1. Hampshire science coordinators conference 2015 Agenda: 1.Auditing science and sharing good practice 2.A strategic approach to improving teaching. 3.Applying a model of teaching to real lessons. 4.Planning your time with your colleagues strategically. richard.aplin@hants.gov.uk david.whittle.hants.gov.uk

2. Session 1 Gaining a clear picture of the strengths and areas for development at my school. Sharing good practice that will support me.

6. Attending science coordinator network meetings, in particular: Teaching children to use labelled diagrams to help them explain what they think. Tracking what children are learning through a topic. Planning the key learning for a topic at the beginning, so I know what to focus on each lesson better. I understand the curriculum better. Referring back to course PowerPoint’s is very helpful The Key Ideas and related ideas for lessons. A great sense of reassurance that other science coordinators are in a similar ‘place’ to me,

7. 1.In your groups go down the list and share what you feel comfortable sharing 2.The aim is to come up with a list of activities or things that you have done that have moved you or your school on 3.Someone on your table collate what you consider to be the most effective of these actions 4.We will take these in, collate them fro the whole county and send out to you all

8. Session 2:A strategic approach to improving teaching. Strategic means having a long term aim and a means of achieving it. What is the long term aim of improving teaching? What are your means of achieving this? If teaching is to improve in your school what are the one or two things that all teachers should do that would have the biggest impact?

9. A “means” to improve teaching so that all children learn more

12. teaching must address where a lack of prior learning will impact on future learning There are many things as and more significant than prior learning!

13. Teacher seeking feedback on how well children are learning in order to adapt Making the purpose of each part of lesson clear and explaining new ideas clearly Knowing what prior attainment is essential for new learning and ensuring all have it Using knowledge and skills to puzzle out rather than free exploration Getting the challenge just right and expecting all to attain new learning

14. Understanding (comprehension) Knowledge (recall and remembering) Application Analysing Creating Evaluating Teach knowledge and check Teach understanding and check Embedding knowledge through doing meaningful science Understanding

15. Today we are going to…. Insert hook to exciting science problem But to be able to do this I am going to have to teach you…. Insert accessible description of what you will teach them Find out which of Jacks handful of ‘beans’ are real beans and seeds and which are not What seeds and beans are What they need to grow This is the learning that all children must attain to enable them to access future learning This is the application that allows new learning to become embedded and demonstrate a child’s deeper understanding

16. Independent scientific application to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check?

17. Teacher seeking feedback on how well children are learning in order to adapt Making the purpose of each part of lesson clear and explaining new ideas clearly Knowing what prior attainment is essential for new learning and ensuring all have it Using knowledge and skills to puzzle out rather than free exploration Getting the challenge just right and expecting all to attain new learning

19. Modelling a lesson Using a bin bag to make the “best” parachute Making a parachute that falls as slowly as possible from a bin bag

20. Does the length of the bin bag affect how slowly it falls?

21. What happens when more than one force acts on an object. What forces do and how arrows are used to describe forces. What is meant by terminal velocity. That air is not “nothing” and so has mass which affects object moving through it.

22. What do forces do and how are arrows used to describe them? 1.Forces change the way things move. 2.Forces act upon objects, they have size and direction and can be depicted by arrows. 3.Forces combine making a net force, objects accelerate in the direction of the net force

23. Ball is still and then the force is applied Ball is still and then the forces are applied Ball is rolling  and then the forces are applied How will the balls motion be affected? Accelerate left Remain still Accelerate left Accelerate left (slow down)

24. 1.Forces change the way things move. 2.Forces act upon objects, they have size and direction and can be depicted by arrows. 3.Forces combine making a net force, objects accelerate in the direction of the net force To what extent do these diagrams represent the forces acting on the ball? A B

25. 1.Forces change the way things move. 2.Forces act upon objects, they have size and direction and can be depicted by arrows. 3.Forces combine making a net force, objects accelerate in the direction of the net force A B During impact as ball is being squashed, ball stays still Ball rapidly unsquashing, only force acting is that of the club on the ball so accelerates

26. 1.Forces change the way things move. 2.Forces act upon objects, they have size and direction and can be depicted by arrows. 3.Forces combine making a net force, objects accelerate in the direction of the net force Draw force arrows that accurately describe the motion of the happy couple

27. Does the length of the bin bag affect how slowly it falls? What happens when more than one force acts on an object. What forces do and how arrows are used to describe forces. What is meant by terminal velocity. That air is not “nothing” and so has mass which affects object moving through it.

28. 1.Air is not “nothing” and so has mass. 2.When objects move through air they have to push mass out of the way, the mass pushes back slowing the object. Draw labelled diagrams, including force arrows to explain how the balloons fall as they do

29. The weight of the balloons is the same This balloon has a big surface area and has to push the air out of the way causing air resistance weight is greater than air resistance and so it accelerates down This balloon has no air to push out of the way, the board has already done it. Weight is significantly greater than air resistance and so accelerates more

30. Does the length of the bin bag affect how slowly it falls? What happens when more than one force acts on an object. What forces do and how arrows are used to describe forces. What is meant by terminal velocity. That air is not “nothing” and so has mass which affects object moving through it.

