university of winchester. part- time pgce science 2011-2012 eb1 pgce science (part-time) unit 3...
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University of Winchester. Part-time PGCE Science 2011-2012
EB 1
PGCE Science(Part-time)
Unit 3 Materials
University of Winchester. Part-time PGCE Science 2011-2012
EB 2
Safety in Primary Science
“Risk assessment is little more than common sense and prudent primary
teachers do it informally as a matter of course” (Ellis 2001, p7)
University of Winchester. Part-time PGCE Science 2011-2012
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Safety in Science
Safety is the legal responsibility of the employer
Teachers have a duty of care towards the children
Most employers adopt County Guidelines and/or ‘Be Safe!’ (Ellis 2001)
Evidence of planning for safe practice is found in lesson plans, schemes and policies
University of Winchester. Part-time PGCE Science 2011-2012
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Hazard and Risk
HAZARD - anything with the potential to cause harm
RISK – the likelihood of actual harm from any hazard
Risk Assessments attempt to avoid PREVENTABLE harm
University of Winchester. Part-time PGCE Science 2011-2012
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CLEAPSS
CLEAPSS is an advisory service providing support in science and technology for a consortium of local authorities and their schools including establishments for pupils with special needs.
http://www.cleapss.org.uk
Note CLEAPSS guides
University of Winchester. Part-time PGCE Science 2011-2012
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Teaching Safety
ASE suggest teachers are good at teaching SAFELY, not so good at teaching SAFETY, i.e. pupils learn the rules and implement them without real understanding
Safe practice is a theme in the NC Breadth of Study (BoS)
Access the standards site, choose a topic and write a risk assessment for the activity.
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/?view=get
University of Winchester. Part-time PGCE Science 2011-2012
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Constructivist model Scott, P. (1987) A Constructivist View Of Teaching And Learning. Leeds:
University Press.
Orientation
Elicitation
Restructuring, modification and extension of ideas
Application of ideas
Review and evaluation of ideas
University of Winchester. Part-time PGCE Science 2011-2012
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Constructivism
Orientation
Arousing children’s interest and curiosity
Setting the scene
Relating to a real life context
University of Winchester. Part-time PGCE Science 2011-2012
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Constructivism
Elicitation/Structuring
Helping children to find out and clarify what they think
Making ideas explicit to themselves, peers, teachers.
University of Winchester. Part-time PGCE Science 2011-2012
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Constructivism
Intervention/Restructuring
Encouraging children to test their ideas: to extend, develop or replace them
‘Making sense’ of ideas
University of Winchester. Part-time PGCE Science 2011-2012
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Constructivism
Application
Evaluation continuesUsing new ideas in familiar and new
contextsHelping children to relate what they have
learned to their everyday lives
University of Winchester. Part-time PGCE Science 2011-2012
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Constructivism
Review
Helping children to recognise the significance of what they have found out, how they have changed their thinking
University of Winchester. Part-time PGCE Science 2011-2012
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Constructivism
Children have strongly held ideas Learning involves the active construction of new
meaning Children may appear to understand new ideas
presented to them, but not believe them Shared meanings, reinforced by social interaction,
are difficult to change. Constructivism has its own language – e.g.
children’s ideas, alternative frameworks, misconceptions.
University of Winchester. Part-time PGCE Science 2011-2012
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Concept Mapping
…helps children to explore the structure of their current understanding.
Consider:What does a concept map look like?What does it show?Why is it used?How is it used?When is it used?
University of Winchester. Part-time PGCE Science 2011-2012
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Concept Mapping – more info
SEE
www.azteachscience.co.uk
for Professional Development Unit on concept mapping
University of Winchester. Part-time PGCE Science 2011-2012
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Concept Mapping - method
Devise list of key words Use lines to join the words Add arrowheads on the lines to show how to
read the relation Annotate the lines with words or phrases to
illustrate nature of relationship
Materials – devise your own concept map
University of Winchester. Part-time PGCE Science 2011-2012
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Concept Mapping - advantages
Not a test situationChildren’s ideas cannot be marked ‘wrong’Child has ownershipThey are meaningful to the childrenVariations are extensiveCan be used as formative assessment toolProvides a good starting point for discussionCan be reviewed and built uponCan be motivating
University of Winchester. Part-time PGCE Science 2011-2012
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TASK Solids, liquids and gases – the states of matter
To elicit our ideas on solids, liquids and gases, i.e. the states of matter
You have a set of everyday materials. Please sort them into solids, liquids and gases. Sort them as they are, and don’t include the
container in your decisions.
These materials have been chosen to match what we think are suitable for you. You may need to adapt the selection of materials to match your pupils in school.
University of Winchester. Part-time PGCE Science 2011-2012
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Definitions Nuffield Primary Science (1993) Materials Key Stage 2 Teachers Guide, London Collins Educational.
