Pri app sci_std_file_y1_s2

1 of 28 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Emma (Year 1 secure level 2)

Child profile Emma is a Year 1 child with an autumn birthday and so is relatively old for her year group. The evidence here shows her making good progress from level 1 to secure level 2.

The evidence 1. Describing and sorting materials

2. Investigating waterproof materials

3. Investigating magnetic materials

4. Investigating absorbent materials

5. Light and dark

6. Investigating reflective materials

7. Looking at rainbows

QCDA 01063-2009PDF-EN-05 © Crown copyright 2009


1 Describing and sorting materials

Assessment focuses AF1, AF3

Context The evidence here is from the start of a materials topic. The children used a computer game to help them to become familiar with words that might be new, such as ‘rigid’, ‘magnetic’, and so on. The vocabulary was also made available on a classroom display.

They chose some objects from around the classroom including fabrics, metals, plastics and woods, and used the new terms to describe them to a friend, writing some of them down.

They then each chose a small selection of materials and decided how to sort them. Each child made a display of their categories.



The evidence



Teacher’s notes Emma could describe a pencil as ‘rigid’, ‘hard’ and ‘non-magnetic’, and with guidance she could write these terms and copy a picture of a pencil. She could use the same terms for a magnifying glass, adding ‘transparent’, and drawing her own picture.

Emma sorted the materials independently, choosing her own criteria for grouping. She was confident in saying that all materials could go in the hoops because they were either rough or smooth. She explained that it was necessary to feel the materials in order to sort them.

Next steps

Pooling of the children’s ideas, looking at the different ways in which they have chosen to classify the materials, first of all working in small groups and then in discussion involving the whole class.

Looking at further properties of materials that cannot necessarily be examined by direct observation, and require further investigation.

Assessment commentary Emma can answers questions by drawing on her observations and can make comparisons between features of materials. She is beginning to use simple scientific vocabulary to describe observed properties and uses a simple graphic form of display based on a format provided.



2 Investigating waterproof materials

Assessment focuses AF1, AF3, AF4, AF5

Context The teacher set the scene for the investigation, telling the children that the class bear would like to go out for a walk in the rain. The children decided he would need a coat, and that it would have to be waterproof.

The children were provided with different samples of materials, small pots of water, paper towels, and dropper pipettes.

They spent some time talking with their partners, thinking about how they could investigate the best materials to make a coat. Emma then wrote her own independent plan and carried out her investigation.



The evidence



Teacher’s notes Emma placed the paper towel on the table with the test material on top of it (although she had stated that she would put the paper towel on the material). She measured the same volume of water for each test material. She also suggested that she would need to wait for a minute before checking the paper towel, ‘to give it time to run through’.

She could relate the visible holes in the sponge to the leakage of water through it.



Next steps

Discussion of practical problems when carrying out investigations to consider different ways in which things could be done.

Researching non-waterproof materials to see if they all have holes in them.

Assessment commentary Emma draws on evidence to think about why the sponge let water through, and uses her direct observation of the sponge to answer this question. Her simple table shows an appropriate presentation of observations. She suggests how to find out about waterproof materials (although her written statement does not match her actual procedure) and she uses her senses and the equipment to make observations. She shows that she is able to provide a clear report of her observations.



3 Investigating magnetic materials


Context The children had the chance to play with magnets, and were set the task of finding out which materials were magnetic from a selection provided. They talked about this in groups, and were asked to then record what they intended to do, independently, in words and with a simple diagram.

A table format for recording their observations was suggested to them. They were then asked to record what they had found out from their observations.



The evidence



Teacher’s notes Emma talked confidently within her group, sharing her ideas with others. She told the group that she thought the metal things would stick to the magnet.



She wrote her plan in clear steps and carried out her investigation on her own, using the equipment correctly and safely.

She noticed that a penny didn’t stick to her magnet at first, and she stated that that ‘couldn’t be right’, so she tried again with another magnet.

Next steps

Identifying other questions about materials that can be investigated by simple experimentation.

Researching to find out which metals are magnetic and finding out why some pennies are magnetic and some others are not.

Assessment commentary Emma compares the materials available. She can present her observations appropriately, produce a simple written plan and identify observations that can help her to answer a question. She reports on what she sees, making predictions and providing explanations in the process, and she can respond to unexpected observations.



4 Investigating absorbent materials


Context The children watched a video to set the scene for an investigation. Discovery Dog* has a puddle to clean up and he tries to use a plastic bag to do it. Emma was asked to work with three other children to plan and carry out an investigation to find a better material. For the first part of their discussion the teacher acted as scribe, capturing the ideas of the group. These are shown on the Discovery Dog template.

