The document provides information for teachers regarding practical work in science. It discusses what practical work involves, how it contributes to understanding, the process skills developed, benefits for learning science, challenges, and how to address challenges like a lack of resources. It also covers investigations as the focus of practical work, comparing traditional and new approaches, and how teachers can facilitate learner-centered investigations. Safety procedures for the science laboratory are outlined.

1. Welcome back!
Term 2: XLS0000

2. Thanks for your participation
in Achterbergh (PGCE’s)

3. Successful first term with
UJMA learners: average 81%

4. Congratulations, Super-
Teachers!

5. Thanks for all of you who
presented lessons!

6. Tomorrow’s class
J. Prag
NL Shandu
QV Sibeko
SW Siwela
Observing (teach on 20 Apr)
MM Ntlhane
(Memory) Malope
MG mekwa
OL Ramahali

7. School experience reflection
 Submit next Friday, 19 April.
 Portfolios due in October, after 6 weeks
prac (see hand-out)

8. USA
 Provisionally 5 – 16 August (must still
obtain confirmation from GSU)
 See hand-out

10. Funding
 Laurika Rauch performing on Sat 29 June.
 The Dean said we can use the profits to
assist you!

11. Visit one Saturday in May to
Sci-Bono

12. Practical work

13. What does practical work
involve ?
 ‘practical work’ means any teaching and
learning activity which involves at some
point the students in observing or
manipulating real objects and materials.

14. How does practical work contribute to our
understanding of the world ?
 It links two domains of knowledge
Domain of real
objects and
observable things
Domain of ideas

15. What process skills are
developed during practical work ?
BASIC PROCESS SKILLS
 Observing
 Inferring
 Measuring
 Communicating
 Classifying
 Predicting

16. What are the benefits of practical
work in science learning ?
 motivate pupils, by stimulating interest and enjoyment
 teach laboratory skills
 enhance the learning of scientific knowledge by
making abstract concepts appear more concrete
 give insight into scientific method and develop
expertise in using it
 Helps to bring about conceptual change when
necessary by convincing learners of the validity of a
scientific idea

17. What are some of the challenges of doing
practical work ?
 Lack of resources
 Teachers lacking competence
 Learner indiscipline

18. How can the challenge of a lack of
resources be overcome ?
 Design practical using resources which are
improvised and accessible
 Network with other schools in sharing equipment
 Approach a tertiary institution about providing support
 Enquire about agencies who may have established
resources centres e.g. CASME in KZN
 Enquire about the availability of micro kits for
practical work

19. How is practical work
addressed in the
NCS/CAPS ?
 The place of practical work is
addressed through the Specific Aim:
“The learner will be able to act
confidently on curiosity about natural
phenomena, and to investigate
relationships and solve problems in
scientific, technological and
environmental contexts”

20. Compare the new approach to practical work to
the traditional one
Traditional
 Cookbook approach-following
step-by-step instructions
 Strict teacher control of
learners
 Results-oriented
 Always took place in a
laboratory
New
 Investigations where learners
do planning
 Learner allowed to interact,
discuss and move about
 Focus on processes
 Can take place in the
classroom or outside

21. Investigations in the NCS
 Scientific investigations should be the
focus of practical work in science
 Investigations are part of CASS
 In Gr 12 learners should be able to plan
their own investigations

22. What is an investigation ?
 An investigation takes place in stages. It consists of
some kind of plan, an implementing or ‘doing’ stage
which should include recording in some form and a
final stage where the learner examines the data and
draws some kind of conclusion from them
 Investigative work also involves the use of process
skills like planning, observing and gathering
information, comprehension, synthesizing,
generalizing, hypothesizing and communicating
results and conclusions

23. What are the benefits of investigations in
science learning ?
 Scientific investigations in particular parallel the way
in which scientists work.
 Scientific investigations are also highly motivating in
science learning
 The development of conceptual understanding
 Stems from our natural curiosity to understand our
natural world around us
 Learners develop capacity in applying the science
process skills
 scientific investigations may lead to the development
of higher-order thinking skills
 Contribute to children’s social development

24. Example: The effect of water temperature on
how fast sugar dissolves in water
Independent variable:
Dependent variable:
Control variable:
Research hypothesis:
Research question:

25. Task: Use the prompt sheet given to plan
one of the following investigations
1. Will hot coffee or hot tea cool faster ?
2. Will a full cup of tea or half a cup of tea
cool faster ?

