University of Winchester. Part-time PGCE Science 2011-2012

EB 1

PGCE Science(Part-time)

Unit 3 Materials

University of Winchester. Part-time PGCE Science 2011-2012

EB 2

Safety in Primary Science

“Risk assessment is little more than common sense and prudent primary

teachers do it informally as a matter of course” (Ellis 2001, p7)

University of Winchester. Part-time PGCE Science 2011-2012

EB 3

Safety in Science

Safety is the legal responsibility of the employer

Teachers have a duty of care towards the children

Most employers adopt County Guidelines and/or ‘Be Safe!’ (Ellis 2001)

Evidence of planning for safe practice is found in lesson plans, schemes and policies

University of Winchester. Part-time PGCE Science 2011-2012

EB 4

Hazard and Risk

HAZARD - anything with the potential to cause harm

RISK – the likelihood of actual harm from any hazard

Risk Assessments attempt to avoid PREVENTABLE harm

University of Winchester. Part-time PGCE Science 2011-2012

EB 5

CLEAPSS

CLEAPSS is an advisory service providing support in science and technology for a consortium of local authorities and their schools including establishments for pupils with special needs.

http://www.cleapss.org.uk

Note CLEAPSS guides

University of Winchester. Part-time PGCE Science 2011-2012

EB 6

Teaching Safety

ASE suggest teachers are good at teaching SAFELY, not so good at teaching SAFETY, i.e. pupils learn the rules and implement them without real understanding

Safe practice is a theme in the NC Breadth of Study (BoS)

Access the standards site, choose a topic and write a risk assessment for the activity.

http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/?view=get

University of Winchester. Part-time PGCE Science 2011-2012

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Constructivist model Scott, P. (1987) A Constructivist View Of Teaching And Learning. Leeds:

University Press.

Orientation

Elicitation

Restructuring, modification and extension of ideas

Application of ideas

Review and evaluation of ideas

University of Winchester. Part-time PGCE Science 2011-2012

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Constructivism

Orientation

Arousing children’s interest and curiosity

Setting the scene

Relating to a real life context

University of Winchester. Part-time PGCE Science 2011-2012

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Constructivism

Elicitation/Structuring

Helping children to find out and clarify what they think

Making ideas explicit to themselves, peers, teachers.

University of Winchester. Part-time PGCE Science 2011-2012

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Constructivism

Intervention/Restructuring

Encouraging children to test their ideas: to extend, develop or replace them

‘Making sense’ of ideas

University of Winchester. Part-time PGCE Science 2011-2012

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Constructivism

Application

Evaluation continuesUsing new ideas in familiar and new

contextsHelping children to relate what they have

learned to their everyday lives

University of Winchester. Part-time PGCE Science 2011-2012

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Constructivism

Review

Helping children to recognise the significance of what they have found out, how they have changed their thinking

University of Winchester. Part-time PGCE Science 2011-2012

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Constructivism

Children have strongly held ideas Learning involves the active construction of new

meaning Children may appear to understand new ideas

presented to them, but not believe them Shared meanings, reinforced by social interaction,

are difficult to change. Constructivism has its own language – e.g.

children’s ideas, alternative frameworks, misconceptions.

University of Winchester. Part-time PGCE Science 2011-2012

EB 14

Concept Mapping

…helps children to explore the structure of their current understanding.

Consider:What does a concept map look like?What does it show?Why is it used?How is it used?When is it used?

University of Winchester. Part-time PGCE Science 2011-2012

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Concept Mapping – more info

SEE

www.azteachscience.co.uk

for Professional Development Unit on concept mapping

University of Winchester. Part-time PGCE Science 2011-2012

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Concept Mapping - method

Devise list of key words Use lines to join the words Add arrowheads on the lines to show how to

read the relation Annotate the lines with words or phrases to

illustrate nature of relationship

Materials – devise your own concept map

University of Winchester. Part-time PGCE Science 2011-2012

EB 17

Concept Mapping - advantages

Not a test situationChildren’s ideas cannot be marked ‘wrong’Child has ownershipThey are meaningful to the childrenVariations are extensiveCan be used as formative assessment toolProvides a good starting point for discussionCan be reviewed and built uponCan be motivating

University of Winchester. Part-time PGCE Science 2011-2012

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TASK Solids, liquids and gases – the states of matter

To elicit our ideas on solids, liquids and gases, i.e. the states of matter

You have a set of everyday materials. Please sort them into solids, liquids and gases. Sort them as they are, and don’t include the

container in your decisions.

These materials have been chosen to match what we think are suitable for you. You may need to adapt the selection of materials to match your pupils in school.

University of Winchester. Part-time PGCE Science 2011-2012

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Definitions Nuffield Primary Science (1993) Materials Key Stage 2 Teachers Guide, London Collins Educational.