* Published by Millgate House Education Ltd. Created by Kate Blacklock, Jan Childe, Debbie Eccles and Peter Atkinson (and produced by Lancashire County Council) for children age 5–7.



The evidence

happens.

‘Discovery Dog’ published by Millgate House Education Ltd. Created by K. Blacklock, J. Childe, D. Eccles and P. Atkinson Copyright ©

Lancashire County Council. Used with kind permission.



Teacher’s notes Emma verbally contributed to the discussion, talking about mopping up a spill at home.

She listened to the ideas of others and responded to their suggestions. She made sure that everyone made a contribution, suggesting to one child that they could do the timing as they were wearing a watch.

She knew that she had to wait a minute and look at the puddle to see if it had been soaked up.

She demonstrated an understanding of controlling variables, insisting to her group that they needed a timer so that they could leave every piece of material for the same length of time. Once she had been shown the pipettes she suggested using the same amount of water for each puddle.

See the audio clip of a teacher talking about Emma’s work available on the National Strategies web area (go to www.standards.dcsf.gov.uk/nationalstrategies and browse the primary standards files or search for ‘APP science standards file: Emma’).

Next steps

Comparison of different approaches used by different groups, so that the children learn about different ideas, and find out what works well and what does not.

Consideration of different ways that results from investigations can be presented.

Assessment commentary Emma links her work in science with familiar contexts and previous work. She shows that she can recognise the contributions of another child when working together and makes suggestions about how to investigate the problem.


http://www.standards.dcsf.gov.uk/nationalstrategies


5 Light and dark


Context The children carried out a series of activities:

Pictures of light sources – working in pairs, children looked for light sources around the school, making observations with photographic records to compare them.

Seeing inside a dark box – again in pairs, children chose appropriate equipment to look inside a dark box.

Ideas about light and dark – children worked individually to mind-map their ideas about light and dark.



The evidence Pictures of light sources

Teacher’s notes As well as identifying that the common features were glass and electricity, Emma could identify the roles of different lights – outside security light for scaring away burglars and to light up the car park at night, spotlights for the wall display, and strip lights for the whole hall.



Seeing inside a dark box

Teacher’s notes Emma understood how a friend could help in an investigation, saying that she needed help to shine the torch and look into the other end of the dark box.



Ideas about light and dark

Next steps

Research into different light sources used in historical times before the discovery of electricity.

Consideration of the disadvantages of excessive use of electrical light sources.

Assessment commentary Emma discusses the helpfulness of light sources inside and outside the school, and she illustrates her personal responses to light and dark. She uses appropriate scientific language in talking and writing about her ideas about light sources and in explaining the importance of the Sun. She selects and uses the torch to see detail inside the dark box, and she reports on what she has done and seen.



6 Investigating reflective materials

Assessment focuses AF1, AF4, AF5

Context The children worked in groups to find out about reflection from the surfaces of different materials. The Discovery Dog template was used to introduce the investigation and provide a structure. They were told that a dog had been lost at night and needed a new collar so that she could be found more easily if it happened again.

'Discovery Dog', published by Millgate House Education Ltd. Created by K. Blacklock, J. Childe, D. Eccles and P. Atkinson Copyright © Lancashire

County Council. Used with kind permission.



The evidence See the video clip of Emma talking about working together on reflecting light, available on the National Strategies web area (go to www.standards.dcsf.gov.uk/nationalstrategies and browse the primary standards files or search for ‘APP science standards file: Emma’).

Teacher’s notes Emma did not make a prediction but she participated fully in the shared activity. She recorded the findings using ticks and crosses, as she had done for previous activities, to show whether she thought that the material did or did not reflect. She used the word ‘reflect’ without prompting.


http://www.standards.dcsf.gov.uk/nationalstrategies


Next steps

Observation and exploration of the idea that surfaces always reflect some light to varying degrees, rather than simply being reflective or non-reflective.

Introduction of simple ideas about how light travels and how the direction it travels can be represented in diagrams by arrows.

Assessment commentary Emma works effectively in the group, and is able to state her own contribution and that of others, and she records the findings in a simple table. She uses the torch in making her observations and she reports what happened.



7 Looking at rainbows

Assessment focuses AF1, AF2, AF3

Context The class were thinking about rainbows, looking at pictures and using a Primary Upd8 activity, ‘Seeing Rainbows’ (www.primaryupd8.org.uk), to consider the conditions needed for seeing them. They were asked to say why the conditions on each of the five Upd8 images would or would not produce a rainbow, and to draw their own picture to show what the requirements are.

