Year 1 Core Science
Planning /Assessing Sc1
Plants and Seeds
Sc2
“All children and adults require a wide range of skills and
techniques for learning. They need also to be able to apply
these in a wide variety of contexts.” (SOED, 1993)
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Follow up - Group Task –
Week 12 – Any questions?
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WEEK 12 Student directed learning task
In small groups (3-4 students) review your understanding of
ONE Science Skill.
Prepare a 5 minute Powerpoint presentation for the rest of the
class as if you were a teacher addressing parents/carers in the
Foundation Stage, Key Stage 1 or 2.
How will you help parents to understand the importance of this
skill?
What type of activities might you suggest / illustrate to develop
this skill?
How can adults recognise this skill in use?
What is the adult’s role in nurturing and enhancing this skill?
Prepare an A4 handout for the class (this could be your
Powerpoints with notes) – upload this onto the LN by the end of
Week 11 ready to access in Week 12.
March 2012 Sem 2 Wk 11
Core 1 Science
Student Skills Plants
and Seeds 2012 KP
Independent Study Tasks
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Read Harlen and Qualter (2009) Ch 17 - How might
you support children in assessing their work in science?
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Use this writing frame to complete an entry in your
reflective journal:
What implications for your teaching can you note from
today’s session?
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Learning Intentions
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Develop understanding of progression and
achievement in Sc1 by planning and carrying out an
investigation.
Set targets for personal skill development
Further define the role of practical work in developing
knowledge and understanding in science
Develop understanding of ways to plan practical
science activities in the classroom
Begin to develop understanding of ways to
differentiate practical science activities in the
classroom
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Children’s role in assessing their
work.
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Involvement of children in assessment of
their own and each others’ work has
been shown to be among the
approaches most successful in raising
achievement. (Harlen and Qualter, 2009:
207)
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Reasons for involving children in
using assessment to help learning
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The children are the ones who ultimately have to take actions that
lead to learning.
Knowing their goals puts learners in a better position to achieve
them.
Taking part in assessment of their own and their peers’ work means
that children see assessment as something in which they have an
active part.
There is less need for feedback from the teacher if the children are
involved in assessing their work and deciding next steps.
Involvement in self assessment facilitates ownership of their learning
and enables children to be responsible and accountable for their
learning.
It provides for independence and can lead to self-regulated learning.
It raises children’s self-esteem.
It promotes higher order thinking since it requires children to think
about how they learn (metacognitive thinking).
(Harlen and Qualter, 2009: 207)
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Sc2 Life processes
and living things
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Green plants
KS1 3) Pupils should be taught:
to recognise that plants need light and water to grow
to recognise and name the leaf, flower, stem and root of flowering
plants
that seeds grow into flowering plants
KS2 3) Pupils should be taught:
the effect of light, air, water and temperature on plant growth
the role of the leaf in producing new material for growth
that the root anchors the plant, and that water and minerals are
taken in through the root and transported through the stem to
other parts of the plant
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Science and Plants
for Schools (SAPS)
http://www-saps.plantsci.cam.ac.uk/
http://www.saps.org.uk/
Aims
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to develop new educational resources
to promote exciting teaching of plant
science and molecular biology
to interest young people in plants
and molecular biology.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Enquiry – two approaches
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Illustrative
Investigative
In your table groups – half the table carry out
the activity on the pink sheets, half the table
carry out the activity on the blue sheets. Then
swap. (10 minutes in total)
Share what you did with the whole group.
Investigative / illustrative ? Like /dislike?
Advantages / disadvantages? Implications?
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Illustrative - SUMMARY
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Involves direction by the teacher / workcard at
every stage
Directs or leads pupils to what is to be observed
Tells the pupils what to do and how to do it
Tells the pupils what equipment and measuring
instruments to use
Prescribes methods of recording and
communication
Specifies one route to the solution
Involves all pupils arriving at the same conclusion
which illustrates the idea or concept under study
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Investigative - SUMMARY
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Allows pupils to make their own observations
Encourages pupils to make ‘I think because…’ statements which
they can test
Allows pupils to plan for themselves how the investigation is to
proceed
Allows pupils to work independently and make decisions what to
change, what to measure or judge and what to keep the same
Allows pupils to select the most appropriate instruments and
apparatus for an activity
Gives pupils the opportunity to decide which is the most
appropriate means of recording and display
Allows pupils to place their own interpretation on data
Allows a variety of routes to a solution
Encourages further questions for investigation
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
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Listen to the story
 What ideas might children already have?
 Consider the conceptual (subject) knowledge that
could be developed using this story.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
TASK
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In your table groups how might you use this book to
support an illustrative / investigative approach?
Consider what specific skill/s might be encouraged.
