As part of our science major sessions we had the opportunity to deliver a workshop to local school children, based on the topic “Our Fragile Earth”. Children worked in small groups and visited the separate activities in the form of a carousel.
The activity that I ran was based on the effects that humans have on animals in their habitats, focusing specifically on the journey of a fish down a river and the pollution that it comes across.
The story was read to the children and at each stage they added substances, representing the pollutant, to the water. At the end of the activity, the foam fish was turned upside down and children were able to see the impact the pollution had on the fish.
This activity was aimed at KS1 children and allowed children to meet the observation ‘Working scientifically’ (DfE, 2013: 147) expectations. Children observed throughout the activity and were then able to use their observations to ‘suggest answers to questions’ (DfE, 2013:147).
Children worked collaboratively, discussing ideas and making suggestions. This encouraged children to challenge and defend their own and others opinions developing them both cognitively and socially.
TARGET: To use this activity within the classroom as a starter/plenary activity.
DEPARTMENT FOR EDUCATION, 2013. The National Curriculum in England. Key stages 1 and 2 Framework. London: The Department for Education.
In a recent science seminar we looked at how scientific skills can be developed through practical enquiries.
Enquiry skills include:
Planning and conducting investigations
Interpreting evidence and drawing conclusions
Communicating, reporting and reflecting
We can develop these enquiry skills by:
Providing children with opportunities to encounter materials and phenomena first hand.
Providing challenging tasks whilst also providing scaffold support.
Teaching specific techniques needed for advancing skills.
Helping Children to record their ideas in ways that support systematic working and review.
Working scientifically includes:
Observing over time – Magic Flowers. Cut out a paper flower and fold the petals inwards. Place the flower in a tray of water and observe what happens. The paper absorbs the water up the petals causing the petals to drop and the flower to open.
Pattern Seeking – Reaction Strips. Drop the strip and see how long it takes for your partner to catch the strip. See if the times get better or worse. Reaction times can be affected by many thing (e.g. tiredness, concentration etc.)
Identifying, classifying and grouping – Animal Sort. Sort the animals in to groups. There are many ways in which animals can be sorted depending on your focus.
Comparative and fair testing (controlled investigations) – Bubbles. Blowing bubbles. How do you make it a fair test? Same person would blow each time, at the same rate, same mixture of bubbles etc.
Research using secondary sources.
It is important when teaching any science lesson that a working scientifically learning objective is included. This therefore allows the child to progress in both areas of science, developing their skills and knowledge.
As a reward for their good behaviour and progress in their work, Class 2 at Morland Area C of E Primary School were taken for a day out tothe Westmorland County Show.
This may not have been a particularly appropriate reward for some children, however with the school being in a rural setting and many of the children from farming families, this was an ideal treat for the children – and an educational one too!
Th children visited the education tent, looked at the stalls and watched a very entertaining display by The Sheep Show (http://www.thesheepshow.co.uk/) learning about the process of wool. They also had the opportunity to get close to the animals learning about British Agriculture and the process of how the food that the children eat, reaches their plate; something that is not widely taught in schools.
For me, I benefitted from this experience as I was able to learn about the process of organising a school visit. The class teacher involved me throughout the whole process, increasing my confidence and encouraging meto arrange class visits in the future. The key aim throughout the organisation, and the visit itself, was keeping the children and adults safe throughout their experience.
Everyone (including myself) had a highly enjoyable day even with such atrocious weather and being covered in mud from head to toe!
It is all well and good for children to learn the skills and theory taught in maths, however if they do not know how to apply it, how can they use it in the future?
It is important that we consider the needs of all children within our lessons. Children with ASD tend to have difficulty in applying skills learnt to real life contexts and therefore we must approach this issue and give them the opportunity to link theory with reality. One approach for this is by taking children out of the classroom.
The specific example above shows an approach for taking a class of year 5 children to an airport with a specific focus on the measurement strand within the primary maths curriculum, although there are many cross-curricular links available to other subjects.
From just one setting there are many possibilities that will engage and motivate but also assist children in their learning. This will not just benefit the children cognitively but also socially and emotionally, with many of them increasing their confidence when in public places. We are encouraging children to think and reflect, being conscientious about their work and others.
TARGET: To continue looking at different approaches of encouraging children to apply theory learnt with reality.
Tuesday 28th June saw a fun filled day all based on Space at Morland Area C of E Primary School.
Being a teaching assistant at the school, I expected to just be helping one of the teachers with their activities. However I was soon volunteered by one of the teachers (who knew about my science specialism) to lead one of the sessions.
The day ran as a carousel with the children split into the three houses. There were three different sessions run by the teachers as well as an hour spent at the pop up Planetarium which visited the school. Each session lasted 1 hour and the groups of children were of mixed age (5-11 years). I took this in to account and when planning the activities I ensured that all children would benefit from effective teaching.
My session was based on the phases of the moon. I started by asking the children if they had seen the moon the night before. I then asked them what shape it was and if they could describe any other shapes that they had seen the moon before. Having done this, I asked the children if they knew why the moon changed shape. They were not aware of why and so I showed them a rap that taught the children the different phases of the moon as well as how this happens. The rap reinforced my teaching and enabled me to eliminate any misconceptions that children had (the rap is available from https://www.youtube.com/watch?v=xBc8QHSsFgE) . This was enjoyed by all children and they were then fully engaged and encouraged to take part in creating the phases of the moon using Oreos. Having never worked with some of the children before I made it clear to them my behaviour expectations – especially when using the Oreos! Children worked in mixed age and abilities to create these and once completed I then assessed that the children understood the names of the different phases of the moon by having a quick quiz and asking the children the name of the phase. I knew that this may not last the full hour with some groups and therefore had prepared for children to discuss and design a new space suit for Tim Peake. As a group we talked about what Tim would need to survive in space and then allowed children to add extras and make the suit look exciting rather than being plain white.
The children seemed to thoroughly enjoy my session and their achievements through the day were relayed to parents through the school’s Twitter Account as well as speaking to parents at the end of the day.
My final day in my first year as a trainee teacher saw a visit to Beacon Country Park with the Year 1 Science Specialists – thank goodness for a fine day!
The day taught us how to encourage learning in the outdoors and how we can utilise nature and the spaces we have outdoors to maintain children’s interest of a subject and extend their knowledge. When experiencing many of the activities we discussed how we would adapt them to suit the needs of the children making sure we are proactive and ensuring children are taught effectively. The day also incorporated the Bucket School.
In the morning, science tutors lead the following activities:
Team Building Games (Hands in a knot, finding their animal
partner, retrieving the key from the person in the middle of the circle).
Weaving using natural materials found in the surroundings.
Building a den for a teddy bear.
Creating an animal from Plasticine adding natural materials to decorate, then placing it in its habitat.
An insight to forest schools (Slide Show- placing a unique leaf in a frame and passing them round, Scent Cocktail – filling a plastic cup with natural materials and then smelling it).
In the afternoon we peer taught, leading our own activities to fellow students. Some of these activities included:
Scavenger Hunt – Finding as many different coloured natural materials.
Making a crown from natural materials.
Spelling a word using natural materials.
Finding the tree – Blindfold a person and guide them to a tree. Get them to feel it and then take them back to where they set off from. Take off the blindfold and ask them to then identify the tree they have just been at.
The day was very enjoyable and highlighted to me the vast variety of outdoor activities that children can benefit from.