Pri app sci_std_file_y4_l4

1 of 27 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Christopher (Year 4 low level 4)

Child profile Christopher is enthusiastic and articulate, and making good progress into level 4.

The evidence 1. Investigating how to keep an ice lolly cool

2. Bones

3. Investigating whether the person with the longest arms has the biggest head

4. Explaining friction

5. Forces and air resistance

6. Habitats and adaptations

QCDA 01063-2009PDF-EN-09 © Crown copyright 2009


1 Investigating how to keep an ice lolly cool

Assessment focuses AF3, AF4, AF5

Context The children were working on changes to materials when heated and cooled. They had measured temperatures in the classroom using the Celsius scale, and had looked at melting and freezing. This had led to some discussion of how to keep warm in cold weather, and the children discussed different types of clothes and space blankets.

They were set the challenge of investigating how to keep ice lollies solid for as long as possible. The children mentioned fridges and freezers, and what the differences were between ‘keeping cold’ and ‘keeping warm’.

Working in groups of three, the children were provided with ‘ice lollies’ (ice cubes on sticks) and a range of appropriate equipment and insulating materials. They worked in pairs.



The evidence



Next steps

Comparison of work from some different groups, leading to discussion of the benefit of quantitative work (such as measuring actual time to melt).

Assessment commentary Christopher can choose his own format for presenting data. He recognises the need for a fair test and identifies the variables to be kept constant, and selects equipment from a range available. He shows that he can draw an appropriate straightforward conclusion from data, and he uses a cause–effect association when describing what he has found out.



2 Bones

Assessment focuses AF1, AF3

Context During the first lesson of a topic about moving and growing, the class were asked to complete the first two columns of their KWL grid (see pupil evidence). In the first column they wrote down everything they already knew about this topic. In the middle column they were asked to write scientific questions for which they wanted to find answers. At the end of the topic, in the last lesson, they completed the third column to show their new learning.

In the meantime, during literacy and science lessons based on information texts, the children were asked to research and select information for posters on the topic of moving and growing. They were told that the posters should be informative and understandable for other children of their age. They had an information leaflet on the human body and they used the internet.



The evidence



Next steps

Work with physical models of bones and muscles, emphasising the understanding of mechanisms rather than simpler reporting of information.

Information research on breaking bones and how the medical profession supports repair or replacement.

Assessment commentary Through the use of clear and concise diagrams and text boxes, Christopher chooses appropriate ways to communicate scientific ideas. These include descriptions of the structure of the skeleton, examples of joint types and their roles. Christopher uses scientific terminology such as cartilage, cranium, joints, femur, and pelvis. In the KWL grid he poses interesting questions to research. He refers back to his questions to show the increase in his knowledge. He selects appropriate information for the task.



3 Investigating whether the person with the longest arms has the biggest head

Assessment focuses AF2, AF3, AF4, AF5

Context During work on moving and growing, the teacher presented children with a scenario in which problems were occurring regarding the school’s new PE kits. The teacher presented the children with letters written by parents complaining that the sweatshirts fitted perfectly but the hat was too tight and vice versa. They were asked to describe how they could collect information that would allow them to find out if there was a correlation between arm length and head size. They were asked to work together to share ideas, and then carry out this investigation.



The evidence











Teacher’s notes At the end of the lesson Christopher was able to tell the class:

how his investigation answered the original question

whether or not the results matched his predictions.

Christopher could also say that the measurements were more accurate when someone else held the tape measure and recognised that the age labels are not always the best way of choosing clothes that will fit.



Next steps

Use of spreadsheets to work with data sets, producing accurate scatter and line graphs, with appropriate scales, that can be changed as measurements are taken.

Discussion of the idea that some scientific investigations are not fair tests when there are variables (such as genetics, diet, exact age) that cannot be controlled.

Assessment commentary Christopher recognises the implications for clothing manufacturers when they are producing packs of clothing for specific age ranges. He can present data clearly in more than one way – table, bar chart and scatter graph – and uses these to identify a general pattern: ‘Stefan had the longest arm and the biggest head’. He identifies the advantages of working with a partner. He shows that he recognises the importance of using the tape measure correctly. Christopher identifies a straightforward pattern in making a summary statement of his investigation findings.



4 Explaining friction


Context The teacher introduced the topic of forces and friction and gave the children a couple of minutes to share ideas with a partner. Each couple then fed back to the whole class. Christopher was asked to repeat his explanations to camera.



The evidence See the video clip of Christopher talking about friction, 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: Christopher’).

Teacher’s notes Christopher went into great detail about his understanding of friction. He explained that friction was a force that happened when two surfaces rubbed together. He gave the example of a stone skimming across a pond, and the more times it touched the surface of the water, the more it slowed down. He then went on to talk about air resistance and explained to the group that when a parachutist jumps out of a plane the gravity pulls him down to Earth, but the air pushes up against the parachute and slows it down.

Next steps

Consideration of how scientists and designers have worked together to make useable, safe parachutes.

Assessment commentary Christopher is able to explain his understanding of friction using scientific ideas and modelling. He relates these ideas to scenarios in the world around him such as skimming stones and using a parachute. He expresses himself clearly using appropriate scientific vocabulary to communicate his knowledge and understanding of the subject.


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


5 Forces and air resistance


Context During the work on forces and friction the class looked at the effect of air resistance on particular objects. They were asked to produce diagrams to show the direction and strength of air resistance on a cyclist and parachutist. They were asked to write a sentence to explain the effect of air resistance in each scenario.



