Welcome back!

Term 2: XLS0000

Thanks for your participation in Achterbergh (PGCE’s)

Successful first term with UJMA learners: average 81%

Congratulations, Super-Teachers!

Thanks for all of you who presented lessons!

Tomorrow’s class

J. PragNL ShanduQV SibekoSW SiwelaObserving (teach on 20 Apr)MM Ntlhane(Memory) MalopeMG mekwaOL Ramahali

School experience reflection Submit next Friday, 19 April. Portfolios due in October, after 6 weeks

prac (see hand-out)

USA Provisionally 5 – 16 August (must still

obtain confirmation from GSU) See hand-out

Funding Laurika Rauch performing on Sat 29 June. The Dean said we can use the profits to

assist you!

Visit one Saturday in May to Sci-Bono

Practical work

What does practical work involve ? ‘practical work’ means any teaching and

learning activity which involves at some point the students in observing or manipulating real objects and materials.

How does practical work contribute to our understanding of the world ?

It links two domains of knowledge

Domain of real objects and observable things

Domain of ideas

What process skills are developed during practical work ?

BASIC PROCESS SKILLS Observing Inferring Measuring Communicating Classifying Predicting

What are the benefits of practical work in science learning ? motivate pupils, by stimulating interest and enjoyment teach laboratory skills enhance the learning of scientific knowledge by

making abstract concepts appear more concrete give insight into scientific method and develop

expertise in using it Helps to bring about conceptual change when

necessary by convincing learners of the validity of a scientific idea

What are some of the challenges of doing practical work ?

Lack of resources Teachers lacking competence Learner indiscipline

How can the challenge of a lack of resources be overcome ?

Design practical using resources which are improvised and accessible

Network with other schools in sharing equipment Approach a tertiary institution about providing support Enquire about agencies who may have established

resources centres e.g. CASME in KZN Enquire about the availability of micro kits for

practical work

How is practical work addressed in the NCS/CAPS ? The place of practical work is

addressed through the Specific Aim: “The learner will be able to act

confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts”

Compare the new approach to practical work to the traditional one

Tradit ional Cookbook approach-following

step-by-step instructions

Strict teacher control of learners

Results-oriented

Always took place in a laboratory

New Investigations where learners

do planning

Learner allowed to interact, discuss and move about

Focus on processes

Can take place in the classroom or outside

Investigations in the NCS Scientific investigations should be the

focus of practical work in science Investigations are part of CASS In Gr 12 learners should be able to plan

their own investigations

What is an investigation ?

An investigation takes place in stages. It consists of some kind of plan, an implementing or ‘doing’ stage which should include recording in some form and a final stage where the learner examines the data and draws some kind of conclusion from them

Investigative work also involves the use of process skills like planning, observing and gathering information, comprehension, synthesizing, generalizing, hypothesizing and communicating results and conclusions

What are the benefits of investigations in science learning ?

Scientific investigations in particular parallel the way in which scientists work.

Scientific investigations are also highly motivating in science learning

The development of conceptual understanding Stems from our natural curiosity to understand our

natural world around us Learners develop capacity in applying the science

process skills scientific investigations may lead to the development

of higher-order thinking skills Contribute to children’s social development

Example: The effect of water temperature on how fast sugar dissolves in water

Independent variable:Dependent variable: Control variable: Research hypothesis:Research question:

Task: Use the prompt sheet given to plan one of the following investigations

1. Will hot coffee or hot tea cool faster ?2. Will a full cup of tea or half a cup of tea

cool faster ?

Now design a rubric to assess the plan.Criteria 1-2 3-4 5-7 RatingStating question

Makes an attempts, but incorrect variables

Relates variables, but statement lacks clarity

Well formulated question

Identifies variables

Incorrect variables

Some variables are correct

Correctly identifies variables

Describing procedure

Makes an attempt, but procedure is incorrect

A logical procedure, but is not detailed enough

Good logical flow and describes exactly what will be done

How can investigations be classified according to learner autonomy ?

Two frameworks can be used:1. A continuum framework 2. Category framework

Continuum framework for classifying investigation

CLOSED OPEN

Teacher-directed Learner-

directed

Category framework

Investigation type Stages of investigation

Topic Question Planning Data collected

Conclusion

Structured T T T L L

Guided T T L L L

Open T L L L L

How can the teacher facilitate learner-centred investigations ?

Teachers support learners in progressing through the stages of the scientific investigation in the following ways:

asking learners questions at all stages of the investigation

offering learners suggestions when they are making no progress in the investigation

giving learners a prompt sheet which helps focus them on the stages of the investigation

instructing learners in the use of practical techniques.

Model for teacher support

Amount of teacher support

Degree of learner autonomy

Initial investigations

What co-curricular activities exist for science ?

Science clubs- Interesting experiments- A newsletter with interesting information Science excursions/field trips Science expos/fairs Science talks Science olympiads

What issues need to be considered when managing a laboratory ?

Safety during activities First aid in the science classroom Care and storage of materials,

chemicals and apparatus Stock control and stocktaking Ordering scientific equipment and

chemicals

How can the teacher enforce safety in the laboratory ?

