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Core 1 Science Student Skills Plants and Seeds 2012 KP
Year 1 Core SciencePlanning /Assessing Sc1Plants and Seeds Sc2
“All children and adults require a wide range of skills and techniques for learning. They need also to be able to apply these in a wide variety of contexts.” (SOED, 1993)
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds
2012 KP
WEEK 12 Student directed learning task In small groups (3-4 students) review your understanding of
ONE Science Skill. Prepare a 5 minute Powerpoint presentation for the rest of the
class as if you were a teacher addressing parents/carers in the Foundation Stage, Key Stage 1 or 2.
How will you help parents to understand the importance of this skill?
What type of activities might you suggest / illustrate to develop this skill?
How can adults recognise this skill in use? What is the adult’s role in nurturing and enhancing this skill? Prepare an A4 handout for the class (this could be your
Powerpoints with notes) – upload this onto the LN by the end of Week 11 ready to access in Week 12.
Follow up - Group Task –Week 12 – Any questions?
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Independent Study Tasks
Read Harlen and Qualter (2009) Ch 17 - How might you support children in assessing their work in science?
Use this writing frame to complete an entry in your
reflective journal:
What implications for your teaching can you note from today’s session?
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Learning Intentions
Develop understanding of progression and achievement in Sc1 by planning and carrying out an investigation.
Set targets for personal skill development Further define the role of practical work in developing
knowledge and understanding in science Develop understanding of ways to plan practical
science activities in the classroom Begin to develop understanding of ways to
differentiate practical science activities in the classroom
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Children’s role in assessing their work.
Involvement of children in assessment of their own and each others’ work has been shown to be among the approaches most successful in raising achievement. (Harlen and Qualter, 2009: 207)
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Reasons for involving children in using assessment to help learning The children are the ones who ultimately have to take actions that
lead to learning. Knowing their goals puts learners in a better position to achieve
them. Taking part in assessment of their own and their peers’ work means
that children see assessment as something in which they have an active part.
There is less need for feedback from the teacher if the children are involved in assessing their work and deciding next steps.
Involvement in self assessment facilitates ownership of their learning and enables children to be responsible and accountable for their learning.
It provides for independence and can lead to self-regulated learning. It raises children’s self-esteem. It promotes higher order thinking since it requires children to think
about how they learn (metacognitive thinking).(Harlen and Qualter, 2009: 207)
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Sc2 Life processes and living things
Green plants KS1 3) Pupils should be taught:
to recognise that plants need light and water to grow to recognise and name the leaf, flower, stem and root of flowering
plants that seeds grow into flowering plants
KS2 3) Pupils should be taught: the effect of light, air, water and temperature on plant growth the role of the leaf in producing new material for growth that the root anchors the plant, and that water and minerals are
taken in through the root and transported through the stem to other parts of the plant
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Science and Plants for Schools (SAPS)
http://www-saps.plantsci.cam.ac.uk/
http://www.saps.org.uk/
Aims to develop new educational resources to promote exciting teaching of plant
science and molecular biology to interest young people in plants
and molecular biology.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Enquiry – two approaches
Illustrative Investigative In your table groups – half the table carry out
the activity on the pink sheets, half the table carry out the activity on the blue sheets. Then swap. (10 minutes in total)
Share what you did with the whole group. Investigative / illustrative ? Like /dislike? Advantages / disadvantages? Implications?
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Illustrative - SUMMARY
Involves direction by the teacher / workcard at every stage
Directs or leads pupils to what is to be observed Tells the pupils what to do and how to do it Tells the pupils what equipment and measuring
instruments to use Prescribes methods of recording and
communication Specifies one route to the solution Involves all pupils arriving at the same conclusion
which illustrates the idea or concept under study
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Investigative - SUMMARY
Allows pupils to make their own observations Encourages pupils to make ‘I think because…’ statements which
they can test Allows pupils to plan for themselves how the investigation is to
proceed Allows pupils to work independently and make decisions what to
change, what to measure or judge and what to keep the same Allows pupils to select the most appropriate instruments and
apparatus for an activity Gives pupils the opportunity to decide which is the most
appropriate means of recording and display Allows pupils to place their own interpretation on data Allows a variety of routes to a solution Encourages further questions for investigation
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Listen to the storyWhat ideas might children already have?Consider the conceptual (subject) knowledge that
could be developed using this story.
Activity
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
TASK
In your table groups how might you use this book to support an illustrative / investigative approach?