What teacher questions might you use?
How does the skill focus develop conceptual
understanding in this activity?
How might you involve the children in self
assessment?
Reference to EYFS and NC.
Use the lesson plan proforma to draft an outline plan
for a science session based on this book.
Prepare a group feed back and be
prepared to respond to discussion.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Health and Safety- Risk Assessment
RISK ASSESSMENT
The activity is: Building blocks
The risk assessment should be shared with all adults assisting in the classroom. Refer to NC KS1 and KS2 Breadth of Study for
guidelines on involvement of pupils. Keep a copy with the medium term plan and lesson plans
Hazard
Consider:
Likely effect of hazard
Risk level
(low, medium, high)
Safety measure
Resulting risk level
Substances and materials;
Equipment and tools;
The way the activity is
done
The place where the
activity is done;
Anything else
Sharp edges and broken
fragments e.g. splinters
from wood
Embedded splinters,
grazes from sharp, jagged
edges
medium
Ensure blocks have smooth surfaces
Low
Swinging ball hitting a
child
Serious bruising/ damage
to area of child that ball
hits. If it hits a child’s
head it could cause
concussion.
High
Use a light ball, check fixing between ball and string
secure.
Ensure swinging ball is firmly fixed to a stand so that
the stand is balanced.
Instruct children to swing ball with care and direct
swing away from spectators.
Allow a large space for movement of ball so that it
does not hit anything other than the tower. Adult
supervision of activity.
low
Tower of bricks falling
over.
Bricks falling on / hitting
child and bruising /
cutting area of child that
medium
Allow a large space around tower.
Adult supervision of activity.
low
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
The Sultana Game – Going outside!
Dr Anne Bebbington
Field Studies Council, Juniper Hall
A game from the SAPs website.
Take a sultana and go outside and find a place in which
to hide it! When you return you will need to complete
the Design a seed activity on the following slide.
http://www.saps.org.uk/primary/beyond-the-classroom/224-the-sultana-game-understanding-fruit-and-seeddispersal
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Design a Seed –
coming back in!
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Work together in a group
You are going on an expedition to look for new plants
and to bring back some seeds from these plants.
Half of your group: will need to make a drawing of the
plant you discover and to give it a name. Annotate
your drawing highlighting any particular features of
your plant and noting the conditions in which it is
growing.
Other half of the group: need to make a magnified
drawing of a seed from your plant and explain how it
is dispersed.
Provide instructions so that on returning from your
expedition your seed can be germinated and grown.
Display your work together on one of the boards in the
room.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Consider
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Cross-curricular opportunities
The information or activities that children
would need before being able to carry out this
activity
How you would organise this activity –
individually, pairs, group??? Your reasons?
How could children assess their own and each
others’ work?
How could the teacher assess this activity?
The work that could follow this activity.
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Links with D & T
http://www-saps.plantsci.cam.ac.uk/primdt.htm
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Finding your sultana!
Seeds rely on the fact that squirrels
forget where they have buried their
cache of nuts! Or do they?
 Go and retrieve your sultana – on return
please complete the Induction and Study
Skills evaluation.
 http://experiments.magnify.net/video/Squ
irrel-Memory-test-MUST-SEE
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March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
The Sultana Game – Going outside!
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A game played to introduce the concept of seed dispersal, in particular to get
young pupils to think about the way in which large seeds such as hazel nuts and
conkers are dispersed by small mammals. A number of small mammals habitually
store food for the winter. Stores of food, which are not found or revisited, are
potentially able to germinate and grow into new plants.
Give each pupil a sultana and tell them they are squirrels and this is part of their
winter store of food. Define clearly the area in which they can hide their sultana.
Leave the area and carry on with some other activity (for at least half an hour,
longer if possible).
The pupils are then given five minutes to find their sultana. Several will not be able
to find them.
Ask the pupils why, if animals can't find their store of seeds, this might be
important to a plant.
I don't know where the idea came from for this game. It was originally played with
peanuts but I have adapted it by using sultanas to avoid possible problems with
pupils who suffer from nut allergies. Sultanas are also readily biodegradable!
Children should be warned not to eat the sultanas after they have been hidden. It
is a good idea to have a bag of clean sultanas as a reward for 'busy squirrels'.
Dr Anne Bebbington
Field Studies Council, Juniper Hall
http://www.saps.org.uk/primary/beyond-the-classroom/224-the-sultana-game-understanding-fruit-and-seeddispersal
March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP
Plenary
Consider
 How do different approaches and
contexts for learning in science support
children’s developing understanding?
 The role of assessment in developing
that understanding?
 Implications for practice?
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March 2012 Sem 2 Wk 11
Core 1 Science Student Skills Plants
and Seeds 2012 KP