primary school science every one must … some of us should … some of use could …

Primary School Science

Every one must …Some of us should …Some of use could …

What I’m looking for

Teaching, learning and assessing enquiry skills

Tom Robson

Supporting Primary Science

Searching for treasure

D Using my senses (*) D Sorting into groups (2*) P Asking questions (2*) P

Sharing what I think (3,4,5*)

P Finding things out (2/3/4/*)

P Making decision to find things out (3*)

P Identifying factors (3*) P Identifying factors (4/5* P Asking questions (3*) P Asking questions (4/5*)

P Fair testing (3*) D Measuring (3*) D Recording results (3*) P Planning an investigation (4/5*) C Looking for surprises (2/3/4/5*) C

Looking for patterns in results (3/4/*)

C Analysing results (3/4/5*) C Interpreting results (3/4/5*) C Making my science better (2*) C

Improving my investigation (3/4/5*)

Tom Robson


What I’m looking for WILF

Words to describe what you see, like …

Words to describe what you feel, like ..

Words to describe what you hear, like ..

Words to describe what you smell, like ..

Words to describe what you taste, like ..

1*

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Tom Robson


We are learning/practicing to: Tell our friends

what things look like

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Tom Robson


We are learning/practicing to:

* Tell our friends

what things feel like

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Tom Robson


What I’m looking for WILF To hear you ask a question beginning

with the words what do you think To hear you ask a question beginning

with the words what do you think to To hear you ask a question beginning

with the words what do you think to …if

What do you think will happen to …. if …. Why do you think ….. How do you think …..

2*

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Asking a question

Tom Robson


What I’m looking for WILF to tell your friends what you

think will happen and why Using the words

I think ….. because I think if we change … what

might happen to …. is because.. I think if we change … what

might happen to …. is because.. (using scientific ieas and words)

3,4,5*

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predicting

Tom Robson



To work cooperatively in groups To use books to find out

information using the contents page, index page

To list the important things you have found out

To share what you have found out with the rest of your group

2*

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research

Tom Robson



To sort the different objects into groups

Tell your friends why you have put them into those groups

To draw what you have done so you can show other people

2*

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sorting

Tom Robson



To work cooperatively in groups To use a computer to find out

information To list the important things you

have found out by printing it out To share what you have found out

with the rest of your group

2*

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research

Tom Robson



To hear you say what you thought would happen

To hear you say what actually happened and if it was a surprise

To hear you explain why you think ‘that’ happened using the word because

I thought …. would happen but I was surprised because …….

!

2/3*

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Looking for surprises

Tom Robson



To hear you tell your friends what you have been doing

To hear you tell your friends what worked well in your test

To hear you say how could we make our science test better if we did it again

I could make my test better better by ……

2*

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Improving my investigation

Tom Robson



To hear you tell our friends what you want o find out

To hear you tell your friends how you might find out

For you to make a decision about how you might find out some information with a reason

I might use a book and look in the contents page or index because …

I might use a computer because .. I might ask someone a question because …. I might do a science test because …

3/4/5*

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Deciding how to find out

Tom Robson


What I’m looking for to tell your friends one thing that might

affect the … A list of up to three things (variables)

that might affect the ………. A list of up to three things (variables)

that might affect the ………. using the words Amount of … Size of … Number of … Type of ….

What things (variables) do you think might effect ……..3*

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Tom Robson


What I’m looking for

A list of variables that might effect the outcome using the words:

Amount of Number of … Type of …. Area of … (cm2) Length of (mm, cm, M) Volume of ….(cm3) Time of …. (sec, min, hr, days, week, mth) Force of … (N) Temperature of .. (C)

What variables do you think might effect ……..4/5*

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Tom Robson


What I’m looking for To ask your friends a question about

what you are finding out about To use the words to and if in your

questions To use the words to, if and change in

your question

What do you think will happen to ……… if we change ………..

3*

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Asking questions

Tom Robson


What I’m looking for To use the words to, if and change in

your question To use the words to, if, change and keep

the same in your question with some help To use the words to, if, change and keep

the same in your question without any help

What do you think will happen to ……… if we change ……….. and keep …… the same

4/5*

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Asking questions

Tom Robson


Measuring

Length Volume Force Temperature Time mass

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Tom Robson


To be able to use a ruler or tape-measure to measure in cm

To see you use a ruler or a tape-measure and use mm or cm to measure distance

To show my friends that my measurements are accurate

This is ….. cm long This is ….. mm long


3*

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Tom Robson


What I’m looking for WILF To see you use a measuring jug

to measure how much liquid there is

to hear you talk about millilitres (ml) or cubic centimetres (cm3)

