understanding 200 science investigations for young ...200 science investigations for young students...

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200 SCIENCEINVESTIGATIONS FOR

YOUNG STUDENTS

Practical Activities for Science 5–11

Martin WenhamUniversity of Leicester

Paul ChapmanPublishing Ltd

Activities CD

Martin WenhamIntroductory material by

Peter Ovens

Understanding Primary science

science Knowledge for teaching

third edition

© martin Wenham and Peter Ovens 2010

First published 2010

apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the copyright, designs and Patents act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the copyright Licensing agency. enquiries concerning reproduction outside those terms should be sent to the publishers.

the cd-rOm may not be reproduced for use by others without prior written permission from sage. the cd-rOm may not be distributed or sold separately from the book without the prior written permission of sage. all material is © martin Wenham and Peter Ovens 2010

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National Curriculum levels

Level 1 Level 2 Level 3

Questioning Respond to suggestions Respond to suggestionsof how to find things and put forwardout and, with help, their own ideasmake their own about how tosuggestions about find an answerhow to collect data to a question.to answer questions.

Observing Describe or Make observations Make relevantrespond related to their task. observations.appropriately to Observe and comparesimple features objects, living thingsof objects, living and events theythings and events observe.they observe.

Measuring Measure using Use a range of simple Select suitableequipment measuring equipment. measuring equipment.provided. Measure length or mass.

Fair testing With help, carry out afair test, recognizingand explaining why itis fair.

Predicting Say whether whathappened was whatthey expected.

Concluding Provide explanationsfor observations andfor simple patterns inrecorded measurements.

Communicating Communicate Describe observations Record observations infindings in simple using scientific a variety of ways.ways: talk, vocabulary and Communicate in adrawings, charts. record using scientific way what

simple tables. they found out.

Using equipment Use simple Use a range of simpleequipment equipment.provided.

Evaluating Suggest improvementsfor their work.

Finding and Use simple texts, Recognize why it isusing with help, to find important to collectinformation information. data to answer

questions. Use simpletexts to findinformation.

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detail forLevels 1 to 3



Questioning Recognize that When trying toscientific ideas answer a scientificare based on question, they identifyevidence. an appropriate

approach.

Observing Make a series of Make a series of Make relevantobservations and observations observations. Selectmeasurements. appropriate to the suitable measuring

task. Begin to repeat equipment to use.observations and offersimple explanationsfor any differencesobserved.

Measuring Select suitable Make a series of Measure a variety ofequipment to observations, quantities withmeasure. Make a comparisons or precision usingseries of measurements to instruments with finemeasurements offer simple scale divisions.adequate for the explanations oftask. differences they

encounter.

Fair testing In own investigative When investigations In their ownwork, decide an involve a fair test, investigative work,appropriate approach, they identify key they use scientificusing a fair test to factors to be knowledge andanswer a question, considered. understanding towhere appropriate, identify anshowing varying one appropriatefactor at a time, approach.while keeping theothers the same.

Predicting Where appropriate, Where appropriate, Identifythey make a make predictions measurements andprediction. Use graphs based on their observations that doto interpret patterns scientific knowledge not fit the mainin data. Begin to relate and understanding. pattern shown.conclusions to these Draw conclusions Draw conclusionspatterns and scientific that are consistent consistent with theknowledge and with the evidence evidence and useunderstanding. and begin to relate scientific knowledge

these to scientific and understandingknowledge and to explain them.understanding. Select and use

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detailfor Levels 4 to 6



Predicting appropriate methods(Cont.) of communicating

qualitative andquantitative datausing scientificlanguage andconventions.

Concluding Use graphs to point Draw conclusions Identifyout and interpret that are consistent measurements andpatterns in their data. with the evidence observations that doBegin to relate and begin to relate not fit the mainconclusions to these these to scientific pattern shown.patterns and to knowledge and Draw conclusionsscientific knowledge understanding. that are consistentand understanding. with the evidence

and use scientificknowledge andunderstanding toexplain them. Selectand use appropriatemethods forcommunicatingqualitative andquantitative datausing scientificlanguage andconventions.

Communicating Communicate findings Describe observations Record observationsin simple ways: talk, using scientific in a variety of ways.drawings, charts. vocabulary and record Communicate in a

using simple tables. scientific way whatthey found out.

Using Select suitable Select apparatus for a Measure a variety ofequipment equipment to use. range of tasks and plan quantities with

to use it effectively. precision usingUse precision instruments withappropriate to the fine scale divisions.task. Repeatobservations andmeasurements,explaining differencesencountered.

Evaluating Suggest improvements Make practical Make reasonablein their work, suggestions about suggestions about

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detailfor Levels 4 to 6 (Continued)



Evaluating giving reasons. how their working how their working(Cont.) methods could be methods could be

improved. improved.

