My School Based Science Development ProjectEllie Quinn

What’s on the menu?

My specialism school – what was it like?

Approach to science within the school

Interview with science co-ordinator

Observations of science lessons

Science intervention groups

Science lesson

Some misconceptions

Science quiz…with prize for the winner!

Canon Burrows Primary School

Church of England Primary school with a two form entry.

Year 4 host class.

Science taught on weekly basis.

Science planning completed over the holidays in my host class.

School was well resourced e.g. plenty of WORKING science equipment.

Science in Canon Burrows

Science co-ordinator worked in the nursery.

Science co-ordinator had studied science at A-level and had completed a science secondary PGCE (specialising in science).

All co-ordinators in the school have the responsibility of devising the medium term plans.

Recent science events in school:

Science Fair Science and Art project

Science book review

‘The Lighthouse Keepers Lunch’ topic

The Lighthouse Keepers Lunch

• Science topic with literacy links which took place in the spring term 2011.

• Used throughout the school (from nursery up to year 6)

• Used picture/story book to make common cross-curricular links.

• Each class was to contribute a particular part of their learning to the overall finished display.

What types of Investigations took place?

Exploring the properties of water (Reception and Nursery)

Humans and keeping healthy (Year 1)

Floating and Sinking (Year 2)

Properties of materials (Year 3)

Types of forces (Year 4 and 5)

Micro-organisms (Year 6)

Changes to the science teaching

February to December last year – science consultant.

School recognised a need for intervention with science in the school.

Changes made so that there is now a scheme or work for every year.

This has meant however that due to the change some classes are covering the same topic twice. This is evident later in my science lesson.

Each teacher is given a medium term plan which correlates with ‘Spellbound Science’. Each topic has a plan alongside it which shows knowledge, enquiry, key vocabulary and key resources.

Key points made by the science co-ordinator

Removal of science from SATs has had a detrimental impact on science teaching.

Crucial to have a strong link with staff, this helped her planning. It is also useful for ordering resources.

Best ways to keep up to date are training days and press releases.

Science is recommended to take place on a weekly basis however it is ultimately up to the class teacher when this takes place as long as all topics are covered within the term.

Science Lesson Observations

Reception – Knowledge and understanding of the world (Investigating the level of waterproofing in materials)

Year 2 – Changing materials (LO: to identify that some materials occur naturally and some are manufactured. LO: To state that some materials can be altered by bending, squashing, twisting and stretching).

Year 5 – Earth and space (LO: to investigate the position of the sun).

Science Intervention Groups

Groups of 3 or 4 children taken out during afternoon lessons (Year 4).

Children were taken in ability groups, starting from the higher ability to the lower ability.

LO: To make a complete circuit in which a motor moves clockwise and anti-clockwise.

LO: To be able to change the speed of the motor.

Learning Outcomes:

1) I made a complete circuit in which the motor moved clockwise and anti-clockwise.

2) I was able to make the motor speed up or slow down.

How did the children succeed?

Difference between the higher ability and lower ability was evident in their use of vocabulary, familiarity with the equipment and problem solving skills.

Majority of children were able to recall previous learning on electricity topic.

Some children using terms such as ‘theory’ instead of prediction.

Children able to change the speed of the motor and used trial and error to change the direction of the motor.

Science Lesson

LO: To plan and conduct an investigation to answer the question “Can you make a circuit without any wires?”

LO: To form a conclusion to answer the question.

Learning Outcomes:

1) I have planned and carried out an investigation to answer a question.

2) I have formed a conclusion to answer a question.

3) I know what “conductor” and “insulator” mean.

How did the children succeed?

Children worked in Kagan teams.

Children able to identify materials and sort them into insulators and conductors.

Class discussion on paper clips.

All children achieved the LO.

Some children needed help with recording the results.

Science Display

Circuits wall display – Year 4

Misconceptions

“add more wires to the circuit to make the motor spin faster”

“put the battery on opposite side of battery holder to change the direction of the motor”

“rolling the aluminium foil makes it a better conductor”

Misconceptions Quiz – True or False

The Great Wall of China is the only human made object visible from the moon.

The change of seasons is due to the Earth being closer to the sun in summer and further away in Winter.

Dogs sweat by salivating.

All bats are blind.

Sunflowers track the sun throughout the day.

Humans evolved from chimpanzees.

Eating less than an hour before swimming causes cramps.

Human blood when inside the body is blue.

Swallowing chewing gum takes years to digest.

Alcohol makes the body warmer.

Humans can catch warts from toads and other animals.

Some good ideas…

Animoto - http://animoto.com/play/rzOH7fNJ60ZC7ZIwPHisEA

Glogster -

http://www.glogster.com/aoifeeq/circuits/g-6kv96c9al5m16cq0tcahga0

Last slide…

Any questions?