task place the piece of chocolate in your mouth. while it is melting, can you describe what has...

TaskTask

Place the piece of chocolate in your mouth.

While it is melting, can you describe what has happened to the chocolate?

Transitioning Particles – Leyla Di-Bellonia & Misbah Arif

PALAVA Teacher Research Conference – 12th June 2010

Transitioning Transitioning ParticlesParticles


Leyla Di-Bellonia AST, Islington Arts & Media School

Misbah Arif AfL Lead Practitioner, Parliament Hill School,

formerly at Islington Arts & Media School

When particles are heated they collide, vibrate and spread out….…Heat gives energy and makes them vibrate.

Year 6 Pupil,Montem Primary School, Islington


The ProblemThe Problem• Year 7 Pupils experience a dip in their

enjoyment and attainment in Science when transitioning from primary to secondary school.

• Difficulty shown by Y7 pupils in applying keywords previously learned in Y6 to concepts.

• Secondary teachers do not fully understand KS2 pedagogy.

• KS2 teachers sometimes struggle to raise attainment in Science.

• Particle theory is a hard abstract concept (for pupils at all key stages).

• Particle theory underpins many concepts at KS3, KS4 and KS5.


Children appear to think that particles vary in size and shape.- Rosalind Driver


The Original VisionThe Original Vision• To elicit common misconceptions of particle

theory.• To improve use of scientific vocabulary.• To encourage pupils to think abstractly about

concepts.• To link vocabulary to concepts.• To develop pedagogy of primary and secondary teachers.• Improve pupils’ experimental skills.• Aid transition from primary to secondary school

for pupils in Science.



4D Solids, Liquids and GasesTerms relating to states of matter and to separation e.g. solid, liquid, melt, freeze, solidify, dissolve, solution, filter.

5D Changes of stateTerms related to changes of state e.g. evaporation, condensation, boiling temperature, state, change of state, water cycle, conditions, solid, liquid, gas .Names of processes and verbs related to them melting/melt.

7G Particle model of solids, liquids and gasesWords related to scientific contexts e.g. evidence, theory, model.Words and phrases relating to the particle model, e.g. particle, diffusion, gas pressure, vibration.Words relating to scientific enquiry, e.g. evidence, data.


LiteracyLiteracyLadderLadder


Lesson Observation

Before…Before…


Sample of pupils’ questionnaire from Attitudinal Survey


Sample of pupil interview task


Pupils refer to particles as ‘bits’ which they believe have the ability to change in size and shape– Pfundt H (1981)

Y6’s MisconceptionsY6’s Misconceptions



Pupils hold the view that heat makes particles move further

apart – Osborneand Cosgrove (1983)



This pupil has shown that particlesbehave like barriers and it is only whenheated that these barriers are relocated.


Pupils often regard particles as small bits of solid– B

Holding (1987)



Lesson 1:What happens to chocolate as it’s heated?

Lesson 2:What is the melting point and how do we find out what it is?

Lesson 3:What temperature does chocolate melt at? (Practical lesson)

Lesson 4: How can we show what we have found out?

Lesson 5: Why does chocolate melt?Lesson 6: Chocolate & particles: What have we

learned?


Outline of Year 6 LessonsOutline of Year 6 Lessons


Lesson 1: What happens to chocolate as it is heated?

Pupil Learning Outcomes:

• To elicit common misconceptions of particle theory

• Be able to use writing to explore and develop ideas


Modelling of solids and liquids


Washing line of terms

Lesson 2: What is the melting

point and how do we find out what it is?


• To improve terminology used at KS2• Be able to collect accurate and

reliable results• Be able to produce an organised and

sensible method• Be able to recognise cues to start a

new paragraph and use the first sentence effectively to orientate the reader


Deciding where to put the thermometer for fair testing


Lesson 3:What temperature does chocolate melt?


• To improve terminology at KS2 and KS3

• Be able to collect accurate & reliable data

• Be able to manipulate data

• Be able to present data in an appropriate format


Carrying out an experiment


Lesson 4:How can we show what we have found out?


• Be able to manipulate data

• Be able to present data in an appropriate format

• Be able to produce an organised and sensible method



Calculating mean average from recording data

Lesson 5: Why does chocolate melt?

Outcomes:

• To improve understanding of abstract concepts.

Be able to use writing to explore and develop ideas.



Sentence starters

Flowchart of state changes

Lesson 6: Chocolate and particles:

What have we learnt?


• To link terminology of concepts• Be able to evaluate a model• Be able to recognise cues to start a new paragraph and use the first sentence effectively to orientate the reader


Group work

Modelling understanding


Literacy

The Outcomes: Year 6 ProjectThe Outcomes: Year 6 Project2007-82007-8

• 87% pupils could clearly describe the effect heat had on particles.

• Pupils could correctly select and use the keywords.

• KS2 teacher felt project helped her to develop practical skills and helped children develop their theory with more use of keywords.

• KS3 teachers adapted the way they taught new Year 7.


I am definitely going to use sentence starters and frames for oral purposes. I’ve been using them for writing but didn’t realise how valuable they are for taking - Trainee SecondaryTeacher

I love science! -

Year 6 pupil

I can explain melting and

freezing better. - Year

6 pupil


Taking it backwards: Year 4Taking it backwards: Year 4• Year 6 taught under the

pressure of KS2 SATs.• Transition from primary school

science to experimental school science has huge gap in skills and appropriate scientific literacy.

….But can an abstract concept be taught to Year 4, whose learning is grounded in experience?


