teaching sequence Set A Which apparatus?wsassets.s3.amazonaws.com/ws/nso/pdf/11e65ec4be74f7619... · 2011-06-06 · The teacher points to each piece of apparatus and asks pupils to

© Crown copyright 2004Key Stage 3 National Strategy | Science intervention materials

1.1

Structuredteachingsequence

Set A

Which apparatus?ObjectivesTo recall and reinforce:

� the selection of appropriate scientific equipment for a task

� the selection of the most precise measuring instrument

ACTIVITY 1

ResourcesEither – (for more visual learners) OHT/PowerPoint slide showing six different

kinds of measuring instrument, e.g. a thermometer, ammeter, measuring

cylinder, force meter, ruler and top-pan balance, labelled A, B, C, D, E and F,

respectively

Or – (for more kinaesthetic learners) an exhibition of one example of each

measuring instrument (per class or group), labelled A, B, C, D, E and F

Pupil whiteboards (or white paper)

Teacher roleThe teacher points to each piece of apparatus and asks pupils to name the

apparatus. Then the teacher provides the following scenarios and pupils write

the appropriate letter on the whiteboard and show it on the count of three.

I want to measure:

1. the length of this bench.

2. the temperature of water in a water bath before carrying out an experiment

on solubility.

3. the weight of my school bag.

4. the current that flows when my Christmas tree lights are turned on.

5. the volume of acid to use in an investigation of indigestion mixtures.

6. the mass of glucose to use in an investigation about foods.


1.2

ACTIVITY 2

ResourcesEither – (for more visual learners) OHT/PowerPoint slide showing a selection of

five instruments for measuring volume, e.g. a 500 ml beaker, a 100 ml

measuring cylinder, a 25 ml measuring cylinder, a 10 ml syringe and a 5 ml

syringe, labelled A, B, C, D and E, respectively

Or – (for more kinaesthetic learners) a display of one example of each

measuring instrument (per class or group), labelled A, B, C, D and E

Pupil whiteboards (or white paper)

Teacher roleThe teacher asks what kind of purpose each measuring instrument is designed

for. Then the teacher provides the following scenarios and pupils write the

appropriate letter on the whiteboard and show it on the count of three.

I want to measure:

7. 0.5 ml of Universal Indicator.

8. 1 litre of ‘Wonder Grow’ fertiliser for my garden. (Note: pupils should be

challenged to think about how many times the beaker should be used.)

9. 18 ml of acid for an investigation to find the effect of different acid

concentrations on calcium carbonate.

10. 74.5 ml of alkali to repeat a neutralisation experiment without using

indicator.

11. 4 ml of ethanoic acid.


Set A


2.1

Anomalous resultsObjectivesTo recall and reinforce the skills of:

� drawing curves of best fit on graphs

� spotting anomalous results

� spotting trends in graphical data

ResourcesSheet 2.3, copied and cut in half, sufficient for one graph per pupil. The graph is

taken from the 2003 Key Stage 3 national test, paper 2, tier 3–6 question 15; tier

5–7 question 6

Jar of copper sulfate crystals

Beaker of water

Teaching sequence1. Say ‘I’m going to tell you about an experiment that another group of pupils

carried out. They came up against a problem and I want to see if you can

sort it out. Their experiment involved dissolving copper sulfate crystals in

water.’

2. Show jar of crystals and beaker of water.

3. Say ‘What do you think happened when they kept adding more crystals and

stirring?’

4. Elicit response of ‘saturation’.

5. Say ‘They repeated this experiment with water that was warmer. What do

you think happened to the amount of copper sulfate that they could

dissolve?’

6. Elicit response of ‘greater amount’.

7. Say ‘Here is a copy of the graph they drew of their results.’ Pass copies of

graph round and talk pupils through graph, explaining that each point

represents one experiment.

8. Display these tasks:

– Circle the anomalous result.

– Draw a smooth curve of best fit on the graph.

– Use the graph to predict a more likely measurement of mass for the

anomalous result.

– Suggest a mistake that might be responsible for the anomalous result.


Set A


2.2

9. Discuss pupil responses and draw out the points that:

– Curves of best fit ignore anomalies.

– Curves of best fit are smooth and follow the trend of the points.

– Curves of best fit facilitate the prediction of other data values.


