University of Winchester. Part- time PGCE Science EB1 PGCE Science (Part-time) Unit 3 Materials

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 EB3 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 EB4 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 EB5 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. Note CLEAPSS guides

University of Winchester. Part- time PGCE Science EB6 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 / ence/?view=get / ence/?view=get

University of Winchester. Part- time PGCE Science EB7 Constructivist model Scott, P. (1987) A Constructivist View Of Teaching And Learning. Leeds: University Press. OrientationElicitation Restructuring, modification and extension of ideas Application of ideas Review and evaluation of ideas

University of Winchester. Part- time PGCE Science EB8 Constructivism Orientation Arousing children’s interest and curiosity Setting the scene Relating to a real life context

University of Winchester. Part- time PGCE Science EB9 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 EB10 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 EB11 Constructivism Application Evaluation continues Using new ideas in familiar and new contexts Helping children to relate what they have learned to their everyday lives

University of Winchester. Part- time PGCE Science EB12 Constructivism Review Helping children to recognise the significance of what they have found out, how they have changed their thinking 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 EB13 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 EB14 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 EB15 Concept Mapping – more info SEE for Professional Development Unit on concept mapping

University of Winchester. Part- time PGCE Science EB16 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 EB17 Concept Mapping - advantages Not a test situation Children’s ideas cannot be marked ‘wrong’ Child has ownership They are meaningful to the children Variations are extensive Can be used as formative assessment tool Provides a good starting point for discussion Can be reviewed and built upon Can be motivating

University of Winchester. Part- time PGCE Science EB18 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 EB19 Definitions 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 EB20 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 EB21 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 EB22 KS1 Concept 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 EB23 KS2 Concept 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 EB24  See Keogh and Naylor concept cartoon materials Keogh, B. and Naylor, S. (2000) Concept Cartoons in Science Education Sandbach: Millgate  See  See

University of Winchester. Part- time PGCE Science EB25 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 EB26 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 EB27 ‘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 EB28 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 EB29 QCA Schemes of Work / chemes2/science/?view=get / chemes2/science/?view=get A framework for Medium Term Planning. TASK: Familiarise yourself with this resource.

University of Winchester. Part- time PGCE Science EB30 Review OrientationElicitation Restructuring, modification and extension of ideas Application of ideas Review and evaluation of ideas

University of Winchester. Part- time PGCE Science EB31 Note!  SPACE Research Reports Reports  Nuffield Primary Science Scheme A framework for Medium Term Planning. TASK: Familiarise yourself with these resources.

University of Winchester. Part- time PGCE Science EB32 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: Diffusion ConvectionConduction  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 EB33 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 EB34 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 EB35 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 EB36  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 EB37 Directed Tasks – school-based Directed Tasks – school-based When you can, look out for Elicitation strategies in action Evidence of children’s ideas Interventions