2. Lesson Planning in Science (in 6 easy steps) KS1 and KS2 Year one BA (QTS) Keith Ross – Session 3

3. Step 1 Refer to medium term planning. What aspect of the NC is to be covered?

4. Step 2 Research subject knowledge. Misconceptions (Concept Cartoons?) Consult Subject Leader ( if necessary)

5. Step 3 (your lesson plan starts) Identify learning objectives. (How will you convey these to the pupils?)

6. Are the following helpful as LOs? By the end of this lesson, pupils will… develop science vocabulary (Y5) understand the evolution of living things from single celled to complex higher vertebrates (Y2) know that ice cubes melt faster if they’re wrapped in fur fabric (Y1) complete the worksheet on pushes and pulls (Y3)

7. How would you amend this LO? By the end of this lesson pupils will…. Know that when objects are placed in water the forces acting on the object will sometimes be balanced and the object will float or they will be unbalanced and the object will sink and this capacity will depend on the object’s shape, density and weight (Y4)

8. A constructivist approach to science teaching Elicitation - start from the naive conceptions or experiences of learners. Intervention – teach something new Reformulation – the pupils take ownership Evaluation – using the new ideas/experiences

9. Step 4 How will you introduce the lesson? (Resources……… class organisation……… link with previous lesson……?) IMPACT

10. Lesson starting points…. Story (three little pigs) Object (ice hand) Collection / display (fruit) Visitor / visit (mother and baby) Another curriculum area (history of transport) Link with previous lesson Spontaneous happening (it starts snowing …) Elicitation question – (cartoon/puppet)

11. Concept cartoons http://www.conceptcartoons.com/index_flash.html Concept cartoons are by far the best way to stimulate children’s discussion on what they believe.

12. Insulation means making you warm A true story: The water in the tank of the toilet had frozen. Later that day someone had put a blanket round the ice-filled tank. Will that make it easier or harder for the ice to melt.?

13. Elicitation - Tell each Other Tell each other: Compared with the unwrapped iced tank, will the wrapped ice: melt faster? melt at the same rate? melt more slowly? Explain why you think this way. I think it will melt faster I think it will melt more slowly I think it will melt at the same rate

14. Step 5 Developing the lesson Intervention (Activity… transition….. class organisation… differentiation…. resource provision…. Reformulation (Tell each other – talk partners) Assessment (are they achieving the LOs?)

15. Step 6 How will the lesson end? Let them tell each other then tell you. (What have the pupils learned? Where next?)

16. Video Study the science lesson and identify key features of each stage. http://www.teachers.tv/node Write a learning objective statement for this lesson.

17. Successful Science! Attitude of teacher (enthusiastic and relevant) Careful planning (find out what your pupils [think they] know) Active involvement of pupils (constructing meaning) Varied approaches (we all learn indifferent ways) Opportunities for independence (ownership of ideas) Quality interaction (good preparation)

18. Review Tell each other the 6 easy steps to planning a lesson 1 – Lesson content 2 – Research 3 – Learning outcomes 4 – Starting points (elicitation) 5 – Developing the lesson (intervention and reformulation) 6 – Ending the lesson (review, use new ideas)

19. Review Tell each other the stages in a constructive approach to learning Elicitation - start from the naive conceptions or experiences of learners. Intervention – teach something new Reformulation – the pupils take ownership Evaluation – using the new ideas/experiences