what i have come to realise is that to educate children you’ve got to share yourself with them, as...
DESCRIPTION
Evaluate the CD ROM Goldsworthy, A.(2002) Teaching Scientific Enquiry. Nelson Thornes. Complete the Quiz. To access follow the links: ‘Start – Library – Subject software – Nelson Thornes – Teaching Scientific Enquiry’. Remember to make an entry on your ICT record. October 2011 Sem 1 Sess 5 Wk 5 Core 1 Session 5 Communicating and Interpreting Data KPTRANSCRIPT
WHAT I HAVE COME TO REALISE IS THAT TO EDUCATE CHILDREN YOU’VE GOT TO SHARE YOURSELF WITH THEM, AS A PERSON.” (NIAS, 1989)
Core 1 Science Communicating and interpreting evidence in science Recording and ReportingCross curricular learning
October 2011 S
em 1 S
ess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
FOLLOW UP DIRECTED TASKS Read Harlen and Qualter (2009) Chapter10 ‘ Helping
development of enquiry skills’. Summarise, in your own words, the link between process skills and conceptual development. Choose an activity from a science scheme or workcard (available in the School Resources section of library). Analyse and exemplify this link between process skills and conceptual understanding.
Use this writing frame to complete an entry in your reflective journal. You will
refer to this again for your assignment. How would you like to organise practical work in science? How will you support the development of process skills? Have you any queries about your role?
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
Evaluate the CD ROM Goldsworthy, A.(2002) Teaching Scientific Enquiry. Nelson Thornes. Complete the Quiz. To access follow the links: ‘Start – Library – Subject software – Nelson Thornes – Teaching Scientific Enquiry’.
Remember to make an entry on your ICT record.
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
LEARNING INTENTIONS Identify ways in which pupils can record their work in
science Give examples of a range of ways of recording and
presenting data appropriate for FS, KS1 & KS2 Explore and discuss appropriate ways of representing data Demonstrate how a data base for handling data can be
used in the context of investigations on floating and sinking within the context of the story – Lost and Found.
Suggest ways in which children can use data to interpret their results
Consider the role of talk in interpretation of data Note links between science and mathematics Note safety considerations.
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
RECAP – LAST WEEK’S SESSION Focus on planning and fair testing Focus this week is on data collection and
communication. Use of enquiry skills to develop
understanding – this week data collection, recording, interpreting.
Look at NC – Sc 1
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
COMMUNICATING Talking, writing, drawing, modelling, acting,
singing - are all ways to help children to clarify their understanding and to share ideas with others.
Conventions of representation can help children to organise, record and talk about information efficiently e.g. charts, graphs, diagrams.
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
DATA COLLECTION, RECORDING, PRESENTATION, INTERPRETATION (SC1)
Categoric data A descriptive variable assigned to a group. No numerical values can be given to it
e.g. eye colour, gender Discrete data
A variable that can be measured in whole numbers but with no fractions or decimals e.g. number of frecklesContinuous data
A variable that can be measured by a range of numbers including fractions and decimals, e.g. height
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
DATA PROGRESSION Younger children will start investigating by
using categoric and then discrete variables.
Derived variables will be used more often in KS3 - Derived variable - A variable that is calculated from the measurements of other variables e.g. speed.
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
SENSITIVITY Collecting data can raise issues of sensitivity.
Read and consider – Patterson’s letter on Patterson’s letter on sensitivitysensitivity Patterson, P. (2002) A Sensitive Issue Primary Science Review 71
See Be Safe! for Sensitivity as a safety issue. Be ready to share your discussion.
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
PROGRESSION – (AFTER SUGGATE 1998:195)
Type of Type of graph/diagramgraph/diagram
Key StageKey Stage
Carroll Diagram, Venn Carroll Diagram, Venn Diagram, PictogramDiagram, Pictogram
Early Years / KS1Early Years / KS1
Block graphBlock graph KS1KS1Bar chartBar chart KS1/2KS1/2Line chartLine chart KS2KS2Pie chartPie chart KS2KS2ScattergramScattergram KS2KS2
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
ICT & DATA HANDLING – INFORMATION WORKSHOP
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
USING STORIES AS STIMULI FOR SCIENCE...
