university of winchester. pgce science1 welcome to pgce primary science
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University of Winchester. PGCE University of Winchester. PGCE Science Science 11
Welcome toWelcome to
PGCE PGCE Primary Science Primary Science
Welcome
Team Rooms Resources, inventory LN Reading pack Portfolio Course Reading book: Harlen,W. & Qualter,A. (2009) Harlen,W. & Qualter,A. (2009) The The
Teaching of Science in Primary Schools Teaching of Science in Primary Schools 5th Edition. Oxon: Routledge.5th Edition. Oxon: Routledge.
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Science in the Early YearsScience in the Early Years
What sort of experiences foster What sort of experiences foster early scienceearly science learning? learning?
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The Early Years Foundation The Early Years Foundation Stage - areas of learningStage - areas of learning
personal, social and emotional developmentpersonal, social and emotional development language and literacylanguage and literacy mathematical developmentmathematical development knowledge and understanding of knowledge and understanding of
the world (KUW)the world (KUW) physical development physical development creative developmentcreative development
http://nationalstrategies.standards.dcsf.gov.uk/earlyyears
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Early Years Foundation Stage (EYFS)Early Years Foundation Stage (EYFS)Knowledge & Understanding of the Knowledge & Understanding of the
World (KUW)World (KUW) 2.13 Children must be supported in developing the 2.13 Children must be supported in developing the
knowledge, skills and understanding that help them to knowledge, skills and understanding that help them to make sense of the world.make sense of the world.
Investigate Investigate objects and materials by objects and materials by using all of using all of their sensestheir senses as appropriate. as appropriate.
Find out aboutFind out about, and , and identifyidentify, some features of , some features of living things, objects and events they observe.living things, objects and events they observe.
Look closely at Look closely at similarities, differences, patterns similarities, differences, patterns and change.and change.
Ask questionsAsk questions about why things happen and how about why things happen and how things work.things work.
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Primary Science Primary Science
How do How do you you perceive the scope of perceive the scope of primary primary science?science?
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The National Curriculum - Science The National Curriculum - Science (DfES 1999)(DfES 1999)
Browse and note structure of the document Browse and note structure of the document – –
Sc 1 Scientific EnquirySc 1 Scientific Enquiry
Sc2 Life Processes and Living ThingsSc2 Life Processes and Living Things
Sc3 Materials and their PropertiesSc3 Materials and their Properties
Sc 4 Physical ProcessesSc 4 Physical Processes
Note Note Breadth of StudyBreadth of Study
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Safety in Primary ScienceSafety in Primary Science
““Risk assessment is little more than Risk assessment is little more than common sense and prudent primary common sense and prudent primary
teachers do it informally as a matter of teachers do it informally as a matter of course” (Ellis 2001, p7)course” (Ellis 2001, p7)
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Safety in ScienceSafety in Science
Safety is the legal responsibility of the employerSafety is the legal responsibility of the employer
Teachers have a duty of care towards the childrenTeachers have a duty of care towards the children
Most employers adopt County Guidelines and/or Most employers adopt County Guidelines and/or ‘Be Safe!’ (Ellis 2001)‘Be Safe!’ (Ellis 2001)
Evidence of planning for safe practice is found in Evidence of planning for safe practice is found in lesson plans, schemes and policies.lesson plans, schemes and policies.
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Hazard and RiskHazard and Risk
HAZARD - anything with the potential to HAZARD - anything with the potential to cause harmcause harm
RISK – the likelihood of actual harm from RISK – the likelihood of actual harm from any hazardany hazard
Risk Assessments attempt to avoid Risk Assessments attempt to avoid PREVENTABLE harmPREVENTABLE harm
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Teaching SafetyTeaching Safety
ASE suggest teachers are good at teaching ASE suggest teachers are good at teaching SAFELY, not so good at teaching SAFETY, SAFELY, not so good at teaching SAFETY, i.e. pupils learn the rules and implement i.e. pupils learn the rules and implement them without real understandingthem without real understanding
Safe practice is a theme in the NC Breadth Safe practice is a theme in the NC Breadth of Study (BoS)of Study (BoS)
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CLEAPSSCLEAPSS
CLEAPSS is an advisory service providing CLEAPSS is an advisory service providing support in science and technology for a support in science and technology for a consortium of local authorities and their schools consortium of local authorities and their schools including establishments for pupils with special including establishments for pupils with special needs.needs.
http://www.cleapss.org.uk
Note CLEAPSS guidesNote CLEAPSS guides
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Safety WorkshopSafety Workshop
Directed task:Directed task:
Complete the safety workshop on the Complete the safety workshop on the Learning Network.Learning Network.
