
• Bring to the next session one lesson plan and a couple of samples of pupils work from a lesson planned according to the principles….warts and all!