practicalaction.org/schools-curriculum1

Practical Action links to the Scottish Science curriculum

Background The new science curriculum in Scotland offers a real opportunity for teachers to enhance pupils’ learning by the integration of global issues in their teaching. Teaching in a global context, using methodologies that encourage discussion and debate, coupled with an enquiry based approach, not only engages and motivates pupils but deepens their scientific knowledge and understanding.

The emphasis on teaching in context and understanding the uses and implications of science is made clear in the aims.

In the programme of study the importance of teaching through a global lens is highlighted within the scientific knowledge and conceptual understanding and the nature, processes and methods of science.

Scientific knowledge and understanding:…teachers will wish to use different contexts to maximise their pupils’ engagement and motivation to study science.

The nature, processes and methods of science:…Working scientifically might be embedded within the content... so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include…researching using secondary resources.

This emphasis on research and communication is a new requirement of the curriculum. Secondary sources to support research could include case studies of how science is having both a positive and negative impact on the developing world, technical briefs written by Practical Action for engineers in developing countries, information available on th main website and videos.

AimsThe Broad General Education (BGE) and National courses for science aim to ensure

that all pupils:

develop scientific knowledge and conceptual understanding through the specific

disciplines of biology, chemistry and physics

develop understanding of the nature, processes and methods of science through different

types of science enquiries that help them to answer scientific questions about the world

around them

are equipped with the scientific knowledge required to understand the uses and

implications of science, today and for the future.

practicalaction.org/schools-curriculum2

Outcomes supported by Practical Action’s resources

CfE Level Outcome Covered

1 SCN 1-16a

2 SCN2-12a

SCN2-01a

SCN2-02b

SCN2-16a

SCN2-04b

SCN2-02b

SCN2-18a

3 SCN 3-02a

SCN 3-03a

3-11a

SCN-311b

(SCN 3-05a).

SCN3-07a

SCN 3-12a

SCN3-04a

CfE Level Outcome Covered

4 SCN 4-01a

SCN4-14b

SN4-16a

Health and Wellbeing

Several from all levels

Numeracy Several from all levels

Topical Science SCN3-20A

SCN3-20B

SCN4-20A

SCN4-20B

This document identifies areas within the BGE and National Courses curriculum where global contexts can be used can be used as the starting point or focus of a lesson. It gives example of resources available from Practical Action, including both teaching materials and links to secondary sources such as technical briefs, blogs and videos.

The following outcomes can be supported by the Practical Action resources. Explanation of each outcome is given in the table. The majority of the Practical Action resources support the BGE in S1-S3. Some may be carried out in primary schools or in the National 4 or 5 courses. Health and Wellbeing, Numeracy and Topical science outcomes are also widely covered.

practicalaction.org/schools-curriculum3

Science BGE Level 2, 3 and 4 (Primary 7 – S3)

Outcomes Global context Practical Action resources

SCN 3-02a

I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth.

SCN 3-03aThrough investigations and based on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production.

How plants are grown in different countries… problems of too much or too little water

The Floating Garden Challenge

Global Food and Farming Photo resource

Plant image gallery

Food and Agriculture - videos

SCN 4-01a

I understand how animal and plant species depends on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity

Looking at different foods eaten by different people around the world… and that we are need the basic food groups

Food stories Food - Concept Cartoon

SCN 3-11a

By exploring the refraction of light when passed through different materials, lenses and prisms, I can explain how light can be used in a variety of applications.

SCN-311b

By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.

Solar lanterns etc. Importance of light in education, running a business

Solar cookers

Solar Lanterns – information Solar Lanterns – video

Topic Global context Practical Action Resources

Topical Science

National 4/5 Chemistry Unit 2

Climate change – how it affects environments and thereby people’s lives

Floating Garden Challenge

Beat the Flood

Climate Change – case studies

Climate Change – images

Climate Change – videos

SCN 3-05a

By contributing to experiments and investigations, I can develop my understanding of models of matter and can apply this to changes of state and the energy involved as they occur in nature

Preserving fresh food using a zeer pot

Zeer pot fridge – information

practicalaction.org/schools-curriculum4

Science BGE Level 2, 3 and 4 (Primary 7 – S3) - continued

Topic Global context Practical Action Resources

Topical Science

SCN2-18aI have investigated different water samples from the environment and explored methods that can be used to clean and conserve water and I am aware of the properties and uses of water

Dissolving sachets in water to make it drinkable in emergency situations

Simple water filters used to clean water

Global CREST Challenges, water

Importance of testing materials for specific uses e.g earthquake or flood prone areas, ability to float.

