pri app sci_std_file_y2_h1

1 of 22 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Joshua (Year 2 high level 1)

Child profile Joshua is a Year 2 child with good social skills and he enjoys practical activity. His communication skills are at a slightly lower level of development, and a current overall judgement of his progress in science places him at high level 1.

The evidence 1. Listening to sounds

2. Describing and sorting sounds from instruments

3. Investigating the direction of sounds

4. Investigating sounds from far away

5. Investigating materials to make a raft

6. Investigating ‘ice balloons’

QCDA 01063-2009PDF-EN-04 © Crown copyright 2009


1 Listening to sounds

Assessment focuses AF2, AF3, AF4

Context This work is from the beginning of a sound and hearing topic and linked to a theme called ‘In the Woods’.

The topic was introduced through a story, This is the Bear and the Scary Night. With their partners, children discussed the noises the bear might have heard while in the woods, recalling their own experiences of being out at night. The children drew things they might hear on a walk in the woods.

The class then visited the local woods for some listening activities. Working in pairs, they were encouraged to listen for one minute, keeping a tally on fingers of the different sounds they could hear before sharing with their partner. The activity was repeated to listen for different types of bird song and again for very quiet noises. Back in the classroom, the children shared their observations and were asked to describe the sounds and to name their sources.

They then played a ‘bat’ game to explore the use of our sense of hearing to determine where we are. In the playground, they took turns to be blindfolded and to walk through the forest of children who were instructed to stay still and call out ‘tree!’ if they were going to be bumped into. They then played ‘bat and moth’, where the blindfolded child had to catch a child acting as a moth by calling out and then listening for the ‘echo’.

Hayes, S., illustrated by Craig, H (2003) This is the Bear and theScary Night, Walker Books Ltd., UK



The evidence

Teacher’s notes Joshua could share his ideas with his partner and listen to the ideas of others. He said that he had heard a woodpecker in the woods before and he thought the trees might make a noise if it was windy. During the listening activities, Joshua could identify a range of different noises, including people moving their feet. When he was blindfolded, he was able to turn towards the noise and could find the other child.



Next steps

Use of a tally chart to record observations.

Discussion of when it is most useful to be able to hear and about strategies used by people with hearing impairments.

Assessment commentary Joshua relates simple ideas about hearing to his own direct and everyday experience. He shares his ideas with others and listens to them, and is developing confidence in communicating his observations, including by the use of drawings and by talking. He uses his senses to make simple observations.



2 Describing and sorting sounds from instruments


Context The class brainstormed a list of words to describe how we could make sounds using different instruments.

In pairs, the children initially selected two instruments to look at in detail. They then formed into groups of four and sorted the instruments according to how they make sound. Individuals then each chose one instrument to draw and to record how it makes sound.

In the plenary the class looked closely at what was happening to the instruments when they made a noise, leading on to discussions and demonstrations of vibrations.

The evidence



Teacher’s notes Joshua explained how a variety of instruments could be used to make a noise. With some guidance he said that he could feel the top of the drum move when it was played. With support, Joshua grouped the instruments according to how they are played.

Next steps

Investigating how to make sounds louder and quieter, using strings in order to relate this to the observable vibrations.

Looking at the differences in instruments from different cultures and different times in history.

Assessment commentary Joshua is able to sort instruments according to their features. By grouping and by drawing diagrams, Joshua communicates simple features of objects in appropriate ways, and he uses his senses to make observations.



3 Investigating the direction of sounds

Assessment focuses AF1, AF2, AF3, AF4, AF5

Context This was a follow-up activity to the previous ‘bat and moth’ games played in the playground.

The class agreed to investigate whether our ears can tell us exactly where sounds are coming from. The children contributed their ideas to a class discussion and they decided to have a blindfolded child sitting in the middle of the circle. A class member was chosen to make a noise and the blindfolded child had to point to where they thought the noise was coming from. It was then suggested to investigate whether it is harder to pinpoint the direction of the sound by covering over one ear with the palm of a hand.

The children were asked to consider what they had observed and to record independently what they had learnt about how we hear.

The evidence



Teacher’s notes Joshua shared his ideas about how to do the investigation with his partner. He said someone needed to be blindfolded to test their ears and suggested that we could try to listen with only one ear. He drew a simple picture of how the investigation was set up and wrote about what he had observed.

During their experiments, some children thought they could hear where a sound was coming from. Joshua was unconvinced; however, he recognised that it was more difficult to detect sound using only one ear.

Next steps

Support in using appropriate vocabulary with care – including ‘listen’, ‘hear’, ‘sound’, ‘noise’, ‘direction’.

Discussion of the importance of being able to sense the direction that sounds are coming from.