Set A


2.3

mass ofdissolved coppersulfate crystals,in g

mass ofdissolved coppersulfate crystals,in g


Set A


3.1

Glossy bubblesObjectivesTo recall and reinforce the skills of:

� predicting the outcome of experiments

� fair testing

� selecting suitable ranges of variables

ResourcesGlossy bubbles poster (sheet 3.3)

Three test-tubes with bungs, each containing a solution of washing-up liquid in

such a quantity that shaking it will cause it to froth over, labelled ‘Glossy’,

‘Shine’ and ‘Fresh’, respectively

Three similarly labelled and bunged test-tubes, set up with less solution so that

each will froth by a different amount when shaken

Questions on OHT or PowerPoint for step 3

Pupil whiteboards or white paper (optional)

Teaching sequence1. Display poster, OHT or PowerPoint image of Glossy bubbles advertisement,

‘Glossy makes more bubbles’.

2. Say ‘I saw this advertisement the other day and decided to see if it was

true. I’m going to compare it with ‘Shine’ and ‘Fresh’. I’ve got a test-tube of

each here and I’m going to shake them up.’

3. Display questions:

– What will we see if the results of the test support the claim on the

poster?

– Why did I put the same volume of washing-up liquid in each test-tube?

– Let’s say that when I shook them up they all frothed over. Why would this

be a problem?

4. Ask pupils to discuss answers in small groups and draft responses, possibly

working in small groups with pupil whiteboards or white paper.

5. Take responses in class discussion, asking for individuals to read out

answers and for others to comment.

6. After taking responses to step 5, the teacher shakes one test-tube and

volunteers shake the other two. They all froth over.

7. Ask ‘What does this tell us about which detergent is the best at producing

bubbles?’ and ‘How do I need to modify my experiment?’


Set A


3.2

8. Say ‘These are three test-tubes containing a more suitable amount of liquid.

Let’s try these.’ The test-tubes are shaken and produce different quantities

of froth.

9. Say ‘What have we learnt from this activity?’ Elicit responses of experimental

design, using a trial run, fair testing, using evidence to draw conclusions,

etc.


Set A


3.3

Glossy makes more bubbles


Set A


4.1

James LindObjectivesTo recall and reinforce:

� using evidence to support predictions

� identifying independent and dependent variables

� interpreting, from a written account, the nature of a scientific investigation

ResourcesSix empty plastic cups, labelled:

– apple cider

– dilute sulphuric acid as a gargle

– 2 teaspoons of vinegar

– half a pint of sea water

– 2 oranges and a lemon

– herbs, spices and acidified barley water

OHT or PowerPoint of sheet 4.3, which is taken from the 2003 Key Stage 3

national test, paper 2, tier 3–6 question 13; tier 5–7 question 4

(Only for optional extension) OHT or PowerPoint of sheet 4.4, from the 2003 Key

Stage 3 national test, paper 2, tier 3–6 question 13(c); tier 5–7 question 4(c)

Citric acid

Teaching sequence1. Say ‘I’m going to tell you a story, and then I’m going to ask you some

questions about it, so listen carefully!’

2. Say ‘My name is James Lind, I’m a doctor and I lived a long time ago. Many

sailors on board the slow wooden ships we used caught scurvy, a horrible

disease that includes mouth sores, loss of teeth and swollen gums. I have a

theory, an idea – an hypothesis! I think that acids – all acids – cure scurvy.

I’m going to do an experiment to test out my idea. For my experiment I will

need six volunteers.’

3. Six ‘volunteers’ are brought out.

4. Say ‘You are all going to play the part of sailors who have scurvy. I’m going

to try and cure you. I’m going to give each of you some acid to drink! But …

each one will be given a different acid.’


Set A


1.14.2

5. Give each pupil an empty plastic cup to pretend to drink from. Each cup is

clearly labelled with the acid it contains. Explain that we are not going to

actually try this because some acids are actually quite dangerous.

6. Say ‘I’m going to come back and examine you all in a week’s time to see if

you’ve been cured. Goodbye!’

7. Say ‘Hello, let’s have a look at you all.’

8. ‘Examine’ each ‘sailor’ in turn. The first has partially recovered, and the fifth

has completely recovered. Ask them to stay at the front, holding their cups.

Thank the others and ask them to sit down.

9. Ask the class these questions as part of a whole-class discussion, inviting

particular pupils to answer (i.e. no hands up):

– What was my prediction?