The evidence



Next steps

Investigating air resistance and how it might be decreased or increased depending on need (as in the cases of a cyclist and a parachutist).

Applying air resistance ideas within the animal and plant kingdoms (such as a diving kestrel and a dispersing dandelion seed).

Assessment commentary Christopher uses simple models to describe phenomena. His diagrams include arrows that show both the direction and the size of the force. He can relate his understanding of scientific concepts to real life experiences and can explain why air resistance can be helpful or not. He uses appropriate scientific forms of language to communicate his ideas.



6 Habitats and adaptations


Context The children were starting a unit of work based on adaptation of living things to different environments. Christopher created a series of mind maps to identify specific animals that could be found in four habitats. Subsequent work developed an understanding of specific adaptations that made some of the animals suitable to their habitat.

The class then undertook a D&T task to design and make a creature adapted to an imaginary extreme habitat. Christopher’s planning sheet includes specific adaptations for an ‘oven louse’.



The evidence





Teacher’s notes Christopher said why he chose the animals for each of the mind maps and described specific characteristics that allowed the animal to survive in the given habitat. When questioned he could say why an animal could not survive in one of the other habitats.

For the oven louse, Christopher described why it was important to have eggs in order to make sure that there are future generations of the creature.

Next steps

Consideration of how adaptations have developed over extremely long periods of time, looking at times in history when conditions have changed and the effect that this had on various animals and plants.



Assessment commentary In his explanation of the mind maps, Christopher shows that he can identify similarities and differences relating to simple scientific ideas. Through his explanation of the adaptations of the oven louse, he is able to show the impact of natural scientific developments and links specific characteristics to their purpose. He uses appropriate scientific forms of expression to communicate ideas.




Assessment summary AF1 Thinking scientifically

Christopher uses scientific ideas and simple models to describe how things happen. He uses straightforward scientific evidence to answer questions and support findings, and can make sensible contrasts when considering science.

AF2 Understanding the applications and implications of science

Christopher can identify and explain implications of scientific ideas on aspects of our lives. He could discuss the effects of textures and different surfaces on the amount of friction that they created. Through his discussion of the uses of air resistance, Christopher identifies some aspects of our lives based on scientific ideas. When making links between habitats and environments Christopher is able to explain the purposes of some scientific developments in the natural world.

AF3 Communicating and collaborating in science

Christopher demonstrates consistent use of appropriate scientific language and has presented data in a wide range of forms that include the use of a table, bar graph, scatter graph, posters and labelled diagrams as well as more conventional written work. Christopher works well collaboratively.

AF4 Using investigative approaches

Christopher is able to carry out a fair test and uses equipment appropriately and accurately. When investigating the correlation between arm length and head circumference Christopher shows he is able to make accurate measurements. In other investigations he is able to control variables.

AF5 Working critically with evidence

Christopher is able to draw straightforward conclusions from the data presented in various forms. He has used a scatter graph to compare two sets of numerical data, identifying simple patterns. Further opportunities need to be provided for him to demonstrate how he can suggest improvements to his working.

Overall assessment judgement The evidence here, which is drawn from two terms’ work, demonstrates that Christopher is able to show some elements of a secure level 4, especially in AF3, and is certainly working at high level 3 across the other assessment focuses. His overall profile suggests that he is working at a low level 4.



APP primary science assessment guidelines: levels 3 and 4

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

L4

Across a range of contexts and practical situations pupils:

Use scientific ideas when describing simple processes or phenomena

Use simple models to describe scientific ideas

Identify scientific evidence that is being used to support or refute ideas or arguments


Describe some simple positive and negative consequences of scientific and technological developments

Recognise applications of specific scientific ideas

Identify aspects of science used within particular jobs or roles


Select appropriate ways of presenting scientific data

Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena

Use scientific and mathematical conventions when communicating information or ideas


Decide when it is appropriate to carry out fair tests in investigations

Select appropriate equipment or information sources to address specific questions or ideas under investigation

Make sets of observations or measurements, identifying the ranges and intervals used

Identify possible risks to themselves and others


Identify patterns in data presented in various formats, including line graphs

Draw straightforward conclusions from data presented in various formats

Identify scientific evidence they have used in drawing conclusions

Suggest improvements to their working methods, giving reasons


Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena

Respond to ideas given to them to answer questions or suggest solutions to problems

Represent things in the real world using simple physical models

Use straightforward scientific evidence to answer questions, or to support their findings


Explain the purposes of a variety of scientific or technological developments

Link applications to specific characteristics or properties

Identify aspects of our lives, or of the work that people do, which are based on scientific ideas


Present simple scientific data in more than one way, including tables and bar charts

Use scientific forms of language when communicating simple scientific ideas, processes or phenomena

Identify simple advantages of working together on experiments or investigations


Identify one or more control variables in investigations from those provided

Select equipment or information sources from those provided to address a question or idea under investigation

Make some accurate observations or whole number measurements relevant to questions or ideas under investigation

Recognise obvious risks when prompted


Identify straightforward patterns in observations or in data presented in various formats, including tables, pie and bar charts

Describe what they have found out in experiments or investigations, linking cause and effect

Suggest improvements to their working methods

L3

BL

IE

Overall assessment (tick one box only) Low 3 Secure 3 High 3 Low 4 Secure 4 High 4

Education

Pri app sci_std_file_y4_l4