Category Archives: Science

#ASEConf – SEND in the Science Classroom

As promised, here’s a copy of the powerpoint from today’s presentation.

Managing SEND in the science classroom – Marion

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AQA Entry Level – Biology 2

Scheme of work and accompanying worksheets for AQA Entry Level unit 4 – Chemistry in our World. Designed to be taught in 3x45min lessons a week, and to take a term. Assumes you have access to expected lab equpiment

Based on Exploring Science textbooks. Not all worksheets are my own, a majority have been found on TES and remodelled slightly to suit the needs of our students.

Biology Environment evolution and inheritance

1 SAPS – Bubbling Cabomba pondweed – student sheet

1a SAPS – Bubbling Cabomba pondweed – technical notes

2 Animal adaptations

3 plant adaptations

4 creature design

5 pyramid of biomass

6 Food webs

7 Decay

8 Competition between plants

9 How fossils are formed

10 Factsheet – Fossils

11 Darwin-Storybook

12 sticky dogs

13 peppered moth

14 Peppered moth Qs and As

15 Gm_organisms

Environment, evolution and inheritance

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#yorktu

Linda – teacher prof development

Effective cpd is a partnership between teachers and slt. Focus,  does it make it better?  How do I know?  Evidence or expertise based?  Collaboration?  Bigger picture at school? 

Lucie – educational doctorate

Need time, finances, support. 

Start with a question,  three research papers,  project,  thesis, 

Need to find a gap in the field of research.  Question everything you read. Supervisor makes a difference, as do colleagues. 

Learn to manage supervisor.  Keep a research diary.  Supervisor and course team will develop skills. 

Looking for volunteers to take part.  Use  Twitter to take part in discussions about teaching contact @yorks_bunny

Liz – teaching about nature of matter during transition

Young people leave education without understanding particulate nature of matter.  Begin to study behaviour of matter in ks2. Huge dip in attainment and interest in secondary transfer.  How do teachers interpret the curriculum in this area? How do students experience curriculum? What is happening in the classroom? Ks2 and ks3 documents are not similar. 

Going to survey teachers,  analyse documents and teacher materials,  case studies. How to help – complete a survey,  link to follow. Short interview.  Must teach ks2 or 3, all sectors of education @oboelizzy

Stuart – Iop. Looking at teacher learning

How important is the role of knowledge of others to help teachers learn? 

What is the essential knowledge for someone coming into teaching?  What should you look out for and identify during an observation week? 

Katherine-  gratnell #learningrooms

Looking at a child’s journey through school.  Focus on physical environment and impact on learning.  Labs and prep rooms need to be planned for learning. 

How does space we teach in affect learning outcomes?  How much control do teachers have over learning spaces?

Sarah – finding out what students know (questioning) 

Hinge questions…. those that determine where your lesson is going next.  Questions should not be too wordy.  Multiple choice responses can show a increase in difficulty to check understanding.  True or false statements.  Easier to write when in teams with a range of experience.  Quality of questions is important. 

 Need to allocate time in departmental meetings for collaboration. 

Finding out where students are stuck is the key.  Hinge questions should show benefits as students get unstuck

Alistair – research informed curriculum development 

Best evidence science teaching-  new curriculum project for ks3. Four main strands focusing on engagement,  practical work,  assessment and effective teaching of difficult ideas. 

Looking for some partner schools to run trials and give feedback bestevidencescienceteaching.org

Use of written questions to assess practical skills, research project.  Looking for partner schools

Linda – technician conference 

Some ideas for science club activities. Discussion about how to make these more likely to involve science learning and how to extend this learning

Richard – practical 

Using predict,  observe,  explain to get students thinking about practical experiments

Born to engineer website.  Worth a look on stem learning website 

Helen-  writing or compiling tests

For aqa activate.  Writing questions and compiling tests. 

When compiling tests need the outcome to help discriminate between students.  Consider language and phrasing,  start with the answer and craft the question from  there,  working as a team helps. 

Need to look at spec to identify questions.  Use real data.  Keep questions short  and wording clear. 