– What did I expect to happen at the end of the week?

– Did the results support that prediction?

– What did I change as I treated each sailor?

– Why did I examine the sailors at the end of the week?

10. Now display sheet 4.3 as OHT or PowerPoint and ask the class to write

answers to questions (a) and (b).

11. Ask ‘What have we learnt from this activity?’ Elicit responses of identifying

dependent and independent variables, using evidence to evaluate

predictions, etc.

Optional extension12. Say ‘Now I’m going to play the part of another scientist. James Lind never

found out why oranges and lemons cured scurvy, but I think I know. I think

the reason was the particular type of acid that is in oranges and lemons.

The acid in oranges and lemons is … does anyone know?’

13. Elicit or give the response ‘citric acid’.

14. Say ‘I’ve got some citric acid here’, and produce a bottle of citric acid.

15. Pretend to pour some into a cup and give it to another ‘sailor’ to ‘drink’.

16. Say ‘Now look at this’ and display OHT or PowerPoint of sheet 4.4 (bullet

points from part (c) of the question).

17. Ask pupils to read it, to discuss what it shows and to write down a new

prediction about a cure for scurvy that is consistent with the evidence

collected.


Set A


1.1

*DANGER! DO NOT TRY THIS.

(a) Does the evidence in the table support the prediction that all acids cure

scurvy?

Tick the correct box.

yes no

Use the table to explain your answer.

Give the one factor James Lind changed in this experiment.

(This is called the independent variable.)

(b) Give the factor James Lind examined in this experiment.

(This is called the dependent variable.)

4.4

pair of addition to their diet effect after one weeksailors

1 some apple cider beginning to recover

2 25 drops of very dilute sulphuric acid to gargle with* still had scurvy

3 2 teaspoons of vinegar still had scurvy

4 half a pint of sea water* still had scurvy

5 2 oranges and 1 lemon recovered

6 herbs and spices and acidified barley water still had scurvy

4.3


Set A


1.14.4

(c) James Lind’s evidence suggested that oranges and lemons cured scurvy.

At a later time, other scientists did the following:

� They separated citric acid from the fruit.

� They predicted that citric acid would cure scurvy.

� They tested their prediction by giving pure citric acid as an addition to the

diet of sailors with scurvy.

� They found it did not cure scurvy.

The scientists had to make a different prediction.

Suggest a new prediction about a cure for scurvy that is consistent

with the evidence collected.


Set A


1.14.4

SandwichesObjectiveTo recall and reinforce that it is important to use scientific terminology correctly

when explaining scientific phenomena

ResourcesEither – OHT or PowerPoint slide showing a photograph of a sandwich with

plenty of filling visible

Or – a sandwich (past its sell-by date if possible) with plenty of filling visible


Teaching sequence1. Begin by discussing with pupils why sandwiches have sell-by dates and

discuss the causes of food poisoning. Elicit the response that harmful

bacteria cause food poisoning.

2. Then ask pupils what shops do to keep sandwiches fresh for as long as

possible. Elicit the response that the sandwiches are refrigerated.

3. Ask pupils to discuss reasons for refrigerating sandwiches (and possibly

write down their reason).

4. Show concept cartoons of three figures with the following statements in

their speech bubbles:

a. The low temperature in the ’fridge slows down the reproduction of

harmful bacteria.

b. The harmful bacteria die in the low temperatures in the ’fridge.

c. Keeping food in a refrigerator prevents harmful bacteria coming into

contact with the food.

5. Invite pupils to compare their answers with the ones on the cartoons.

6. Invite pupils to select the best answer and say what is wrong with the

other two.

5.1


Set A


1.16.1

Life processesObjectiveTo recall and reinforce that it is important to use scientific terminology correctly


ResourcesEither – OHT or PowerPoint slide showing a photograph of a green plant and a

sleeping rabbit in the dark and the same green plant and rabbit in the light

Or – a green plant and a small animal in a covered box, and a green plant and

another small animal in a glass container

A record sheet with the two pictures (as described above) for each pupil

Teaching sequence1. Begin by reminding pupils about life processes (MRS GREN, etc.) and

explain that some living things obtain their nutrition by photosynthesis. Say

that you are going to focus on just two of these life processes – nutrition by

photosynthesis, and respiration. Tell the pupils to use the letter P for

photosynthesis and R for respiration in the activity.

