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Practical Action links to the Scottish Science curriculum
Background The new science curriculum in Scotland offers a real opportunity for teachers to enhance pupils’ learning by the integration of global issues in their teaching. Teaching in a global context, using methodologies that encourage discussion and debate, coupled with an enquiry based approach, not only engages and motivates pupils but deepens their scientific knowledge and understanding.
The emphasis on teaching in context and understanding the uses and implications of science is made clear in the aims.
In the programme of study the importance of teaching through a global lens is highlighted within the scientific knowledge and conceptual understanding and the nature, processes and methods of science.
Scientific knowledge and understanding:…teachers will wish to use different contexts to maximise their pupils’ engagement and motivation to study science.
The nature, processes and methods of science:…Working scientifically might be embedded within the content... so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include…researching using secondary resources.
This emphasis on research and communication is a new requirement of the curriculum. Secondary sources to support research could include case studies of how science is having both a positive and negative impact on the developing world, technical briefs written by Practical Action for engineers in developing countries, information available on th main website and videos.
AimsThe Broad General Education (BGE) and National courses for science aim 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.
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Outcomes supported by Practical Action’s resources
CfE Level Outcome Covered
1 SCN 1-16a
2 SCN2-12a
SCN2-01a
SCN2-02b
SCN2-16a
SCN2-04b
SCN2-02b
SCN2-18a
3 SCN 3-02a
SCN 3-03a
3-11a
SCN-311b
(SCN 3-05a).
SCN3-07a
SCN 3-12a
SCN3-04a
CfE Level Outcome Covered
4 SCN 4-01a
SCN4-14b
SN4-16a
Health and Wellbeing
Several from all levels
Numeracy Several from all levels
Topical Science SCN3-20A
SCN3-20B
SCN4-20A
SCN4-20B
This document identifies areas within the BGE and National Courses curriculum where global contexts can be used can be used as the starting point or focus of a lesson. It gives example of resources available from Practical Action, including both teaching materials and links to secondary sources such as technical briefs, blogs and videos.
The following outcomes can be supported by the Practical Action resources. Explanation of each outcome is given in the table. The majority of the Practical Action resources support the BGE in S1-S3. Some may be carried out in primary schools or in the National 4 or 5 courses. Health and Wellbeing, Numeracy and Topical science outcomes are also widely covered.
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Science BGE Level 2, 3 and 4 (Primary 7 – S3)
Outcomes Global context Practical Action resources
SCN 3-02a
I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth.
SCN 3-03aThrough investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production.
How plants are grown in different countries… problems of too much or too little water
The Floating Garden Challenge
Global Food and Farming Photo resource
Plant image gallery
Food and Agriculture - videos
SCN 4-01a
I understand how animal and plant species depends on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity
Looking at different foods eaten by different people around the world… and that we are need the basic food groups
Food stories Food - Concept Cartoon
SCN 3-11a
By exploring the refraction of light when passed through different materials, lenses and prisms, I can explain how light can be used in a variety of applications.
SCN-311b
By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.
Solar lanterns etc. Importance of light in education, running a business
Solar cookers
Solar Lanterns – information Solar Lanterns – video
Topic Global context Practical Action Resources
Topical Science
National 4/5 Chemistry Unit 2
Climate change – how it affects environments and thereby people’s lives
Floating Garden Challenge
Beat the Flood
Climate Change – case studies
Climate Change – images
Climate Change – videos
SCN 3-05a
By contributing to experiments and investigations, I can develop my understanding of models of matter and can apply this to changes of state and the energy involved as they occur in nature
Preserving fresh food using a zeer pot
Zeer pot fridge – information
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Science BGE Level 2, 3 and 4 (Primary 7 – S3) - continued
Topic Global context Practical Action Resources
Topical Science
SCN2-18aI have investigated different water samples from the environment and explored methods that can be used to clean and conserve water and I am aware of the properties and uses of water
Dissolving sachets in water to make it drinkable in emergency situations
Simple water filters used to clean water
Global CREST Challenges, water
Importance of testing materials for specific uses e.g earthquake or flood prone areas, ability to float.
Sustainable building materials, energy costs, the link to climate change
Beat the Flood
Floating Garden Challenge
SCN3-07a
By contributing to investigations of energy loss due to friction, I can suggest ways of improving the efficiency of moving systems.