“A solid has definite shape. It remains that shape unless a force acts on it.... Cotton wool can be easily changed [but] it does have a definite shape.” P91

“A liquid has no fixed shape but it keeps the same volume when it is poured into a different container” p91

“A gas has no fixed shape or volume... Fill [s] the whole of the space in which it is contained.” P91

University of Winchester. Part-time PGCE Science 2011-2012

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Children’s ideas

Particles are different according to their state eg gas molecules are round, solid cubic

Size of molecule determined by state eg gas = small, solid = large

SOLID – hard, heavy, powders seen as liquids, soft solids such as pastes difficult to classify

LIQUID – flow, pour, compared to water, viscous liquids difficult

GAS – most difficult, air as one gas, include sprays/smoke, gas as dangerous

University of Winchester. Part-time PGCE Science 2011-2012

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Elicitation – concept cartoons Visual representation of scientific ideas Dialogue form Give alternative viewpoints Scientific ideas applied in everyday

situations Alternatives given equal status Scientifically acceptable viewpoint included

See examples…

University of Winchester. Part-time PGCE Science 2011-2012

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KS1Concept Cartoons Sharing ideas Choosing a starting point Deciding what and how to investigate Making predictions Finding out what happens Recording what happened A plenary discussion

University of Winchester. Part-time PGCE Science 2011-2012

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KS2Concept Cartoons

In addition Sharing, discussing and justifying ideas Discussing how to find out more Planning and carrying out enquiry Plenary – have we answered the question?

University of Winchester. Part-time PGCE Science 2011-2012

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See Keogh and Naylor concept cartoon materials Keogh, B. and Naylor, S. (2000) Concept Cartoons in Science Education Sandbach: Millgate

See www.conceptcartoons.com

See www.azteachscience.co.uk

University of Winchester. Part-time PGCE Science 2011-2012

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TASK

Use the same set of materials

This time decide which are pure substances and which are mixtures.

University of Winchester. Part-time PGCE Science 2011-2012

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Progression

Moving forward through a defined sequence of learning targets

A sequence of increasingly demanding activities Development in learning from one understanding

to another broader or deeper understanding:Relate to Harlen and Qualter(2004)ed.4 Box7.4 p.80

Or (2009) ed.5 Box10.2 p.124

An important feature of Medium Term Planning

University of Winchester. Part-time PGCE Science 2011-2012

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‘Materials’ in the Foundation Stage

Find references to exploration of materials in the Curriculum Guidance for the Foundation Stage

What experiences could you provide for young children that would encourage them to explore materials and their properties?

Why is early exploration so important?

University of Winchester. Part-time PGCE Science 2011-2012

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Sc3 Materials and their properties

Refer to the National Curriculum: Science (1999) Make a list of the materials that they suggest pupils should

be taught about. Then identify the properties that they suggest pupils should

be taught about. Can you link the materials and the properties? Which materials will you use to develop pupils’ ideas about

properties? Where there is a good match of materials and properties then here is a good opportunity for you to develop Sc1.Where there is a weak match, here is the place to develop meaning, of materials, or properties and of the nature of science.

University of Winchester. Part-time PGCE Science 2011-2012

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QCA Schemes of Work

QCA Schemes of Workhttp://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/?view=getA framework for Medium Term Planning.

TASK: Familiarise yourself with this resource.

University of Winchester. Part-time PGCE Science 2011-2012

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Review

Orientation

Elicitation

Restructuring, modification and extension of ideas

Application of ideas

Review and evaluation of ideas

University of Winchester. Part-time PGCE Science 2011-2012

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Note!

SPACE Research Reports

Nuffield Primary Science Scheme

A framework for Medium Term Planning.TASK: Familiarise yourself with these resources.

University of Winchester. Part-time PGCE Science 2011-2012

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Changing Materials – themes for revision

The states of matter - solid / liquid / gas Particles have energy - materials change

because of changes in the energy that the particles have. Energy can be transferred in different ways. Consider:

DiffusionConvectionConduction

Materials change - Change of state and chemical change .These also relate to the amount of energy particles have.

University of Winchester. Part-time PGCE Science 2011-2012

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Changing Materials

Chemical change makes new materials i.e. different stuff with new properties changes the composition of the molecules can be difficult to reverse results in new materials being formed.

Change of state is one kind of physical change does not change the chemical composition of the molecules can usually be reversed easily does not produce new materials.

Conservation of mass

University of Winchester. Part-time PGCE Science 2011-2012

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Student led Practical ‘Changing Materials’

Rusty nails/ items Chocolate buttons/ ice Balloons, narrow necked small

bottles, bicarb and vinegar Salt /sugar / spoons /

beakers /water glass mirrors / cans of liquid

cold from the fridge dough and bread popcorn and popped corn clay & pottery Plaster of Paris as powder and

as set *NOTE SAFETY alcohol hand gel

Talk about:What you notice before and

after the change?

Is this change - physical or chemical?- reversible or irreversible?

Can you talk about how energy is involved?

Note Sc1 skills of predicting and hypothesising

University of Winchester. Part-time PGCE Science 2011-2012

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Directed Tasks – reading

1. Read Ollerenshaw and Ritchie (1997) in reading pack. Have you tried, observed or experienced any of these approaches?

2. Edition 4:Read Harlen and Qualter (2004) Chapters 9 ‘Ways of Helping the development of Ideas’ and 3 ‘Teachers’ and Children’s Questions.’

Edition 5: Chapters 9 and 12-same topics

University of Winchester. Part-time PGCE Science 2011-2012

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Directed Tasks - auditing

Complete CONFIDENCE AUDIT and print summary for file. Use your audit to review your subject knowledge priorities.

Prepare a 5 minute lesson on your chosen ‘Changing Materials’ topic

University of Winchester. Part-time PGCE Science 2011-2012

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Directed Tasks – school-based

When you can, look out for

• Elicitation strategies in action

• Evidence of children’s ideas

• Interventions