Consider what specific skill/s might be encouraged. What teacher questions might you use? How does the skill focus develop conceptual
understanding in this activity? How might you involve the children in self
assessment? Reference to EYFS and NC. Use the lesson plan proforma to draft an outline plan
for a science session based on this book. Prepare a group feed back and be
prepared to respond to discussion.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Health and Safety- Risk Assessment
RISK ASSESSMENT The activity is: Building blocks The risk assessment should be shared with all adults assisting in the classroom. Refer to NC KS1 and KS2 Breadth of Study for guidelines on involvement of pupils. Keep a copy with the medium term plan and lesson plans
Hazard
Consider: Substances and materials; Equipment and tools; The way the activity is done The place where the activity is done; Anything else
Likely effect of hazard
Risk level
(low, medium, high)
Safety measure
Resulting risk level
Sharp edges and broken fragments e.g. splinters from wood
Embedded splinters, grazes from sharp, jagged edges
medium
Ensure blocks have smooth surfaces Low
Swinging ball hitting a child
Serious bruising/ damage to area of child that ball hits. If it hits a child’s head it could cause concussion.
High Use a light ball, check fixing between ball and string secure. Ensure swinging ball is firmly fixed to a stand so that the stand is balanced. Instruct children to swing ball with care and direct swing away from spectators. Allow a large space for movement of ball so that it does not hit anything other than the tower. Adult supervision of activity.
low
Tower of bricks falling over.
Bricks falling on / hitting child and bruising / cutting area of child that
medium Allow a large space around tower. Adult supervision of activity.
low
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
The Sultana Game – Going outside!Dr Anne BebbingtonField Studies Council, Juniper Hall
A game from the SAPs website.
Take a sultana and go outside and find a place in which to hide it! When you return you will need to complete the Design a seed activity on the following slide.
http://www.saps.org.uk/primary/beyond-the-classroom/224-the-sultana-game-understanding-fruit-and-seed-dispersal
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Design a Seed – coming back in!
Work together in a group You are going on an expedition to look for new plants
and to bring back some seeds from these plants. Half of your group: will need to make a drawing of the
plant you discover and to give it a name. Annotate your drawing highlighting any particular features of your plant and noting the conditions in which it is growing.
Other half of the group: need to make a magnified drawing of a seed from your plant and explain how it is dispersed.
Provide instructions so that on returning from your expedition your seed can be germinated and grown.
Display your work together on one of the boards in the room.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Consider
Cross-curricular opportunities The information or activities that children
would need before being able to carry out this activity
How you would organise this activity – individually, pairs, group??? Your reasons?
How could children assess their own and each others’ work?
How could the teacher assess this activity? The work that could follow this activity.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Links with D & T
http://www-saps.plantsci.cam.ac.uk/primdt.htm
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Finding your sultana!
Seeds rely on the fact that squirrels forget where they have buried their cache of nuts! Or do they?
Go and retrieve your sultana – on return please complete the Induction and Study Skills evaluation.
http://experiments.magnify.net/video/Squirrel-Memory-test-MUST-SEE
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
The Sultana Game – Going outside!
A game played to introduce the concept of seed dispersal, in particular to get young pupils to think about the way in which large seeds such as hazel nuts and conkers are dispersed by small mammals. A number of small mammals habitually store food for the winter. Stores of food, which are not found or revisited, are potentially able to germinate and grow into new plants.
Give each pupil a sultana and tell them they are squirrels and this is part of their winter store of food. Define clearly the area in which they can hide their sultana. Leave the area and carry on with some other activity (for at least half an hour, longer if possible).
The pupils are then given five minutes to find their sultana. Several will not be able to find them.
Ask the pupils why, if animals can't find their store of seeds, this might be important to a plant.
I don't know where the idea came from for this game. It was originally played with peanuts but I have adapted it by using sultanas to avoid possible problems with pupils who suffer from nut allergies. Sultanas are also readily biodegradable! Children should be warned not to eat the sultanas after they have been hidden. It is a good idea to have a bag of clean sultanas as a reward for 'busy squirrels'.
Dr Anne BebbingtonField Studies Council, Juniper Hall
http://www.saps.org.uk/primary/beyond-the-classroom/224-the-sultana-game-understanding-fruit-and-seed-dispersal
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants and Seeds 2012 KP
Plenary
ConsiderHow do different approaches and
contexts for learning in science support children’s developing understanding?
The role of assessment in developing that understanding?
Implications for practice?
March 2012 Sem 2 Wk 11