2. Next, show the OHT or PowerPoint slide, or the live animal and plant. First

show the animal and plant in the light, then in the dark.

3. Ask pupils to discuss which of the two life process(es) is/are taking place in

the dark in the plant and then in the animal, and then in the light in the plant

and then in the animal.

4. Ask pupils to mark their record sheet under each organism with R if it is

respiring and P if it is photosynthesising.

5. Show concept cartoons of three figures with the following statements in their

speech bubbles:

a. The green plant respires in the night and photosynthesises in the day.

b. The green plant respires in the night and day and photosynthesises in

the day.

c. The green plant photosynthesises in the night and respires in the day.



other two.


Set A


1.17.1

Ice cubesObjectiveTo recall and reinforce that it is important to use scientific terminology correctly


ResourcesEither – OHT or PowerPoint slide showing a photograph of several ice cubes in

a glass jam jar

Or – a jam jar and a container with several ice cubes

Teaching sequence1. Begin by showing the OHT or PowerPoint slide. If using an actual jam jar,

ask someone in the class to check that the jar is not cracked and is quite

dry and then put several ice cubes into it.

2. Ask pupils to predict what will happen to the ice cubes and then what will

happen to the outside of the jar.

3. Ask pupil volunteers to state their predictions.

4. After a few minutes invite a pupil to feel the outside of the jar and describe

what they feel. (Or, if using the slide/OHT, the teacher needs to explain that

the outside of the jar begins to feel wet.)

5. Now say that pupils need to try to explain what has happened to make the

outside of the jar wet.

6. Give pupils a chance to say what they think has happened – and possibly

write down their answer.

7. Show concept cartoons of three figures with the following statements in

their speech bubbles:

a. The water (from the air around the jar) has condensed.

b. The water vapour (from the air around the jar) has condensed.

c. The melted water (from the ice inside the jar) has passed through the jar

to the outside.

8. Invite pupils to compare their answers with those on the cartoons.


other two.


Set A


1.18.1

Copper sulfateObjectiveTo recall and reinforce that it is important to use scientific terminology correctly


Resources (ideally as a PowerPoint mini presentation)

Either – OHT or PowerPoint slide showing a photograph of two evaporating

basins, labelled 1 (containing blue copper sulfate solution) and 2 (containing

crystalline blue copper sulfate)

Or – two evaporating basins, labelled 1 (containing blue copper sulfate solution)

and 2 (containing crystalline blue copper sulfate)

Teaching sequence1. Begin by showing the OHT or PowerPoint slide of the two evaporating

basins or actual samples. Say that basin 2 is the result of leaving a basin like

basin 1 for a week on the window sill in the laboratory.

2. Ask pupils for a volunteer to describe the differences between the contents

of the two basins.

3. Now say that pupils need to try to explain what has happened in the interval

between basin 1 and basin 2.

4. Give pupils a chance to say what they think has happened – and possibly

write down their answer.

5. Show concept cartoons of three figures with the following statements in their

speech bubbles:

a. It’s gone into the air.

b. The water has evaporated.

c. The water has gone into the air.



other two.


Set A


1.1


Set A


Set B

Fair testing andpredictingObjectivesTo recall and reinforce:

� the explanation of why an investigation is not fair

� the identification of what a prediction is

ACTIVITY (based on the 2003 Key Stage 3 national test, paper 1, tier 3–6

question 8)

Resources3 paper tubes each of different diameter and different length

OHT or PowerPoint slide of prediction statements

Pupil whiteboards or white paper

Teaching sequence1. Begin by explaining that the tubes can be used to blow across and make a

sound (note) – demonstrate by blowing across one tube. Then say that the

aim of the investigation is to see how changing the length of the tube

affects the pitch of the sound. Point to the selected tubes and ask the

following question:

– Is this going to be a fair test? Invite response – no it isn’t.

2. Continue with: ‘OK, from what I have told you about my investigation, try

and suggest some reason(s) why it is not fair.’ Discuss in groups – ask

selected representatives for suggested reasons, e.g. that the diameters are

different, different people may blow down the tube, etc. Make the point that

you don’t need to make the initial test complicated but it does need to be

fair for comparison when drawing conclusions.

3. Show the OHT or PowerPoint slide of prediction statements:

a. The tubes were made of paper.

b. The pitch of the sound is how high or low it is.

c . The longer tube will make a lower sound.

d. The sound is caused by the vibration of the air.


