1. Developing Scientific Enquiry In The Context Of Physical Processes
EPSTG – PRIMARY SCITT
SCIENCE DAY 5
Developing Scientific Enquiry In The Context Of Physical Processes
YVONNE CAPLES

2. Session objectives:
Explore a range of practical strategies for teaching light, sound and electricity
Consider the use of analogies for supporting effective teaching and learning in these areas of science.
Address the nature of common pupil misconceptions and the use of assessment information to inform next steps in learning.( Including the use of APP for science.)

3. In-school Task 5
Use the self-diagnosis checklist to evaluate a lesson you teach. Write a brief report of the outcomes and the implications for your practice Std 4
Bring to Science Day 6.
Hints:
Use the Checklist for self-diagnosis (electronic file on the website) to identify and evaluate successful classroom practice / areas for development.
Consider implications for future teaching. Will this be the same for all science lessons?
Write your report of the outcomes and implications for your future practice on the task 5 writing sheet.

4. Electricity What do primary children have to learn?
“Think, pair, share”
by yourself for 1 minute
with a partner for 2nd minute
share ideas with your table group for 3 more minutes.
Consider …
the key ideas of electricity
the vocabulary of electricity

5. HO – NC 2000 vs New NC 2014
Look carefully at the current and new science curriculum.
What has changed? Anything missing?
Match the content between the two sets of statements by drawing connecting arrows.

6. Finding out children’s ideas about electricity
General ideas…
What do you know about electricity?
Can you think of some ways that we use electricity?
What things in your home use electricity?
Do they all use the same kind of electricity?
What do you think electricity is like?
Sources of electricity …
Where does electricity come from?
How does electricity get to your home?
How is electricity made?

7. Children’s ideas about electricity
Electricity is used for homes.
Electricity gives us light.
A heater uses electricity.
Electricity can shock us.
Electricity is hot …fire… comes from big gas things.
Burns you.
Electricity costs a lot of money.
Electricity is a very strong form of power, it runs all sorts of things … it would be hard to live without it!
It is like magic.
You can’t see electricity.

8. Children’s ideas about sources of electricity
Many city children have the idea that electricity comes from under the ground, where as children living in the country may be more aware of overhead wires held up by poles and pylons.
Electricity comes from lightning. It goes underground then comes up again.
From the sun.
It can be made by the force of water because when water flows through the wheels it can make electricity.
It comes from electricity boards where they turn the electricity on with switches . It gets there through wires.
The power station sends off electricity underground to houses. The wires reach into a plug socket.

9. Electrical Components
What do you know about …
batteries?
electrical wire?
bulbs?
Draw a diagram for each component and add labels.

10. Children’s ideas about batteries
Batteries are not dangerous to use because they have a plastic coating – you can’t see the electricity.
Batteries are safe because all the electricity is inside them!
If you touch it with your hand, it doesn’t electrocute you!
It’s dangerous, it’s hot, your hands will stick to it.

11. Challenge 1: How many ways can you make the bulb light up using …
1 battery (cell)
1 bulb (lamp)
1 wire
Record by drawing your circuits.
Now use 2 wires. How does the electricity flow round the circuit? Through the bulb? Why does it light up?

12. Some children’s ideas:
Clashing currents model
Unipolar model
more
less
Consumption or reduction model
Scientific model

13. Challenge 2: Can you make the bulb brighter?
Can you make the bulb dimmer?
What did you do?
Draw your circuit. Explain what is happening in
your circuit.
Is there a pattern?
Write a relationship statement.

14. Switches
A switch is a gap in the circuit which can be opened and closed. The working parts of a switch are contacts and when they are bridged by a metal conductor the circuit is complete.
Push switch – push to make/ push to break a circuit.
Gate switch – swing closed to make/ swing open to break

15. Good conductors
Moderate conductors
Poor conductors
Insulators
All metals
e.g. copper
aluminium
zinc
gold
silver
nickel
silicon
carbon
water
skin
rubber
wood
plastic
ceramics