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What are these habitats?
is desert!E.g.
Design your own phonocryptogram for a habitat and test it on a friend…
At the end of this session you should be able to:
• Explain the importance of giving a varied diet of activities to learners so as to encourage engagement;
• Practise a range of engaging activities and identify ways that they could be incorporated into lesson planning for engagement;
• Compare and contrast a range of novel strategies for engaging learners and identify your own good practice;
• Evaluate the activities and identify how they could be adapted for use in other science topic areas.
One of the most important aspects of engaging learners is identifying and building on prior knowledge.
What do you seen in your schools?
Sharpteeth
Good hearing
Goodeyesight
Eyes at frontof head
Runfast
Sharpclaws
CamouflageStrongmuscle
Warmfur
coal
oil gas
HEP nuclear wind
solar waste
geothermal
What makes a good predator?
Which is the most important energy resource in the UK?
What questions were asked?
LEE HEALTH WARNING!
I am NOT saying that you shouldn’t do these activities!
Just remember:
• There’s always another way of doing something (make sure that the activity develops a range of behaviour for learning skills);
• Plan for groupings and partnerships that work and where everyone has a role;
• Tell learners what you want from them (success criteria) and tell them how you will assess learning;
• Model the activity for all learners. It helps them see the thought processes…
HERE is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. And then he feels that perhaps there isn't.
In Leicestershire research (n=92), disaffected boys cited that copying things was their least preferred activity.
These are some of the things that they hated copying:
• Objectives/outcomes off the board
• Notes from the board
• Diagrams from the board, worksheets and out of books
• Cloze procedures
We have to ask ourselves the question:
What is the learning that is going on when people are copying information from one source to another?
Bloom’s taxonomy:
Low level of thinking
L1,2,3
L4,5
L6,7
L7,8
Medium level of thinking
High level
A/A*
B/C
C/D
E/F/G
What can you see in the picture?
Which companies could use this image as an advert? Why?
Using a learning wall…
Here are some notes that you will need to copy down:
• Photosynthesis is a chemical process where plants use light to make food.
• Photosynthesis takes place in the leaves and stems of green plants.
• The chemical that absorbs the light is called chlorophyll and it is found inside the chloroplasts of the plant cells.
• In photosynthesis, a plant combines carbon dioxide and water to create glucose and oxygen. It uses light as the energy source for this process.
• The glucose is used by the plant for many things. It is used as an energy source for growth, movement, repair, reproduction, excretion and sensitivity. Some glucose is turned into starch and stored.
• Fats and oils can also be made from glucose.
• Oxygen is a waste product that is released by the plant.
This is a common activity seen in a number of science lessons but are there other ways of doing it?
Why not use a collective memory technique? Put the picture at the front and they go up in turns and draw it at their desk. From LIL.
Why not give them a really badly drawn diagram and then get them to correct it, add things and finish it off?
Why not show them a diagram on an OHT or PPT for 2 minutes then get them to draw it from memory onto a whiteboard. Prize for best?
Why not get them into pairs (back 2 back) with one person having a whiteboard and the other having the picture? One describes and one draws?
Why not give them the labels and get them to draw what they think it looks like?
Why not give them a photograph (with labels) and then get them to turn it into a diagram?
The brainstorm (thought-shower!) has been the staple diet of teaching for all eternity!
Think about these questions:
• On average how many students are engaged with giving answers (even if working in groups)?
• What does the teacher do with the answers that are given?
• How open is the questioning?
• How does the teacher use the information that is given to inform the planning for the session?
• How does the teacher identify misconceptions?
• How many times a year does each student have to sit through a brainstorm activity?
• You will be given a large sheet of paper, some glue and a pen;
• You will also be given some cards with some science words on them;
• Your job is to link the words with lines;
• You should write above the line why you have made a link between the words;
• You have 10 minutes to do this.
etc.
Here is a propositional concept map on shapes. Use it to assess the students understanding of the topic. The students were asked to draw arrows between the statements and write a reason for linking the statements:
frequency
amplitude
pitch volume
sound
wave
loud
quiet
echo
reflect
hertz
decibels
Sounds have a frequensy
They can bounce off stuff like mountins
Like see waves
Echos are sounds that reflect off stuff
Loud sounds are decibels
Opposites of sounds
Sounds have different volumes
High volumes have high pitch
FACT: most kids hate tests! Let’s give them a break and find other ways to test the learning that has happened.
…and the dreaded exam revision lessons!
• Using games is an excellent way of testing knowledge but also for engaging young people in learning. We want lifelong learners? So learning must be fun.
• Go round charity shops and car boot sales and buy cheap board games. Then look at what the philosophy of the game is and borrow the idea!
What kind of games do you incorporate into your lessons?
•
•
•
•
•
Name a wayof separating
mixtures?
• One person is an expert… in the comfy chair.
• Everyone else writes down one answer and then stands up.
• The expert then shouts out answers…their job is to sit everyone down in the quickest time.
taboo
pictionary
card games
Quiz shows
© 2007 Lee Sheldon
element acid
• Follow the instructions below to write a poem which doesn’t have to rhyme.
• Remember no lists allowed!
• The keyword is CELL.
Line 1 1 word The keyword from the lesson
Line 2 2 words This describes the keyword
Line 3 3 words This explains the function of the keyword
Line 4 4 words This gives scientific knowledge and understanding
Line 5 1 word This is something related to the keyword
A
D
B
The Alchemysts
Jan van der Straet
(late 16th Century)
C
One thing good I have learned?
One thing I could tell other people to
do?
One thing that I could change in my own teaching?
One thing that I loved doing?
One message that I’ll take home with me?
Handy Plenary
