pri app sci_std_file_y3_s3

1 of 23 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Manushree (Year 3 secure level 3)

Child profile Manushree is a thoughtful child and a confident communicator. The work here is at secure level 3, but her progress has been quite rapid and she is expected to move onwards to level 4 well within a year.

The evidence 1. Investigating different types of teeth

2. Investigating pulse rate

3. Investigating opaque materials

4. Investigating sound levels

5. Plants

QCDA 01063-2009PDF-EN-08 © Crown copyright 2009


1 Investigating different types of teeth

Assessment focuses AF1, AF2, AF3, AF4, AF5

Context The children had been discussing what makes them healthy. They had a visit from the local dental nurse who discussed how to clean their teeth and used disclosing tablets to demonstrate this. The children labelled diagrams of teeth and explored their different functions by eating biscuits.

The children were asked to investigate which types of teeth are best for breaking up food. Each pair was given different tools to represent different kinds of teeth and then asked to break up a banana using them. The children had to decide which teeth were represented by the different tools and to observe and describe the action of each.



The evidence

© Astra Zeneca Science Teaching Trust



Teacher’s notes When asked what the pair had done, Manushree said:

‘We used the scissors to cut the banana and pretended they were incisors.’

‘Next we used the plastic tweezers to tear the banana but the tweezers mushed the bananas instead. (They were meant to be canines!)’

‘Then we used the cubes which were meant to be our molars and they mushed all the banana.’

When asked what was good and not good about their activity she said:

‘The thing that was not good about the test was that one of the tools wasn’t doing what it had to do because the tweezer was meant to tear the banana but it mushed it up instead. We could have had a different tool instead of a tweezer – we could have used two forks instead.’

‘Different teeth are best at different things.’



Next steps

Exploring why models are useful to help describe different scientific ideas.

Exploring the materials used in the dental profession, such as fillings and braces, and the reasons for their use.

Assessment commentary Manushree and her partner use scissors, tweezers and cubes to model different types of teeth and their actions, and correctly match the models to the different types. Manushree can identify differences between the action of three different types of teeth and can link their function to their property. She responds to questions given to her in order to suggest solutions. She uses appropriate scientific vocabulary to explain the key ideas. She uses the equipment carefully and can make a meaningful assessment of how it performs. She can also suggest how she could improve the investigation, suggesting an alternative model to simulate the action of canine teeth.



2 Investigating pulse rate

Assessment focuses AF1, AF3, AF4, AF5

Context Children had been studying the topic ‘Ourselves’ and in the previous few lessons had been looking at the role of the heart.

They were asked to plan an investigation to find out whether pulse rate changes with exercise. The term ‘fair testing’ was reviewed. Children share-wrote a method using suggestions from the class.

The investigation was then performed in small table groups where their results were compiled into a table provided.

The children were then asked to construct a bar graph, using pre-drawn axes but working individually with the data. The children wrote conclusions based on the graph and table of results by continuing a sentence stem: ‘From my results I have learnt…’.

The evidence



Transcript of main written text:

To plan an experiment to test whether exercise affects your heart

Method:

1. First rest for 2 minutes.

2. Secondly measure your pulse rate for 1 minute.

3. Afterwards exercise for 2 minutes.

4. Then measure your pulse rate again for 1 minute.

5. After, exercise again for 2 minutes.

6. Measure your pulse rate once again for 1 minute.

7. Next rest again for 2 minutes.

8. Once again measure your pulse for 1 minute.

Prediction:

I think that when I am resting my pulse rate will be slower because my heart can have a rest.

I think that when I am doing exercise my pulse rate will be faster because my heart has to work harder.



Transcript of conclusion

Conclusion:

From my results I have learnt that when you exercise your pulse rate beats faster because my heart has to pump my blood and my oxygen around my body. I have also learnt from my results that when you rest your heart does not work as hard as it does when you exercise.

Some people in my class, 3H, had very funny results because they had not counted their pulse rate properly, stopped half way through when they were jogging and many more.

When I rest my pulse rate is slower because … your heart is not working that hard.

(Bold text written by teacher.)



Next steps

Data logging activity on heart rate data when resting, exercising and recovering from exercise to explore how quantitative data can be represented in line graphs.

Consideration of evidence obtained and whether it supports a selection of true and false statements, such as:

— ‘Everybody’s heart beats faster when they exercise.’

— ‘Heart rate goes back to normal as soon as you stop exercising.’

— ‘Your heart rate slows down as you grow from child to adult.’