Alex – using video to teach teachers

When showing video have questions to respond to.  Do teachers have enough time to read?  Videos are quicker.  Nustem.co.uk

Has a spreadsheet with all #asechat tweets.  Lots of uses. Ask for info. Use if this then that

Learningscientists.org put the topics you are teaching and how long you want to take,  to set these tests as homework.  Forgetting curves. Blog is really good for resources and cognitive science. Especially strategies for revision

Mary-  electricity 

Does the colour of insulation on a wire matter?  Easier to see the circuit if use one colour.  Add parallel in different colours.

Use colours of spectrum to label electrical potential of each wire,  red highest potential, violet lowest. Draw circuit with cells on side to highlight potential difference

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AQA Entry level – Chemistry 4

Scheme of work and accompanying worksheets for AQA Entry Level unit 4 – Chemistry in our World. Designed to be taught in 3x45min lessons a week, and to take a term. Assumes you have access to expected lab equpiment

Based on Exploring Science textbooks. Not all worksheets are my own, a majority have been found on TES and remodelled slightly to suit the needs of our students. (and I’ve just spotted two worksheet 19s. damn)

Chemistry – chemistry in our worldChemistry in our world

1 Make your own indicator

2 RAINBOW-FIZZ

3 comparing reactivity

4 Acid with metals

5 making salts

6 acid + allkali

7 Reactions of Carbonates Practical Sheet

8 Exothermic and Endothermic Reactions

9 combustion

10 concentration

11 temperature

12 surface area

13 catalysts

14 atmosphere

15 Fractional Distillation

16 Fractional Distilliation Cut and Stick

17 global warming cartoons

18 Greenhouse Cloze

19 filtration

19 Modeling the Greenhouse Effect

20 Distillation

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AQA Entry Level – Physics 6

Scheme of work and accompanying worksheets for AQA Entry Level unit 6 – Electricity, Magnetism and Waves. Designed to be taught in 3x45min lessons a week, and to take a term.

Based on Exploring Science textbooks. Not all worksheets are my own, a majority have been found on TES and remodelled slightly to suit the needs of our students.

Physics Electricity magnetism and waves

1 measuring current

2 measuring voltage

3 Alternating Current and Direct Current

4 how a powerstation works

5 the plug

6 How fuses work

7 calculating bills

7a bill

8 calculating cost of electricity

9 magnets

10 magnetic field lines

11 strength of electromagnet

12 uses of electromagnets

13 reflection refraction

15 wave equation

16 Electromagnetic Spectrum

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Making indicators

It is really easy to make your own indicators to show if a chemical is an acid, neutral or alkali. This experiment can be done without a Science lab, and can be adapted to be a sensory experience as well.

You will need:

beetroot, red cabbage and/or blackberries. Boiling water. A range of acids/alkalis to test.

To make the indicator, chop up your beetroot etc into small cubes. Add to boiling water and let stand until the colour has come out into the water.  Remove the lumps, preferably by filtering (practice those practical skills) and let the coloured liquid cool.

You can then add this to a range of acids/alkalis and look for the colour change. These work best if they are colourless and can include:

acid – lemon juice, vinegar, lemonade

alkali – bicarbonate of soda, glass cleaner

To make this a more sensory experience, encourage students to smell each of the chemicals that are being used. They can taste the acids, before they add a bit of their indicator to observe the colour change.

You can make all three indicators and then compare results, which do students think is the best? Can they think of any applications for this?

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#aseconf Science with picture books

Scientificliteracyblog.wordpress.com

Recommend journal of emergent science (on ase website)

Looking at science in children’s story books. Focusing on science inaccuracies (many teachers will use these stories unaware of these)  and focusing on why did that happen in a story line.

Why should we use fictional picture books to explore science at primary school ? Metaphorical language. Children blur imagination and reality.

? Link between teaching literature (interpret, debate) and improvement of understanding of science.

  • Pictures need to be prominent
  • Dialogue and conflict
  • Consistent simple  plot with proper logic
  • Narrative problem linked to scientific problem

Use e.g. section of book to prompt discussion, raise misconceptions . Will link to what pupils already know

Children find it hard to put themselves in something/ someone else’s place to draw from their perspective

e.g. fish is fish . Tadpoles promise.  Very hungry caterpillar. Seven blind mice.  On the seesaw bridge

Can compare first and last double pages of each book

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