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WHAT I HAVE COME TO REALISE IS THAT TO EDUCATE CHILDREN YOU’VE GOT TO SHARE YOURSELF WITH THEM, AS A PERSON.” (NIAS, 19

WHAT I HAVE COME TO REALISE IS THAT TO EDUCATE CHILDREN YOU’VE GOT TO SHARE YOURSELF WITH THEM, AS A PERSON.” (NIAS, 1989). Core 1 Science Communicating and interpreting evidence in science Recording and Reporting Cross curricular learning. Follow up Directed Tasks.

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WHAT I HAVE COME TO REALISE IS THAT TO EDUCATE CHILDREN YOU’VE GOT TO SHARE YOURSELF WITH THEM, AS A PERSON.” (NIAS, 19

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  1. WHAT I HAVE COME TO REALISE IS THAT TO EDUCATE CHILDREN YOU’VE GOT TO SHARE YOURSELF WITH THEM, AS A PERSON.” (NIAS, 1989) Core 1 Session 5 Communicating and Interpreting Data KP Core 1 Science Communicating and interpreting evidence in science Recording and Reporting Cross curricular learning

  2. Follow up Directed Tasks • Read Harlen and Qualter (2009) Chapter10 ‘ Helping development of enquiry skills’. Summarise, in your own words, the link between process skills and conceptual development. Choose an activity from a science scheme or workcard (available in the School Resources section of library). Analyse and exemplify this link between process skills and conceptual understanding. • Use this writing frame to complete an entry in your reflective journal. You will • refer to this again for your assignment. • How would you like to organise practical work in science? • How will you support the development of process skills? • Have you any queries about your role? Core 1 Session 5 Communicating and Interpreting Data KP

  3. Evaluate the CD ROM Goldsworthy, A.(2002) Teaching Scientific Enquiry. Nelson Thornes. Complete the Quiz. To access follow the links: ‘Start – Library – Subject software – Nelson Thornes – Teaching Scientific Enquiry’. Remember to make an entry on your ICT record. Core 1 Session 5 Communicating and Interpreting Data KP

  4. Learning Intentions • Identify ways in which pupils can record their work in science • Give examples of a range of ways of recording and presenting data appropriate for FS, KS1 & KS2 • Explore and discuss appropriate ways of representing data • Demonstrate how a data base for handling data can be used in the context of investigations on floating and sinking within the context of the story – Lost and Found. • Suggest ways in which children can use data to interpret their results • Consider the role of talk in interpretation of data • Note links between science and mathematics • Note safety considerations. Core 1 Session 5 Communicating and Interpreting Data KP

  5. RECAP – LAST WEEK’S SESSION • Focus on planning and fair testing • Focus this week is on data collection and communication. • Use of enquiry skills to develop understanding – this week data collection, recording, interpreting. • Look at NC – Sc 1 Core 1 Session 5 Communicating and Interpreting Data KP

  6. Communicating • Talking, writing, drawing, modelling, acting, singing - are all ways to help children to clarify their understanding and to share ideas with others. • Conventions of representation can help children to organise, record and talk about information efficiently e.g. charts, graphs, diagrams. Core 1 Session 5 Communicating and Interpreting Data KP

  7. DATA COLLECTION, RECORDING, PRESENTATION, INTERPRETATION (SC1) Categoric data • A descriptive variable assigned to a group. • No numerical values can be given to it e.g. eye colour, gender Discrete data • A variable that can be measured in whole numbers but with no fractions or decimals e.g. number of freckles Continuous data • A variable that can be measured by a range of numbers including fractions and decimals, e.g. height Core 1 Session 5 Communicating and Interpreting Data KP

  8. Data Progression • Younger children will start investigating by using categoric and then discrete variables. • Derived variables will be used more often in KS3 - Derived variable - A variable that is calculated from the measurements of other variables e.g. speed. Core 1 Session 5 Communicating and Interpreting Data KP

  9. SENSITIVITY • Collecting data can raise issues of sensitivity. • Read and consider – Patterson’s letter on sensitivityPatterson, P. (2002) A Sensitive Issue Primary Science Review 71 • See Be Safe! for Sensitivity as a safety issue. • Be ready to share your discussion. Core 1 Session 5 Communicating and Interpreting Data KP