A familiar format for children motivating starting points for science create context and purpose support learning encourage high level thinking a means to elicit talk informal and fun!
See PSR 92 ‘Stories and Starters’
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
NC LINKS: KS1 Sc 4: Forces and motion 2. Pupils should be taught: to find out about, and describe the movement of, familiar thi
ngs [for example, cars going faster, slowing down, changing direction]
that both pushes and pulls are examples of forces to recognise that when things speed up, slow down or
change direction, there is a cause [for example, a push or a pull].
KS2 SC4: Forces and motion 2. Pupils should be taught: Types of force about friction, including air resistance, as a force that slows
moving objects and may prevent objects from starting to move
that when objects [for example, a spring, a table] are pushed or pulled, an opposing pull or push can be felt
how to measure forces and identify the direction in which they act.
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
ACTIVITY Listen again to the story Recap on features identified in the LL Consider questions that children may raise
that could be investigated. How might you deal with other questions? In groups of 3-4 choose a question to
investigate within the context of floating and sinking.
What data will be collected? How can the data be recorded and used?
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
CARRY OUT YOUR INVESTIGATION Collect data Present data Interpret the data – answer your question
Be prepared to feedback…
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
LOST AND FOUND INVESTIGATION FEEDBACK
Present Present Your investigation question Your diagram / graph etc (large
paper /OHT/ computer print-out) Your interpretations Further questions raised by the data Those observing should consider: Questions you could use as prompts to
interrogate the data
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
PLENARY : INTERPRETING EVIDENCE AND DRAWING CONCLUSIONS INVOLVES Using observations to discuss / answer a
question Putting information together to say
something about the ‘whole’ Finding a trend or pattern Comparing findings with predictions Recognising the tentativeness of conclusions
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
PLENARY: INDICATORS OF THE USE OF RECORDING AND COMMUNICATION SKILLS TALK - describing data and findings using drawings, charts etc. to convey
information choosing appropriate means so that it is
understandable to others selecting relevant information from a range
of secondary sourcesNOTE: MODES /AUDIENCE /PURPOSE
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
INDEPENDENT STUDY TASKS Read: Harlen, W. (2006) “Helping children to communicate” in Primary
Science Taking the Plunge (2nd edition). Portsmouth NH: Heinemann Mercer, Dawes, Wegerif and Sams (2004) Reasoning as a
scientist: ways of helping children to use language to learn science on Learning Network
How does appropriate vocabulary help children to develop scientific ideas? What is your role?
Read Harlen and Qualter ((2009) Chapters 8, 9, 12 & 15 focus on
Chapter 12 Teachers’ and Children’s Questions. Next week you will discuss and practise using different types of
questions. This task prepares you for this. You should bring your notes and copy of Harlen and Qualter (2009) with you to your next taught session.
What is the difference between ‘productive’ and ‘unproductive’ questions? What types of productive question are there and what is the purpose of each in encouraging children’s scientific enquiry? What reasons do Harlen & Qualter (2004) present for the use of open and person –centred rather than closed and subject centred questions? What are the implications from this reading for your planning on SE?
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP
IST - REFLECTION Use this writing frame to complete an
entry in your reflective journal. Have you seen examples of children communicating and recording in school?
Do you think children always need to make a record on science activities?
Why? Why not? What does your response suggest about your
ideas of science learning? After reading Harlen and Qualter on
questioning – what do you see as the challenges for you as a teacher when developing this very important skill?
October 2011 S
em 1
Sess 5 W
k 5C
ore 1 Session 5 C
omm
unicating and Interpreting D
ata KP