2019-20 Subjects in the Curriculum Session 1

1. What is and how do we teach
science in the primary classroom?
Yr 2 Subjects in the Curriculum
Session 1

2. Hazard
Persons
at Risk & Nature
of harm
Current Control Measures
Risk Rating
Severity x
Likelihood
Trip hazards. Students and
Staff
Inform students to keep walkways clear at all times by storing bags
under tables. Chairs to be replaced under the table when not being
used.
Low
Student electrical equipment
on desktops – reduces space
and potential for electric
shocks with spillages.
Students and
Staff
All student personal electrical equipment to be put away when not
required during practical activities. Mobile phones not to be charged
in rooms.
Personal Safety Hands to be washed after practical activities where appropriate.
No food to be consumed in the science teaching rooms.
Students to advise lecturers of any personal medical conditions that
may be exacerbated during specific practical sessions.
Students to take responsibility for informing others of potential
hazards that manifest from their practical investigations.
Low
End of session etiquette All equipment returned to the place of origin.
All rubbish to be disposed of and/or recycled where appropriate.
Tables and floors to be left clear.
All chairs to be replaced under tables on leaving the room.
Please take time to familiarise yourself with the following health
and safety measures applicable during all Primary Science sessions.

3. Aims of Session 1
1. To introduce the Primary Science Module
2. To interrogate your perceptions of science and the
teaching of science.
3. Introduce scientific enquiry and working
scientifically according to the National Curriculum
(DfE, 2013), with a particular focus on observing.
4. To work scientifically to try out some different types
of enquiries using observational skills relating to
materials.
5. To review the skills of observation required when
you are assessing practice.

4. What do you think we mean by the
term science and how do you think
we could/should teach science in
the primary classroom?
Pedagogical approach:
Together, in groups of 4 create mind-
maps to show what science and the
teaching of primary science means to
you .

5. What is Science?
The goal of science is to investigate and
understand the world, to explain events
and to use those explanations to make
useful predictions.
Scientists:
collect and organize information in a
careful, orderly way, looking for
patterns and connections between
events.
Scientists propose
explanations that can be
tested by examining
evidence.
Science is an organized way of using evidence
to learn about the natural world.

6. How do you think we can develop
children’s scientific ideas/thinking?
• Stand in a circle and complete
‘The Squeeze’
• Can you deduce how and what
we want you to do?

7. Developing children’s experience of engaging in
broad categories of scientific enquiry (DfE, 2013)
• Exploring phenomena/Observing changes over
time
• Identifying and classifying
• Surveys and pattern-seeking
• Identifying and controlling variables (Fair-test,
comparative tests)
• Research and synthesis using secondary sources
• Using and creating models to explain phenomena
• See the NC and your tracker!

8. • Harlen and
Qualter,
(2014)

9. Pneumonic
• Queen
• Penelope
• Hates
• People
• Munching
• In
• Church
• Questioning
• Predicting
• Hypothesising
• Predicting
• Measuring/Observing
• Interpreting
• Communicating

11. What is the difference between a
prediction, hypothesis and a theory?
A prediction is what you think, based
on previous experience.
A hypothesis is an “educated guess”,
that is testable through observations
and experimentation.
A theory is a broad statement of what
is believed to be true based on many
experiments and considerable
amounts of data. (Source unknown)