Finding and Select information Describe how Describe evidence forusing from sources provided experimental evidence some acceptedinformation for them. and creative thinking scientific ideas and

have been combined explain how theto provide a scientific interpretations ofexplanation, evidence by scientistse.g. Jenner’s work on lead to thevaccination at KS2. development andSelect from a range acceptance of newof sources of ideas. Select and useinformation. sources of

informationeffectively.

Progression in learning SCIENTIFIC ENQUIRY (Sc1) provided in detailfor Levels 4 to 6 (Continued)



Questioning Respond to Put forward theirsuggestions of own suggestionshow to find about how tothings out. find an answer

to a question.

Observing, Describe or Make Make relevantmeasuring respond observations observations.

appropriately related to theirto simple task. Observe Select suitablefeatures of and compare measuringobjects, living objects, living equipment to use.things and events things and eventsthey observe. they observe.

Measure Use a range ofusing simpleequipment measuringprovided. equipment.

Fair testing With help, carryout a fair test,recognizing andexplaining why itis fair.

Predicting, Say whether Provideconcluding what happened explanations for

was what they observations andexpected. for simple patterns

in recordedmeasurements.

Communicating Communicate Describe Recordfindings in observations observations insimple ways: using scientific a variety oftalk, drawings, vocabulary and ways. Communicatecharts. record using in a scientific way

simple tables. what they found out.

Life processes Use knowledge Use knowledgeabout living and understandingthings to of basic lifedescribe basic processes whenconditions that describinganimals and differencesplants need in between livingorder to survive. and non-livingRecognize things.

Sc1

Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughLIFE PROCESSES AND LIVING THINGS (Sc2) levels 1 to 3

Sc2



Life processes that living things(Cont.) grow and

reproduce.

Human body Recognize Provide simpleand name explanations forexternal parts changes in livingof the body, things, e.g. diete.g. head, arm. affects the health

of humans or otheranimals.

Plants Recognize Provide simpleand name explanations forexternal parts changes in livingof plants, e.g. things, e.g. lackleaf, flower. of light altering

plant growth.

Classification Communicate Sort livingobservations things intoof a range of groups usinganimals and simple features.plants in terms Describe theof features. basis forRecognize groupings, e.g.and identify number of legsa range of or shape of leaf.commonanimals.

Habitats Recognize that Identify waysdifferent living in which anthings are found animal is suitedin different places, to its environment,e.g. ponds or e.g. a fish havingwoods. fins to help it swim.

Sc2

Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughLIFE PROCESSES AND LIVING THINGS (Sc2) levels 1 to 3 (Continued)



Questioning Respond to Put forwardsuggestions of how their ownto find things out. suggestions

about how tofind an answerto a question.

Observing, Describe or Make observations Make relevantmeasuring respond related to their task. observations.

appropriately Observe andto simple compare objects, Select suitablefeatures of living things and measuringobjects, living events they observe. equipment to use.things and eventsthey observe. Use a range of simple

measuring equipment.Measure usingequipmentprovided.

Fair testing With help, carryout a fair test,recognizingand explainingwhy it is fair.

Predicting, Say whether Provideconcluding what happened explanations

was what they for observationsexpected. and for simple

patterns inrecordedmeasurements.

Communicating Communicate Describe Recordfindings in observations using observations insimple ways: scientific vocabulary a variety of ways.talk, drawings, and record using Communicatecharts. simple tables. in a scientific

way what theyfound out.

Properties of Know about a Identify a range of Use theirmaterials range of common materials knowledge and

properties and know some of understanding(e.g. texture, their properties. of materialsappearance) when describingof different Describe similarities a variety of waysmaterials. of sorting them

Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughMATERIALS AND THEIR PROPERTIES (Sc3) levels 1 to 3

Sc1

Progression in learning SCIENTIFIC ENQUIRY (Sc1) throughMATERIALS AND THEIR PROPERTIES (Sc3) levels 1 to 3 (Continued)



Communicate and differences into groupsobservations between materials. according toof the properties their properties.of materials.

Grouping and Sort materials Explain simplyclassifying into groups and why somematerials describe the basis materials are

for their groupings particularlyin everyday suitable forterms (e.g. shininess, specific purposeshardness, smoothness). (e.g. glass for

windows, copperfor electricalcables).

Changing Describe ways Recognize thatmaterials in which some some changes

materials are (e.g. the freezingchanged by of water) can beheating or reversed andcooling, or by some (e.g. theprocesses such as baking of clay)bending or cannot, andstretching. classify changes

in this way.

Sc3

Progression in learning SCIENTIFIC ENQUIRY (Sc1)through PHYSICAL PROCESSES (Sc4) levels 1 to 3



Questioning Respond to suggestionsof how to find thingsout.

Put forward their ownsuggestions about how tofind an answer to a question.

Observing,measuring

Describe or respondappropriately to simplefeatures of objects,living things and eventsthey observe.