'Seeing Rainbows' Primary Upd8 www.primaryupd8.org.uk © Association for Science Education.


http://www.primaryupd8.org.uk/



The evidence

Taken from Primary Upd8 www.primaryupd8.org.uk © Association for Science Education. Used with kind permission



Teacher’s notes In the class discussion, Emma showed that she knew that sunlight and rain were needed to see a rainbow.

Next steps

Work in a group to produce a rainbow effect on paper using a glass of water in sunlight.

Assessment commentary Emma correctly states the conditions needed to make a rainbow and then uses this to answer the questions and draw a pictorial representation. She records ticks and crosses on the Upd8 sheet and also provides some written notes to explain her thinking. Her pictorial representation shows some good scientific ideas with light being represented by arrows.



Assessment summary AF1 Thinking scientifically

Emma can use observations and ideas to answer questions. She can develop her own criteria for comparing features of materials, and sort them on the basis of her observations. She is able to identify evidence needed to answer a question.

AF2 Understanding the applications and implications of science

She can express personal opinions on the importance of light sources, and about the experiences of light and dark, and she recognises that ‘glass’ and ‘electricity’ are features shared by useful light sources in her school.

AF3 Communicating and collaborating in science

Emma uses simple tables to present information she has collected, and shows a developing vocabulary of scientific terms. She can present sequenced ideas using words and images. In pairs and in larger groups, Emma shows that she can work well with others.

AF4 Using investigative approaches

Emma can choose her own methods in her testing of materials, using equipment correctly to make relevant observations.

AF5 Working critically with evidence

Emma makes predictions and compares them with actual observations. She can report on her observations verbally and in writing. In the event of an outcome that she does not expect, she makes further observation.

Overall assessment judgement The work was carried out over two terms. Emma had already made good progress to level 1 at the start of this period, and the evidence here shows that she is working at secure level 2 across all assessment focuses. Further progress could be made through carrying out investigative work that involves working with numerical data. Over the the rest of the year Emma should also be provided with further opportunities to demonstrate her skills and understanding, particularly within attainment target 2.




APP primary science assessment guidelines: levels 1 and 2

AF1 – Thinking scientifically AF2 – Understanding the applications and implications of science

AF3 – Communicating and collaborating in science

AF4 – Using investigative approaches

AF5 – Working critically with evidence

L2

Across a range of contexts and practical situations pupils:

Draw on their observations and ideas to offer answers to questions

Make comparisons between basic features or components of objects, living things or events

Sort and group objects, living things or events on the basis of what they have observed

Respond to suggestions to identify some evidence (in the form of information, observations or measurements) needed to answer a question


Express personal feelings or opinions about scientific or technological phenomena

Describe, in familiar contexts, how science helps people do things

Identify people who use science to help others

Identify scientific or technological phenomena and say whether or not they are helpful


Present their ideas and evidence in appropriate ways

Respond to prompts by using simple texts and electronic media to find information

Use simple scientific vocabulary to describe their ideas and observations

Work together on an experiment or investigation and recognise contributions made by others


Make some suggestions about how to find things out or how to collect data to answer a question or idea they are investigating

Identify things to measure or observe that are relevant to the question or idea they are investigating

Correctly use equipment provided to make observations and measurements

Make measurements, using standard or non-standard units as appropriate


Say what happened in their experiment or investigation

Say whether what happened was what they expected, acknowledging any unexpected outcomes

Respond to prompts to suggest different ways they could have done things


Ask questions stimulated by their exploration of their world

Recognise basic features of objects, living things or events

Draw on their everyday experience to help answer questions

Respond to suggestions to identify some evidence (in the form of information, observations or measurements) that has been used to answer a question


Identify a link to science in familiar objects or contexts

Recognise scientific and technological developments that help us


Use everyday terms to describe simple features or actions of objects, living things or events they observe

Present evidence they have collected in simple templates provided for them

Communicate simple features or components of objects, living things or events they have observed in appropriate forms

Share their own ideas and listen to the ideas of others


Respond to prompts by making some simple suggestions about how to find an answer or make observations

Use their senses and simple equipment to make observations


Respond to prompts to say what happened

Say what has changed when observing objects, living things or events

L1

BL

IE

Overall assessment (tick one box only) Low 1 Secure 1 High 1 Low 2 Secure 2 High 2



Acknowledgements ‘Discovery Dog’ published by Millgate House Education Ltd. Created by K. Blacklock, J. Childe, D. Eccles and P. Atkinson Copyright © Lancashire County Council. Used with kind permission.

Primary Upd8, www.primaryupd8.org.uk © Association for Science Education. Used with kind permission.