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Collections: developing Collections: developing observation in primary scienceobservation in primary science
Observe one item using the senses appropriatelyObserve one item using the senses appropriately Refine and develop your observation using Refine and develop your observation using
magnification and /measurement magnification and /measurement Explore fully the range of equipment provided; it is Explore fully the range of equipment provided; it is
all at primary level all at primary level (note digital microscopes)(note digital microscopes) Compare your item with another from your Compare your item with another from your
collection, listing similarities and differencescollection, listing similarities and differences Use the differences as a basis for sorting the Use the differences as a basis for sorting the
complete setcomplete set
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Developing the skill of ObservationDeveloping the skill of Observation
Scientific observation is fundamental to the Scientific observation is fundamental to the processes of exploration and investigationprocesses of exploration and investigation
Observation is developmental. Teaching develops Observation is developmental. Teaching develops and refines the skill and this needs careful and refines the skill and this needs careful planning throughout the key stagesplanning throughout the key stages
Children should be encouraged to use all their Children should be encouraged to use all their senses in observations, appropriatelysenses in observations, appropriately and safely. and safely.
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Developing the skill of ObservationDeveloping the skill of Observation
As part of explorations children willAs part of explorations children will– Make use of all the sensesMake use of all the senses– Notice detailsNotice details– Identify similarities and differencesIdentify similarities and differences– Sequence eventsSequence events– Use aids to observationUse aids to observation– Classify using their own criteriaClassify using their own criteria– Record their observations in different waysRecord their observations in different ways
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Classification KeysClassification Keys
… … where the sequence and structure of identification steps is where the sequence and structure of identification steps is fixed by the author of the key. At each point in the key multiple fixed by the author of the key. At each point in the key multiple options are offered, each option leading to the next choice. If options are offered, each option leading to the next choice. If the entire key consists of exactly two choices at each the entire key consists of exactly two choices at each branching point, the key is called branching point, the key is called dichotomousdichotomous. .
Examples:Examples:Woodlice keyWoodlice key http://www.nhm.ac.uk/nature-online/life/other-invertebrates/walking-with-woodlice/identification.htmlBuzz GameBuzz Gamehttp://www.rspb.org.uk/youth/play/buzz.asp
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Making KeysMaking Keys
Identify the links between sorting and classifying Identify the links between sorting and classifying activities and classification techniques.activities and classification techniques.
Use one collection to make a simple identification Use one collection to make a simple identification key.key.Note where the skills of observing, sorting and Note where the skills of observing, sorting and classifying come in the NC.classifying come in the NC.What are the differences between KS 1 & 2?What are the differences between KS 1 & 2?
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Raising questions for an Raising questions for an investigationinvestigation
Developing observation using your collection:Developing observation using your collection:
– What would I like to find out about this?What would I like to find out about this?
– Draw up a list of possible questions prompted Draw up a list of possible questions prompted by your collection. Can you sort your questions by your collection. Can you sort your questions into different types? What are the most into different types? What are the most appropriate questions for children to appropriate questions for children to investigate?investigate?
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Children’s questionsChildren’s questions
Children need:Children need: appropriate stimuli to encourage them to raise appropriate stimuli to encourage them to raise
questionsquestions time to formulate their own questionstime to formulate their own questions an atmosphere conducive to asking questionsan atmosphere conducive to asking questions a teacher who acts as a role model in asking a teacher who acts as a role model in asking
questions.questions. http://www.ase.org.uk/journals/primary-science/
sometimes puppets help sometimes puppets help
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Discovery Dog Discovery Dog KS1 KS1
Context Context – – Naughty NoraNaughty Nora is a mischievous puppy who is a mischievous puppy who causes lots of problems. causes lots of problems. Discovery DogDiscovery Dog is Naughty is Naughty Nora’s uncle. He tries to sort out the problems that she Nora’s uncle. He tries to sort out the problems that she causes, but he needs help from the children to do this. causes, but he needs help from the children to do this. Each story ends with Discovery Dog’s dilemma, which Each story ends with Discovery Dog’s dilemma, which leads to an investigation. leads to an investigation.