Measure usingequipment provided.

Make observationsrelated to their task.Observe and compareobjects, living thingsand events they observe.

Use a range of simplemeasuring equipment.

Make relevantobservations.

Select suitable measuringequipment to use.

Fair testing With help, carry out a fairtest, recognizing andexplaining why it is fair.

Predicting,concluding

Say whether whathappened was whatthey expected.

Provide explanations forobservations and forsimple patterns in recordedmeasurements.

Communicating Communicatefindings in simpleways: talk, drawings,charts.

Describe observationsusing scientificvocabulary and recordusing simple tables.

Record observations in avariety of ways.Communicate in ascientific way what theyfound out.

Physicalprocesses

Electricity

Forces

Communicateobservations ofchanges in light,sound or movementthat result fromactions (e.g. switchingon a simple electricalcircuit, pushing andpuling objects).

Know about a range ofphysical phenomenaand recognize anddescribe similaritiesand differencesassociated with them.

Compare the way inwhich devices (e.g.bulbs) work in differentelectrical circuits.

Use their knowledge andunderstanding of physicalphenomena to link causeand effect in simpleexplanations (e.g. a bulbfailing to light because of abreak in an electricalcircuit, the direction orspeed of movement of anobject changing because ofa push or a pull).

Light andsound

Recognize that soundand light come from avariety of sources andname some of them.

Compare thebrightness of colour oflights and the loudnessor pitch of sounds.

Begin to make simplegeneralizations aboutphysical phenomena (e.g.explaining that sounds theyhear become fainter thefurther they are from thesource).

Forces Compare themovement of differentobjects in terms ofspeed or direction.

Earth andbeyond

Sc4

Sc1

Progression in learning SCIENTIFIC ENQUIRY (Sc1)through MATERIALS AND THEIR PROCESSES (Sc4) levels 4 to 6



Questioning Recognize that scientificideas are based onevidence. In their owninvestigative work, theydecide on an appropriateapproach.

When trying toanswer a scientificquestion, theyidentify anappropriateapproach.

Observing Make a series ofobservations andmeasurements.

Make a series ofobservationsappropriate to thetask. Begin to repeatobservations andoffer simpleexplanations for anydifferences observed.

Make relevant observations.

Measuring Select suitableequipment to measure.Make a series ofmeasurements adequatefor the task.

Make observations,comparisons ormeasurements tooffer simpleexplanations ofdifferences theyencounter.

Select suitable measuringequipment to use. Measure avariety of quantities withprecision using instrumentswith fine scale divisions.

Fair testing In their own investigativework, decide on anappropriate approach,using a fair test to answera question, whereappropriate, showingvariation of one factor ata time, while keeping theothers the same.

When investigationsinvolve a fair test,they identify keyfactors to beconsidered.

In their own investigativework, they use scientificknowledge andunderstanding to identify anappropriate approach.


Where appropriate, theymake a prediction. Usegraphs to interpretpatterns in data.

Begin to relateconclusions to thesepatterns and scientificknowledge andunderstanding.

Where appropriate,make predictionsbased on theirscientific knowledgeand understanding.

Draw conclusionsthat are consistentwith the evidenceand begin to relatethese to scientificknowledge andunderstanding.

Identify measurements andobservations that do not fitthe main pattern shown.

Draw conclusions consistentwith the evidence and usescientific knowledge andunderstanding to explain them.

Select and use appropriatemethods of communicatingqualitative and quantitativedata using scientific languageand conventions.

Communicating Communicate findingsin simple ways: talk,drawings, charts.

Describeobservations usingscientific vocabularyand record usingsimple tables.

Record observations in avariety of ways.Communicate in a scientificway what they found out.

Sc1




Physicalprocesses

Demonstrateknowledge andunderstanding ofphysical processesdrawn from the KS2 orKS3 Programmes ofStudy.

Demonstrateknowledge andunderstanding ofphysical processesdrawn from the KS2 orKS3 Programmes ofStudy.

Use and apply knowledgeand understanding ofphysical processes drawnfrom the KS3 Programme ofStudy.

Electricity Describe and explainphysical phenomena(e.g. how the apparentposition of the Sunchanges over the courseof a day).

Use ideas to explain howto make a range ofchanges (e.g. altering thecurrent in a circuit).

Use abstract ideas in somedescriptions andexplanations (e.g. electriccurrent as a way oftransferring energy).

Recognise, and giveexamples of, the wideapplication of manyphysical concepts (e.g. thetransfer of energy byelectricity).

Forces Make generalisationsabout physicalphenomena (e.g. motionis affected by forces,including gravitationalattraction, magneticattraction and friction).

Use abstract ideas in somedescriptions andexplanations (e.g. the sumof several forcesdetermining the changes inthe direction or speed ofmovement of an object,wind and waves as energysources available for use).

