1. Session 3

2. Questions  One of the most effective strategies for teaching primary science is for teachers to use a wide range of questions to prompt thoughtful responses in their pupils.  Questions can be classified as open- ended or closed.  Questioning is a skill learnt with practice and experience as much of it can’t be pre- planned.

3. Closed questions  Test specific knowledge  Can be used to assess knowledge, understanding and prior learning  Require only a limited response (e.g. one word answer)  Could be perceived as threatening to the child  Could be avoided by a child who claims to be unable to answer

4. Open-ended questions  Elicit a range of responses  Can be less threatening than closed questions  Elicit a longer, fuller and often more revealing response than closed questions  Are less likely to be avoided by a child

5. Questions Why are they used?  To elicit children’s ideas  To help make connections between new and existing knowledge  To highlight the steps in a causal sequence  For discussion, prediction and explanation  To focus children’s attention on key scientific ideas  To promote the links between scientific ideas

6. Feedback on Task 2 In pairs, share observations of a science investigation In pairs, share observations of a science investigation  What questions were asked by the teacher?  What questions were asked by the children?

7. Ourselves

8. Learning Objectives For trainees to: For trainees to:  Develop understanding of the key concepts involved and how these relate to teaching children in Key Stage 1and Key Stage 2  Further develop understanding of the National Curriculum  Consider planning – lesson structure and medium term plans  Further develop understanding of planning for assessment, including use of success criteria, planned questions and effective use of the plenary  Know some useful classroom resources for teaching science

9. MRS GREN Living organisms display characteristics which demonstrate that they are alive and carry out a number of processes in order to stay alive: Living organisms display characteristics which demonstrate that they are alive and carry out a number of processes in order to stay alive:  Movement  Respiration  Sensitivity  Growth  Reproduction  Excretion  Nutrition

10. Movement  Voluntary  Involuntary

11. Respiration Humans need energy in order: Humans need energy in order:  to move  to grow  to carry out the reactions or metabolic processes which take place within cells  to transport substances round the body to where they are needed  to maintain a constant body temperature of 37ºC

12.  Glucose + oxygen + oxygen carbon dioxide carbon dioxide + water + water + energy + energy

13. Sensitivity Human senses: Sight Hearing Hearing Balance BalanceSmell Taste Taste Touch Touch Also – sensitivity to the release of hormones into the blood from endocrine glands Also – sensitivity to the release of hormones into the blood from endocrine glands

14. Growth  Intellectual  Physical  Emotional  Sexual

15. Reproduction  Perpetuation of the species  Humans are capable of reproduction at puberty  Humans reproduce sexually  Human gestation is around 40 weeks

16. Excretion  Elimination of unwanted waste products and potentially harmful substances  Kidneys  Lungs  Skin

17. Nutrition Food required for:  energy  maintaining life processes  remaining in good health

18. NC KS1 SC2 Life Processes and living things  Life processes 1a,b,c  Humans and other animals 2a – g [Page 79 in NC]

19. NC KS2 SC2 Life Processes and living things  Life processes 1a,b,c  Humans and other animals 2a – h [Page 85 in NC] [Levels page 19 in back section of NC]

20. Science and health education  The governing body of each school makes decisions relating to the school policies  Some policies and other documents are statutory, schools being legally required to adopt a policy for each of these areas

21. Sex education  Sex education within the NC for Science is limited to sexual reproduction. It must be taught to all pupils and parents cannot withdraw their children from such lessons.  Schools are also required to provide a sex and relationships education programme. This includes physical, moral and emotional development, sexual health and sexuality. Parents do have the right to withdraw their children from this programme.

22. Sex education  The guidelines regarding the content and delivery of sex education in Science lessons must be adhered to. Seek guidance from the Science Coordinator. Refer to the school policy on sex and relationships education.  KS1 ‘humans and other animals can produce offspring and these offspring grow into adults’ (2f)  KS2 ‘Growth and reproduction …. The main stages of the human life cycle’ (2f)

23. Sex education  ‘Sex and Relationship Guidance’ document  Example of a school’s sex education policy

24. Drugs education  All schools should have a drug policy which also covers the content and organisation of drug education, the management of drug incidents, and meeting the needs of pupils. The policy should be developed in consultation with pupils, parents, governors and the wider school community.  In spring 2004, the DfES produced revised guidance to schools on drug education. The document provides guidance to schools on all issues related to drugs and is accompanied by a supporting summary.  ‘Drugs: Guidance for Schools’ document

25. Planning a topic  Theme: Ourselves  Decide on KS1, lower KS2, upper KS2  Brainstorm ideas  Look at the QCA documents for guidance on the detail to include  Medium term plan  Lesson plans

26. Planning a series of lessons  Identify Learning Intentions (Objectives)  Establish Success Criteria  Decide how to meet the Success Criteria  Decide on key questions  Identify links with NC, PSHE, ICT, safety issues, equipment

27. Relevant QCA Schemes of Work Unit 1A Ourselves Unit 2A Health and growth Unit 3A Teeth and eating Unit 4A Moving and growing Unit 5A Keeping healthy Unit 6B Micro-organisms