Essex Primary SCITT

1. Essex Primary SCITT Primary Science Course Lecture 1

2. Jeremy Crook Contact details jnc.edu@gmail.com

3. Science – what do you think? • Illustrate your name card with your view of science. • You have 1 minute to look at your partner’s card and find out as much about their view of science as you can by questioning them.

4. Aims for the course I To ensure trainees … • have the knowledge, understanding, pedagogy and confidence to teach science successfully in primary schools and excite the children about learning science; • develop knowledge of scientific concepts within EYFS, KS1, KS2 and beyond; • have the ability to think like a scientist – question, hypothesise, collect evidence, analyse data, draw supportable conclusions.

5. Aims for the course II To ensure trainees … • plan meaningful, relevant learning opportunities for the primary classroom that are appropriately matched to children’s levels of knowledge and understanding; • develop a range of teaching strategies to enable them to teach creative, interactive lessons that motivate children to learn; • can reflect on and improve the quality of their teaching and analyse how well children are learning; • develop the attributes, knowledge and understanding, and skills to achieve QTS.

6. Aims for today • Develop a clear understanding of primary science is • Understand why we do science in primary schools • and know the key elements of primary science • Understand how the National Curriculum for Science is structured • To explore the different ways we can help primary age children find out about the world and how these can be used in school • To develop trainees’ knowledge and understanding of plants, including: • Investigating plant characteristics and structures; • Exploring the life cycle of a plant, including growth, nutrition and reproduction; • Identifying how plants are adapted to their environment.

7. What do you think a typical scientist looks like? Draw one …

8. Famous Scientists…..

9. Scientists named in the NC KS1 Y2 • John Dunlop - Charles Macintosh - John McAdam KS2 - Y6 • Charles Darwin / Alfred Wallace (evolution) • Galileo (scientist / mathematician) • Isaac Newton (physicist) • Carl Linnaeus (Father of taxonomy) • Mary Anning (palaeontologist) • KS2 - Y5 • David Attenborough (naturalist) • Jane Goodall (primatologist) • William Harvey (physician – blood flow) • Galen (physician - pulse) • Ptolemy (scientist or fraud?), Alhazen (scientist, mathematician, astrologer), Copernicus (Sun at the centre of the Universe) • Spencer Silver (post-it notes), Ruth Benerito (wash and wear fabrics)

10. Have you heard of these? • Rosalind Franklin (DNA) • Dian Fossey (primates) • Marie Curie (radiation) • Florence Nightingale (medicine) • Barbara McClintock (genetics) • Ibn al-Haytham (optics) • George Washington Carver (agriculture) • Benjamin Banneker (astronomy) • Al-Zarrawi (surgery) And many more!

11. Inspiring 21st Century Scientists Alice Roberts Dara O Briain's Science Club David Attenborough Mythbusters Brian Cox

13. Is science simply a body of facts? Ibn al-Haytham (965-1040) was a pioneering scientist thinker who made important contributions to the understanding of vision, optics and light) is known to have said:  “If learning the truth is the scientist’s goal … then he must make himself the enemy of all that he reads.”  What does he mean by this?

14. A historical perspective We can only believe something is true until the time we find out that it is not. Oliver Cromwell 1599-1658

15. Do ‘facts’ ever change? In science, as in life, we can rarely say that something will definitely happen. However, we can say for certain that man will never land on the moon. 1930s encyclopaedia

16. Is this true?

17. If it’s not just facts what else is it? Any physical theory is always provisional, in the sense that it is only a hypothesis; you can never prove it. No matter how many times the results of experiments agree with some theory, you can never be sure the next time the result will not contradict the theory. On the other hand you can disprove theory by finding even a single observation that disagreed with the predictions of the theory. Steven Hawking

18. Why must science be an important part of the primary school curriculum? • Read the quotes explaining the importance of science and consider the other things we have discussed and write a one sentence justification for its place in the primary curriculum to share with the group.

19. The Importance of science Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many different levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This is a spur to critical and creative thought. Science The National Curriculum for England DfEE 2000

20. What are the most important aspects to consider when teaching primary science?

21. Are these important? • Engagement – what makes a rocket fly? • Discussion – with class/partner/peers • Explanation and Application of prior knowledge – draw an annotated diagram to show your thinking • Practical Activity – Blast off! • Analysis and Assessment – Talk Partners – discussion with teacher – review your diagram. What was accurate, what wasn’t? • What is your new thinking? This is learning.

22. Rocket science explained • http://www.bbc.co.uk/guides/zqcmvcw?intc_type=promo&intc_location=orb_promo_footer&intc_campaign=iwonder_rocket&intc_linkname=homepage_b

23. How could you write the rocket activity as a lesson plan?

24. National Curriculum - Forces Y3 - Pupils should be taught to: • compare how things move on different surfaces • notice that some forces need contact between two objects Y5 - Pupils should be taught to: • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object • identify the effects of air resistance, water resistance and friction, that act between moving surfaces

25. What makes great science lessons? • Talk partner – Read the Ofsted summary report ‘Maintaining Curiosity’. What do Ofsted think makes great science? • Reflection – thinking about all we have done and discussed so far, what must be in your science lessons?