Sound Use physical ideas toexplain simplephenomena (e.g. theformation of shadows,sounds being heardthrough a variety ofmaterials).

Use ideas to explainhow to make a range ofchanges (e.g. alteringthe pitch or loudness ofa sound).

Recognise, and giveexamples of, the wideapplication of many physicalconcepts (e.g. the transfer ofenergy by sound).

Light Use some abstract ideasin descriptions offamiliar phenomena (e.g.objects are seen whenlight from them entersthe eye).

Record observations in avariety of ways.Communicate in a scientificway what they found out.Recognise, and giveexamples of, the wideapplication of manyphysical concepts (e.g. thetransfer of energy by light,the refraction anddispersion of light).Give explanations ofphenomena in which anumber of factors have tobe considered (e.g. therelative brightness ofplanets and stars).

Earth andbeyond

Describe and explainphysical phenomena(e.g. how the apparentposition of the Sunchanges over thecourse of a day).

Use simple models toexplain the effects thatare caused by themovement of the Earth(e.g. the length of a dayor year).

Sc4

Sc4

Progression in learning SCIENTIFIC ENQUIRY (Sc1)through MATERIALS AND THEIR PROCESSES (Sc4) levels 4 to 6



Questioning Recognize that scientificideas are based onevidence. In their owninvestigative work, theydecide on an appropriateapproach.

When trying toanswer a scientificquestion, theyidentify anappropriateapproach.

Observing Make a series ofobservations andmeasurements.

Make a series ofobservationsappropriate to thetask. Begin to repeatobservations andoffer simpleexplanations for anydifferences observed.


Measuring Select suitableequipment to measure.Make a series ofmeasurements adequatefor the task.

Make observations,comparisons ormeasurements tooffer simpleexplanations ofdifferences theyencounter.

Select suitable measuringequipment to use. Measure avariety of quantities withprecision using instrumentswith fine scale divisions.

Fair testing In their own investigativework, decide anappropriate approach,using a fair test to answera question, whereappropriate, showingvariation of one factor ata time, while keeping theothers the same.

When investigationsinvolve a fair test,they identify keyfactors to beconsidered.

In their own investigativework, they use scientificknowledge andunderstanding to identify anappropriate approach.


Where appropriate, theymake a prediction. Usegraphs to interpretpatterns in data.

Begin to relateconclusions to thesepatterns and scientificknowledge andunderstanding.

Where appropriate,make predictionsbased on theirscientific knowledgeand understanding.

Draw conclusionsthat are consistentwith the evidenceand begin to relatethese to scientificknowledge andunderstanding.

Identify measurements andobservations that do not fitthe main pattern shown.

Draw conclusions consistentwith the evidence and usescientific knowledge andunderstanding to explain them.

Select and use appropriatemethods of communicatingqualitative and quantitativedata using scientific languageand conventions.

Communicating Communicate findingsin simple ways: talk,drawings, charts.

Describeobservations usingscientific vocabularyand record usingsimple tables.

Record observations in avariety of ways.Communicate in a scientificway what they found out.

Sc1




Properties ofmaterials

Demonstrate knowledgeand understanding ofmaterials and their prop-erties drawn from theKS2 or KS3 programmesof study.

Demonstrate an in-creasing knowledgeand understanding ofmaterials and theirproperties drawnfrom the KS2 or KS3programmes ofstudy.

Recognize that matter ismade up of particles and de-scribe differences between thearrangement and movementof particles in solids, liquidsand gases.

Classificationof materials

Describe differences be-tween properties of dif-ferent materials andexplain how these differ-ences are used to classifysubstances (e.g. as solids,liquids, gases at KS2).

Describe somemetallic properties(e.g. good electricalconductivity) anduse these propertiesto distinguish metalsfrom other solids.


Changingmaterials

Use scientific terms (e.g.evaporation, condensa-tion) to describe changes.Use knowledge aboutsome reversible and irre-versible changes to makesimple predictions aboutwhether other changesare reversible or not.

Identify a range ofcontexts in whichchanges (e.g. evapor-ation, condensation)take place.

Use knowledge and under-standing of the nature andbehaviour of materials drawnfrom the KS3 Programmes ofStudy, to describe chemicaland physical changes andhow materials can be made.

Identify and describesimilarities between somechemical reactions (e.g. thereactions of acids with metals,the reactions of a variety ofsubstances with oxygen).

Use word equations tosummarize simple reactions.

Relate changes of state toenergy transfers in a range ofcontexts (e.g. the formationof igneous rocks).

Separatingmaterials

Describe some methods(e.g. filtration, distilla-tion) that are used toseparate simple mix-tures.

Use their knowledgeabout how a specificmixture (e.g. saltand water, sand andwater) can be separ-ated to suggest waysin which othersimilar mixturesmight be separated.

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