Designing Experiments - use of the Planning Boards

1. Designing Experiments- use of the Planning Boards Friday 4th July, 2008 NAIGS Conference, Slaley Hall Phil Watkins Philwatkins@gateshead.gov.uk 0191 433 8645

2. An introduction to levelling in Gateshead • Developing success criteria to drive progression • Focus on Designing Experiments • Using the planning boards to support progress

3. Levelling in Science Based on Bloom’s Taxonomy

4. Levelling modelling AfL Understanding & Explanations • The Level Board organises level descriptors into Key Skills (linked to New Curriculum) • These descriptors can be ‘translated’ into success criteria • Success criteria can be used to drive progression and learning Recall simple scientific words & facts. Give simple explanations using cause & effect. 3 Use simple science terminology & ideas to help describe & explain simple scientific processes. Begins to use models. 4 Goodknowledge of most topics. Begins to use complex terminology. Use amodel to help explainfamiliar events with extended answers. 5 Use terminology & ideas confidently & accurately. Use a model to explain new situations with logical reasoning. Strengths & weaknesses of model 6 A knowledge of levelling will enable you to ‘pitch’ the challenge of the task / lesson appropriately

5. Success Criteria - Understanding & Explanations • Level 3 • I can give a short answer to a question • My answers make sense to someone else • I can remember scientific words I have used before • I can use scientific words with help • I can describe events that I see • Level 4 • I can answer in full sentences • I read the question carefully • I understand the meaning of some scientific words • I can remember and use scientific words in sentences • I use ‘because …’ to explain • Level 5 • I can answer in paragraphs • I know when to describe or explain • I use more complicated scientific words correctly • I can use diagrams to help explain • I use a scientific model to help explain events or facts • Level 6 • I can answer in logical paragraphs • I can answer complex questions • I use complicated scientific words accurately • I can use evidence in my explanations • I use a scientific model to help explain unfamiliar events

6. KS3 skills display – colour coded Clear use of models Success criteria – generated by pupils Use of Success Criteria Level display may be prominent in classrooms

7. L3 L4 L5 L6 Easiest to do Hardest to do Task A– Designing Experiments (L3-6) • Order the level descriptor cards for Designing Experiments • Discuss what each card ‘means’ • What is the difference between cards along the progression sequence? • Assign the success criteria cards to their correct level These descriptors can be used to generate success criteria

8. Success Criteria – Designing Experiments (fair test) Variables Fair test Reliability Accuracy • Level 3 • I can follow a short list of instructions • I can write a short account of what I carried out • I can list some variables that could influence an outcome • I use simple equipment safely • I I am aware of obvious dangers • Level 4 • I can follow a long list of instructions • I can write a simple ordered method • I can identify important variables in a fair test • I can choose the best equipment to use from a list • I can predict obvious dangers • Level 5 • I write a method to show control of important variables • I plan to collect repeat readings (>3) • I collect sufficient readings (>5) • I can say why equipment has been selected • I plan to control obvious risk to myself & others • Level 6 • I carry out preliminary investigations • I monitor controlled variables • I plan to collect an appropriate range of data • I plan to use equipment with precision • I plan to control a range of risks

9. Designing Experiments Follow written instructions. Use simple equipment safely. Make relevant measurements 3 Plan asimple fair test. Make simple equipmentselections. Controls obvious risk to themselves. Make a series of measurements. Makes simple prediction. 4 Design a fair test (plan for reliability(6)). Make reasonedequipment selections & controls obvious risk. Measure with fine scales. Prediction based on science. 5 Plan adetailedfair test using science (plan for accuracy). Measure withprecision. Controls range of risks. Generates testable hypothesis. 6 Task C– review • Review the Designing Experiments level progression. Any issues? Fair test= Only one independent variable is changed at a time; all others are kept the same and at their best value • Reliability means that you can ‘trust’ the data: • Fair test • Repetition (>3/5) – calculate average value • Enough data points (>5/7) to draw a graph • Adequate ‘range’ of data • Accuracy means how close to the ‘true’ value are you measuring: • Care when measuring • Correct equipment / units for the task • Spot anomolous data

10. Challenge & appropriateness Applying the New Curriculum Renewed Framework (SNS)

11. Ensuring Challenge & Progression Skills are pupil friendly , and follow PoS / Framework / APP Gateshead’s approach is to use dual objectives Operating Level Challenge Level • Determine the skill • Identify the operating level • Create strategies to move to the challenge level • Integrate into teaching sequence (dual objectives) Use success criteria to drive progression

12. ‘Framing’ HSW skills

13. Plenary