26. National Curriculum Science Purpose of study A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

27. National Curriculum – Aims The national curriculum for science aims to ensure that all pupils: • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

28. Working scientifically – Years 1 and 2 Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • asking simple questions and recognising that they can be answered in different ways • observing closely, using simple equipment • performing simple tests • identifying and classifying • using their observations and ideas to suggest answers to questions • gathering and recording data to help in answering questions.

29. Working scientifically – Years 3 and 4 Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions.

30. Working scientifically – Years 3 and 4 • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.

31. Working scientifically – Years 5 and 6 Pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content: • planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary • taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate • recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

32. Working scientifically – Years 5 and 6 • using test results to make predictions to set up further comparative and fair tests • reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations • identifying scientific evidence that has been used to support or refute ideas or arguments.

33. AttitudesNot explicitly stated in the National Curriculum • Curiosity • Respect for evidence • Willingness to tolerate uncertainty • Critical reflection • Perseverance • Creativity and inventiveness • Open mindedness • Sensitivity to the living and non-living environment • Co-operation with others

34. Plants

35. Cells – building blocks of life • The cell is the fundamental unit that makes up living things. • Some organisms, such as the Amoeba, consist of just one cell that must carry out all the functions of living things by itself. • Many organisms, both plants and animals, are made up of many cells to make one living thing. • The functions of living things can be shared out to specific cells or groups of cells within the organism.

36. What’s in a plant cell? (2D)

37. WHAT’S IN A PLANT CELL? (3D)

38. Cell Membrane I • Cell membrane • This barrier keeps the cell contents together. • It controls what enters and what leaves the cell. • The membrane is said to be semi or more accurately selectively permeable. This means that some things can pass through the membrane but not others.

39. Cell membrane II • Water can move freely through the cell membrane by a process known as osmosis. • In osmosis, there is the movement of water from a weak solution (one which has few substances dissolved in it) to a more concentrated one through a semi-permeable membrane until equilibrium is reached. • Cells can push particles in the opposite direction, from high concentration to low, but it will take energy from the cell to do this.

40. Cellulose cell wall This provides additional support. It is fully permeable. Chloroplasts These are only found in plant cells. They contain the green pigment, Chlorophyll, which absorbs light energy. This is then converted into chemical energy so that carbon dioxide and water can be converted into glucose. Cell Wall

41. Specialised cells, organs and systems • Cells are shaped according to function and become specialised • Groups of cells with similar structure and function are called tissue e.g. xylem and phloem tissues in plants. • Tissues working together form an organ e.g. leaf. • Organs can work together to form an organ system e.g. The shoot system is above ground and includes the organs such as leaves, buds, stems, flowers (if the plant has any), and fruits (if the plant has any).

42. Plants Y1 • identify and name a variety of common wild and garden plants, including deciduous and evergreen trees • identify and describe the basic structure of a variety of common flowering plants, including trees. Y2 • observe and describe how seeds and bulbs grow into mature plants • find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

43. Seeds • How many ways can you find to sort these? • Which approaches are linked to the science of plants? • How can you use: • Simple chart • Carroll diagram • Venn diagram • Tree diagram

44. Onion Pea Radish Leak Pepper Bush bean

45. Germination Seed germination begins when the seed takes in water rapidly, causing the inner layers to swell and split the seed coat and other coverings. The radicle emerges and starts its downward growth into the soil. In the bean seed the hypocotyl elongates and straightens, raising the cotyledons above the ground. As the epicotyl begins to lengthen and straighten, the first leaves, called plumules, emerge.

46. 308 × 222 - gardenfresco.co.uk Bean Seeds • These are ideal seeds for growing in the classroom. • Study the bean seed. Draw and label all the features you can see. • Which ones are related to the bean seed germinating?

47. Growing beans in class Bean seeds are easy to grow with a jam jar (be careful the glass doesn’t break), some absorbent kitchen paper, and a bean!

48. Seed germination Video is an invaluable way of explaining and capturing the germination process. http://www.youtube.com/watch?v=3Ij1eW_gsrM http://www.youtube.com/watch?v=G2RuVxdr0mA

49. Growth • Growth from seed uses stored energy. • There is only sufficient energy stored in the seed to enable it to germinate and produce its first set of leaves. • Once a plant has leaves it can produce its own food by photosynthesising.

50. Photosynthesis + energy from sunlight • Photosynthesis can be summarised in words as follows: Carbon dioxide + Water Glucose + Oxygen • Or as a formula: 6CO2 + 6H2O C6H12O6 + 6O2 • Create a simple role play to demonstrate this process. + energy from sunlight