developing science investigations for your classroom mike dennis senior lecturer in primary science
TRANSCRIPT
Developing Science Investigations for your
Classroom
Mike Dennis
Senior Lecturer in Primary Science
What is your recent experience of Science Investigation?
What are you hoping to get from the sessions?
Toy Car Investigation
Investigate how far a toy car goes on different surfaces using the ramps.
Have a go.
What are the pitfalls?
Four Key Questions
What will I keep the same?
Control variable
What will I change?
Independent variable
What will I measure?
Dependent variableIs it a fair test?
A question
Prediction/hypothesis
Plan an investigation
Obtain & present evidence
Consider evidence
Evaluate
The Investigation Process
From: Feasey (2006) p.143
“Most teachers placed emphasis on planning and carrying out the
investigation and less emphasis on analysing results and evaluating the process of investigations.”
Example from QCA
Year 3“Compare rocks in terms of how easily they are worn away. Help children to carry out a “rubbing test” to compare how well different rocks withstand being ground down, and record the results. Help children test for differences in permeability by dropping small quantities of water on to rocks and observing whether it remains on the surface or not”
What do you think of this activity?
What’s the point?
It begs one question………..
Interesting questions
•If these rocks formed cliffs at the seaside, which would make high cliffs and which would make low cliffs or no cliffs at all?
•Which would make hills and which valleys?
•If you were choosing one of these rocks for your gravestone, which would you go for?
Interesting starting points could be
Setting investigations in contexts (real or imaginary)
If you want to engage children in a science investigation it is important to put it in context.
The first stage of this is to think of a creative starting point. This should
•Introduce the idea•Be interesting, challenging or unusual•Stimulate discussion so children share ideas.•Challenge their ideas and assumptions.•Make them want more!
Dinosaur Blood
My Discovery
The Challenge
What could I have done to keep the dinosaur blood frozen?
I was only half an hour from a freezer, but as soon as the blood melts it starts to decompose and is not nearly as useful to scientists.
Provide the following
Measuring cylindersScalesSievesFilm canistersTraysTimersSticky tapeJugThermometerScissorsTrays
Range of materials including
Bubble wrap
Aluminium foil
Corrugated Cardboard
Towel
Paper
Paper towels
Before you start
Ask the children to predict which material will preserve the ice for longest.
Why?
How could you test your theory?
Thermal Insulators
A static layer of air
Thickness important
Less dense materials are better
Metals are good thermal conductors
The Challenge
What could I have done to keep the dinosaur blood frozen?
I was only twenty minutes from a freezer, but as soon as the blood melts it starts to decompose and is not nearly as useful to scientists.
Magic Trick
Real Life Problems
The paths are icy today – what would be the best thing to put on them to make them safe.
Which is the most absorbent hamster bedding?
Which colour sugar paper fades the least and will make the longest lasting displays?
Published Resources
Discovery Dog
Consumer Survey
Which is the best
•Kitchen Towel•Washing-up liquid•Torch•Detergent•Air freshener
http://www.youtube.com/watch?v=Zyrf4m9ujco
http://www.youtube.com/watch?v=kw9i7vIWxgc
A question
Prediction/hypothesis
Plan an investigation
Obtain & present evidence
Consider evidence
Evaluate
Plan and carry out your own investigation
You could…….
Find out which is the best kitchen towel
Investigate the best blackout curtains
Discover which is the best substance to melt ice on the path
Which shoes have the best grip?
Which material keeps my dinosaur blood frozen for longest?
Use any of the Discovery Dog scenarios
Which are the best sunglasses to protect your eyes from the light?
What is the best angle to throw a shotput?
Which are the stretchiest socks?
Use a datalogger.
Look through “enjoy Teaching Science Investigations at KS1 or KS2
We have lots of equipment available.
Think about:• What question you will start with• The four key questions• Your prediction• How will you record your findings• How could you present the results• What does this show you?• If you were to do the investigation again – how might you approach it differently?• What would my learning objectives be?
What might your learning objectives be?
Focus on one part of Sc1 for example
Predicting
Measuring
Presenting Evidence
Analysing your results
Using Graphs
What is appropriate for my data?
Variables come in 3 forms:
•Categoric
•Discrete
•Continuous
Categoric variables
Just a classification, e.g.
or
Or…
Discrete variables
A whole number, e.g.
1 paper clip or 2 or…
The number of drops
Or…
Continuous variables
These can have any value, e.g.
Length: 1.456 m
Time
Weight
Or…
Why is it important to know how variables vary?
• Presenting results
• Planning for progression
How high a ball bounces
20
0
40
60
80
Type of ballSuper ballTennis ballGolf ball
Hei
ght (
cm) categoric
continuous
How fast an autogyro falls
20
0
40
60
80
Number of paper clips321
Tim
e of
fall
(sec
s)
discrete
continuous
Temperature of water (0C)
Wei
ght o
f sal
t dis
solv
ed (
g)continuous
continuous
Part 2 of this course is on Wednesday 26th June
Before then try at least two science investigations with your class.
Use the first session to plan an investigation that addresses the skills the children need to develop.
Bring some evidence, ideas and any problems you encounter to Part 2
http://www.education.brookes.ac.uk/partnerships/resources/