1. Planning a science investigation

2. Theme Choose a theme Topics Brainstorm/ mind map topics within the theme Questions Discuss what is needed for fair testing and what is a testable question. Generate testable questions for investigation Refine question Students work with mentor to refine and clarify one question for investigation. Teacher check. Safety audit Ensure students can safely and accurately use the equipment Check chemicals etc follow guidelines Steps in Planning

3. Theme Choose a theme-examples A theme is a uniting idea that is sufficiently broad to enable it to be expanded into topics.

4. Themes help students appreciate the role of science as a human endeavour. They: Assist communication with mentors Assist teachers’ ability to simultaneously address both process and content outcomes Supports follow-up discussions and explanations e.g. The importance of conserving energy in our modern society Theme Choose a theme- benefits

5. Role of teacher questions used in brainstorming PromptingClarifyingExpandingLinkingAnalysing Topics Brainstorm/ mind map topics within the theme Click on the links to learn more about each type of question Continue to fair testing

6. Linking questions Eliciting links between ideas can make areas more relevant. “Is there a link between solar energy and plants?” Return

7. Analysing questions Some ideas can be analysed with the view to developing practicable investigations. “What are some ways that we use wind energy? Return

8. Prompting questions Bring to the surface student knowledge. “Who can think of..?” What do you know about?” “What are some examples of..?” These questions are used extensively at the beginning of the brainstorming session. Return

9. Clarifying questions Sometimes student suggestions are not clear. Clarification questions can help students communicate their ideas and prompt the ideas of other students. “What aspect of energy conservation are you interested in? Return

10. Expanding questions Ensuring the theme is expanded gives more opportunities for students to find an area that interests them. “What are some other types of energy?” These questions are often used in the early stages of brainstorming. Return

11. a fair test = a valid + a reliable investigation Fair tests generally require the management of variables and sources of error (repeat trials or replication). Sometimes they are based on the use of a control. Questions Why plan a fair test?

12. Cows Moo Softly Change ONE thing Measure something Keep everything else the Same Questions Key elements of a fair test

13. Questions Fair testing- variables

14. Ask students: Do you already know the answer? Is it a question that you will be able to investigate in the school/classroom within the required time? Is it a question to which you want to know the answer? What do you already know about the factors being investigated? Where can you find out more about the background to your investigation? Mentors can be invaluable in the processes of generating and selecting testable questions and guiding background research Questions Supporting students to generate testable questions and do background research

15. Questions Stage expectations for a fair test- BOS Foundation StatementsBOS Foundation Statements

16. Mentors are often used to: Provide extra support for teachers to manage the logistics of a number of groups simultaneously refining questions that can readily be investigated. Provide real examples of how scientific investigations are conducted and impact on our society Provide a real context for sustained communication Provide examples of career paths in science Refine question The role of mentors

17. Curriculum Support has some useful strategies e.g. POOCH (problem, options, outcomes, choices) Curriculum Support Groups negotiate and often lateral thinking is needed Strategies include SWOT analyses (strengths, weaknesses, opportunities, threats), PMI tables (plus, minus and interesting) or six thinking hats might be useful Refine question Selecting the one problem/question for investigation in a group

18. Checking safety requirements- through Curriculum Support website ChemicalsCategory and User Codes DG class DG PG UN CAS NoGuidance notes Sodium hydrogen carbonate sodium bicarbonate* baking soda bicarbonate of soda K-12 1 2 3 4 5 6 PS NR Not hazardous - 144-55-88Harmless. Often reacted with acid to produce carbon dioxide. Used in dry chemical fire extinguishers. Disposal: Waste solutions of this chemical may be disposed of down the sink (to sewer) Q stores Safety audit Can be used by primary school students Protective equipment not specified