Use of levers, pulleys etc. to transport people and produce in the developing world
Use pumps in irrigation
Squashed Tomato Challenge
Tuins – information
Global CREST Challenges, transport and water
Treadle pump – information
SCN 3-12a
I have explored the role of technology in monitoring health and improving the quality of life.
The effects of a poor diet on some children in the developing world.
The spread of disease cause by bad hygiene
Water and Sanitation – images
Water and Sanitation – videos
SCN2-12a
By investigating some body systems and potential problems which may develop, I can make informed decisions to help me maintain my health and wellbeing.
Death due to smoke in the home from stoves causes more deaths than Malaria
Tobacco advertisements in developing countries
Smoke – killer in the kitchen - video
Smoke hoods - video
SCN2-01a
I can use my knowledge of interactions and energy flow between plants and animals in an ecosystem, food chains and webs. I have contributed to the design or conservation of a wildlife area.
SCN2-02b
Through carrying out practical activities and investigations, I can show how plants have benefited society.
Comparing food webs in UK with food webs in a developing country
Issues around food security
Floating Garden Challenge
Food and agriculture - video
Plants – images
Seed fairs in Kenya and Potatoes in Peru(KS2 but could be adapted)
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Science BGE Level 2, 3 and 4 (Primary 7 – S3) - continued
Topic Global context Practical Action Resources
SCN4-14bThrough evaluation of a range of data, I can compare sexual and asexual reproduction and explain their importance to the survival of the species.
GM crop debate
Importance of biodiversity for small farmers in developing world
Seed fairs in Kenya
Seed fairs – information
Biodiverse Agriculture – technical brief
SCN1-16a
I can make and test predictions about solids dissolving in water and can relate my findings to the world around me
SCN2-16aI have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience.
Using sachets of chemicals to clean water
Filtering water to make it fit to drink
Solar distillation
Global CREST Challenges, water
Solar distillation – technical brief
SN4-16aI have carried out research into novel materials and can begin to explain the scientific basis of their properties and discuss the possible impacts they may have on society.
Materials used in buildings in areas prone to natural disasters e.g flooding and earthquakes
Global CREST Challenges, shelter
Beat the Flood Challenge
SCN2-04bThrough exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on their implications of future use.
SCN2-02bI can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland and beyond
Use of renewable energy
Efficiency of different stoves
Black Carbon
Energy crossword
Energy revision cards
Energy loop game
Moja island
Wind Power Challenge
Global CREST Challenges, energy
Renewable energy – posters
Top ten reasons why renewable energy is cool
Free energy – concept cartoon
Energy and the MDGs
Practical Action’s work on energy - information
Fuels – technical brief
Energy resources – technical brief
Energy – videos
Hydroelectric power – information
Hydroelectric power – technical brief
Fuels – technical brief
Improved Stoves – information
Biomass – technical brief
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Science BGE Level 2, 3 and 4 (Primary 7 – S3) - continued
Topic Global context Practical Action Resources
Topical Science
SCN3-20A
SCN3-20B
SCN4-20A
SCN4-20B
Ropeways systems
Pumps e.g. water pumps
Ways of keeping food cool or reducing the rate of heat loss through insulation
Drying food to preserve it
Squashed Tomato Challenge
Tuins – information
Global CREST Challenges, transport and water
Treadle pump – information
Treadle pump – technical brief
Hand pumps – technical brief
Zeer pot fridge – information
Zeer pot fridge – technical brief
Fireless cooker – information
Fireless cooker – technical brief
Solar drying of food – technical brief
Forces – Can be added in to topical science units, class challenges or Physics National courses.
Forces as pushes or pulls, arising from the interaction between two objects
Forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
Non-contact Forces: gravity forces acting at a distance on Earth and in space, forces between magnets and forces due to static electricity
Turbines used in renewable energy – wind and hydro
Hand pumps
Wooden bearings
Floating and sinking
Pumping
Gravity ropeways
Wind power challenge
Hydroelectric power – information
Hydroelectric power – technical brief
Renewable energy – posters
Treadle pump on main website
Treadle pump – technical brief
Hand pumps – technical brief
Wooden bearings – technical brief
Floating Garden Challenge
Solar voltaic water pumping – technical brief
Hand pumps – technical brief
Squashed Tomato Challenge