Essex Primary SCITT

1. Essex Primary SCITT Primary Science Course Lecture 1

2. Jeremy Crook Jeremy.crook2014@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, confidence and enthusiasm to teach science successfully in primary schools and excite the children! • 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 learning opportunities for the primary classroom that are appropriately matched to children’s levels of understanding; • develop a range of teaching strategies to enable them to teach creative, interactive lessons that motivate children to learn; • 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 • Understand why we do science in primary schools • Develop a clear understanding of what primary science 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. But how about? • 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!

10. Ibn al-Haytham's work was remarkable for its emphasis on proof and evidence. He 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.”  By this he meant it was essential to conduct experiments to test what is written rather than blindly accepting it as true.

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

12. Scientists named in the NC KS1 Y2 • Dunlop / Macintosh / McAdam KS2 Y5 • David Attenborough • Jane Goodall • William Harvey • Galen • Ptolemy / Alhazen / Copernicus • Spencer Silver / Ruth Benerito KS2 Y6 • Charles Darwin / Alfred Wallace • Galileo • Isaac Newton • Carl Linnaeus • Mary Anning

13. Why do science in primary schools? • Science does not tell us everything we want to know about life, or all we need to know. But it does provide us with the most robust information about the way the universe works that has so far become available to us. Colin Tudge Science Writer

14. Why do science in primary schools? • Science is valuable because it meshes with all our lives and allows us to channel and use our spontaneous curiosity. Professor Susan Greenfield Director, Royal Institution

15. Why do science in primary schools? • Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous. Professor Malcolm Longair Head of Cavendish Laboratory University of Cambridge

16. Dr. Tim Crook • The power of science should not be underestimated. It has the potential to be the greatest force for good on earth in the 21st century. Without great scientists it could be argued that the outlook for the earth is fairly bleak. • http://news.bbc.co.uk/1/hi/health/6969136.stm

17. 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.

18. The Primary Science Expert • Science can be characterised by developing theories which fit the evidence available, but which may be disproved when further evidence comes to light. Wynne Harlen

19. Is science … The truth The whole truth And nothing but the truth?

20. A historical perspective • We can only believe something is true until the time we find out that it is not. Oliver Cromwell

21. 1930s encyclopaedia • 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. Is that true or false?

22. Steven Hawking’s view • 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.

24. The World Is Going To End In September 2015 June 12, 2015 | by Caroline Reid http://www.iflscience.com/environment/world-going-end-september-2015 It has once again been predicted that the world is going to end, this time in September 2015, sometime between the 22-28th. The cause of demolition this time? An enormous asteroid striking the Earth.

25. Gerald Haigh sums it up! • The reason we need good science teaching – and we do need it, most urgently – has nothing to do with content, facts and practicalities. • The most pressing imperative is that we somehow reduce the gullibility among the population at large. That a large number of people accept, without question, any old codswallop that someone cares to tell them is one of the great social problems of our time.

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

27. Are these important? • Engagement – what makes a rocket fly? • Discussion – with 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 – review your diagram. What was accurate, what wasn’t? Trainee Reflection – What have we learnt about setting up science activities from this?

28. 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

29. What makes science exciting? • OFSTED’s view: http://news.bbc.co.uk/1/hi/education/7456891.stm • Talk partner – Read the Ofsted summary report ‘Maintaining Curiosity’. What do Ofsted think makes great science? • Reflection – so what must be in your science lessons?

30. 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.

31. 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.

32. 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.

33. 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.

34. 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.

35. 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

36. 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.

37. Science Knowledge Create 3 mind maps of the knowledge in the National Curriculum for Science KS1 – LKS2 – UKS2 Extract the key themes / ideas http://goo.gl/ay32an

38. 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

39. Plants

40. 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.

41. WHAT’S IN A PLANT CELL? (3D)

42. 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.

43. 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.

44. Cell Wall • 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.

45. Cell components I • Nucleus • This is the control centre for the cell. • It contains structures called Chromosomes made of a chemical called DNA. • Inside the DNA is coded information that tells the cell how to make many different proteins. • Proteins have many different functions, including building new tissue and repairing it. By controlling what proteins are made the nucleus can control what the cell looks like and what it does.

46. Cell components II • Cytoplasm • This watery gel contains many dissolved chemicals. Here many of the enzyme controlled chemical reactions take place. • This is the general work place of the cell.

47. Cell components III • Mitochondria • These sausage shaped structures are the powerhouses of the cell. • It is here that the food is broken down in aerobic respiration which releases energy for use by the cell. • The more active the cell the greater the number of mitochondria found.

48. Cell components IV • Endoplasmic Reticulum • This is where proteins are made. • Golgi Apparatus • The Golgi apparatus is part of a manufacturing and supply chain • Cell vacuole • Plant cells have one large vacuole, which is filled with cell sap, a watery sugar/salt mixture. In plants it helps to maintain turgor by aiding osmosis.

49. 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).

50. 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.