ResourcesResources – Investigation Packs: Story booklets, – Investigation Packs: Story booklets, planning frames, CDs linked to key ideas in NC planning frames, CDs linked to key ideas in NC Science Science
Puppets - Puppets - Naughty Nora is a small puppet, suitable for Naughty Nora is a small puppet, suitable for children’s hands. Discovery Dog is a larger puppet children’s hands. Discovery Dog is a larger puppet designed for teachers use. designed for teachers use.
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‘‘Snail Snacks’Snail Snacks’
Discovery Dog poses the questionDiscovery Dog poses the question
‘‘Which plants do snails like best?’Which plants do snails like best?’
Suggest possible investigationsSuggest possible investigations
Suggest questions you might askSuggest questions you might ask
to prompt enquiry.to prompt enquiry.
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Puppets ProjectPuppets Project
Exploring the use of puppets to engage and Exploring the use of puppets to engage and motivate children in conversations which help in motivate children in conversations which help in their science education. their science education.
http://www.puppetsproject.com http://www.puppetsproject.com
Keogh, B., Naylor, S., Downing, B., Maloney, J. and Keogh, B., Naylor, S., Downing, B., Maloney, J. and Simon, S. (2006) ‘Puppets bringing stories to life’, Simon, S. (2006) ‘Puppets bringing stories to life’, Primary Science Review Primary Science Review 92 pp26-2892 pp26-28
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EBEB 2424
Student led Practical Student led Practical ‘Changing Materials’‘Changing Materials’
Rusty nails/ itemsRusty nails/ items Chocolate buttons/ iceChocolate buttons/ ice Balloons, narrow necked small Balloons, narrow necked small
bottles, bicarb and vinegarbottles, bicarb and vinegar Salt /sugar / spoons / Salt /sugar / spoons /
beakers /waterbeakers /water glass mirrors / cans of liquid glass mirrors / cans of liquid
cold from the fridgecold from the fridge dough and breaddough and bread popcorn and popped cornpopcorn and popped corn clay & potteryclay & pottery Plaster of Paris as powder and Plaster of Paris as powder and
as set *NOTE SAFETYas set *NOTE SAFETY alcohol hand gelalcohol hand gel
Talk about:Talk about:What you notice before and What you notice before and
after the change?after the change?
Is this change Is this change - physical or chemical?- physical or chemical?- reversible or irreversible?- reversible or irreversible?
Can you talk about how Can you talk about how energy is involved?energy is involved?
Note Sc1 skills of predicting Note Sc1 skills of predicting and hypothesisingand hypothesising
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Investigative workInvestigative work When pupils:When pupils: have to make their own decisionshave to make their own decisions use some investigational procedures e.g. use some investigational procedures e.g.
observing, measuring observing, measuring
Definition from AKSIS project in Sherrington, R (1998)Definition from AKSIS project in Sherrington, R (1998) ASE Guide to Primary Science Education. ASE Guide to Primary Science Education. Hatfield:Association for Science Education.Hatfield:Association for Science Education.
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Directed tasks Directed tasks
FFollow up this sessionollow up this session Read Oliver (2006) in the reading pack Be Read Oliver (2006) in the reading pack Be
prepared to discuss the ideas in this chapter.prepared to discuss the ideas in this chapter. Read H&Q (2009) Ch1 and Ch 2 from the Read H&Q (2009) Ch1 and Ch 2 from the
Primary Science in action section. Primary Science in action section.
Complete the Complete the SAFETY WORKSHOP (LN)SAFETY WORKSHOP (LN) Come ready to do your ‘Lesson’Come ready to do your ‘Lesson’
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Directed tasks 2Directed tasks 2
Building subject knowledge – Building subject knowledge – competence competence andand confidence. confidence.
‘‘Materials’ - you have been allocated an area of Materials’ - you have been allocated an area of background subject knowledge. Revise your background subject knowledge. Revise your understanding of this idea and be prepared to explain / understanding of this idea and be prepared to explain / demonstrate this concept to a small group of colleagues demonstrate this concept to a small group of colleagues during next session. You will have 5 minutes and during next session. You will have 5 minutes and equipment will be provided though you may wish to bring equipment will be provided though you may wish to bring additional resources from home.additional resources from home.
Complete a risk assessment for your activity. These can be Complete a risk assessment for your activity. These can be found on the LN in the science section.found on the LN in the science section.