Posted in TS2, TS3, TS4, TS7

Planting Beans

I am a strong believer in hands on and practical science. I have seen for myself how it can engage and motivate children to investigate further and ask questions which help to develop their understanding.

 

In the final few weeks of the summer term, children planted beans as part of their science topic ‘Plants’. Children planted these themselves, cared for them and kept a diary, recording their observations of the bean as it grew over the weeks. I found that this was a great way for children to take responsibility for their work and you could see that the children had a sense of pride when their bean began to grow.

 

Even after the summer holidays I have received an update onthe beans (they could challenge Jack and the Beanstalk!!), showing a positive impact on the children’s attitudes towards learning and their development of understanding.

 

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TARGET: To continue to include physical and hands on experiences and experiments with in science topics.

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Posted in TS2, TS3, TS4

Progression in Working Scientifically

In a recent science seminar we looked at how scientific skills can be developed through practical enquiries.

Enquiry skills include:

  • Raising Questions
  • Hypothesising
  • ¬†Predicting
  • Using Observations
  • 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.
  • Communication.
  • 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.

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  • 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.)

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  • 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.

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  • 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.

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  • 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.