1.1


Set A1.2


Set B

4. Ask pupils to:

a. write down on their whiteboard (or white paper) the letter matching the

statement that they think is a prediction;

b. show their decision to their partner and explain why they think this is the

prediction.

5. Invite pupils to say what they think and give their reason.

6. Make the point that, although it could be argued that all the statements

are true, a true prediction states what you expect to find out as a

result of doing an experiment. Only (c) gives that opportunity; (a), (b) and

(d) are facts.


1.1


Set A2.1


Set B

Patterns in graphsObjectivesTo recall and reinforce:

� identification of patterns in graphs

� using a graph to display patterns in results (trends)

ACTIVITY (based on the 2003 Key Stage 3 national test, paper 1, tier 3–6

question 9)

ResourcesOHT or PowerPoint of four different bar charts

OHT or PowerPoint slide of question 9(b), as sheet 2.2

Chocolate bar suspended from a spring balance


Teaching sequence1. Show OHT or PowerPoint of four different bar charts and give pupils a few

moments to reflect on similarities and differences in the patterns of the

graphs.

2. Outline question 9(b), and ask recall question (a): ‘Why do we see the flash

of lightning before we hear the thunder?’

3. Ask pupils to:

a. write down the graph letter they think matches the pattern in the results;

b. show their decision to their partner and explain why they think this is

the matched pattern.

4. Invite pupils to say what they think and give their reason.

5. Make the point that the bar chart columns show a picture of how the time

lengths differed.

6. Show a chocolate bar suspended from a spring balance.

7. Say ‘I am going to eat the chocolate bar over the next few minutes. I want

you to draw a line graph showing the pattern of how the chocolate bar will

change weight in that time.’ Draw the axes on the board: x = time, y =

weight. Pupils draw their graphs on whiteboards or paper.

8. Ask pupils to show their graphs to their partner or their group and explain

the pattern (tell the story) of the change in the chocolate bar.

9. Make the point that the chocolate bar doesn’t change gradually; each bite

causes a sudden, dramatic change in weight and this is reflected in the

downward stepped pattern of the graph. Patterns in graphs give clues to

help us explain what happened.


1.1


Set A2.2


Set B

Bar charts(b) Omar investigated the movement of a storm. He measured the time between

seeing a flash of lightning and hearing the thunder. He did this six times.

Omar put his results in a table.

Omar drew a bar chart of his results as shown below.

(i) On the bar chart, draw a bar for flash D. Use a ruler.

(ii) Which flash of lightning was closest to Omar? Give the correct letter.

(iii) Describe how the distance between the storm and Omar changed as the

storm moved between flash A and flash F.

flash of lightning time between seeing the lightning

and hearing the thunder, in seconds

A 8.0

B 5.0

C 3.0

D 9.0

E 13.0

F 16.5

18

16

14

12

10

8

6

4

2

0

time,

in s

econ

ds

flash of lightning

A B C D E F


1.1


Set A3.1


Set B

ClassificationObjectiveTo recall and reinforce that classification is hierarchical and based on both

internal and external features

ResourcesOHT or PowerPoint slide showing the five-kingdom classification, how the

animal kingdom can be subdivided into one vertebrate and six invertebrate

phyla – annelids, arthropods, cnidarians, echinoderms, flatworms and molluscs;

and how the vertebrate phylum is divided into five classes – fish, amphibians,

reptiles, birds and mammals

Large (laminated) version of the above for each group

Sets of cards containing pictures of various examples of named living

organisms

Teaching sequence1. Begin by showing OHT or PowerPoint slide of the classification hierarchy

and the main features of each group. Discuss external features and, where

appropriate, internal features, e.g. lungs in mammals and birds.

2. Give out the packs of picture cards and ask pupils to place them face down

in the middle of their group.

3. Pupils need to take turns in turning over one card and, as the teacher calls

out ‘kingdom’, ‘phylum’ or ‘class’, the pupil places the card face up on the

appropriate section of the large card.

4. The teacher could then, after each round, check by questioning whether the

pupils understood the scientific terms for kingdom, phylum or class, and

stress the point that the classification is hierarchical.

Documents

teaching sequence Set A Which apparatus?wsassets.s3.amazonaws.com/ws/nso/pdf/11e65ec4be74f7619... · 2011-06-06 · The teacher points to each piece of apparatus and asks pupils to