12. Early Education (2012)

13. Primary Science Curriculum Overview by Theme
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Plants
(Identify, name, sort,
classify)
Living things and their
habitats
(Living/Non-living/dead
Habitats/ Food Chains)
Plants
(Functions of parts
requirements for
growth, water
transportation; life-cycle
of flowering plants)
Living things and their
Habitats
(Grouping,
classification; habitats;
impact of changing
environments)
Living things and their
Habitats
Life cycles of mammal,
amphibians, insect, and
bird. Plant/animal
reproduction
Living things and their
Habitats
Classification;
similarities/differences,
micro-organisms
Animals including
Humans
(Identify, name, sort,
classify)
Plants
(Seeds and bulbs:
simple life-cycles;
conditions for growth)
Animals including
Humans
(Nutrition/Diet;
Movement)
Animals including
Humans
(Teeth, eating,
digestion; food chains,
predator-prey)
Animals including
Humans
Human growth and
development from
pregnancy
Animals including
Humans
Heart and circulation,
impact of diet, exercise,
drugs, lifestyle;
transport of nutrients
and water
Everyday Materials
(Identify objects and
their materials;
properties)
Animals including
Humans
(Life-cycles, survival
needs, nutrition, diet,
exercise, healthy lives)
Rocks
Compare and group on
basis of properties;
fossil formation; rock
cycle, soil formation.
States of Matter
Solids, liquids, gases;
physical changes and
temperature; water
cycle: evaporation/
condensation
Properties and changes
of Materials
Chemical change,
dissolving, mixing,
separating materials,
sieving, filtration,
evaporation
Evolution & Inheritance
Recognising change
over time; fossil
evidence; offspring
inherit characteristics,
adaptation.
Seasonal Changes
(Changes, weather
associated with four
seasons)
Uses of Everyday
Materials
(Identify, compare
suitability of use;
changes in materials)
Light
Light/dark; shadows;
reflections.
Sound
Vibrations; media, the
ear; patterns in sounds;
pitch; changing sounds;
Earth and Space
The Earth’s rotation and
orbit relative to Sun.
Day, night
Light
Light travels in straight
lines; how we see light
sources or reflected
light
Forces & Magnets
Movement on surfaces/
Friction; Magnets
Electricity
Construct simple
circuits; add
components, switches,
conductors, insulators
Forces
Gravity; air resistance,
water resistance,
friction; mechanisms;
levers, pulleys, gears.
Electricity
Changing brightness,
loudness of
components; use
conventional symbols

14. What do scientists mean by
material?
But what might children think a material is?
Sources of misconception may include language confusion

15. The essence of science is about
observation of the natural world
Explorify e.g. Zoom in Zoom Out
Https://explorify.wellcome.ac.uk/en/activities
What does this look like to you?

16. Reflect on what we have discussed for far:
• How do you think observation informs and
underpins the process of working
scientifically?
• Discuss how you perceive scientific
observations can lead to questions that
challenge existing understanding as well as
generating new information.
What do you think we really mean by
the term observation in science?

17. The EYFS BEGINS with observation
Early Education (2012)
Development Matters. London.
Crown Copyright

18. ‘Teachers should set high expectations for every pupil. They should plan stretching work
for pupils whose attainment is significantly above the expected standard. They have an
even greater obligation to plan lessons for pupils who have low levels of prior attainment
or come from disadvantaged backgrounds. Teachers should use appropriate assessment
to set targets which are deliberately ambitious’
(Dfe, 2013, P.8) The National Curriculum In England. Key
Stages 1 And 2 Framework Document. London: Crown
Copyright.
– Would you agree that assessment of learning requires careful
observation?
– For the science area of the NC programme of study where is
observation first identified?

19. What do you need to know to be able
to observe effectively?
• Observation involves careful
looking, watching and noting
• Your ability to do this is, and
therefore encourage this in the
children that you teach, is crucial to
the development of scientific
enquiry.
• What does the EYFS and the NC say
about children observing?

20. • Observe the objects/materials on the tray,
make an observational drawing of one object.
• What equipment could you use to enhance
the observational drawings?
• What pedagogical (teaching) task could we
use to develop the children’s vocabulary?
• How can observed similarities and differences
inform a type of science investigation? What
type of investigation is this?
Investigative activities to improve
observational skills

21. Observation of materials: physical and
chemical change
• Materials focus –x3 white powders(materials),
observe with appropriate senses and
equipment.
• Properties of materials: test solubility, can you
identify a context?
• Mix material citric acid and bicarb- chemical
reaction- identify the signs of a chemical
reaction-conservation of mass

22. Chemical changes in the world around us
Natural Man-made
Mapping your ideas:
• What is a physical change and what is a
chemical change?
• How do we know when a chemical change
takes place?

