Presentation on theme: "Developing Science Investigations for your Classroom"— Presentation transcript:
1 Developing Science Investigations for your Classroom Mike DennisSenior Lecturer in Primary Science
2 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?
3 Toy Car InvestigationInvestigate how far a toy car goes on different surfaces using the ramps.Have a go.What are the pitfalls?
4 What will I keep the same? Four Key QuestionsWhat will I keep the same?Control variableWhat will I change?Independent variableWhat will I measure?Dependent variableIs it a fair test?
5 Prediction/hypothesis Obtain & present evidence The Investigation ProcessA questionPlan an investigationPrediction/hypothesisObtain & present evidenceIt 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 NCConsider evidenceEvaluate
6 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.”
7 Example from QCAYear 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?
9 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?
10 Interesting starting points could be EventsPoemsMagicStoriesCD-ROMConcept CartoonsReal life problemsVideo Clip
11 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 shouldIntroduce the ideaBe interesting, challenging or unusualStimulate discussion so children share ideas.Challenge their ideas and assumptions.Make them want more!
14 What could I have done to keep the dinosaur blood frozen? The ChallengeWhat 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.
15 Provide the followingMeasuring cylindersScalesSievesFilm canistersTraysTimersSticky tapeJugThermometerScissorsRange of materials includingBubble wrapAluminium foilCorrugated CardboardTowelPaperPaper towels
16 Before you startAsk the children to predict which material will preserve the ice for longest.Why?How could you test your theory?
17 Less dense materials are better Metals are good thermal conductors Thermal InsulatorsA static layer of airThickness importantLess dense materials are betterMetals are good thermal conductors
18 The ChallengeWhat 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.
20 Real Life ProblemsThe 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?
22 Which is the best Kitchen Towel Washing-up liquid Torch Detergent Consumer SurveyWhich is the bestKitchen TowelWashing-up liquidTorchDetergentAir freshener
23 Prediction/hypothesis Obtain & present evidence Plan and carry out your own investigationA questionPlan an investigationPrediction/hypothesisObtain & present evidenceIt 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 NCConsider evidenceEvaluate
24 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.
25 Think about:What question you will start withThe four key questionsYour predictionHow will you record your findingsHow could you present the resultsWhat does this show you?If you were to do the investigation again– how might you approach it differently?What would my learning objectives be?
26 What might your learning objectives be? Focus on one part of Sc1 for example Predicting Measuring Presenting Evidence Analysing your results
27 What is appropriate for my data? Using GraphsWhat is appropriate for my data?
28 Variables come in 3 forms: CategoricDiscreteContinuous
29 Categoric variablesJust a classification, e.g.orOr…
30 Discrete variablesA whole number, e.g.1 paper clip or 2 or…The number of dropsOr…
31 Continuous variablesThese can have any value, e.g.Length: mWeightTimeOr…
32 Why is it important to know how variables vary? Presenting resultsPlanning for progression
33 How high a ball bounces 80 continuous categoric 60 Height (cm) 40 20 Golf ballTennis ballSuper ballType of ball
34 How fast an autogyro falls 80 continuousHow fast an autogyro falls80discrete60Time of fall (secs)4020231Number of paper clips
35 continuouscontinuousWeight of salt dissolved (g)Temperature of water (0C)
36 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