Assessment commentary Although the formats for the table and bar chart are provided to Manushree, her observations and measurements are accurate. She records her pulse rate at regular intervals using a stop clock, and gives reasons for unexpected results. She uses appropriate scientific forms of language when discussing her findings. She can identify a straightforward pattern in data, and she refers to her knowledge of the heart’s function to support this.



3 Investigating opaque materials

Assessment focuses AF1, AF2, AF3, AF4, AF5

Context The children had been learning about sources of light, reflectors, how shadows are formed, and what is meant by the term opaque.

The class received a ‘letter from the Queen’ reporting recent burglaries at Buckingham Palace. The letter explained to the children how the security guard, Larry, goes to bed during the day to be awake at night, but cannot sleep because his curtains let in the daylight. As a result he keeps falling asleep while at work, preventing him from catching the robbers.

The Queen goes on to ask them for their help in investigating a selection of different materials that would be suitable for curtains to improve Larry’s sleep. The children were told that this was a matter of national importance and they would be presenting their results in the form of a television news report.

The children were given different samples of materials, analysed them and made some predictions. They carried out tests, using torches and a screen. As a secondary activity, some of the children, including Manushree, were asked to comment on the use of multiple layers of material as well as single layers.

After further class discussion, the children worked in mixed-ability pairs, using a question and answer template to prepare and make the presentations.



The evidence



Teacher’s notes Manushree mentioned how the depth of colour of the shadow changed in the sample of a material.

See the video clip of Manushree and another pupil presenting a news report discussing opaque and transparent materials. This is available on the National Strategies web area (go to www.standards.dcsf.gov.uk/nationalstrategies and browse the primary standards files or search for ‘APP science standards file: Manushree’).


http://www.standards.dcsf.gov.uk/nationalstrategies


Next steps

Comparison of the different uses of opaque and transparent materials, with consideration of other material properties and other factors.

Data logging activity to obtain quantitative data for this investigation.

Assessment commentary

Manushree can respond to the problem of light coming in through the bedroom window and makes suggestions on choice of materials for curtains that will solve the problem. She uses a torch, materials and a light box to represent sunlight, curtains and a bedroom. Manushree presents data in a prepared table and makes some use of scientific vocabulary. She shows good observational skills, identifying the depth of colour in the shadow. She describes which were the most and least opaque materials from the selection, although she identifies C and D rather than either D and F or C, D and F as would be suggested by her recorded results. She links opacity to their suitability for effective curtains.



4 Investigating sound levels

Assessment focuses AF1, AF3, AF4, AF5

Context During a topic on sound, children explored the sensed properties of different sounds – loudness and pitch.

They started by sorting some sounds of different loudness and pitch, and, in pairs, went on to a simple investigation of loudness. They were encouraged to discuss their conclusions before writing them. During these discussions, the teacher demonstrated the use of a data logger for measuring sound levels.



The evidence

Transcript of main text:

Conclusion:

I found out that the bottle with the most amount of rice was the quietest because there wasn’t much room for the vibration and so only the top of the rice vibration. The loudest was the one with the least amount of rice because there was lots of room for the vibration and so all of the rice can vibrate. The bottle with the middle amount of rice was the second loudest as there wasn’t as much room to vibrate. My results did match my predictions. To improve the test we could have used a data logger.

We could have used a data logger instead because our ears aren’t accurate and data loggers are.



Next steps

Data logging activity to investigate sound levels in different environments around the school.

Discussion of the benefits of working in small groups rather than individually.

Assessment commentary Manushree identifies a variety of scenarios in which different sounds can be heard, and sorts the sounds according to their effects on the senses. She can use a selection of scientific vocabulary, and she makes observations that are relevant to the volume of sound. In her conclusion, she identifies a cause and effect link between the vibrations and the volume. She also suggests the use of a data logger to improve assessment of the volume.



5 Plants

Assessment focuses AF1, AF2, AF4

Context

The children visited Kew Gardens and took part in a tour and workshop, learning about plant growth and nurture. Back in school they looked further at the life cycles of plants and kept a diary for the growing of cress seeds, observing and recording changes taking place as the seeds germinated and grew.

They then took part in a themed day during which ‘Charles Darwin’ visited the school. The children were given the opportunity to learn about his life and work and how this has changed our understanding of plants, and to apply their current learning to the real world.

Manushree meets Charles Darwin

As an opportunity to apply their knowledge and observe plants in an everyday environment, the children went into the school grounds to compare and record different kinds of plants.



