Introduction to Science Primary GTP 2009/10

What is Science?

What is science? The word science comes from the Latin Scientia meaning ‘knowledge’ The word science comes from the Latin Scientia meaning ‘knowledge’ Literally, science is about knowing about the world Literally, science is about knowing about the world

Primary Science An intellectual, practical, creative and social endeavour which seeks to help children better understand the world in which they live An intellectual, practical, creative and social endeavour which seeks to help children better understand the world in which they live Involves them in thinking and working in particular ways in the pursuit of reliable knowledge Involves them in thinking and working in particular ways in the pursuit of reliable knowledge (Sharp et al, 2002)

The Nature of Science Science and primary science may mean different things to different people. What is your view of the nature of science?

No One Correct View! However, a mature understanding of the nature of science recognises the tentative nature of some scientific knowledge

A broad consensus on some aspects:- Scientific enquiry involves the collection of data (evidence) to test/lead to explanations Scientific enquiry involves the collection of data (evidence) to test/lead to explanations Scientific explanations are based on generalisations (laws) and theoretical models (theories) Scientific explanations are based on generalisations (laws) and theoretical models (theories)

A broad consensus:- Proposing a law or theory always involves an element of uncertainty (i.e. they are inevitably conjectural) Proposing a law or theory always involves an element of uncertainty (i.e. they are inevitably conjectural) Choices between theories are based on criteria such as accuracy of prediction, consistency, coherence, breath of scope etc. Judgement, however, is involved in deciding how these apply to any given case. Choices between theories are based on criteria such as accuracy of prediction, consistency, coherence, breath of scope etc. Judgement, however, is involved in deciding how these apply to any given case.

Science in the National Curriculum 2 Key stages in Primary KS1 Y1&2 KS1 Y1&2 KS2 Y3-6 KS2 Y3-6 4 Attainment Targets Sc1: Scientific Enquiry Sc1: Scientific Enquiry Sc2: Life processes & living things Sc2: Life processes & living things Sc3: Materials and their properties Sc3: Materials and their properties Sc4: Physical processes Sc4: Physical processes

SC1 Scientific Enquiry What is it?

Ideas and Evidence Importance of collecting evidence, linking cause & effect, creative thinking. Investigative skills Planning (P) ask questions, decide how to find answers, predict, fair test. Obtaining & Presenting evidence (O) Control risks, explore, observe, measure, check, repeat, communicate. Considering Evidence & Evaluating (C & E) Comparing, patterns, conclusions, explain, review. SC1 Scientific Enquiry

Investigative skills: Not just a fair test! Pattern Seeking Pattern Seeking Observing & recording natural phenomena, carry out surveys the seeking patterns Classifying & Identifying Classifying & Identifying Arranging objects into sets, recognising objects as members of sets Exploring Exploring Making careful observations, or a series of observations Making Things Making Things Designing, testing, adapting an artefact or system Fair test Fair test Exploring relationships between variables

How can we find answers? Pupils come up with many questions. Can they recognise how to find the answers? Sort the questions on water or woodlice into the correct type of enquiry.

Deciding on an approach New Star Science

Deciding on an approach Scientific Enquiry Games ‘Planning Posers’

The Fair Test Children should be able to say whether a test is fair or not. Children should be able to say whether a test is fair or not. To do this they need to be able to identify variables (what can vary). To do this they need to be able to identify variables (what can vary).

Falling Seed What affects a seed’s fall?

Junior Investigation Our stimulus Having ideas! Developing a question. Aspects we could change To collect our results we could measure or observe.. Our Question: How does.. affect..

(what I changed) ( what I measured/observed) My prediction: When I change … what will happen is.. ____________________________________________________________________ I am going to make it a fair test by… ___________________________________________________________________ Finding Patterns in Results

When I changed what happened was.. ______________________________________________________________________________________________________________________________________ I think this happened because …___________________________________________________________________ ___________________________________________________________________ To improve the investigation I would.. ___________________________________________________________________

Variables What could be changed? What could be changed? What would you measure/observe to judge the effect? What would you measure/observe to judge the effect? What would you need to keep the same for a fair test? What would you need to keep the same for a fair test?

Observing, Recording, Presenting Obtain your results Present your results in an appropriate way (or ways)

Analysing and evaluating What pattern did you notice in your results? What pattern did you notice in your results? Why do you think you got this pattern? Why do you think you got this pattern? Can you be sure of your results? Why? Can you be sure of your results? Why? What improvements would you make if you did it again? What improvements would you make if you did it again?

Progression in Scientific Enquiry How do pupils move up through the levels? How do pupils move up through the levels?

Level 1 Level 2 Level 3 Level 4 Level 5 Levels Ladder Simple observations Comparisons … because … Recall & scientific Vocabulary Content & models ( eg energy, forces)

Variety in Presenting! Present the results of your investigation as a song to the tune of your favourite nursery rhyme