Skills


Meeting 4DMeeting 4D


• Observation of classroom set-up, use of teaching assistants, behaviour strategies and teaching and learning.

• Science lesson with learning intention: I know the same material can exist as both a solid and a liquid.

• In the afternoon pupils informed of project and told that all materials are made up of particles, which are the smallest unit of all things.

• Pupils introduced to the idea of ‘super-power’ eyes that can see particles. This was used to elicit prior conceptions of particles in context of melting bar of chocolate.

Motivation and confidence is an important part of children’s learning, a transition programme offers this to children

through exposure to knowledge and the expertise they bring to the table. - Year 4 Teacher


Demonstrating and drawingDemonstrating and drawing


• Chocolate melted in a bowl in class, which pupils successfully described.

• Worksheet based on what they had seen and experienced, using the tool of ‘super-power’ eyes to find out what pupils thought at this stage.

• Keyword bank supplied for written work.


InterviewingInterviewing


• High, middle and low ability pupils interviewed using demonstration followed by worksheet.

• ‘Super-power’ eyes used as a tool, though pupils told that particles may or may not be like those in the chocolate.

• Pupils encourage to write explanations.


Lesson 1:What are solids and liquids?Lesson 2:What happens to chocolate as it is

heated? Lesson 3:What is the melting point? How do we

find out what it is?Lesson 4: At what temperature does chocolate

melt?Lesson 5: Why does chocolate melt? Why does

heat cause chocolate to melt? @ MontemLesson 6: Why does chocolate melt? Why does

heat cause chocolate to melt? @ IAMS


Outline of Year 4 SchemeOutline of Year 4 Scheme


Lesson 1:What are solids and liquids?

Pupil Learning Outcomes:• Use appropriate language to

correctly classify solids and liquids.

• Describe similarities and differences between solids and between liquids.


Liquid ‘freeze-frame’


Solid ‘freeze-frame’

Lesson 2:What happens to chocolate as it is heated?

Pupil Learning Outcomes:• Review knowledge of

solids and liquids to show what happens when chocolate melts.


What happened to Ms. Mundy-Gill’s chocolate?


Lesson 3:What is the melting point? How do we find out what it is?

Pupil Learning Outcomes:• Identify what the melting

point is.• Describe how to conduct an

experiment safely. • Predict at what temperature

chocolate melts.


Finding out body temperature

Planning and justifying


Lesson 4: At what temperature does chocolate melt?

Pupil Learning Outcomes:• Re-visit prediction.• Explain the safety rules

in a laboratory.• Make and record

observations.• Evaluate method of

experiment. • Calculate mean

average.


Agreeing predictions

Observing and recording


Lesson 4: At what temperature does chocolate melt?


• Re-visit prediction.• Explain the safety

rules in a laboratory.• Make and record

observations.• Evaluate method of

experiment. • Calculate mean

average.


Calculating

Flow diagrams


Lesson 5: Why does chocolate melt? Why does heat cause chocolate to melt? @ Montem

Pupil Learning Outcomes:• Describe the movement

of particles in melting.• Analyse their theories

through discussion.


Tackling misconceptions

Checking learning

Revisit ideas in light of

experience


Lesson 6: Why does chocolate melt? Why does heat cause chocolate to melt? @ IAMS

Pupil Learning Outcomes:• Explain why particles

move during melting.• Describe the effect of

heat energy on particles.


Checking understanding

Tackling misconceptions


Lesson 6: Why does chocolate melt? Why does heat cause chocolate to melt? @ IAMS

Pupil Learning Outcomes:• Explain why particles

move during melting.• Describe the effect of

heat energy on particles.


Preparing performance

Communicating learning


• 80% pupils able to describe the effect heat had on particles.

• Pupils could name scientific equipment and justify their uses.

• Pupils could calculate mean and round off decimal places.

• Pupils of differing abilities were videoed giving a description (and explanation) of ice melting.


Skills

The Outcomes: Year 4 ProjectThe Outcomes: Year 4 Project2008-92008-9

Evaluation is ongoing….


Key Features of SuccessKey Features of Success• Pupils misconceptions researched beforehand.• Teachers observed lessons in the ‘other’ school and key stage. • Lessons planned by primary and secondary school teachers.• Lessons evaluated by primary and secondary school teachers

during and after the scheme, including using pupil questionnaires and interviews as well Assessment for Learning carried out during the lessons.

• Lessons carried out in both the primary school and secondary school.

• Action Research - embedded in practice and circles within circles.


Assessment for Learning Plenary


Future Vision: 2010 & Future Vision: 2010 & beyond…beyond…


• Year 5 project - pupils will be able to exhibit the outcomes of both the literacy and skills-based project.

• Support Science Assessing Pupil Progress (APP) Assessment Focuses.

• Embedded pedagogy into KS3 and KS2.• Teacher development to support transition.• Scheme of work adaptations.• Borough-wide to Nation-wide.• International Primary Curriculum.


AcknowledgementsAcknowledgementsThis work would not have been possible without…

• Martin Monk, Richard Boohan,& Sandra Amos, GATSBY Foundation

• Dulcie Mundy Gill, AST & Year 5 Teacher, Montem Primary School, Islington (was Year 6 teacher during project)

• Anna-Kim Davis, Science Coordinator and Year 5 Teacher, Montem Primary School, Islington (was Year 4 teacher during project)

• Mitul Patel, Teach First Teacher, Islington Arts and Media School, Islington



task place the piece of chocolate in your mouth. while it is melting, can you describe what has...

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