1. Developing Science Investigations for your Classroom
Mike Dennis
Senior 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 Investigation
Investigate 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 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?

5. 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

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 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?

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

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
Events
Poems
Magic
Stories
CD-ROM
Concept Cartoons
Real life problems
Video 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 should
Introduce the idea
Be interesting, challenging or unusual
Stimulate discussion so children share ideas.
Challenge their ideas and assumptions.
Make them want more!

12. Dinosaur Blood

13. My Discovery

14. 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.

15. 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

16. Before you start
Ask 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 Insulators
A static layer of air
Thickness important
Less dense materials are better
Metals are good thermal conductors

18. 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.

19. Magic Trick

20. 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?

21. Published Resources
Discovery Dog

22. 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

23. 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

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 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?

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 Graphs
What is appropriate for my data?

28. Variables come in 3 forms:
Categoric
Discrete
Continuous

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

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

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

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

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

34. 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

35. continuous
continuous
Weight 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