Sci1: Scientific Enquiry
| Attachment name |
Content |
Notes |
| Sc1.1 |
Scientific Enquiry from year 1 to year 6 |
At an ‘at a glance’ overview of the progression in the National Curriculum requirements for Sc1 |
| Sc1.2 |
Variables and the questions to ask pupils |
A key document – you need to know the questions to ask so that the pupils are helped to plan a fair test |
| Sc1.3 |
Variables |
A very clear guide to the different types of variables: categoric, discreet and continuous |
| Sc1.4 |
Summary chart: illustrative and investigative work |
The difference between illustrative and investigative practical work |
| Sc1.5 |
The right graph for the job |
When is it appropriate to use a bar graph, a line graph or no graph? |
| Sc1.6 |
Planning sheet for a fair test |
A very basic sheet to help pupils plan for a fair test – this can be used on an interactive whiteboard for whole class discussion |
| Sc1.7 |
The planning house |
The Oxfordshire Local Authority Science Team have produced planning houses for different age groups – a differentiated approach to planning a fair test. This is the one for Yr6. The link for the others is given below |
| Sc1.8 |
More imaginative planning sheets |
Tailoring planning sheets to be more imaginative can add incentive for the pupils – taken from Feasey (2006) |
| Sc1.9 |
Cinderella’s mop |
A page from an excellent book by the The Oxfordshire Local Authority Science Team: Enjoy Teaching Investigations at Key Stage 1 – there is also a book for Key Stage 2 |
| Sc1.10 |
Progression in scientific enquiry |
Excellent material that gives ideas about how to increase the challenge in Sc1 as the pupils go through the school |
| Sc1.11 |
Whole school planning for the skills of Sc1 |
An excellent tool to give a whole school overview of which Sc1 skills should be attained for each age group – taken from Goldsworthy and Holmes (1999) |
| Sc1.12 |
Was our test fair? |
Children love to criticise other people’s work and this gives them the opportunity to discuss some different explanations and to decide which are the best and why – taken from Goldsworthy et al (2000) |
| Sc1.13 |
Which shoes have the best grip? |
Used in our sessions to identify which types of variables you used in your investigation: categoric, discrete or continuous. The follow up question is: ‘what type of graph is therefore appropriate?’ |
Sci2: Life Processes and Living things
| Attachment name |
Content |
Notes |
| Sc2.1 |
The outdoor environment |
A guide to the use of the outdoors for teaching science |
| Sc2.2 |
A risk assessment form and fieldwork checklist |
It is always important to undertake a risk assessment for outdoor work and this includes an example of a form – always check with the headteacher before taking a class outside for scientific work – and a useful checklist |
| Sc2.3 |
Freshwater invertebrates |
Pictures of some pond wildlife |
| Sc2.4 |
How polluted is the pond or stream? |
It is possible to measure the pollution levels by finding out what lives in the water – beware the rat tailed maggot! |
| Sc2.5 |
Seven years of the pond |
How study of the school pond fits into each year of the curriculum |
| Sc2.6 |
Aquatic habitats |
Useful notes for a scientific study of a pond |
| Sc2.7 |
Green plants |
This includes some common misconceptions that chidlren hold about plants, as well as some scientific terminology and simple diagrams of a flower |
| Sc2.8 |
Life processes and living things |
A summary overview |
Sci3: Materials and their properties
| Attachment |
Content |
Notes |
| Sc3.1 |
Materials |
Materials subject knowledge notes – written by Helen |
| Sc3.2 |
Burning a Candle |
Activity sheet for exploring a burning candle – used in our sessions, can be adapted for children but health and safety important! |
| Sc3.3 |
Wax Candle |
The science of a burning candle – fascinating. Taken form Wenham (1995) |
| Sc3.4 |
Melting and Dissolving |
A worksheet for pupils which will really encourage their thinking. Taken from the excellent book, Active Assessment by Naylor et al (2004) |
| Sc3.5 |
Melting Ice |
Another pupil worksheet from Active Assessment |
| Sc3.6 |
Materials and their properties |
All the scientific words in the Sc3 part of the National Curriculum – an audit tool so that you can check your understanding of the terms |
Sci4: Physical Processes
| Attachment |
Content |
Notes |
| Sc4.1 |
Electricity challenges |
A list of challenges to give to Key Stages 1 and 2 pupils so that they work through the electricity curriculum via a problem solving approach – very much the best way to help them learn about electricity |
| Sc4.2 |
Electricity part 1 |
Electricity subject knowledge notes – written by Helen |
| SC4.3 |
Electricity part 2 |
More electricity subject knowledge notes – written by Helen |
| Sc4.4 |
Electricity: Basic ideas 1 |
Excellent subject knowledge from Summers et al (1997) |
| Sc4.5 |
Analogies for electric circuits |
Electricity can be described as being a bit like… These analogies really help our understanding – taken from Summers et al (1997) |
| Sc4.6 |
Magnetism |
Magnetism subject knowledge notes – written by Helen |
| Sc4.7 |
Forces part 1 |
Forces subject knowledge notes – written by Helen |
| Sc4.8 |
Forces part 2 |
More forces subject knowledge notes – written by Helen |
| Sc4.9 |
Feeling and measuring forces |
Activity sheet for measuring forces – used in our sessions, can be adapted for children |
| Sc4.10 |
Heave ho |
Activity sheet for balanced forces – used in our sessions, can be adapted for children |
| Sc4.11 |
Contact force 1 |
Activity sheet for understanding the contact force – used in our sessions, can be adapted for children |
| Sc4.12 |
Contact force 2 |
Another activity sheet for understanding contact forces – used in our sessions, can be adapted for children |
| Sc4.13 |
Friction 1 |
Activity sheet for understanding friction – used in our sessions, can be adapted for children |
| Sc4.14 |
The cause of friction |
Activity sheet for understanding friction – used in our sessions, can be adapted for children |
| Sc4.15 |
Floating and sinking |
Activity sheet for understanding floating and sinking – used in our sessions, can be adapted for children |
| Sc4.16 |
Light |
Light subject knowledge notes – written by Helen |
| Sc4.17 |
Light |
More light subject knowledge notes with activities used in our sessions – written by Jenny Mant |
| Sc4.18 |
Sound |
Activity sheet for understanding sound – used in our sessions, can be adapted for children |
| Sc4.19 |
Sound |
Light subject knowledge notes – written by Helen |
| Sc4.20 |
Quiz: day and night |
Quiz at an adult level – completed in our sessions. Please include in your SAP |
| Sc4.21 |
Quiz: the seasons |
Quiz at an adult level – completed in our sessions. Please include in your SAP |
| Sc4.22 |
The Earth and beyond |
Earth and beyond subject knowledge notes – written by Helen. This includes demonstrations shown in your lectures |
| Sc4.23 |
The Sun in the sky |
Useful diagrams showing the elevation of the Sun as it appears to move across the sky |
| Sc4.24 |
Energy |
Energy subject knowledge notes – written by Helen |