26. Now design a rubric to assess
the plan.
Criteria 1-2 3-4 5-7 Rating
Stating
question
Makes an
attempts, but
incorrect
variables
Relates
variables, but
statement
lacks clarity
Well
formulated
question
Identifies
variables
Incorrect
variables
Some
variables are
correct
Correctly
identifies
variables
Describing
procedure
Makes an
attempt, but
procedure is
incorrect
A logical
procedure,
but is not
detailed
enough
Good logical
flow and
describes
exactly what
will be done

27. How can investigations be classified
according to learner autonomy ?
Two frameworks can be used:
1. A continuum framework
2. Category framework

28. Continuum framework for
classifying investigation
CLOSED OPEN
Teacher-
directed
Learner-
directed

29. Category framework
Investigation type Stages of investigation
Topic Question Planning Data
collected
Conclusio
n
Structured T T T L L
Guided T T L L L
Open T L L L L

30. How can the teacher facilitate learner-
centred investigations ?
Teachers support learners in progressing through the
stages of the scientific investigation in the following
ways:
 asking learners questions at all stages of the
investigation
 offering learners suggestions when they are making
no progress in the investigation
 giving learners a prompt sheet which helps focus
them on the stages of the investigation
 instructing learners in the use of practical
techniques.

31. Model for teacher support
Amount of
teacher support
Degree of learner
autonomy
Initial
investigations

32. What co-curricular activities exist for
science ?
 Science clubs
- Interesting experiments
- A newsletter with interesting information
 Science excursions/field trips
 Science expos/fairs
 Science talks
 Science olympiads

33. What issues need to be considered when managing a
laboratory ?
 Safety during activities
 First aid in the science classroom
 Care and storage of materials,
chemicals and apparatus
 Stock control and stocktaking
 Ordering scientific equipment and
chemicals

34. How can the teacher enforce safety in the
laboratory ?
 Draw up a set of rules for learners and ensure they follow it
 Ensure learners are not left unattended in the lab.
 Lock all chemicals away and ensure there are no chemicals left
lying around
 Instruct learners about the dangers of hazardous chemicals
 Allow learners to smell and touch chemicals only under
supervision
 Do not allow learners to perform reactions which should be
demonstrated according to the Dept. guidelines
 Turn off the gas supply after the lesson
 Emergency equipment must be clearly displayed
 A first-aid kit must be accessible

35.  Before each activity in the laboratory, weigh the potential risk
factors against the educational value.
 Have an understanding of all the potential hazards of the
materials, the process, and the equipment involved in every
laboratory activity.
 Inspect all equipment/apparatus in the laboratory before use.
 Before entering the laboratory, instruct students on all laboratory
procedures that will be conducted.
 Discuss all safety concerns and potential hazards related to the
laboratory work that students will be conducting
Preparing for laboratory activities

36. General work procedure for the learners
 Never work in the laboratory without the supervision of a teacher.
 Always perform the experiments or work precisely as directed by the teacher.
 Immediately report any spills, accidents, or injuries to a teacher.
 Never leave experiments while in progress.
 Never attempt to catch a falling object.
 Be careful when handling hot glassware and apparatus in the laboratory. Hot
glassware looks just like cold glassware.
 Never point the open end of a test tube containing a substance at yourself or
others.
 Never fill a pipette using mouth suction. Always use a pipetting device.
 Make sure no flammable solvents are in the surrounding area when lighting a
flame.
 Do not leave lit Bunsen burners unattended.
 Turn off all heating apparatus, gas valves, and water faucets when not in use.
 Coats, bags, and other personal items must be stored in designated areas, not
on the bench tops or in the aisle ways.
 Keep the floor clear of all objects (e.g., ice, small objects, spilled liquids).