The evidence See the video clip of Manushree exploring plant growth in the school environmental area. This is available on the National Strategies web area (go to www.standards.dcsf.gov.uk/nationalstrategies and browse the primary standards files or search for ‘APP science standards file: Manushree’).

Teacher’s notes At Kew, Manushree saw scientific work about pollination and confidently asked about bees and butterflies and why scientists need to help particular plants in their hothouses.

Quotes from Manushree’s cress diary:

Manushree recorded on Day 1:

‘The seeds are miniature and are a nice rusty brown. They are shaped a bit like raindrops.’

On Day 2 she recorded:

‘The cress looks really healthy and it has turned to a rich green. The cress has grown to 1.8 cm.’

In the school grounds, Manushree spotted different kinds of plants and asked questions about their similarities and differences. She made some sketches and wrote down some of her questions, which were later discussed in class.

Next steps

Investigation of the effects of water, warmth and light on plant growth.

Assessment commentary The evidence here shows Manushree using her accurate observational skills, identifying similarities, differences and changes, and asking relevant questions. She considers how the work of scientists at Kew helps plants.


http://www.standards.dcsf.gov.uk/nationalstrategies


Assessment summary AF1 Thinking scientifically

Manushree asks thoughtful questions relating to her observations and measurements, and applies straightforward evidence to these and to other questions. She is confident with identifying differences, similarities or changes, and using simple physical models.

AF2 Understanding the applications and implications of science

She recognises application of specific ideas such as aided pollination and can link properties such as opacity to applications. Manushree can relate science to everyday life and work.

AF3 Communicating and collaborating in science

Manushree uses appropriate forms of scientific language through her work. Given guidance here, she presents simple data in tables and in a bar chart.

AF4 Using investigative approaches

Although much of the evidence here is investigative work, most of it involves qualitative rather than quantitative data. She does, however, show good observational skill in all the work.

AF5 Working critically with evidence

Manushree is beginning to specify the evidence that she uses to reach a conclusion, and to suggest improvements to an investigation, giving reasons. She can identify patterns and link cause to effect.

Overall assessment judgement Manushree is working at secure level 3 having made good progress during Year 3. The evidence here is drawn from two terms’ work. She is beginning to satisfy level 4 criteria in some assessment focuses, albeit tentatively, and it will not be long before she is at low level 4, particularly if she is encouraged to work with qualitative data whenever possible.




APP primary science assessment guidelines: levels 3 and 4

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

L4

Across a range of contexts and practical situations pupils:

Use scientific ideas when describing simple processes or phenomena

Use simple models to describe scientific ideas

Identify scientific evidence that is being used to support or refute ideas or arguments


Describe some simple positive and negative consequences of scientific and technological developments

Recognise applications of specific scientific ideas

Identify aspects of science used within particular jobs or roles


Select appropriate ways of presenting scientific data

Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena

Use scientific and mathematical conventions when communicating information or ideas


Decide when it is appropriate to carry out fair tests in investigations

Select appropriate equipment or information sources to address specific questions or ideas under investigation

Make sets of observations or measurements, identifying the ranges and intervals used

Identify possible risks to themselves and others


Identify patterns in data presented in various formats, including line graphs

Draw straightforward conclusions from data presented in various formats

Identify scientific evidence they have used in drawing conclusions

Suggest improvements to their working methods, giving reasons


Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena

Respond to ideas given to them to answer questions or suggest solutions to problems

Represent things in the real world using simple physical models

Use straightforward scientific evidence to answer questions, or to support their findings


Explain the purposes of a variety of scientific or technological developments

Link applications to specific characteristics or properties

Identify aspects of our lives, or of the work that people do, which are based on scientific ideas


Present simple scientific data in more than one way, including tables and bar charts

Use scientific forms of language when communicating simple scientific ideas, processes or phenomena

Identify simple advantages of working together on experiments or investigations


Identify one or more control variables in investigations from those provided

Select equipment or information sources from those provided to address a question or idea under investigation

Make some accurate observations or whole number measurements relevant to questions or ideas under investigation

Recognise obvious risks when prompted


Identify straightforward patterns in observations or in data presented in various formats, including tables, pie and bar charts

Describe what they have found out in experiments or investigations, linking cause and effect

Suggest improvements to their working methods

L3

BL

IE

Overall assessment (tick one box only) Low 3 Secure 3 High 3 Low 4 Secure 4 High 4

pri app sci_std_file_y3_s3

Education