To show my friends that my measurements are accurate I have measured this liquid and there

are …ml

3*

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Tom Robson



To see you use a force meter (newton meter) to measure force

To hear you talk about newtons (N) To show my friends that my

measurements are accurate

It takes …N to pull this object

3*

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Tom Robson


What I’m looking for WILF To see you using a thermometer to

measure how much heat it contains To hear you use the words thermometer,

temperature and Celsius (C) To show my friends that my

measurements are accurate

The temperature of …. Is --C

3*

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Tom Robson


What I’m looking for WILF To see you using a timer (clock) to

measure time To hear you use the words seconds,

minutes, hours, day, week, month, year

To show my friends that my measurements are accurate

It took …. seconds (sec) for …..

3*

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Tom Robson



To see you using a balance to measure how heavy something is

To hear you use the words: grammes, kilogrammes and accurate

To see you using the abbreviation g,kg This object is …. g

3*

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Tom Robson


What I’m looking for WILF To hear you tell your friends what a fair

test is To hear you tell your friends how you

are going to keep your science fair To hear you explain why it will be fair

To keep my science fair I am going to keep …. the same and only change ….

It will be fair because I’m only changing …

3*

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Fair test

Tom Robson


Recording results

as notes as a table as a chart as a line graph

Tom Robson



To see you record your results on paper using a drawing

To see you put a title on your drawing

To see you using a ruler to draw straight lines

To see you using captions to label your drawing

3*

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drawing

Tom Robson



To use key words to record your results

To use key words like:

To use sentences like:

3*

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notes

Tom Robson



To see you use a chart to record your results

To hear you decide what your chart might look like (number of rows & number of columns)

To see you use a title for your chart

To see you use headings for your columns

To put units in if needed

object

Legth (cm)

Width (cm)

Mass(g)

1

2

3

4

5

3*

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Table/chart

Tom Robson



To see you make a bar chart to record your results

a ruler for straight lines

a title on your bar chart

labels on you bar chart

05

101520253035404550

day1

day3

beforewatering (g)afterwatering (g)

3*

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Bar chart

Tom Robson



To see you draw a line graph Use a ruler for straight lines Using labels and units To see you decide on the scale

4*

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Line graph

Tom Robson


Looking for surprises

Looking for surprises (2*) Looking for surprises and explainin

g them (3/4/5*)

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Tom Robson


What I’m looking for WILF To hear you talk about what you

thought would happen To hear you talk about what actually

happen To hear you talk about what all the

surprises were that you noticed I thought ….. would happen This is what I noticed …… This was the biggest surprise …..

2*

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Spotting surprises

Tom Robson


What I’m looking for WILF To hear you talk about what you

thought might happen and what actually happened

To explain why you think it happened To explain why you were surprised

I noticed that……. I think it happened because …. This surprised me …….. because ….

3*

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Spotting surprises

Tom Robson


What I’m looking for WILF To hear you talk about any patterns or

trends you have spotted in you results To hear you explain the pattern or trend To link the trend or pattern to what your

variable was

At the beginning … went up and then it went down and then up again.

This happened because …. The greater the ….. the more/less the ….

3,4,5*

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Spotting trends an pattern

Tom Robson


What I’m looking for….. To hear you talk (or record) what your

results tell you (analyse) To hear you talk about (or record) any

patterns or trends in your results To hear you talk about (or record) any

spooky (strange/anomalous) results you might have found

My results show me This/these results do not fit the pattern … All the other results ……. while this one…

analysing results

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3,4,5*

Tom Robson


What I’m looking for….. To hear you explain your results To hear you (or record) why you think a

result does not fit the pattern or trend To predict what the spooky result might

be

These results happen because …. I think ‘X’ result does not fit the pattern because

….. The results might be ……. because ……

Interpreting results

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3,4,5*

Tom Robson



You to work in groups cooperatively To see you work as independently as you

can to Decide what you are going to measure and in

what units and to record it on paper Decide how to keep your test fair and why it

will be fair and to record it on paper Decide how to record your results and why

you will do it like that and to record it on paper

4,5*

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Planning an investigation

Tom Robson


What I’m looking for WILF To hear you talk about how you could

make your science enquiry better if you were given the chance to do it again I could make it safer by …. I could improve my recording by I could make it more accurate by .. I could make it fairer by … I could ask these questions … I could test these ideas …

3,4,5*

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Improving my investigation

primary school science every one must … some of us should … some of use could …

Documents

primary science

index slide

tom robson

primary school science

science test

index sorting slide

index research slide

investigation slide