37. How should learners handle chemicals ?
 Check the label to verify it is the correct substance before using it.
 Always use a spatula or scoopula to remove a solid reagent from a container.
 Do not directly touch any chemical with your hands.
 Never use a metal spatula when working with peroxides. Metals will decompose
explosively with peroxides.
 Hold containers away from the body when transferring a chemical or solution
from one container to another.
 Use a hot water bath to heat flammable liquids. Never heat directly with a flame.
 Add concentrated acid to water slowly. Never add water to a concentrated acid.
 Weigh out or remove only the amount of chemical you will need. Do not return
the excess to its original container, but properly dispose of it in the appropriate
waste container.
 Never touch, taste, or smell any reagents.
 Never place the container directly under your nose and inhale the vapors.
 Clean up all spills properly and promptly as instructed by the teacher.
 Never handle bottles that are wet or too heavy for you.

38. Storage of chemicals
Criteria for storage area
Store chemicals inside a closeable cabinet or on a sturdy shelf with a front
edge lip to prevent accidents and chemical spills; a ¾-inch front edge
lip is recommended.
 Secure shelving to the wall or floor.
 Ensure that all storage areas have doors with locks.
 Keep chemical storage areas off limits to all students.
 Ventilate storage areas adequately.
Organization
 Organize chemicals first by COMPATIBILITY—not alphabetic
succession (refer to section entitled Suggested Shelf Storage Pattern—
next page).
 Store alphabetically within compatible groups.

39. Why use marbles when you can
use stones?
Also looking at “shoestring-
teaching” approaches
The teacher experiencing a lack of
resources (see hand-out)

40. Scenario: Consider this!
Assume that you accept a position as a teacher at a
rural school. Full of expectations you arrive at the
school. You dream of how you will inspire your
learners with your teaching; how you will teach them
to be critical and creative thinkers. However, a very
unpleasant surprise awaits you. On arrival at the
school, you realize that you do not have a well-
resourced classroom. Basic equipment and apparatus,
such as an overhead projector, laptop and data
projector, are not available. What do you do now?

41. A strategy to teach more
meaningfully
TIP 1: On arrival at the school you
should investigate all the facilities. Just
because your colleagues are not doing
practical work or hands-on learning
activities, doesn’t necessarily mean that
there is no equipment. It may still be
stored in boxes in a store room
somewhere! Get together with other
teachers in your subject/ learning area,
and develop a strategy to equip the
classrooms over a period of time.

42. Tip 2: Use micro-kits
The “comboplate” palmtop laboratories of companies
such as Somerset Educational is very useful. These kits
can be used repeatedly and no running water or
electricity is needed. By going to small scale you solve
many problems all at once: the equipment costs less, the
chemicals cost less, safety is improved and there is less
waste.

43. Tip 3: Use local resources
People; natural features;
industries & institutions;
materials; media, technologies and
culture.

44. A few examples of using local
resources
Invite members (resource persons) from the local community
to visit your classroom, and to talk to the learners. Eg, in Life
Sciences, why not invite a sangoma/ traditional healer to
class?
Visit local industries to see what happens there, and decide
how learners could benefit from a visit. This could also involve
working with a contact person to develop activities.
Identify local problems and attempts which are being made to
solve them.
Ask elders, or experienced people in the community about
local resources, customs and history and perhaps use these
as teaching points.

45. Tip 4: Shoestring science
approaches
Use recyclable and household
materials to do science!

46. Building solar cookers

49. Teaching natural selection
Darwin’s finches- adaptations of
beaks

50. A different beak!

51. And another beak- which beak
is best adapted for feeding?

52. Extracting DNA from a
banana
WHAT YOU NEED:
•A banana
•Methylated spirits
•Sunlight Liquid (dishwasher)
•Table salt

53. Be creative- there are many possible
uses for a bottle such as this in the
classroom

54. Science-on-a-shoestring
research project
 See hand-out.
 To be submitted in October, as part of
your portfolio.
 Research question to guide
investigation- e.g. will the intervention
assist learners to better understand the
phenomenon?