  10. PROGRESSION – (AFTER SUGGATE 1998:195) Core 1 Session 5 Communicating and Interpreting Data KP

  11. ICT & DATA HANDLING – INFORMATION WORKSHOP Core 1 Session 5 Communicating and Interpreting Data KP

  12. USING STORIES AS STIMULI FOR SCIENCE... • A familiar format for children • motivating starting points for science • create context and purpose • support learning • encourage high level thinking • a means to elicit talk • informal and fun! See PSR 92 ‘Stories and Starters’ Core 1 Session 5 Communicating and Interpreting Data KP

  13. NC LINKS: • KS1 Sc 4: Forces and motion • 2. Pupils should be taught: • to find out about, and describe the movement of, familiar things [for example, cars going faster, slowing down, changing direction] • that both pushes and pulls are examples of forces • to recognise that when things speed up, slow down or change direction, there is a cause [for example, a push or a pull]. • KS2 SC4: • Forces and motion • 2. Pupils should be taught: • Types of force • about friction, including air resistance, as a force that slows moving objects and may prevent objects from starting to move • that when objects [for example, a spring, a table] are pushed or pulled, an opposing pull or push can be felt • how to measure forces and identify the direction in which they act. Core 1 Session 5 Communicating and Interpreting Data KP

  14. ACTIVITY • Listen again to the story • Recap on features identified in the LL • Consider questions that children may raise that could be investigated. • How might you deal with other questions? • In groups of 3-4 choose a question to investigate within the context of floating and sinking. • What data will be collected? • How can the data be recorded and used? Core 1 Session 5 Communicating and Interpreting Data KP

  15. CARRY OUT YOUR INVESTIGATION • Collect data • Present data • Interpret the data – answer your question • Be prepared to feedback… Core 1 Session 5 Communicating and Interpreting Data KP

  16. Lost and Found Investigation Feedback Present • Your investigation question • Your diagram / graph etc (large paper /OHT/ computer print-out) • Your interpretations • Further questions raised by the data • Those observing should consider: • Questions you could use as prompts to interrogate the data Core 1 Session 5 Communicating and Interpreting Data KP

  17. PLENARY : INTERPRETING EVIDENCE AND DRAWING CONCLUSIONS INVOLVES • Using observations to discuss / answer a question • Putting information together to say something about the ‘whole’ • Finding a trend or pattern • Comparing findings with predictions • Recognising the tentativeness of conclusions Core 1 Session 5 Communicating and Interpreting Data KP

  18. PLENARY: INDICATORS OF THE USE OF RECORDING AND COMMUNICATION SKILLS • TALK - describing data and findings • using drawings, charts etc. to convey information • choosing appropriate means so that it is understandable to others • selecting relevant information from a range of secondary sources NOTE: MODES /AUDIENCE /PURPOSE Core 1 Session 5 Communicating and Interpreting Data KP

  19. Independent Study Tasks • Read: • Harlen, W. (2006) “Helping children to communicate” in Primary Science Taking the Plunge (2nd edition). Portsmouth NH: Heinemann • Mercer, Dawes, Wegerif and Sams (2004) Reasoning as a scientist: ways of helping children to use language to learn scienceon Learning Network • How does appropriate vocabulary help children to develop scientific ideas? What is your role? • Read Harlen and Qualter ((2009) Chapters 8, 9, 12 & 15 focus on Chapter 12 Teachers’ and Children’s Questions. • Next week you will discuss and practise using different types of questions. This task prepares you for this. You should bring your notes and copy of Harlen and Qualter (2009) with you to your next taught session. • What is the difference between ‘productive’ and ‘unproductive’ questions? What types of productive question are there and what is the purpose of each in encouraging children’s scientific enquiry? What reasons do Harlen & Qualter (2004) present for the use of open and person –centred rather than closed and subject centred questions? What are the implications from this reading for your planning on SE? Core 1 Session 5 Communicating and Interpreting Data KP

  20. IST - REFLECTION • Use this writing frame to complete an entry in your reflective journal. Have you seen examples of children communicating and recording in school? • Do you think children always need to make a record on science activities? • Why? Why not? • What does your response suggest about your ideas of science learning? • After reading Harlen and Qualter on questioning – what do you see as the challenges for you as a teacher when developing this very important skill? Core 1 Session 5 Communicating and Interpreting Data KP

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