Sustainable building materials, energy costs, the link to climate change

Beat the Flood

Floating Garden Challenge

SCN3-07a

By contributing to investigations of energy loss due to friction, I can suggest ways of improving the efficiency of moving systems.

Use of levers, pulleys etc. to transport people and produce in the developing world

Use pumps in irrigation

Squashed Tomato Challenge

Tuins – information

Global CREST Challenges, transport and water

Treadle pump – information

SCN 3-12a

I have explored the role of technology in monitoring health and improving the quality of life.

The effects of a poor diet on some children in the developing world.

The spread of disease cause by bad hygiene

Water and Sanitation – images

Water and Sanitation – videos

SCN2-12a

By investigating some body systems and potential problems which may develop, I can make informed decisions to help me maintain my health and wellbeing.

Death due to smoke in the home from stoves causes more deaths than Malaria

Tobacco advertisements in developing countries

Smoke – killer in the kitchen - video

Smoke hoods - video

SCN2-01a

I can use my knowledge of interactions and energy flow between plants and animals in an ecosystem, food chains and webs. I have contributed to the design or conservation of a wildlife area.

SCN2-02b

Through carrying out practical activities and investigations, I can show how plants have benefited society.

Comparing food webs in UK with food webs in a developing country

Issues around food security

Floating Garden Challenge

Food and agriculture - video

Plants – images

Seed fairs in Kenya and Potatoes in Peru(KS2 but could be adapted)

practicalaction.org/schools-curriculum5

Science BGE Level 2, 3 and 4 (Primary 7 – S3) - continued

Topic Global context Practical Action Resources

SCN4-14bThrough evaluation of a range of data, I can compare sexual and asexual reproduction and explain their importance to the survival of the species.

GM crop debate

Importance of biodiversity for small farmers in developing world

Seed fairs in Kenya

Seed fairs – information

Biodiverse Agriculture – technical brief

SCN1-16a

I can make and test predictions about solids dissolving in water and can relate my findings to the world around me

SCN2-16aI have participated in practical activities to separate simple mixtures of substances and can relate my findings to my everyday experience.

Using sachets of chemicals to clean water

Filtering water to make it fit to drink

Solar distillation

Global CREST Challenges, water

Solar distillation – technical brief

SN4-16aI have carried out research into novel materials and can begin to explain the scientific basis of their properties and discuss the possible impacts they may have on society.

Materials used in buildings in areas prone to natural disasters e.g flooding and earthquakes

Global CREST Challenges, shelter

Beat the Flood Challenge

SCN2-04bThrough exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on their implications of future use.

SCN2-02bI can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland and beyond

Use of renewable energy

Efficiency of different stoves

Black Carbon

Energy crossword

Energy revision cards

Energy loop game

Moja island

Wind Power Challenge

Global CREST Challenges, energy

Renewable energy – posters

Top ten reasons why renewable energy is cool

Free energy – concept cartoon

Energy and the MDGs

Practical Action’s work on energy - information

Fuels – technical brief

Energy resources – technical brief

Energy – videos

Hydroelectric power – information

Hydroelectric power – technical brief

Fuels – technical brief

Improved Stoves – information

Biomass – technical brief

practicalaction.org/schools-curriculum6

Science BGE Level 2, 3 and 4 (Primary 7 – S3) - continued

Topic Global context Practical Action Resources

Topical Science

SCN3-20A

SCN3-20B

SCN4-20A

SCN4-20B

Ropeways systems

Pumps e.g. water pumps

Ways of keeping food cool or reducing the rate of heat loss through insulation

Drying food to preserve it

Squashed Tomato Challenge

Tuins – information

Global CREST Challenges, transport and water

Treadle pump – information

Treadle pump – technical brief

Hand pumps – technical brief

Zeer pot fridge – information

Zeer pot fridge – technical brief

Fireless cooker – information

Fireless cooker – technical brief

Solar drying of food – technical brief

Forces – Can be added in to topical science units, class challenges or Physics National courses.

Forces as pushes or pulls, arising from the interaction between two objects

Forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water

Non-contact Forces: gravity forces acting at a distance on Earth and in space, forces between magnets and forces due to static electricity

Turbines used in renewable energy – wind and hydro

Hand pumps

Wooden bearings

Floating and sinking

Pumping

Gravity ropeways

Wind power challenge

Hydroelectric power – information

Hydroelectric power – technical brief

Renewable energy – posters

Treadle pump on main website

Treadle pump – technical brief

Hand pumps – technical brief

Wooden bearings – technical brief

Floating Garden Challenge

Solar voltaic water pumping – technical brief

Hand pumps – technical brief

Squashed Tomato Challenge