31. “If you drop a dried pea from the top of the Empire state building it will smash the paving stones”

32. 1.Draw appropriate force arrows for each stage each stage 2.After you have agreed and drawn the force arrows, describe the motion of the pea Eventually consider the question: Can the pea break the pavement?

33. Only force is weight so accelerates down As it accelerates it moves faster which increases air resistance. When it is moving quite slowly air resistance is small so the net force is downwards. The Pea accelerates further and gets faster (but its acceleration is less) As it accelerates it moves faster which increases air resistance. Air resistance is now as large as weight, there is no net force and no acceleration. It moves at a constant speed

34. Falling objects experience air resistance, if the object reaches a speed where the air resistance equals its weight there will be no net force and therefore no acceleration. The object will continue to fall at the same speed. This is called terminal velocity

35. What have we learned? 1.Forces change the way things move. 2.Forces act upon objects; they have size and direction and can be depicted by arrows. 3.Forces combine making a net force, objects accelerate in the direction of the net force 4.Air is not “nothing” and so has mass. 5.When objects move through air they have to push mass out of the way, the mass pushes back slowing the object. 6.Falling objects experience air resistance, if the object reaches a speed where the air resistance equals its weight there will be no net force and therefore no acceleration. The object will continue to fall at the same speed. 7.This is called terminal velocity.

36. Does the length of the bin bag affect how slowly the parachute falls? Length of bin bag

37. Does the length of the bin bag affect how slowly the parachute falls? 1.Make a prediction that includes a labelled diagram with force arrows 2.Sketch a graph to show what you think will happen as the bag gets shorter 3.Gather evidence (construct a results table ready) and plot a graph as you go. 4.Draw a conclusion (it may be easier to adapt your prediction diagrams) Length of bin bag Time to fall

38. Session 3:Real lessons and the model 1.A year 5 lesson teaching children water resistance. 2.A year 2 lesson teaching children that seeds, nuts and bulbs can grow into plants 3.A year 3 lesson teaching children that electrical devices work harder when more electricity goes through them.

39. Independent scientific application to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check?

40. Year 5: Air resistance and water resistance are forces against motion caused by objects having to move air and water out of the way Pupils had already done some lessons about air resistance and knew that it involved pushing air out of the way. Teacher showed a bit of film footage of someone swimming under water to avoid being shot and questioned would this protect the person and why. Teacher modelled the process by dropping marbles into a tall glass of water. he filmed it and played it back in slow motion so the rapid slowing as it hit the water could be seen. He conducted a “class discussion” to establish some shared language about water and they agreed that water was “thicker” and “heavier” than air. Children drew diagrams and explained why the bullet slowed down so much when it hit the water.

41. I thought it was interesting but I wanted to have a go at it myself It was alright but I understood it really quickly and got a bit bored I wanted to shoot a bullet into water

42. Independent scientific application to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check?

43. Possible investigations using the idea that water resistance is a force opposing motion resulting from an object pushing water out of the way. How could we make water resistance even greater? Do objects sink more slowly in water that is salty? What shape bullet would go through water quicker?

44. Year 2 : Plants usually grow from seeds and bulbs Children had previously learned that plants need light, warmth and water to grow. Teacher showed children a series of bean plants of various heights and asked them how did the bean start to grow. From the ground From little plants From a seed

45. Plants usually grow from seeds and bulbs Children had previously learned that plants need light, warmth and water to grow. Teacher showed children a series of bean plants of various heights and asked them how did the bean start to grow. Teacher taught children that plants usually grow from seed or beans. Children were given cress seeds, pea and watermelon seeds which they planted and looked at over the course of three weeks. They noted that most grew but different seeds produced different plants.. Children were then given a selection of different beans, peas and plastic beads that were bean shaped. They were then posed the problem

46. How many different beans and seeds are there here and how could we find out?

47. Independent scientific application to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check?

48. Year 3:Teaching children that electrical devices work harder when more electricity goes through them. Children had already been taught about complete circuits and had made circuits with batteries, lamps and motors. The teacher made two circuits, one with a bulb and one with a buzzer. The lamp was dim and the buzz barely audible. After expressing disappointment she asked the class if they could find a way of making the bulb brighter and the buzzer louder. Children tried all sorts of ways by changing the batteries, wires, number and types of bulbs and buzzers. They really wanted to make brighter bulbs and louder buzzers.

49. Independent scientific application to embed learning? Essential prior knowledge How check? How deal with the spread? How check? How deal with the spread? What new knowledge? How teach? How check? ✔ ✗ ✗

50. Session 4:Planning the most valuable time you have. How much time will you have to work with your colleagues over the next year? a.no timers, b.two staff meetings, c.3 staff meetings and a couple of sessions at closure days,

51. Planning the most valuable time you have 1.Consider carefully your audit (that hopefully has many additions sketched on it) 2.Consider carefully the planning model for teaching so that every child keeps up. 3.Considering the time you have with your colleagues is rare and precious, hat they will do with this time to have the greatest impact? 4.What support will you need to achieve this and who will you seek it from?

52. Reflection: Return to your original tables. Choose one or two key things you hope to do with your colleagues arising from today. Each table report back any actions that are common (someone keep a note during the discussion)