Assessment commentary In presenting his information, Joshua shows that he can respond to the teacher’s suggestions to identify evidence to answer a question. By commenting on the difficulty of locating a sound with just one ear, Joshua identifies a link to science. He is able to use some everyday terms to describe his ideas verbally. He can share his ideas with a partner and communicate his observations using everyday terms and by a simple drawing. He uses his senses to make simple observations and is able to report what happens in simple terms.



4 Investigating sounds from far away

Assessment focuses AF2, AF3, AF4, AF5

Context This work began with discussions in small groups, with an adult with each group. The key discussion points were:

Which sounds can we hear from far away?

What happens as we get nearer to something that is making a sound?

The class were then told that they were going to investigate the furthest distances from which some chosen sounds can be heard. The discussion included possible approaches and some suggestions were made to the children, such as whether to work inside or outside, different possible sources of sound, and ways of measuring.

In pairs, they were asked to think about sources of sound they could use, and what they would do. Having shared their ideas and agreed a method, the children completed the writing frame for the investigation, thinking about what they were going to measure, and how. They also recorded their results on the writing frame.

They were then asked to repeat the experiment using a quieter sound source and to draw their own table in which to enter their results.

The evidence



Teacher’s notes Joshua’s ‘hasn’ or ‘hash’ means ‘hands’.



Teacher’s notes During his planning, Joshua decided to use a shaker as his sound source. He began the discussion with his partner by saying the person listening had to go outside the door and later added ‘they can see how far away they can get until they can’t hear it’.

With some guidance, Joshua completed the writing frame for his investigation. He attempted to draw his own table for the second part of the investigation. He did not volunteer what evidence he would need to collect to answer the question, but was able to choose correctly from a list. When he measured the distance between the sound source and the person listening, he showed he could not use non-standard measures as he changed the size of his steps so that his answer was identical to his partners. He continued to do this, even after his partner explained he was smaller so he would take more steps to measure the same distance. Joshua believed it was more important to get the same answer as his partner rather than to check his own measurement by repetition.

The following conversation took place:

Teacher: What sounds can we hear from far away?

Joshua: Traffic and a dog barking.

Teacher: What do we need to do to see how far away we have to be before we can’t hear a sound any more?

Joshua: Go outside the door … and see how far you can get until they can’t hear it.

Joshua could identify sounds he can hear from far away. He gave a dog barking and traffic as examples, which he remembered hearing on the previous walk. He agreed with another child’s statement that a sound gets louder and louder as it gets closer.



Next steps

Opportunity to make non-standard measurements with consistency, linked with learning in mathematics.

Assessment commentary The link between his observations and a familiar context in Joshua’s environment is made here. Joshua can present his evidence using a template provided, and can produce a simple table himself. With guidance, including presentation of alternative ideas, he is able to suggest how to find an answer and understands that measurements need to be made. He gives a reason for adapting his approach, but does not use non-standard measures correctly. In his discussions he reports what he has found out.



5 Investigating materials to make a raft

Assessment focuses AF1, AF2, AF3, AF4, AF5

Context Using the Primary Upd8 resource, ‘Crossing The River’ (www.primaryupd8.org.uk), the children were introduced to a scenario in which children in South America are facing a dangerous journey across a river to get to school and then back home again. The bridge collapsed several years ago, so the children have to wade or swim with their belongings above their heads. There is a ferry across the river but most families cannot afford to pay for it.

Taken from Primary Upd8 www.primaryupd8.org.uk © Association for Science Education. Used with kind permission.


http://www.primaryupd8.org.uk/


The children investigated the properties of a range of possible materials for building a raft. They worked in groups, sharing their results in the table provided and completing an investigation sheet.

Following the investigation the children selected different potential materials for their rafts, decided how they were going to propel them, and measured how far they travelled. They were asked to consider whether their tests were fair.

The evidence

Taken from Primary Upd8 www.primaryupd8.org.uk © Association for Science Education. Used with kind permission.



Teacher’s notes During the initial discussions Joshua suggested that the children wear a life jacket so they are safe if they can’t swim.

He predicted that the metal would sink because it was heavy. He was unsure about the wood as it was also heavy, but other children in his group said they knew wood floats. Joshua chose to test the fabric sheet as it is soft and the polystyrene sheet because it is very light. He observed what happened and then sorted the materials into those that floated and those that did not.

Joshua could make observations and report the outcome of the investigation, but showed little understanding of fair testing.

Next steps

Consideration of how things can be done differently in investigations to improve the evidence.

Consideration of other variables that might be important when choosing materials to make a raft.

Assessment commentary Joshua suggests that all the sample materials need to be tried out in the water tray to test them, and he uses his senses to make observations, talking about them in everyday terms. He makes simple comparisons between different materials and he can group them accordingly. He can share his ideas and listens to others. He is able to respond to questions to describe events and can make some simple predictions based on previous observations, but does not show evidence of how the group could have done things differently.