“A solid has definite shape. It remains that shape unless a force acts on it.... Cotton wool can be easily changed [but] it does have a definite shape.” P91
“A liquid has no fixed shape but it keeps the same volume when it is poured into a different container” p91
“A gas has no fixed shape or volume... Fill [s] the whole of the space in which it is contained.” P91
University of Winchester. Part-time PGCE Science 2011-2012
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Children’s ideas
Particles are different according to their state eg gas molecules are round, solid cubic
Size of molecule determined by state eg gas = small, solid = large
SOLID – hard, heavy, powders seen as liquids, soft solids such as pastes difficult to classify
LIQUID – flow, pour, compared to water, viscous liquids difficult
GAS – most difficult, air as one gas, include sprays/smoke, gas as dangerous
University of Winchester. Part-time PGCE Science 2011-2012
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Elicitation – concept cartoons Visual representation of scientific ideas Dialogue form Give alternative viewpoints Scientific ideas applied in everyday
situations Alternatives given equal status Scientifically acceptable viewpoint included
See examples…
University of Winchester. Part-time PGCE Science 2011-2012
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KS1Concept Cartoons Sharing ideas Choosing a starting point Deciding what and how to investigate Making predictions Finding out what happens Recording what happened A plenary discussion
University of Winchester. Part-time PGCE Science 2011-2012
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KS2Concept Cartoons
In addition Sharing, discussing and justifying ideas Discussing how to find out more Planning and carrying out enquiry Plenary – have we answered the question?
University of Winchester. Part-time PGCE Science 2011-2012
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See Keogh and Naylor concept cartoon materials Keogh, B. and Naylor, S. (2000) Concept Cartoons in Science Education Sandbach: Millgate
See www.conceptcartoons.com
See www.azteachscience.co.uk
University of Winchester. Part-time PGCE Science 2011-2012
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TASK
Use the same set of materials
This time decide which are pure substances and which are mixtures.
University of Winchester. Part-time PGCE Science 2011-2012
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Progression
Moving forward through a defined sequence of learning targets
A sequence of increasingly demanding activities Development in learning from one understanding
to another broader or deeper understanding:Relate to Harlen and Qualter(2004)ed.4 Box7.4 p.80
Or (2009) ed.5 Box10.2 p.124
An important feature of Medium Term Planning
University of Winchester. Part-time PGCE Science 2011-2012
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‘Materials’ in the Foundation Stage
Find references to exploration of materials in the Curriculum Guidance for the Foundation Stage
What experiences could you provide for young children that would encourage them to explore materials and their properties?
Why is early exploration so important?
University of Winchester. Part-time PGCE Science 2011-2012
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Sc3 Materials and their properties
Refer to the National Curriculum: Science (1999) Make a list of the materials that they suggest pupils should
be taught about. Then identify the properties that they suggest pupils should
be taught about. Can you link the materials and the properties? Which materials will you use to develop pupils’ ideas about
properties? Where there is a good match of materials and properties then here is a good opportunity for you to develop Sc1.Where there is a weak match, here is the place to develop meaning, of materials, or properties and of the nature of science.
University of Winchester. Part-time PGCE Science 2011-2012
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QCA Schemes of Work
QCA Schemes of Workhttp://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/science/?view=getA framework for Medium Term Planning.
TASK: Familiarise yourself with this resource.
University of Winchester. Part-time PGCE Science 2011-2012
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Review
Orientation
Elicitation
Restructuring, modification and extension of ideas
Application of ideas
Review and evaluation of ideas
University of Winchester. Part-time PGCE Science 2011-2012
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Note!
SPACE Research Reports
Nuffield Primary Science Scheme
A framework for Medium Term Planning.TASK: Familiarise yourself with these resources.
University of Winchester. Part-time PGCE Science 2011-2012
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Changing Materials – themes for revision
The states of matter - solid / liquid / gas Particles have energy - materials change
because of changes in the energy that the particles have. Energy can be transferred in different ways. Consider:
DiffusionConvectionConduction
Materials change - Change of state and chemical change .These also relate to the amount of energy particles have.
University of Winchester. Part-time PGCE Science 2011-2012
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Changing Materials
Chemical change makes new materials i.e. different stuff with new properties changes the composition of the molecules can be difficult to reverse results in new materials being formed.
Change of state is one kind of physical change does not change the chemical composition of the molecules can usually be reversed easily does not produce new materials.
Conservation of mass
University of Winchester. Part-time PGCE Science 2011-2012
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Student led Practical ‘Changing Materials’
Rusty nails/ items Chocolate buttons/ ice Balloons, narrow necked small
bottles, bicarb and vinegar Salt /sugar / spoons /
beakers /water glass mirrors / cans of liquid
cold from the fridge dough and bread popcorn and popped corn clay & pottery Plaster of Paris as powder and
as set *NOTE SAFETY alcohol hand gel
Talk about:What you notice before and
after the change?
Is this change - physical or chemical?- reversible or irreversible?
Can you talk about how energy is involved?
Note Sc1 skills of predicting and hypothesising
University of Winchester. Part-time PGCE Science 2011-2012
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Directed Tasks – reading
1. Read Ollerenshaw and Ritchie (1997) in reading pack. Have you tried, observed or experienced any of these approaches?
2. Edition 4:Read Harlen and Qualter (2004) Chapters 9 ‘Ways of Helping the development of Ideas’ and 3 ‘Teachers’ and Children’s Questions.’
Edition 5: Chapters 9 and 12-same topics
University of Winchester. Part-time PGCE Science 2011-2012
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Directed Tasks - auditing
Complete CONFIDENCE AUDIT and print summary for file. Use your audit to review your subject knowledge priorities.
Prepare a 5 minute lesson on your chosen ‘Changing Materials’ topic
University of Winchester. Part-time PGCE Science 2011-2012
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Directed Tasks – school-based
When you can, look out for
• Elicitation strategies in action
• Evidence of children’s ideas
• Interventions
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