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Designing Experiments - use of the Planning Boards Friday 4 th July, 2008 NAIGS Conference, Slaley Hall Phil Watkins 0191.

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Presentation on theme: "Designing Experiments - use of the Planning Boards Friday 4 th July, 2008 NAIGS Conference, Slaley Hall Phil Watkins 0191."— Presentation transcript:

1 Designing Experiments - use of the Planning Boards Friday 4 th July, 2008 NAIGS Conference, Slaley Hall Phil Watkins

2  An introduction to levelling in Gateshead  Developing success criteria to drive progression  Focus on Designing Experiments  Using the planning boards to support progress

3 Levelling in Science LevelTaxonomySkills 3 Knowledge (remember) Recall of simple facts and words. Simple explanation of what 4 Comprehension (understand) Grasps meaning of terminology. Building understanding of familiar 5 Application Beginning to use models to explain new situations. Apply knowledge 6 AnalysisConfident explanation of unfamiliar. Deconstructs and sees patterns 7 Synthesis Evaluation Links ideas to create new. Quantitative, assesses value Based on Bloom’s Taxonomy

4 A knowledge of levelling will enable you to ‘pitch’ the challenge of the task / lesson appropriately  The Level Board organises level descriptors into Key Skills (linked to New Curriculum)  These descriptors can be ‘translated’ into success criteria  Success criteria can be used to drive progression and learning Levelling modellingAfL Understanding & Explanations Good knowledge of most topics. Begins to use complex terminology. Use a model to help explain familiar events with extended answers. Use terminology & ideas confidently & accurately. Use a model to explain new situations with logical reasoning. Strengths & weaknesses of model Recall simple scientific words & facts. Give simple explanations using cause & effect. Use simple science terminology & ideas to help describe & explain simple scientific processes. Begins to use models.

5 Success Criteria - Understanding & Explanations Level 3  I can give a short answer to a question  My answers make sense to someone else  I can remember scientific words I have used before  I can use scientific words with help  I can describe events that I see Level 4  I can answer in full sentences  I read the question carefully  I understand the meaning of some scientific words  I can remember and use scientific words in sentences  I use ‘because …’ to explain Level 5  I can answer in paragraphs  I know when to describe or explain  I use more complicated scientific words correctly  I can use diagrams to help explain  I use a scientific model to help explain events or facts Level 6  I can answer in logical paragraphs  I can answer complex questions  I use complicated scientific words accurately  I can use evidence in my explanations  I use a scientific model to help explain unfamiliar events

6 Use of Success Criteria KS3 skills display – colour coded Success criteria – generated by pupils Level display may be prominent in classrooms Clear use of models

7 Task A – Designing Experiments (L3-6)  Order the level descriptor cards for Designing Experiments  Discuss what each card ‘means’  What is the difference between cards along the progression sequence?  Assign the success criteria cards to their correct level These descriptors can be used to generate success criteria Hardest to do Easiest to do L3L4L5L6

8 Success Criteria – Designing Experiments (fair test) Level 3  I can follow a short list of instructions  I can write a short account of what I carried out  I can list some variables that could influence an outcome  I use simple equipment safely  I I am aware of obvious dangers Level 4  I can follow a long list of instructions  I can write a simple ordered method  I can identify important variables in a fair test  I can choose the best equipment to use from a list  I can predict obvious dangers Level 5  I write a method to show control of important variables  I plan to collect repeat readings (>3)  I collect sufficient readings (>5)  I can say why equipment has been selected  I plan to control obvious risk to myself & others Level 6  I carry out preliminary investigations  I monitor controlled variables  I plan to collect an appropriate range of data  I plan to use equipment with precision  I plan to control a range of risks VariablesFair testReliabilityAccuracy

9 Designing Experiments Design a fair test (plan for reliability(6)). Make reasoned equipment selections & controls obvious risk. Measure with fine scales. Prediction based on science. Plan a detailed fair test using science (plan for accuracy). Measure with precision. Controls range of risks. Generates testable hypothesis. Follow written instructions. Use simple equipment safely. Make relevant measurements Plan a simple fair test. Make simple equipment selections. Controls obvious risk to themselves. Make a series of measurements. Makes simple prediction Fair test = Only one independent variable is changed at a time; all others are kept the same and at their best value Reliability means that you can ‘trust’ the data: Fair test Repetition (>3/5) – calculate average value Enough data points (>5/7) to draw a graph Adequate ‘range’ of data Accuracy means how close to the ‘true’ value are you measuring: Care when measuring Correct equipment / units for the task Spot anomolous data Task C – review  Review the Designing Experiments level progression. Any issues?

10 Planning a ‘Fair’ Experiment Investigate the effect of watering on plant growth There are lots of different factors can affect growth Water Growth medium Light intensity Temperature Humidity Pot size Age of plant Size of plant, etc, etc There are lots of ways we could measure growth Leaf area Plant height Plant width Stem width Leaf number Main stem length Plant mass Root length, etc, etc Controlled Variables Independent Variable Dependent Variable

11 Applying the New Curriculum Renewed Framework (SNS) Challenge & appropriateness

12 Ensuring Challenge & Progression Operating Level Challenge Level Skills are pupil friendly, and follow PoS / Framework / APP Gateshead’s approach is to use dual objectives 1.Determine the skill 2.Identify the operating level 3.Create strategies to move to the challenge level 4.Integrate into teaching sequence (dual objectives) Use success criteria to drive progression

13 ‘Framing’ HSW skills

14 Modelling HSW Skills

15 Plenary


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