1. Week 5 Planning and SE Preparation1

2. Directed Tasks
Read H& Q (2009) Ch.13 and Ch.19. Reflect on how you might develop effective planning for science investigations.
READING PACK:
Harlen (2009) ‘Science and Good Science Teaching’. Review your understanding of science enquiry. How will YOU ensure that ‘plenty of action’ is the basis for developing understanding?
Traianou (2007). Reflect on the relationship between your subject skills and knowledge in science and your future approach to teaching science in the primary classroom.
Remember to complete all audits.

3. Core 1 Assignment Science option – see handbook
The science assignment will draw on your participation in the science component of your course, and your reading and directed tasks within the field of science education. It will also be informed by your school experience; both your teaching and/or observations of more experienced colleagues in school. In addition, your reflective journal will be a useful source of evidence.
Title: How teachers might use misconceptions to support children’s learning in science.

4. Part A: A critical discussion (2000 words - please do not exceed the word count.)
All children hold naïve ideas in science which go beyond the learning of information to include beliefs which do not match accepted understanding of scientific theories (Oliver, 2006: 186).
As children learn science the sense they make of what they are presented with can differ from what we expect. Learners have alternative frameworks or misconceptions. The challenges that teachers face include: how to find out what children know; why they think like this; how to address these issues, so that children feel that their ideas are valued; how to keep children motivated to move their ideas on. In your discussion consider:
at least two examples to illustrate, explore and analyse possible misconceptions
suggest why children might have such misconceptions.
discuss how you might address these and help children to build and develop their ideas. What questions would you ask and why? What activities/resources would you use to support learning?
support your work with appropriate theoretical references.
refer to the EYFS / NC to contextualise the progression in children’s learning of science.

5. Part B: (2000 words - please do not exceed the word count.)
Following on from Part A and your School Experience: review and reflect critically on how your approach to teaching science has changed since the beginning of the course. In what ways has your teaching of science developed? Use examples from your own experiences of observing or teaching science in the primary school/ early years setting to reflect on your approach to teaching science, making appropriate links to support your discussion in Part A of this assignment.
Oliver, A. (2006) Creative Teaching: Science in the Early Years and Primary Classroom London: Fulton

6. Re:Assignment
If you are planning to do the science assignment and need help please use the forum on the LN or contact your tutor via . Please make yourself known to your tutor during the break.

7. Uiversity of Winchester. PGCE FTScience EB
Learning Intentions
Revise the link between Sc1 and development of pupil understanding
Further extend your knowledge and understanding of constructivism and school planning
Ensure familiarity with format for school planning
Practise planning a sequence of lessons
Consider the role and organisation of talk and groupwork
Set targets for SE
Uiversity of Winchester. PGCE FTScience EB 7

8. Starter This was made without computer graphics to help.

9. Energy A ‘Key Idea’ at KS 3
DfES (2003) KS3 National Strategy: Strengthening teaching and learning of energy in Key stage 3 science
DfES 0445/2003
Underpins many topics at KS1 & 2 9

10. Elicitation Activity: Draw a concept map with the theme Energy
Questioning
Observation
Drawings
Concept mapping
Concept cartoons
Eavesdropping and discussing words
Using technology to enhance discussion (H+Q, 2009)
Activity: Draw a concept map with the theme Energy
Collect a number of toys and explore them. Add your ideas to your map 10

11. Have a go at the Energy Challenge
Have a go at the Energy Challenge. You may use any pieces of equipment to create at least 5 transfers. How might this help children develop their ideas about energy . 11

12. Energy – is about ‘things happening’
‘Types’ - there are different forms of energy calculation – kinetic, gravitational potential, elastic potential, heat, sound, light, electrical potential
Is needed to make things happen – but things will happen only when energy is transferred from one place to another
Can be transferred from one object or system to
another (transformed)
Can be stored
Conservation – cannot be created or destroyed. Energy is conserved so that the total amount remains the same. 12

13. Illustrative or investigative?
Collect the worksheet. Explore the springiness of paper. Choose your approach. What year group are you aiming your investigation at? Link to the NC/EYFS documents. What aspects of SC1 will you focus on? How does this link to the development of pupil understanding.
As you complete a trial run of your investigation note down the questions you ask and adaptations you make to allow all children to access it. How would you do this in the classroom? What other issues arise?
Extend the activity to include other forms of paper. What skills, processes and attitudes might children develop through this? How does group work help?
How would you assess the children’s understanding? How would you support/extend children in your chosen year group? Link to the NC/EYFS documents.
Think of creative ways of reporting back. How might you link this to a moving toy? 13

14. Other Sources of Energy
Fuels can be burned to release energy
Food is a source of energy
The sun is the ultimate source
Only some sources are renewable (link to Education for Sustainable Development ESD) Refer to the NC
University of Winchester. Part-time PGCE Science EB 14 14

