Developing Science Investigations for your Classroom Mike Dennis Senior Lecturer in Primary Science

What are you hoping to get from the sessions? What is your recent experience of Science Investigation? What are you hoping to get from the sessions?

Toy Car Investigation Investigate how far a toy car goes on different surfaces using the ramps. Have a go. What are the pitfalls?

What will I keep the same? Four Key Questions What will I keep the same? Control variable What will I change? Independent variable What will I measure? Dependent variable Is it a fair test?

Prediction/hypothesis Obtain & present evidence The Investigation Process A question Plan an investigation Prediction/hypothesis Obtain & present evidence It is a little like a roundabout. You approach the roundabout and decide on a direction, that direction may lead to a dead end or it may not take you where you want to go, so what do you do??? You go back to the roundabout and try another route – it is a good analogy because through science children learn that it is OK to fail, to not get it right first time. The PoS for Sc1 is also laid out like this in the NC Consider evidence Evaluate

Research Findings: From: Feasey (2006) p.143 “Most teachers placed emphasis on planning and carrying out the investigation and less emphasis on analysing results and evaluating the process of investigations.”

Example from QCA Year 3 “Compare rocks in terms of how easily they are worn away. Help children to carry out a “rubbing test” to compare how well different rocks withstand being ground down, and record the results. Help children test for differences in permeability by dropping small quantities of water on to rocks and observing whether it remains on the surface or not” What do you think of this activity?

It begs one question……….. What’s the point?

Interesting questions If these rocks formed cliffs at the seaside, which would make high cliffs and which would make low cliffs or no cliffs at all? Which would make hills and which valleys? If you were choosing one of these rocks for your gravestone, which would you go for?

Interesting starting points could be Events Poems Magic Stories CD-ROM Concept Cartoons Real life problems Video Clip

Setting investigations in contexts (real or imaginary) If you want to engage children in a science investigation it is important to put it in context. The first stage of this is to think of a creative starting point. This should Introduce the idea Be interesting, challenging or unusual Stimulate discussion so children share ideas. Challenge their ideas and assumptions. Make them want more!

Dinosaur Blood

My Discovery

What could I have done to keep the dinosaur blood frozen? The Challenge What could I have done to keep the dinosaur blood frozen? I was only half an hour from a freezer, but as soon as the blood melts it starts to decompose and is not nearly as useful to scientists.

Provide the following Measuring cylinders Scales Sieves Film canisters Trays Timers Sticky tape Jug Thermometer Scissors Range of materials including Bubble wrap Aluminium foil Corrugated Cardboard Towel Paper Paper towels

Before you start Ask the children to predict which material will preserve the ice for longest. Why? How could you test your theory?

Less dense materials are better Metals are good thermal conductors Thermal Insulators A static layer of air Thickness important Less dense materials are better Metals are good thermal conductors

The Challenge What could I have done to keep the dinosaur blood frozen? I was only twenty minutes from a freezer, but as soon as the blood melts it starts to decompose and is not nearly as useful to scientists.

Magic Trick

Real Life Problems The paths are icy today – what would be the best thing to put on them to make them safe. Which is the most absorbent hamster bedding? Which colour sugar paper fades the least and will make the longest lasting displays?

Published Resources Discovery Dog

Which is the best Kitchen Towel Washing-up liquid Torch Detergent Consumer Survey Which is the best Kitchen Towel Washing-up liquid Torch Detergent Air freshener http://www.youtube.com/watch?v=Zyrf4m9ujco http://www.youtube.com/watch?v=kw9i7vIWxgc

Prediction/hypothesis Obtain & present evidence Plan and carry out your own investigation A question Plan an investigation Prediction/hypothesis Obtain & present evidence It is a little like a roundabout. You approach the roundabout and decide on a direction, that direction may lead to a dead end or it may not take you where you want to go, so what do you do??? You go back to the roundabout and try another route – it is a good analogy because through science children learn that it is OK to fail, to not get it right first time. The PoS for Sc1 is also laid out like this in the NC Consider evidence Evaluate

You could……. Find out which is the best kitchen towel Investigate the best blackout curtains Discover which is the best substance to melt ice on the path Which shoes have the best grip? Which material keeps my dinosaur blood frozen for longest? Use any of the Discovery Dog scenarios Which are the best sunglasses to protect your eyes from the light? What is the best angle to throw a shotput? Which are the stretchiest socks? Use a datalogger. Look through “enjoy Teaching Science Investigations at KS1 or KS2 We have lots of equipment available.

Think about: What question you will start with The four key questions Your prediction How will you record your findings How could you present the results What does this show you? If you were to do the investigation again – how might you approach it differently? What would my learning objectives be?

What might your learning objectives be? Focus on one part of Sc1 for example Predicting Measuring Presenting Evidence Analysing your results

What is appropriate for my data? Using Graphs What is appropriate for my data?

Variables come in 3 forms: Categoric Discrete Continuous

Categoric variables Just a classification, e.g. or Or…

Discrete variables A whole number, e.g. 1 paper clip or 2 or… The number of drops Or…

Continuous variables These can have any value, e.g. Length: 1.456 m Weight Time Or…

Why is it important to know how variables vary? Presenting results Planning for progression

How high a ball bounces 80 continuous categoric 60 Height (cm) 40 20 Golf ball Tennis ball Super ball Type of ball

How fast an autogyro falls 80 continuous How fast an autogyro falls 80 discrete 60 Time of fall (secs) 40 20 2 3 1 Number of paper clips

continuous continuous Weight of salt dissolved (g) Temperature of water (0C)

Part 2 of this course is on Wednesday 26th June Before then try at least two science investigations with your class. Use the first session to plan an investigation that addresses the skills the children need to develop. Bring some evidence, ideas and any problems you encounter to Part 2

http://www.education.brookes.ac.uk/partnerships/resources/