Category Archives: Science

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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#aseconf exploring chemistry in send schools

Royal society of chemistry funded a project to develop six experiments that are hands on and accessible to all. Based on exploring materials

Contains prep sheet,  practical list, symbol worksheets

– each lesson delivered three times.  Once as a new activity, then to develop skills,  confidence and knowledge, consolidate

Use gloves for tactile defensive,  cut holes in gloves in later sessions. Can also use Ziploc bags.

Will eventually be available free to download on national stem learning website

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#aseconf science fun for SEND

States of matter.  Use dry ice.  Add flavours.  Engage all senses.

Shadow puppets.  Use gruffalos child as stimulus.  Transparent,  translucent, opaque materials. Animal ear headbands to explore shadows bigger and smaller.  Spectrum glasses. Learnaboutlight.co.uk

Science hunters–  engaging through computer  games.  Minecraft. Working with NAS, engaging children once a fortnight.  Has been found to increase social communication skills.  Also helps to show some abstract science concepts and leads to further discussion

Science from the start–  hands on practical activities . Ice play.  Snow dough (cornflour , oil, glitter). Creative workshops, child led, flexible,  sensory.

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#aseconf ofsted

Science more likely to be outstanding when teachers have had science specific training 

Science is a core subject in primary . Broad and balanced curriculum.  Primary schools failing to ensure full coverage of  Nat curric e.g. only one hour a week in the afternoon.  Plan to ensure progression.  Need enough time so children can build up their skills. 

Ofsted do not make judgements before they come to the school.  Judgement made on current outcomes for each year group.

Need to develop skills and progress over time. 

Still a mistrust between primary and secondary around transition.  Schools  need to work together

Teacher assessed parts of ks2 curriculum give  higher outcomes than externally assessed.  New system still bedding  in.  How are you being as accurate as possible?  What progress are children making?

Gcse achievement in English and maths is stable.  Science has gone down with btech gone.  How are courses meeting needs of less able students? 

Short inspections for good schools.  Only a day.  Assuming school is still good.  Looking at self assessment of leadership team.  Will do learning walks.  Not going to interrupt a lesson. as teacher can direct inspector to books or particular children to talk to.  No preferred style of marking. do children understand where they are at and what to do to improve.  What impact?  No preferred frequency of marking.  How effective are your systems? 

Is work at ks3 demanding enough and appropriate? 

Key messages are you challenging the most able?  Disadvantaged?  Most able disadvantaged?  Is provision meeting need? 

No particular method expected for planning,  teaching,  marking or self assessment. They will mage a judgement on safe guarding,  visit lessons, meet with staff, gather parent and pupil views and scrutinise work. 

How well does science curriculum develop understanding and skills?  High quality,  timely,  meaningful experiences to develop skills and understanding. 

 Challenges ahead.  Do leaders have enough knowledge of science to know if curriculum is appropriate and being taught well?

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