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PATHWAY UK Teacher competition Information and entry template The Pathway to Inquiry Based Science Teaching.

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Presentation on theme: "PATHWAY UK Teacher competition Information and entry template The Pathway to Inquiry Based Science Teaching."— Presentation transcript:

1 PATHWAY UK Teacher competition Information and entry template The Pathway to Inquiry Based Science Teaching

2 Seven essential features of IBSE (Levy et al, 2010 in preparation for the PATHWAY project, adapted from Asay and Orgill 2010)

3 Competition entry form: Name: Mrs Judy Vatcher Inquiry activity/lesson title: Heart structure and function Year group: 10 (GCSE) Curriculum area/topic: Animal Transport Brief overview/description of your activity/lesson: Students pose questions, learn how to make careful observations and relate these to the function of the heart as an organ to transport blood. They use diagrams, models, animations and the dissection of a real animal heart to find answers to their questions. They present their findings to others in the class and end by suggesting further questions to which they would like to find the answers. They also come up with a list of advice to give to someone to help them make useful observations about the heart. PATHWAY UK Teacher competition entry template

4 Competition entry form: Please describe your activity/lesson using the template below and on the following page. Please feel free to expand the tables as much as you need to. Please also attach any additional lesson resources you would like to share to your entry . PATHWAY UK Teacher competition entry template Essential features of IBSE Open, guided or structured activity? Activity – what are students doing? What is the teacher’s role? Resources needed (incl. any technologies & other people e.g. support staff/external experts) Question:GuidedStudents: In pairs, observe photo of sheep’s heart and describe what they can see in as much detail as possible. Then state what the photo doesn’t tell them and decide what they would like to find out. (They formulate questions) Teacher: encourages careful observation and helps students turn statements into questions. e.g. “It doesn’t tell you what it’s made of / how heavy it is / what animal it came from / what it smells like / what it’s like inside / how blood goes through it”…. Can become questions to encourage further investigation Photo of sheep’s heart (available on PPT slide 2)

5 Essential features of IBSE Open, guided or structured activity? Activity – what are students doing? What is the teacher’s role? Resources needed (incl. any technologies & other people e.g. support staff/external experts) Evidence:OpenTeacher: give students real heart and dissection equipment. Give brief on safety. Can they find answers to their questions? Encourage careful cutting so they don’t miss / destroy important evidence and make an accurate recording of findings Students: dissect heart Technician help to provide: Sheep’s hearts Gloves Dissection equipment (scalpels, scissors, dissection needle) Tray and disinfectant Disposable paper towels

6 Essential features of IBSE Open, guided or structured activity? Activity – what are students doing? What is the teacher’s role? Resources needed (incl. any technologies & other people e.g. support staff/external experts) Analyse:GuidedStudents: discuss their ideas in pairs and try to answer their original questions. Have their observations raised more questions? If so, what are they? Teacher: prompt with additional questions. What clues do the students’ observations give about how the heart works?

7 Competition entry form: PATHWAY UK Teacher competition entry template Essential feature of IBSE continued Open/guided or structured activity? Activity – what are students doing at this stage? What is the teacher’s role? Resources needed (incl. any technologies & other people e.g. Support staff/external experts) Explain:GuidedStudents: Pairs into fours - explain their findings to each other Teacher: encourage discussion about how the heart works to pump blood / which way does blood move?

8 Essential feature of IBSE continued Open/guid ed or structured activity? Activity – what are students doing at this stage? What is the teacher’s role? Resources needed (incl. any technologies & other people e.g. Support staff/external experts) Connect:StructuredTeacher: Gives 1.Diagram of internal structure of the heart 2.3D model 3.Computer with internet access / downloaded animation showing heart action What extra information do these resources give? Encourage students to connect their own observations and deductions with the diagram, model and animation. Encourage discussion about the functions of each part PPT slides 3-5 Printed diagrams of structure of heart 3D model (more than one of available) Computer with internet access to find videos / animations of heart action

9 Essential feature of IBSE continued Open/guided or structured activity? Activity – what are students doing at this stage? What is the teacher’s role? Resources needed (incl. any technologies & other people e.g. Support staff/external experts) Communicate:OpenTeacher: Direct students to record what they have found out about the structure and function of the heart Students: In groups of 4, produce a record of their findings, given a choice of resources Present their records to the rest of the class Poster paper Modelling clay Unlabelled diagrams Digital cameras Felt pens / pencils Glue

10 Essential feature of IBSE continued Open/guided or structured activity? Activity – what are students doing at this stage? What is the teacher’s role? Resources needed (incl. any technologies & other people e.g. Support staff/external experts) Reflect:StructuredTeacher gives directions: Students: Make 4 recommendations to help someone learn about the heart from making observations: “When studying the structure and function of the heart, the points to note are: 1………………………. 2. ……………………… 3. ……………………… 4. ………………………” What else do they still want to find out? PPT slide 6


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