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    Planning to teach Science: In the Primary Classroom
    Planning to teach Science: In the Primary Classroom
    Planning to teach Science: In the Primary Classroom
    Ebook129 pages2 hours

    Planning to teach Science: In the Primary Classroom

    By Rachel Linfield

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    About this ebook

    This resource gives primary teachers, particularly non specialist science teachers, both pedagogical knowledge and ideas for teaching science, in one practical volume, covering Years 1 to 6.
    The book is brimming with teachers' notes, bullet pointed pages and masters. It will also include suggestions for different ways to record children's work and explanations about:
    - How to write a session plan
    - Use of ICT
    - Catering for individual needs and ideas for differentiation
    - Importance of key vocabulary and appropriate time to introduce it
    - Ability to plan and carry out investigations
    LanguageEnglish
    PublisherMark Allen Group
    Release dateJan 29, 2014
    ISBN9781909102620
    Planning to teach Science: In the Primary Classroom

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      Book preview

      Planning to teach Science - Rachel Linfield

      Title page

      Planning to teach

      Science

      in the Primary Classroom

      KS1 & KS2

      Rachel Sparks Linfield

      Publisher information

      2014 digital version by Andrews UK Limited

      www.andrewsuk.com

      Originally published by

      Hopscotch, a division of MA Education,

      St Jude’s Church, Dulwich Road, London, SE24 0PB

      www.hopscotchbooks.com

      020 7738 5454

      © 2009 MA Education Ltd.

      Written by Rachel Sparks Linfield

      Illustrated by Emma Squire,

      Fonthill Creative, 01722 717057

      All rights reserved. This resource is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, hired out or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition, including this condition, being imposed upon the subsequent purchaser.

      No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher, except where photocopying for educational purposes within the school or other educational establishment that has purchased this book is expressly permitted in the text.

      Every effort has been made to trace the owners of copyright of material in this book and the publisher apologises for any inadvertent omissions. Any persons claiming copyright for any material should contact the publisher who will be happy to pay the permission fees agreed between them and who will amend the information in this book on any subsequent reprint.

      Introduction

      As a child I first became interested in science when, aged nine, my teacher showed me that if I stood one metre away from a mirror my mirror image was one metre behind. This fascinated me and so began many hours of investigating. When shopping with my mother I loved to try and trick the department store mirrors. I would stand in front of mirrors and see whether I could ‘catch out’ my reflection. I would ask lots of questions such as ‘Is the reflection in the mirror or behind it?’ ‘Does the metre ‘rule’ work with all mirrors?’ ‘Does the thickness of the mirror matter?’ ‘What happens if the mirror is made from plastic?’

      For me science was, and still is today, about finding out why things happen and how things work. It is about developing understanding of our world and realising how different factors affect what happens. It is about asking questions, researching ideas, carrying out practical investigations and interpreting results. Most importantly science gives us the opportunity to develop a wide range of skills and to use our imaginations as we try to make sense of what we observe, read and are told.

      The majority of children have an instinctive desire to investigate and to explore. Babies will shake, feel, lick and look at rattles. Over time they begin to form preferences for a particular toy perhaps based on its feel, sound or smell. Other toys will be rejected. In making these choices, babies and toddlers begin to develop the ability to make observations. Young children frequently ask ‘Why?’. When they wonder why a battery toy stops working, how to make a loud noise with a drum or try to build a tall tower of toy bricks, they are developing the ability to enquire, to ask questions and to explore. These key, early skills are excellent preparation for taught science in school. Teachers thus must appreciate that children have already had many relevant, prior experiences, before they are ever taught science in school.

      Planning to Teach Science in the Primary Classroom has been written for trainees, supply teachers and non-specialist science teachers to help with the planning, teaching and assessing of science. It provides information about the key characteristics of science that should be developed within teaching and learning, and explains how to plan for, teach and assess science. It gives ideas for activities for the concept areas given within the National Curriculum for Science at Key Stages 1 and 2 and, also, gives children the opportunity to plan and carry out their own investigations. Where appropriate, teacher subject knowledge is supplied. Copy Masters provide diagrams for topics such as the human body and parts of a plant; sheets to plan investigations and a balanced meal; sheets to identify plants, leaves, minibeasts and pond creatures and a ‘Did you know?’ fact sheet to promote discussion and stimulate interest in science. A tracking sheet shows how the given activities in Section 2 relate to the ‘QCA Scheme of Work for Science’.

      Planning to Teach Science in the Primary Classroom does not set out to be a scheme of work. Instead the intention is to have a flexible resource to ‘dip into’ at the planning stage. It can be used as the initial

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