Draw up a set of rules for learners and ensure they follow it Ensure learners are not left unattended in the lab. Lock all chemicals away and ensure there are no chemicals left

lying around Instruct learners about the dangers of hazardous chemicals Allow learners to smell and touch chemicals only under

supervision Do not allow learners to perform reactions which should be

demonstrated according to the Dept. guidelines Turn off the gas supply after the lesson Emergency equipment must be clearly displayed A first-aid kit must be accessible

Before each activity in the laboratory, weigh the potential risk factors against the educational value.

Have an understanding of all the potential hazards of the materials, the process, and the equipment involved in every laboratory activity.

Inspect all equipment/apparatus in the laboratory before use. Before entering the laboratory, instruct students on all laboratory

procedures that will be conducted. Discuss all safety concerns and potential hazards related to the

laboratory work that students will be conducting

Preparing for laboratory activit ies

General work procedure for the learners

Never work in the laboratory without the supervision of a teacher. Always perform the experiments or work precisely as directed by the teacher. Immediately report any spills, accidents, or injuries to a teacher. Never leave experiments while in progress. Never attempt to catch a falling object. Be careful when handling hot glassware and apparatus in the laboratory. Hot

glassware looks just like cold glassware. Never point the open end of a test tube containing a substance at yourself or

others. Never fill a pipette using mouth suction. Always use a pipetting device. Make sure no flammable solvents are in the surrounding area when lighting a

flame. Do not leave lit Bunsen burners unattended. Turn off all heating apparatus, gas valves, and water faucets when not in use. Coats, bags, and other personal items must be stored in designated areas, not

on the bench tops or in the aisle ways. Keep the floor clear of all objects (e.g., ice, small objects, spilled liquids).

How should learners handle chemicals ?

Check the label to verify it is the correct substance before using it. Always use a spatula or scoopula to remove a solid reagent from a container. Do not directly touch any chemical with your hands. Never use a metal spatula when working with peroxides. Metals will decompose

explosively with peroxides. Hold containers away from the body when transferring a chemical or solution

from one container to another. Use a hot water bath to heat flammable liquids. Never heat directly with a flame. Add concentrated acid to water slowly. Never add water to a concentrated acid. Weigh out or remove only the amount of chemical you will need. Do not return

the excess to its original container, but properly dispose of it in the appropriate waste container.

Never touch, taste, or smell any reagents. Never place the container directly under your nose and inhale the vapors. Clean up all spills properly and promptly as instructed by the teacher. Never handle bottles that are wet or too heavy for you.

Storage of chemicals

Criteria for storage areaStore chemicals inside a closeable cabinet or on a sturdy shelf with a front

edge lip to prevent accidents and chemical spills; a ¾-inch front edge lip is recommended.

Secure shelving to the wall or floor. Ensure that all storage areas have doors with locks. Keep chemical storage areas off limits to all students. Ventilate storage areas adequately.Organization Organize chemicals first by COMPATIBILITY—not alphabetic

succession (refer to section entitled Suggested Shelf Storage Pattern—next page).

Store alphabetically within compatible groups.

Why use marbles when you can use stones?Also looking at “shoestring-teaching” approaches

The teacher experiencing a lack of resources (see hand-out)

Scenario: Consider this!Assume that you accept a position as a teacher at a rural school. Full of expectations you arrive at the school. You dream of how you will inspire your learners with your teaching; how you will teach them to be critical and creative thinkers. However, a very unpleasant surprise awaits you. On arrival at the school, you realize that you do not have a well-resourced classroom. Basic equipment and apparatus, such as an overhead projector, laptop and data projector, are not available. What do you do now?

A strategy to teach more meaningfullyTIP 1: On arrival at the school you should investigate all the facilities. Just because your colleagues are not doing practical work or hands-on learning activities, doesn’t necessarily mean that there is no equipment. It may still be stored in boxes in a store room somewhere! Get together with other teachers in your subject/ learning area, and develop a strategy to equip the classrooms over a period of time.

Tip 2: Use micro-kitsThe “comboplate” palmtop laboratories of companies such as Somerset Educational is very useful. These kits can be used repeatedly and no running water or electricity is needed. By going to small scale you solve many problems all at once: the equipment costs less, the chemicals cost less, safety is improved and there is less waste.

Tip 3: Use local resourcesPeople; natural features; industries & institutions;

materials; media, technologies and culture.

A few examples of using local resourcesInvite members (resource persons) from the local community to visit your classroom, and to talk to the learners. Eg, in Life

Sciences, why not invite a sangoma/ traditional healer to class?

Visit local industries to see what happens there, and decide how learners could benefit from a visit. This could also involve

working with a contact person to develop activities.Identify local problems and attempts which are being made to

solve them.Ask elders, or experienced people in the community about

local resources, customs and history and perhaps use these as teaching points.

Tip 4: Shoestring science approaches

Use recyclable and household materials to do science!

Building solar cookers

Teaching natural selectionDarwin’s finches- adaptations of

beaks

A different beak!

And another beak- which beak is best adapted for feeding?

Extracting DNA from a banana

WHAT YOU NEED:•A banana

•Methylated spirits•Sunlight Liquid (dishwasher)

•Table salt

Be creative- there are many possible uses for a bottle such as this in the classroom

Science-on-a-shoestring research project See hand-out. To be submitted in October, as part of

your portfolio. Research question to guide

investigation- e.g. will the intervention assist learners to better understand the phenomenon?