Science within the curriculum
Science plays an important part in the National Curriculum and providing pupils with valuable knowledge, understanding and the skills to investigate scientific theories in their continued education. Science is about following scientific methods in order to analyse and hypothesise on the findings. Devereux (2000, p5) states “Science essentially is about understanding. It involves reaching possible conclusions, exploring relationships and explanations between ideas and events.” I will be teaching a class of twenty six students, aged between five and six about life processes and living things. However I will be focusing on a particular group of six children who are within the Level 1 parameters (Appendix 1) and aiming towards achieving Attainment Target 1 by the end of the year. (Appendix 2)
The activity I have planned to covers will allow the children to participate in growing cress from seeds in a variety of settings, i.e. light, no light, water, and no water. (Appendix 3) The knowledge and skills that I plan to develop are their observational skills, data collection and evaluating skills. These are all important skills which are also linked to other subject areas such as Maths. The National Curriculum states “Pupils should be taught that it is important to collect evidence by making observations and measurements when trying to answer questions.” (DfES, 1999) I will also be observing the scientific language used during their collaborative work and their understanding of hypothesising.
The activity will involve the children to small groups and by following instructions from their plans they will plant their seeds. (Appendix 4) During the week, they will check on their experiments making observations and notes on changes that they see.(Appendix 5) I will expect the children to be able to follow the practical instructions. However I anticipate difficulties with hypothesising and evaluating. These skills are still in their embryonic stage and pupils
The activity I have planned to covers will allow the children to participate in growing cress from seeds in a variety of settings, i.e. light, no light, water, and no water. (Appendix 3) The knowledge and skills that I plan to develop are their observational skills, data collection and evaluating skills. These are all important skills which are also linked to other subject areas such as Maths. The National Curriculum states “Pupils should be taught that it is important to collect evidence by making observations and measurements when trying to answer questions.” (DfES, 1999) I will also be observing the scientific language used during their collaborative work and their understanding of hypothesising.
The activity will involve the children to small groups and by following instructions from their plans they will plant their seeds. (Appendix 4) During the week, they will check on their experiments making observations and notes on changes that they see.(Appendix 5) I will expect the children to be able to follow the practical instructions. However I anticipate difficulties with hypothesising and evaluating. These skills are still in their embryonic stage and pupils
Bibliography: Bruner, J (2006) In Search of Pedagogy Volume 1: The Selected works of Jerome S Bruner Abingdon Oxon: Routledge Taylor & Francis Group Dewey, J. & Bento, J. (2009) Activating Children’s Thinking Skills (ACTS): The Effects of an Infusion Approach to Teaching Thinking in Primary Schools. The British Journal of Educational Psychology Vol 79 pp. 329-351 Harlan, W (2006) & Qualter, A. (2004) Teaching Primary Science in Primary Schools 4th Ed. London: David Fulton Johnson, C (2007) Effective Science Teaching, Professional Development and No Child Left Behind – Journal of Science Teaching Education. Volume 18 No 2 pp. 133-136 Johnston, J (2005) Early Explorations in Science 2nd Ed. Berkshire: OU Press Qualter, A. (2004) The Teaching of Science in Primary Schools.4th Ed. London: David Fulton Woods, P (1999) Creative Teaching in Primary Schools: Strategies and Adaptions.