23. Signs a chemical change has taken place
New materials
are formed
Formation of
a solid
(precipitate)
Temperature
change
Colour
changes
Formation of
an odour
Formation of
bubbles of
gas

24. • Use your senses and use relevant equipment
to explore the mystery parcel.
• Record your observations in your note-book.
• Predict what they could contain – give
explanations for your ideas.
• Unwrap and explore further.
• How could you now take this -where could
the science go…..
Investigating ice balloons

25. Elicitation Activity: Science Subject Knowledge Quiz
Which of the following are physical or chemical changes?
 Ice turning into water.
 Toast.
 Sugar in hot tea/coffee.
 Lemon juice and bicarbonate of soda.
 A candle burning.
 Chocolate placed in a bowl placed over hot water.
 Fizz when the top comes off a lemonade bottle.
 An apple left in a fruit bowl for weeks.

26. Reflect on Particle Theory
• All substances are made up of particles: atoms
and molecules.
• The particles in a solid are tightly packed and
movement is limited to vibration at a fixed point.
• The particles in a liquid are in contact with each
other but arranged randomly. They can roll over
each other and pour/flow.
• The particles in a gas can move around freely.
There are spaces between them so they can be
pushed closer together – this is why a gas can be
compressed.

27. Conservation of Mass
• Within a closed system the amount of mass
remains constant.
• Mass cannot be created or destroyed but it
can be rearranged in space and changed into
different types of particles!
• Can we catch a gas? Yes we can!

28. Lesson Observation
Take your time to review the school lesson
observation form, then use the form to review one
of the following video clips found below:
https://cccu-
my.sharepoint.com/personal/ts226_canterbury_ac_
uk/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Ft
s226_canterbury_ac_uk%2FDocuments%2FTeach%2
0First%20Videos&originalPath=aHR0cHM6Ly9jY2N1
LW15LnNoYXJlcG9pbnQuY29tLzpmOi9nL3BlcnNvb

29. As soon as possible
• Please undertake the science audit available
on BlackBoard.
• For those who enjoy a challenge there is also
an on-line science audit hosted by Learning
Matters Sage.
• Use the outcomes of the audit and todays
session to review the tracker. This should be
updated as you progress throughout the
degree, so you may like to do this in pencil.

30. Reading/Reflection for next week
• Reflect on how different level of observation
can encourage different levels of thinking.
• Read
Harlen, W. and Qualter, A. (2014) 'Learning through
inquiry' in The teaching of science in primary
schools. 6th edn. Abingdon: Routledge p89-103 and
pages 178-80 eBook
Ahtee, M. (2009) ‘Primary school student teachers’
views about making observations’ in NorDiNa 5(2), pp
128-141 (on Blackboard)

31. References
• DfE (2013). The National curriculum in England. Key
stages 1 and 2 framework document. London: Crown
copyright.
• Explorify. Available at:
Https://explorify.wellcome.ac.uk/en/activities
(Accessed 25th September 2019)
• Early Education (2012) Development Matters.
London: Crown Copyright
• Harlen, W. and Qualter, A. (2014) The teaching of
science in primary schools. 6th edn. Abingdon:
Routledge. eBook

32. Subject Knowledge Quiz
Which of the following are physical changes?
 Ice turning into water – Physical – melting.
 Toast – Chemical – burning.
 Sugar in hot tea/coffee – Physical – dissolving.
 Lemon juice and bicarbonate of soda – Chemical reaction.
 A candle burning – Physical (hot wax liquifies, some
evaporates) and chemical (the wick burns making ash).
 Chocolate placed in a bowl placed over hot water Physical
(chocolate is not a pure substance, bars do not have specific
melting points).
 Fizz when the top comes off a lemonade bottle – physical (gas
is forced into the bottle under pressure).
 An apple left in a fruit bowl for weeks. Chemical – (ageing then
decomposition)

33. Next week: How can
we, in science,
develop a questioning
community in our
classes?