15. University of Winchester. Part-time PGCE Science EB
Global Dimension
And?
Complexity – does my head in
University of Winchester. Part-time PGCE Science EB 15 15

16. Talk and groupwork – ‘making meaning’
“Children asked to do science alone are placed at a dramatic disadvantage” (Metz 1995: 108).
Children explore their personal understanding of the world as they develop as ‘science talkers’ with the support of adults (Gallas 1995).
Exploratory talk (Mercer)
Open your box. Explore what is inside. What would you investigate. Use talk partners to develop a useful vocabulary list to represent what sort of science could be investigated here.
Communicating in science –
NC BoS and Sc1 16

17. Restructuring, modification and extension of ideas
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 17 17

18. Elicitation – concept cartoons
A way to
foster talk - discussing and justifying ideas,
discussing how to find out more
share and make meaning
self assessment
teacher assessment
A means of accessing ideas that children hold about sound 18

19. Talking points-True or False or unsure can be based on misconceptions
Sharing thinking with confidence- an alternative starter activity
We need two ears to tell where sound is coming from
Cats are good hunters because they move their ears to find their prey
Frogs can call extremely loudly-95 decibels- as loud as a train whistle
Sounds are caused by vibrations
Sound only travels to the listener
Sound is only present inside my ears
You can’t hear underwater
Sound cannot pass through obstacles
If a ticking clock is in a sealed box the only way the sound can escape is if there is a hole or a tiny gap in the box
You can hear loud explosions in space
For further information on this technique read Dawes, L.(2008) ‘Encouraging students contributions to dialogue during science’ School Science Review Dec.2008, 90(331),
Peacock, G., Sharp, J., Johnsey, R. and Wright, D (2009) Primary Science: Knowledge and Understanding, Exeter: Learning Matters, Chapter 12 : Sound

20. School Planning for a learning sequence
Medium Term Planning… Scheme of Work
Planning discussion sheet
discuss example/s.
Note University format and
annotation guidance in SE
handbook 20

21. Investigating Sound
Starting with a story. Read the book to each other then:
Work in pairs to create and carry out a sequence of 3 lessons. Select your theme. You may wish to use a TASC wheel or the medium term planning sheet.
Select the age group your lesson is planned for. Identify the learning intentions and two process skills to focus on from SC1.
Consider what strategies you will use to enable children to communicate and record science. Think of elicitation activities that you could use.
Plan for assessment opportunities and ‘next steps’. What questions will you ask?
Explore the link between scientific enquiry and developing knowledge and understanding in science. Link this to your planning. Refer to the NC/EY documents.
Make the context for your investigation appeal to children.
Consider the outcome for the children? What questions will you ask?
Try your investigation out . How will you let children record this/ identify their learning/ evaluate their learning?
Think about how you can use ICT. What is in your ICT record that may support your planning? Risk assess your plans. Consider how you will manage this activity.
ALL groups will present their planned activity for 2 mins to the other groups on their table –
State and demonstrate what the activity is and the year group you are aiming it at.
How the activity will support all children specifically ways for communicating ideas, recording and identifying next steps
How you can use the children’s methods of communication and recording to assess their knowledge and understanding of concepts and processes. 21

22.
View this lesson.
Reflect on how the teacher elicited the children’s ideas.
How did she use a context which appealed to the children?
How were the children involved?
How did you recognise that learning was taking place?
How did she move the children on.
What resources did she use?
How did she finish the lesson?

23. Science Portfolio
Remember to continue to add to your portfolio. Your portfolio should be a valuable resource and reflect your engagement with the course and school based experiences eg
Session notes
Directed reading / notes / tasks
Audits Confidence & UCLES
Self study
Cross curricular links, inc ICT
School based notes / examples
Reflections and target setting 23

24. SE tasks
1. Gather what information you can about the school’s resources for teaching science: equipment and materials, published schemes, books for teachers and children.
Look at and make notes on the school science policy. What does this information tell you about the way in which the school teaches science and how the children are expected to learn?
2. Gather information about the ways in which the teacher plans for children’s learning in science. You may be able to collect:
planning for a term/half term, lesson plans, any ways in which science is delivered through other subjects e.g in English or mathematics.
4. Look at the school’s science medium term plans and identify the progression from one activity to another. Look for progression in knowledge and in skills. This will be referred to in sessions.

25. SE tasks You may also be able to:
Plan, conduct and evaluate a scientific activity with a small group of children.
Try to find out what they already know before you do the activity by questioning or using a technique such as concept mapping.
How will you plan for the children to develop investigative skills? Which particular skills will this activity allow them to develop?
How will the practical work allow them to develop those skills?
How will you know that they have developed those skills?

26. SE
Set your science targets for SE.