6 Investigating ‘ice balloons’


Context As part of a role-play with the theme ‘polar explorers’, the children were allowed to examine two ‘ice balloons’ (coloured water was frozen inside a balloon and the rubber was then removed).

They shared their ideas with their partner about how they were made. The children sprinkled salt over one of the balloons and left them in the classroom, making time to observe them throughout the day. Independently, the children made sketches to predict what each balloon might look like by the afternoon. The adults in the class talked to the children about their ideas and annotated the drawings where necessary.



The evidence



Teacher’s notes Joshua knew that the balloons had come from the freezer, but didn’t know how they could be that shape. He predicted that the balloon with salt would melt and that the other would stay frozen although his drawings didn’t show this and so were annotated. Joshua said that the salt made the ice crack, and that he could see cracks on the surface and hear it crack when he added more salt.

Next steps

Opportunities to make standard measurements in investigative work, such as length, mass, time, etc.

Assessment commentary Joshua uses his senses to make simple observations, describing them in everyday terms, and states the changes that he notices.



Assessment summary AF1 Thinking scientifically

The evidence shows statements of simple features of objects and Joshua is beginning to compare and sort objects on the basis of his observations. In investigations he responds to suggestions to identify key observations for answering questions, and can draw on his everyday experience.

AF2 Understanding the applications and implications of science

Joshua shows a developing understanding of useful aspects of science and makes links between simple new observations and familiar settings.

AF3 Communicating and collaborating in science

Joshua is confident in sharing ideas with other children, and he is able to listen to the ideas of others. He uses everyday terms and can present evidence using a template or, albeit crudely and with guidance, in a simple table.

AF4 Using investigative approaches

He responds to prompts about finding things out, and is beginning to be able to make his own suggestions that are based on a specific question or idea. He uses his senses and simple equipment.

AF5 Working critically with evidence

Joshua can provide some reporting on science activity, although in written form this remains very simple. He states some expectation of outcomes of events, but sometimes merely guesses. He can more confidently say what does happen, especially when prompted in a dialogue with the teacher.

Overall assessment judgement Joshua is just beginning to touch on achievements at level 2, but there is not yet sufficient consistency to show low level 2 achievement. His work is at high level 1. This sample of evidence draws from work during two terms. Over the course of the rest of the year Joshua should encounter further opportunities to demonstrate his skills and understanding within other areas of science, particularly attainment target 2. This would provide a greater range of evidence to make a judgement against.




APP primary science assessment guidelines: levels 1 and 2

AF1 – Thinking scientifically AF2 – Understanding the applications and implications of science

AF3 – Communicating and collaborating in science

AF4 – Using investigative approaches

AF5 – Working critically with evidence

L2

Across a range of contexts and practical situations pupils:

Draw on their observations and ideas to offer answers to questions

Make comparisons between basic features or components of objects, living things or events

Sort and group objects, living things or events on the basis of what they have observed

Respond to suggestions to identify some evidence (in the form of information, observations or measurements) needed to answer a question


Express personal feelings or opinions about scientific or technological phenomena

Describe, in familiar contexts, how science helps people do things

Identify people who use science to help others

Identify scientific or technological phenomena and say whether or not they are helpful


Present their ideas and evidence in appropriate ways

Respond to prompts by using simple texts and electronic media to find information

Use simple scientific vocabulary to describe their ideas and observations

Work together on an experiment or investigation and recognise contributions made by others


Make some suggestions about how to find things out or how to collect data to answer a question or idea they are investigating

Identify things to measure or observe that are relevant to the question or idea they are investigating

Correctly use equipment provided to make observations and measurements

Make measurements, using standard or non-standard units as appropriate


Say what happened in their experiment or investigation

Say whether what happened was what they expected, acknowledging any unexpected outcomes

Respond to prompts to suggest different ways they could have done things


Ask questions stimulated by their exploration of their world

Recognise basic features of objects, living things or events

Draw on their everyday experience to help answer questions

Respond to suggestions to identify some evidence (in the form of information, observations or measurements) that has been used to answer a question


Identify a link to science in familiar objects or contexts

Recognise scientific and technological developments that help us


Use everyday terms to describe simple features or actions of objects, living things or events they observe

Present evidence they have collected in simple templates provided for them

Communicate simple features or components of objects, living things or events they have observed in appropriate forms

Share their own ideas and listen to the ideas of others


Respond to prompts by making some simple suggestions about how to find an answer or make observations

Use their senses and simple equipment to make observations


Respond to prompts to say what happened

Say what has changed when observing objects, living things or events

L1

BL

IE

Overall assessment (tick one box only) Low 1 Secure 1 High 1

Low 2 Secure 2 High 2



Acknowledgements Primary Upd8, www.primaryupd8.org.uk © Association for Science Education. Used with kind permission.

http://www.primaryupd8.org.uk/